Tag Archives: story

Exploring Designs for Teaching – Lee Felsenstein on Community Memory, Free Speech and Computing

On June 7th, 2016 we held an Oral History Workshop – How Education Made Computers Personal at Leuphana University (Luneberg, Germany) and online. The workshop was a collaboration between HCLE’s parent organization, LO*OP Center, and Leuphana University to capture more of that history and make it available to modern researchers.

The history of how computing changed education and learning, and how learning and education changed computing is more than the story of hardware introductions and institutional initiatives. As, Lee Felsenstein, observed;

“the 60s – 70s resonated with the counterculture of a search for personal control,
even through technology.”

And, as the motto of the People’s Computer Company stated;

“Computers are mostly used against people instead of for people,
used to control people instead of to free them.
Time to change all that…”

Lee Felsenstein (host of the Homebrew Computer Club and the designer of the Osbourne-1) made a presentation about the Tom Swift Terminal, Applied Conviviality, and…

Much of the early EdTech work was dedicated to applying computers and computing to education and learning; and was done by people whose work challenged conventional institutions: innovators, educators, visionaries, and revolutionaries. Some of the work was recorded. But, much of their work wasn’t recorded because it was easier to ask for forgiveness than permission, undocumented was safer than documented. Now is a good time to refresh our memories to make sure the information is preserved, made available to researchers, and archived.

There is an urgency to record as many of these oral histories as possible. The memories are perishable. The artifacts and documentation are easy for subsequent generations to dismiss without the right perspective. We are endeavoring to record those histories through the workshop, but also through a crowd campaign so many more voices can be heard. The presenters are as well known as many other EdTech pioneers; but there are equally useful stories to be heard from elementary school teachers, hobbyists, and self-taught students. If you have a story, pass it along. If you want to read those stories, visit the HCLE wiki (our digital loading dock while we built our virtual museum.) There are more stories to tell and hear. Thanks for participating.

 

For more of our videos from this and other presentations, visit our YouTube channel (HCLEMuseum).

Exploring Designs for Teaching – Liza Loop on Distance, Synchronicity, Control

On June 7th, 2016 we held an Oral History Workshop – How Education Made Computers Personal at Leuphana University (Luneberg, Germany) and online. The workshop was a collaboration between HCLE’s parent organization, LO*OP Center, and Leuphana University to capture more of that history and make it available to modern researchers.

Liza Loop’s presentation, Distance, Synchronicity, Control: Exploring Designs for Teaching About and Through Computers, was inspired by the work of Stuart Cooney, Seymour Papert, and LOGO. Asynchronous teaching is very old. Paintings on cave walls, words in books, and files in computers are all stored instructions that control and pass information to later learners. EdTech has been with us for a long time.

The details of the presentations are too much to relay here; which is why we made a few videos of the presentations available and want to focus on one here.

The nature of the collaboration is a good example of creating a bridge between generations. Liza Loop is the founder of LO*OP Center, the co-creator of the event; and brought the first Apple 1 into schools, opened a public access meeting place for computing, and helped write user’s manuals for the Atari 400 and 800 computers. She lived the history, and knows others who also lived it. The other co-creator was Jerry Herberg, a doctoral candidate at Leuphana working on how computers influenced learning. He is studying the history, and finding others who are also eager to study the history; especially, because they realize the opportunity to meet the pioneers is becoming increasingly difficult. This oral history workshop was yet another step in passing along history. There are many more stories to tell and record and study.

The history of how computing changed education and learning, and how learning and education changed computing is more than the story of hardware introductions and institutional initiatives. As one of the speakers, Lee Felsenstein, observed;

“the 60s – 70s resonated with the counterculture of a search for personal control,
even through technology.”

And, as the motto of the People’s Computer Company stated;

“Computers are mostly used against people instead of for people,
used to control people instead of to free them.
Time to change all that…”

Much of the early EdTech work was dedicated to applying computers and computing to education and learning; and was done by people whose work challenged conventional institutions: innovators, educators, visionaries, and revolutionaries. Some of the work was recorded. But, much of their work wasn’t recorded because it was easier to ask for forgiveness than permission, undocumented was safer than documented. Now is a good time to refresh our memories to make sure the information is preserved, made available to researchers, and archived.

There is an urgency to record as many of these oral histories as possible. The memories are perishable. The artifacts and documentation are easy for subsequent generations to dismiss without the right perspective. We are endeavoring to record those histories through the workshop, but also through a crowd campaign so many more voices can be heard. Howard, Liza, and Lee are as well known as many other EdTech pioneers; but there are equally useful stories to be heard from elementary school teachers, hobbyists, and self-taught students. If you have a story, pass it along. If you want to read those stories, visit the HCLE wiki (our digital loading dock while we built our virtual museum.) There are more stories to tell and hear. Thanks for participating.

Our Inaugural EdTech Oral History Workshop

A first workshop

On June 7th we held our inaugural Oral History Workshop – How Education Made Computers Personal at Leuphana University (Luneberg, Germany) and online. The workshop was a collaboration between HCLE’s parent organization, LO*OP Center, and Leuphana University to capture more of that history and make it available to modern researchers.

LLOHW image from Twitter

The history of how computing changed education and learning, and how learning and education changed computing is more than the story of hardware introductions and institutional initiatives. As one of the speakers, Lee Felsenstein, observed;

“the 60s – 70s resonated with the counterculture of a search for personal control, even through technology.”

And, as the motto of the People’s Computer Company stated;

“Computers are mostly used against people instead of for people, used to control people instead of to free them. Time to change all that…”

Our first workshop expanded on that theme with the influence of Montessori logic, applied conviviality, designs for teaching about and through computers, and pedagogy.

The four main presentations were:

  • Jeremias Herberg: IT Became Personal – Montessori Logics in 1970s Computer Hobby Groups
  • Lee Felsenstein: The Tom Swift Terminal and Applied Conviviality
  • Liza Loop: Distance, Synchronicity, Control: Exploring Designs for Teaching About and Through Computers
  • Howard Rheingold: Counterculture + Social Media = Edupunk Pedagogy


(June 2017 update: select videos available)

The workshop was well attended, considering that it was as much a test as it was a research opportunity. A few dozen people attended at Leuphana and online. Scheduling had to accommodate a 9 hour difference in time zones. It was impressive to see how many people were willing to stay up late or get up early to participate. As a reflection on the history of computing, such an event would have been prohibitively expensive and unpredictable decades ago. Now, the system we used was new, familiar to many even with a mix of languages, and was effectively a test for Leuphana. It worked more than well enough for us.

For about 5 hours, the attendees listened and participated in a discussion of the objective and subjective aspects of early EdTech. Dates and data are more readily researched; but oral history captures the subjective aspects like the motivations and circumstances that led to decisions, actions, and also abandoned ideas. Anecdotes may conflict, but they also reveal the various perspectives that existed and influenced those times and these times. Even though Jeremias didn’t work in the ’60s and ’70s, he was able to put the workshop in perspective thanks to his research. Lee, Liza, and Howard were active in that era; their presentations provided insights and inspired questions as well as possible further investigations by researchers.

Education made computers personal

Much of the early EdTech work which was dedicated to applying computers and computing to education and learning was done by people whose work challenged conventional institutions: innovators, educators, visionaries, and revolutionaries. Some of this work was recorded. Much of it was never written down in the rush to turn new ideas into programs, lessons and new ways of teaching or learning. The workshop helped to refresh our memories, to ensure  that the information is preserved, to archive it and to make it available to researchers.

The nature of the collaboration between Liza and Jeremias is a good example of creating a bridge between generations. Liza Loop is the founder of LO*OP Center and the co-creator of the event. In the early days of personal computing, she brought the first Apple 1 into schools, opened a public access meeting place for computing, and helped write the user’s manuals for the Atari 400 and 800 computers. She lived the history, and knows others who also lived it. Jeremias Herberg is a post-doctoral fellow with the Complexity or Control Project at Leuphana University and works on how computers influenced learning. A sociologist, he is studying the history of science and technology, and finding others who are active in this field. These young scholars realize that the pioneers from a pivotal era are reaching the end of their lives and opportunities to meet them and capture their stories are becoming increasingly rare. This inaugural oral history workshop was yet another step in passing along history. There are many more stories to tell, record and study.

Lee was involved in the creation of several countercultural movements and in computers, including the Free Speech Movement where he created the famous “Community Memory”. In 1975, Lee co-founded the Homebrew Computer Club, where many early Silicon Valley entrepreneurs, including Apple inventor, Steve Wozniak, used to gather to swap stories and expertise. As an engineer, Lee created the Sol-20, and early desk-top computer and the Osborne 1, one of the first portable computers. Choosing from a breadth of influences, he chose to talk about the Tom Swift Terminal, a pre-PC device that would have enabled personal access to remote computers and could also be expanded into a quite capable stand-alone machine. As for how “Education Made Computers Personal”, he noted that the 60s – 70s resonated with the counterculture of a search for personal control, even through technology.

Howard was one of the first writers to point out the educational values of digital networks. He was involved in the WELL, a “computer conferencing” system and, drawing from that experience, he coined the term “virtual community”. As he pointed out, many of the issues encountered in those early days still remain after decades of development, partly because;

“Technologies, including EdTech, are changing faster than society.”

Computers and computing have changed society and the way we teach and learn; but, fundamentally, many organizations and institutions continue to struggle to adapt.

Because the details of the presentations are too much to relay here we are working at making the presentations and the video available. (You can follow some of the proceedings via #LLOHW on Twitter.) When they are available we’ll post them this blog and publish announcements on our LinkedIn, Facebook, and Twitter pages.

One workshop is not enough. There is an urgency to record as many of these oral histories as possible. The memories are perishable. The artifacts and documentation are at risk of being dismissed or overlooked by subsequent generations unless they are combined with contemporary, interpretive commentary. We are endeavoring to record those histories through the workshop and also through a crowd campaign so many more voices can be heard. Howard, Liza, and Lee are already well known through their writing as are many other EdTech pioneers. However, equally useful stories from elementary school teachers, hobbyists, and self-taught students, have yet to be captured. If you have a story, pass it along. If you want to read those stories, visit the HCLE wiki (our digital loading dock while we build our virtual museum). Keep next year’s workshop in mind and let us know if you would like to be kept abreast of our plans. There are more stories to tell and hear.

Thanks to everyone who made it happen.

Are you an EdTech Pioneer?

What qualifies someone to be an HCLE EdTech Pioneer? Our philosophy is inclusive. We are focusing on “unsung heroes” so that we can highlight the depth of thinking of those who explored the use of computing for learning early on. Some of these ideas have endured and informed current and upcoming applications. Many have been forgotten. Their loss impoverishes the field and means that they have to be reinvented in order for future generations to benefit from them — unless we rediscover them and encourage their originators to restate and elaborate them. Without input from edtech pioneers we risk losing both context that clarifies and experimentation that facilitates evaluation of educational innovations.

Of course, some old ideas are bad ideas. The problem with forgetting them is that they tend to recur. If they are not part of recorded and accessible history we waste time and effort retracing the experience that extinguished them in the first place. Our human ability to learn from recorded, as well as living, memory permits us to accelerate our evolution beyond the pace of random “natural” selection.

As for the “sung” heroes, those innovators who have managed to ensure the endurance of their intellectual legacy amid the current deluge of advertising and hype, HCLE has something to offer them as well. HCLE’s gaze surveys the whole panorama of learning about, for, and with computing, not just the latest, greatest, electronic song and dance. We are a platform for better-known innovators and leaders to demonstrate how and why their processes benefit learners in the long term. We enhance their voices by blending them into the chorus of lesser-known participants and provide a richer tapestry by weaving together the threads spun by other thinkers.

HCLE EdTech Pioneers are not only the most charismatic public speakers or the writers and inventors who capture popular attention by asserting their own importance and uniqueness of their ideas. They are also the more modest contributors, those who see ourselves as riding on gigantic shoulders, as part of a crowd of concerned workers who did and are still doing their part to enhance tools for learning.

So, are you one of those quiet individuals whose creative thinking brought an enhanced way of teaching into schools, workplaces, recreational centers or homes? Did your work with computing change the learning of hundreds, if not thousands, of children or adults? Do you have cautionary tales? If so, consider joining our chorus — you don’t have to be a soloist. Just let us know what you did, how it incorporated new media, and why you believe it helped to improve teaching and learning. We’re not out to flatter you or make you famous. We just want to do the best job we can of learning from the past to make a better future.

Thank you for being willing to add your chapter to this larger story.

HCLE Second Quarter 2015 Progress Report

Welcome to the second quarter of 2015 HCLE report. We share many of these news items via our outlets (wiki, blog, Facebook, Twitter, LinkedIn) and collect them here for your and our convenience.

Our staff of 1.3 FTEs, several volunteers and many outside collaborators reached the following milestones in the spring quarter of 2015.

  • Attended and presented at a series of conferences (AAM, MW, Brink, STS)
  • Contacted original members of the Homebrew Computer Club for stories and funding
  • Creation of a metadata superset for simplified coordination with other institutions
  • Developed a list of supportive scholars for future proposals
  • Expanded our list of collaborators including, Pratt SILS, OAC/CDL, CITE, Henry Ford Museum, SHOT CIS, …
  • Extended our outreach via podcasts, and possible publications

With these accomplishments (and with the appropriate funding) HCLE should be able to produce a Proof Of Concept virtual museum web site in 2015. Subsequent to the proof of concept will be the major tasks of digitizing and curating the collection, and designing the complete virtual museum interface. Those tasks may not be completed in 2015, but significant progress is anticipated.

Please pass our news along, especially if you know someone else who will want to contribute money, know-how, artifacts, stories, or connections. Even by glancing at what we’ve done, you’re helping make HCLE happen as you pass along the story. Thank you.


 

  • LO*OP Center

    • Open Education Systems (OES)
      • Liza published the first draft of the OES concept on the HCLE wiki. HCLE is about the past. OES is about the future. The two naturally work together with HCLE providing the data and insights that direct the OES vision.

 

  • Fundraising

  • HCLE currently relies on general operating funds provided by LO*OP Center, Inc. Future sustainability requires additional underwriting from individuals, members, foundations and government agencies. At present there are no plans to generate revenue through fees to access the Virtual Museum.
    • To increase the chances of grant awards, we initiated a search for a professional fundraiser/grantwriter. No selection has been made, yet.
    • CLIR
      • A proposal for the Council on Library and Information Resources (CLIR) was prepared but not submitted. The exercise, however, produced an impressive list of scholars and collaborators who now support our work.
    • A letter to scholars has been drafted to encourage research, maintain relations and to provide a source of Letters of Support for grant proposals.
    • We made a direct appeal to member of the original Homebrew Computer Club. While the primary intent is to collect their stories, a secondary benefit is to increase our visibility to potential funders. See Stories for their response.
    • A draft was created for a Kickstarter project to crowdfund the Proof of Concept.
    • We have received a promise of grant writing assistance from Jeremias Herberg (Luneburg University).

 

  • Operations/Virtual Museum Web Site

  • As HCLE progresses from the present start-up phase into normal operation this section will enlarge.
    • Proof Of Concept (PoC) web site
      • Preliminary conversations were carried out with Jessica Sullivan about the Proof of Concept web site. Preliminary specifications were sketched out. The PoC site is a high priority. Funding is being sought with public, crowdfunded, and private sources.

 

  • Collection

  • The content of the HCLE Virtual Museum comprises materials collected and preserved by founder-director Liza Loop and currently owned by LO*OP Center, Inc. Additional items are being donated and related items, owned and hosted online by other individuals and institutions are being referenced in the HCLE catalog.
    • The Collection continues to be digitized as resources allow. Mark Pilgrim is digitizing Apple ][ disks, Anthony Cocciolo (Pratt Institute) digitized various floppies and Betamax tapes, and Jerry Herberg (Luneberg University) aided Liza in sorting, cataloging, and digitizing parts of the Collection. Discussions with Henry Lowood (Stanford) and Fred Turner (Stanford) continue.
    • All digitization efforts are being encouraged to use the Catalog, though some translations may be required.

 

  • Catalog

  • The Catalog is the software that contains and manages the database. No free open-source software was found that met our criteria, so we are developing this capability internally.
    • The Catalog is in use and enabling the digitization of the Collection.
    • Stan Crump, our programmer, improved the operation and coordinated with the digitization project at Pratt. The more we use it, the more we learn about how it must handle needs such as multiple users; especially, collaborators.

 

  • Metadata

  • Information about each item is stored in the Catalog and can be displayed in various formats for scholars, museum staff and visitors. Maintaining a rich set of metadata is essential for locating documents and images as well as understanding their context and significance.

    • Svetlana Ushakova completed her metadata crosswalk work, effectively providing a comparison between three external metadata sets (EADS, MARC, Dublin) with our internal metadata set.
    • A metadata superset was created based on the work done by Svetlana. A superset will allow us to capture enough metadata to export subsets that match the requirements of collaborators.
    • Svetlana will document some of her work as part of a class project.
    • We began a search for a new metadata coordinator because Svetlana needs to concentrate on her studies.
    • We prepared a metadata schema (list of fields with explanations) and distributed it to various collaborators so we can better coordinate our efforts.
    • We’ll pass along this quote from a collaborator that distinguishes metadata from search data.
      • museums systems were not developed with public search in mind, and they do not support much descriptive metadata.” – from Ellice Engdahl

 

  • Wiki

  • This informal web site serves as an online rallying resource for those building the formal Virtual Museum. It will continue to provide a virtual sandbox and conversation pit for staff and volunteers after the museum site is launched.

    • The wiki continues to grow and the style continues to mature and stabilize. A restructuring has been proposed, but only style elements have been incorporated. This may take a dedicated individual for an intense, short-term effort. The main additions have been:
      • OES (see LO*OP Center above)
      • PIAL Play It And Learn (the draft of the games section)

 

  • Stories

  • Our stories highlight how folks learned to use computers between 1955 and 1995 and how and what teachers taught with them. Our emphasis is on learning and teaching; we leave documenting the history of the computing industry to others. Our story tellers are not the celebrities of the high tech revolution. They are the unsung heroes who changed the way we educate ourselves and our children.
    • HCLE EdTech Pioneers: our growing list
      • We launched a new initiative to contact each HCLE EdTech Pioneer, if possible, asking them to improve their pages, nominate others for the list, and contribute, information, insights, artifacts, introductions and any other resources that HCLE can use.
        • The following people were kind enough to be interviewed; and have nominated several other EdTech Pioneers.
          • Liza Loop, our founder – whose page hadn’t been given the attention it deserved, until we consolidated several pages into one.
          • Bob Albrecht – interviewed by Jon Cappetta and possible blog
          • Glen Bull – who will also propose to CITE’s funders about publishing Pioneer stories on a regular basis, and who may work with Jacoby Young on podcasts.
        • The following people have been contacted. There have been some improvements to their pages, but the bulk of the material awaits existing links or an interview.
          • Marge Cappo
          • Kevin Lund
          • Mitchel Resnick
          • Dan Bricklin (Innovator)
      • HCLE Pioneer Meeting
        • We are organizing a meeting of the HCLE Pioneers to demonstrate our appreciation, provide a venue for collaboration and gather more stories. Formal, structured interviews are useful, but informal, casual conversations from Pioneer to Pioneer may reveal insights an interviewer wouldn’t know to pursue.
    • Atari podcast
      • Thanks to an interview of Liza Loop on an Atari podcast, contacts were made that may extend the reach of our Pioneers’ stories
        • Jacoby Young – podcast
        • Glen Bull (CITE) – an HCLE column in the CITE Journal

 

  • Exhibits

  • Online exhibits will simulate a gallery of objects to wander through, take the visitor on a guided tour or invite hands-on participation.
    • PIAL Play It And Learn (the draft of the games section)
      • The PIAL exhibit will provide gamers and the curious the opportunity to play the original games within browser-based emulators of the original environment, while providing data to researchers interested in investigating what the gamers learned, and how.
        • A draft page has been produced and will be heavily modified.
        • Bibliographic references to game design have been added to aid designers and researchers.

 

  • Outreach

  • As a new institution, HCLE is making contacts in the worlds of museums, formal education and independent learners — both online and face-to-face.
    • Conferences
      • A variety of conferences, seminars, and gatherings were attended to improve HCLE’s network, identify interested scholars, publicize our progress, enlist collaborators, and identify potential funders.
        • Museums and the Web
          • attendance and blog
        • Alliance of American Museums
          • attendance and represent Online Museum Working Group
        • Brink Institute
          • panel participation and blog
        • Science and Technology Retreat Conference
          • recruiting for HCLE
    • Publications
      • We are pursuing the (re)publication of two books:
        • ComputerTown USA! e-book
        • Future Flashback – a new look at the past and future of educational technology
          • We are considering convening an Ed Tech Pioneer private meeting to generate additional material for Future Flashback
    • Podcasts
      • Liza Loop participated in one podcast (Atari) which may inspire an HCLE series through the actions of Jacoby Young.
    • Social Media
      • We have been reasonably successful at engaging other professionals by commenting on and sharing posts and publications found on social media. Though informal, these contacts have expanded our network and produced opportunities for collaborations, funding, and increased visibility.
      • We continue to use social media as a source of Initial contacts
      • Social Media Traffic Report
1/1/2014 12/29/2014 3/28/2015 6/30/2015
Facebook 59 91 92 97
Twitter 67 271 294 354
WordPress 18 42 43 46
Wikispaces 12 41 42 49
  • #EdTech could use a dose of #EdTechHistory

 


 

  • People/Volunteers

  • We are a community of builders, researchers, educators, learners and enthusiasts. We aim to recognize each person who contributes to HCLE. Their contributions are described throughout this newsletter
    • Svetlana Ushakova – Metadata coordinator, soon to be emeritus
    • Stan Crump – Programmer, soon to be emeritus
    • Jon Cappetta – Interviewer (Liza Loop, Bob Albrecht)
    • Helen Passey – in negotiations for graphic illustration
    • Jeremias Herberg – assisted Collection, is a Collaborator, and may provide insights into funding

 

  • Collaborations

  • HCLE is such a small organization that it must join with more established partners to accomplish its mission. Happily, we are finding willing colleagues.
    • Associate Professor Anthony Cocciolo from Pratt Institute’s School of Information and Library Sciences enlisted a class of students to help digitize and present some of HCLE’s artifacts.
      • Artifacts: floppies and Betamax
      • Timing: summer project
      • Coordination: Anthony and Stan are getting media into catalog
    • Henry Ford Museum
      • Liza Loop visited the Ford to establish contact and to investigate possible collaborations.
    • Letters of Support (consequence of preparing CLIR proposal)
    • OAC/CDL (works with DPLA) – contact = Adrian Turner
      • Application to be Contributing Institution in process
    • Texas Coast Bend Collection shared their (private) example of a digital museum.
    • tschak909 – Thom Cherryhomes, Atari Education System
    • Kimon – exhibit, Retrocomputing

 

  • Admininstration

  • Even virtual organizations must attend to the tasks that make them “real” within the surrounding social and governmental context.
    • Possible Advisory Meeting
      • We are considering convening an advisory meeting to get an informed, outside opinion of HCLE’s progress and direction.
        • IEEE History Project
        • SHOT
        • Museum of Play
        • The Henry Ford
        • Larry Cuban
    • Newsletters
      • We continue the production of these quarterly newsletters, partly to spread the word about our progress, and partly to capture and preserve the history of this history museum.
    • Backups
      • They may be dull, but backups are a high priority for a virtual museum.

 

 

Interview with Liza Loop by Jon Cappetta

Interview with Liza Loop: Q and A*

Jon Cappetta: What do you think sparked your interest in computers?

 

Liza: For starters, computers aren’t the focus of my interest – people are. Computers are a technology that people have to adjust to. It was clear to me that the personal computer was a really powerful technology, and it was going to change the way we did things. I was excited to be in at the beginning of the popularization of computers so I could see how people changed.

That’s what was going on in the early ‘70s when I started working on this, but I would have to admit that my family was into computers a lot earlier than that. I grew up in a science and technology household. My father was an audiophile and had done some research on coding, worked with scientists at MIT. It was both questions of language and questions of coding and questions of the use of technology for all kinds of things that were dinner table conversation for us.  Computing isn’t a big leap for me.

‘Technology’ doesn’t mean electronics; it means know how. ‘Technique’ is how you do things and -ology is the study of things. I think you’re asking when did I see the potential of electronic computers for education not [just as] technology? Everything has a technology whether it is a pencil or a digging stick. It is all technology.

Educational technology, when I was in school, was books, what we call ditto sheets or spirit masters, mimeographs, blackboards. There is a wonderful description [from the early 1900’s] of a blackboard as a fantastic new educational technology. But kids were using slates in the 1600’s; so, a big slate in the front of the classroom was a new technology compared with the small slates kids had at their desks through the 1800’s. [When I was in elementary school in the late ‘50s,] we were using what were called programmed learning books. These were little workbooks, small paper bound books, 8 1/2 by 11 inches, with questions or exercises on one side arranged so you folded a paper over the answer. Then you can slid the paper down to get the answer. You would look on the left hand side of the page — left because we are working in English, because I’m American — and the question or the exercise would be on the left hand side and you had the answer page closed. You wrote your answer down; then you slid the cover sheet down so you could see the answer. Then you could correct your own work.

My first introduction to computing in educating was automating that process [multiple choice drill and practice]. When we first started using computers they were large computers being time shared, so there were lots of people using the same computer. It was a no-brainer to go from that to communicating between those people. There was no Internet but you could send a message to somebody else. So the idea of creating simulated classrooms both synchronous (meaning everyone is communicating at the same time), or asynchronous (meaning one person puts in their ideas comments, responses and another person can see those later and interact in time segmented ways, asynchronously) arose quite easily.

Those were radical ideas for ordinary classroom teachers but for those of us who were trying to imagine what the future could be like, they were pretty obvious. That was a formal education aspect of educational computing but the non-formal education aspect of it was there, too. Here were these new instruments that we wanted to learn how to use – how were we going to learn how to use them when nobody else knew either? I think even more important than the effort to automate existing teaching techniques was the growth of peer interaction. You go study, or experiment however you can, then you come together in a group and you share what you discovered with everybody else and you hope they discovered something different so each one can teach each other. [The contemporary term for this, coined by Howard Rhinegold, is ‘peerogogy’.]

Two social technologies combine to create today’s educational technology landscape: studying by yourself and then coming together in a group to peer teach and the growth of what were originally printed newsletters or how-to-do-it manuals into what has now become the internet and all the how to do it YouTube videos — that was a pretty smooth transition. But back before today’s technologies were available we could imagine using these instruments to create that world.

 

Jon: You, Dean Brown, Stuart Cooney, started LO*OP Center, what were the main objectives?

 

Liza: Well, I was here at Sonoma State University at the time. My fellow students, and the professors as well, had access to the state college computer system — the actual computer system was at Cal State Northridge. We were sitting in Stevenson Hall in a little room with what were called glass teletypes. They were terminals with keyboards and screens and we were timesharing with Cal State system’s computer. There were what we would now call applications. In other words, if you wanted to crunch some numbers you could get a program to do that. There were games and lessons and programming languages available. There were about 6 or 7 seats in that little timeshare room and everybody was hunched over their keyboard. When somebody had a question, if they didn’t know how to do something, you turned to the person next to you and asked.

It was a real privilege to be able to use those. There were also, by the way, outside of the timeshare room, 3 or 4 punch machines so you could make your own deck of cards and submit your own deck to be batch processed which was more common at that time. In the early 70s, batch was the more normal way that people did computing – you didn’t do it in real time [on a keyboard and screen]. Unless you were a student at a university or working for a company that used computers, nobody had access to them. Nobody else could get to them. They couldn’t learn about them. They couldn’t access them. They couldn’t use them for their own purposes.

I thought that these things would infiltrate society, as they did. There were going to be two kinds of people in the world in the future: the kind of people who knew about computers and computing and how to control them, and the people who were controlled by them. To me that was a real anti-utopia. [LO*OP Center] was a way for ordinary people, those who were neither university students or people working for companies that had computers, to get access to them, learn about them, use them either for their work, for their play or for their education.

 

Jon: What are some opportunities LO*OP Center allowed the people?

 

Liza: We were right on the bus line between Petaluma and Santa Rosa [California] because we were in downtown Cotati.

There were almost no computers in schools so kids could come after school to LO*OP Center and do whatever they wanted with ours. We taught programming. We taught applications as they came up. We had games that required logical thinking. We had simulations.

We had the only publicly accessible copy machine as well. At that time, there were no copy centers; so, if you wanted to make a copy of something — I’m trying to think of where one would go aside from the LO*OP Center. Xerox machines (and there were only Xerox machines, that was what you could get) were just not publicly available. Big companies had them; otherwise, if you wanted a copy of something, you retyped it. When you knew you were going to want copies, you used carbon paper when you typed it. That was just a sideline but it actually brought us enough money to keep the doors open. People would come in and pay 15 or 20 cents a page.

There was one man who had a stock investment scheme who was working out his process on our computer, which was a PDP-8, a Digital Equipment Corporation machine. He came in often. Computer time was $10 an hour [on a walk-in basis]. If you wanted to rent time on one of our computers you could choose one of the 3 or 4 we had. You could rent private time on the computer for $10 hour, but for $10 a month you could become a member of LO*OP Center. The members could use the computers anytime [there was no walk-in traffic]. Kids came and played games. Schools brought field trips. After the first or second year we started taking the computers over to schools because people became more interested. [LO*OP Center] was also a place where people could just meet and greet. We had a lounge, and people could come, sit, and talk about their interests.

 

Jon: Can you further explain the story of the LO*OP Center being a milestone 1976 in the development of the internet and its significance for education?

 

Liza: That’s what happens when people who were not there try and rewrite history. I don’t think we were instrumental in the internet. All we did was show people that you could use a computer in a remote place over the telephone.

When we first opened in December 1975 we were on East Cotati Ave. in a second floor office. You had to get a special phone line to send data over the phone line. For starters, you couldn’t send it through the air [wi-fi didn’t exist]. We used what was called an acoustic coupler. You had your data conditioned line and an old fashioned telephone handset which had two round circles in it: one for the microphone, one for the speaker. You dialed up the computer line to someplace where there was a computer that had a modem at the other end. When it started buzzing and clicking, then you took your handset and you pushed it into two rubber cups on the modem. Modem, which stands for modulator-demodulator, took those audio clicks and buzzes and turned them into audio signals, which was the modulation. At the other end, the other modem demodulated, sent it as an electronic signal into the computer. Of course, if there was any noise or static on the line you got an error in the computer signal and would have to resend it.

We had an account with an organization named Call Computer in Mountain View California, which just sold time on their HP computer.  We also had an account with Lawrence Hall of Science. That is how we opened. We did not have our own computer when we first opened. There was no Internet. There was the phone company, only one-phone company, which was AT&T. There were no alternate competing phone companies at the time. We had a teletype which is what they used to send telegrams through. It was all uppercase. The modems and the phone line went directly to the computer time that we rented on somebody else’s computer.

Just popularizing and letting people know that they can get access to a computer over the phone lines was, I think, creating the social context for the internet; so, maybe that’s what the person who wrote [about us contributing to the development of the internet] was talking about. Arpanet, the precursor to the Internet, existed at the time; but it was only [accessible] through universities and government agencies. It was started as a military communication device and there was connection at Moffett field in Mountain View with another connection at Stanford Research institute. There was no connection up here so if I wanted to get on Arpanet, I had to make a long distance phone call. There was a connection at UC Berkeley. it was probably a connection at Stanford University. Each of the connections was called a tip.

This was a time when there were a lot of counterculture people out there, some of whom were actually in the military and were in big corporations. A friend gave me the access codes for the Arpanet tips. Some of us got on the Arpanet and used it to send messages, precursors to email, to our friends across the country or the world. I think the person that picked up that we were doing Internet kind of stuff was just looking at us using telnet, which was an intermediate service you needed in addition to the phone company. I’m trying to think of what the relationship was between them — you had to have both an AT&T account and a telnet account. The telnet number called the computer number and both the sending terminal and the receiving computer had to have telnet accounts.

I want to do HCLE [The History of Computing in Learning and Education Project] so people have a concept of how complicated it was to do what we take for granted today. I have lots of manuals showing, telling, how to use this stuff and what exactly the process is. Of course because we had a public access computer center I had to write instructions for how to do this for people who came in off the street and wanted to use computers to play computer games [that were only available remotely].

 

Jon: How did HCLE come about?

 

Liza: Well actually there were two triggers. One was that I had to close the storefront several years earlier. HCLE started in 2003 as a dream, not as a reality. The LO*OP Center had been closed as a  storefront computer center for over 10 years. The public access dream was not happening at that time but I [had collected everything I could find about using computers in education and] never threw anything out. I had it in storage and had to move all that stuff. I said to myself, “Well, I have to get rid of most of this. Either I can throw it out, or I can assume somebody might be interested in it and make a museum out of it.” As I was trying to figure out what to do one of my board members for LO*OP Center, Jackie Hood, said she would really like to do the museum project. She started working on it but we ended up deciding to take it in different directions. Since I was the founder the project took my direction but Jackie was instrumental in getting me going.

 

Jon: What are your thoughts on the use of computers as an educational tool and where do you see the future of this technique?

 

Liza: Education comes from the Latin word -educare means lead out of. Education is always a way of leading someone out of the way that they are into some new place. I always contrast education with learning. Learning goes on all the time. Everything and every situation is an opportunity for learning. If a person has changed, they learned something. They may learn to be afraid of thunder, or they may learn to calculate differential equations. Those are both learning experiences. Learning to use a new tool is just as much learning as being able to recite the Gettysburg address; even though one may be on some formal curriculum and the other one isn’t.

Learning to use a computer has become a part of formal education. It’s both a school subject and a tool to teach other things.

Another aspect of education is that, in general, we only teach proactively those things that people don’t learn spontaneously. This is becoming a problem because, in a world surrounded by books and writing and computers, little kids often learn these things without any formal teaching. There are lots of kids who get curious and teach themselves to read. Most of us don’t learn to use a modern computer in school. We learn it from our friends at home. There is a tension between the process we see at school where somehow the learner is supposed to wait for the teacher to present information to them and then acquire it through that presentation process vs. the absorbing that we do when learning from our environment.

It is important to think about those issues and the relationship between computing and school because the modern computer does two things. First of all it has become ubiquitous. 2 or 3 year olds are learning how to use computers the way they are learning how to use crayons, which doesn’t necessarily happen in school. In a home, one which wouldn’t be considered a ‘culturally deprived’ home, every kid learns how to use a computer and probably learns how to hold a pencil. Today, lots of kids are learning how to use computers without needing to be formally taught. The fact that the computer is part of the home environment and you learn to use it from your older brothers and sisters means it is not a school subject. Once you know how to read and use a computer there is a huge world of information that is open to you which didn’t used to be open to people.

We used to be pretty much limited to the knowledge that was available in our family, in our neighborhood, through our teachers, through our school. Once you have a computer and its related connections to the rest of the world it becomes a window on a world that is much bigger than the funnel through which any single teacher could feed you of information. I had that particular concept in the early 70’s and was really excited about empowering people to be self-directed learners. In a sense, that’s a very disruptive function for the machine. It disrupts the function of the school.

I am a rebel and didn’t much like school, was always bored. I  saw computing as a way for everybody to break out of the classroom, to break out of the lockstep of school, to be able to access the information you are interested in, follow your dreams, learn what you wanted to learn. In a sense, when you have that kind of access to the world of knowledge, a teacher becomes an accessory to your world of learning, the learner becomes the center of the activity, and the teacher becomes one of many different tools that you use to learn. It is a completely different way of thinking about growing up and continuing to grow, growing out. Once you’ve grown up you still keep growing out. It’s a different way of thinking about the teaching process than the teacher-centered classroom.

In a way, the computer is a Trojan horse that would break down the walls of the school. I was very excited about that possibility. I’m also really unhappy when I see schools try and lock down the computer —  close it up. I think that is a defensive move to try to preserve the status quo of the teacher-centered classroom. I think it is doomed to failure. The sooner we reinvent the way we scaffold learning the better. The computer is now actually being the Trojan horse that I thought it would become.

 

Jon: What is some key knowledge you gained and some lessons or facts about computers you feel everyone should know or be aware of?

 

Liza: I think the key facts in learning are not about technology; they are about people. I think, since we are humans, we live in our own psychology and our own bodies. Knowing ourselves and what keeps us happy, active and interested are the most important things we can know. I know that I can not sit in front of a computer forever. It is really important for each person to experience computing but not to become enslaved to it. Because the computer is a window on the world it is very addicting to sit looking out that window. We have to understand the danger of that addiction and learn to cope with it. We must not lose sight of all of the other joys that are available to humans.

So that is number one. Number two is that the computer with its associated telecommunications breaks down both time and space between us as individuals. It gives us opportunities for social relationships that we have never had before. This society, whether we are talking about American or western or global, doesn’t yet know how to use our newfound ability, talent, opportunity. I think we are going to have to do a lot of — I like the term ‘social engineering’. I know a lot of people think the term is pejorative but I see it as building and inventing new ways of relating that enhance the common good.

The anti-utopia is the possibility that those folks who know about computers will use them to control everybody else. That is why I started LO*OP Center. I didn’t want that scenario to become reality. In a way it is becoming a reality. An awful number of modern jobs basically use the person, the worker, as a peripheral to a computer. When I call a helpdesk or customer service, I’m really not interested in having the person I talk to read to me what is on the screen — what I could read for myself. To me that is an example of being a peripheral to a computer. If I’m going to talk to a human I want him or her to be a thinking, feeling person. I don’t want the customer service person to give me an apology which is written on his or her screen, or to tell me “Thank you for my patience.” when I have given every indication that I was not patient at all.

This suggests another opportunity for reinventing our society — to make sure we stay honest and do not let ourselves become what I perceive as slaves to the machine. Really, the danger is not being slaves to the machine; it is being slaves to the person behind the machine. There is never a case when the computer will not let you do something because the computer never gives permission. The computer just does what the computer is programmed to do. If somebody tells me he or she can’t do something because the computer will not let him, I respond: “that’s a small matter of programming.” I have to get through the shield people have used the computer for, use it to protect themselves with. The key is to get to the person who is doing the instruction of the programmer. That person is telling the programmer what to have the computer tell the customer service representative what to tell the customer.  The customer is the consumer, the user, the poor bloke who wants to get something done.

Why did I start LO*OP Center? – So that we, as individuals, would be inoculated against this tyranny of the machine — really the tyranny of the people behind the machine. A computer literate public  just wouldn’t fall for that. I don’t think I have succeeded. This story needs to be told and told over and over again. It is a rallying cry.

 

Jon: What is the ideal future of HCLE?

 

Liza: There are three ideal futures. My intent is for LO*OP to be an ongoing institution.

One ideal future is that the virtual museum survives in some form. I really want to preserve the story of how computing got from being completely irrelevant to education to being considered a foundation stone of teaching and learning. That story is getting lost. People do not know anymore what we went through to get here and what we thought about how to create the future we are living in now. Having a sustainable format and keeping the history of computing and learning in education accessible is just one ideal.

Having HCLE be a force for keeping people from being terrorized by the machine, oppressed by the shield that the machine is used for, is another ideal for me.

That credit is given to the visionary people who worked very hard to  bring about the personal computing revolution is another ideal. They had foresight and now they are dying and being forgotten. If I’m forgotten that is not so important. But if all of us are forgotten, that is a bad thing, I think. It is a story of innovation. It is a story of change and it is a story of a great deal of creativity. I think it would be fun to have it told.

 

Jon: What is the best way for an individual to handle technology that they might feel is out of their control?

 

Liza: That is a wonderful question. There are a lot of different ways of controlling, different kinds of control.

When I was teaching at LO*OP Center, when it was open for 3 years as a public access computer center, the kids were often excited about robots. The best way to control a robot, the sure fire way to control a robot, is to remove its power supply. If it doesn’t have some source of electricity it is dead. Whether that meant unplugging it, or taking its batteries out, or turning it off – that is the number one way of controlling electronic technology.

Another aspect of control, at least with respect to computer and internet technology, is privacy concerns. This includes maintaining and protecting one’s identity on the web and whatever other information one wants to keep out of public knowledge. I think the best way to do that is not to put it on the internet in the first place. If it is on the airwaves, on the net, in a computer that is connected to anything else, you might as well kiss it goodbye. It is public. Sooner or later our whole banking system is going to get hacked and we are in for an amazing surprise. That’s my personal belief. If you’re trying to control your privacy then don’t put the information on a computer. Another way to control secrets is not to have any. If you do put it on the computer be prepared for the public to know, for the world to know. I like the no secrets approach myself, but in those few cases where I don’t want the public to know I just do not put it on the computer.

One additional form of dealing with a technology is to learn a lot about it. Again technology is not only computers, not only electronics. Technology is know-how and, in a sense, without know-how there is no electronic technology. You don’t want the other guy to be the only one who has got the know-how. If you want control, you have to have to know and understand what you are dealing with.

Learning the basic principle of ‘garbage-in, garbage-out’  is incredibly important. There was a management textbook that I read when I took a management course here at Sonoma State. It cited a study of whether people had more trust in content that was handwritten, typewritten, or presented as computer printout. Those were the days you could tell the difference between a computer printout and a typewritten page. At the time the study was done in 1965 people believed the computer printout first, the typewritten second, and the handwritten third. That’s backwards. Anyone can make a computer print out anything they want. The fact that it is on a computer is totally irrelevant to its accuracy. That is what the ‘garbage-in, garbage-out’ principle means. You’re more likely to get something honest if somebody wrote you a handwritten note than you are if you are to find it on Wikipedia. Another way of taking control is learning what messages to trust and what messages are suspect and learning how to verify. How do you triangulate? How do you figure out whether something that somebody is telling you, I won’t say ‘is real because I don’t know what reality is, but has a high probability of being reliable in this small piece of the universe that we live in?

 

 

About Jon Cappetta: HCLE Intern

One of my favorite things about being a Communications Major at Sonoma State University would have to be the elective credit classes that they offer. One of my all time favorite classes I have ever taken would have to be Coms 365, which is Sonoma States radio class. I took Coms 365 first semester of my senior year and loved the freedom of playing my own music on air live and loved the opportunity to bring in my friends and talk about anything that we to. Even though I’m no longer taking that class, i still find myself in the KSUN studio every once in a while as a celebrity guest on my roommates show. My roommate’s partner this week happened to be out of town for the weekend so I stepped in as a co-host replacement. I thought it would be a cool opportunity to tell Sam and his viewers about my internship at History of Computing in Learning and Education and what I have learned so far. It was fun yet different being asked questions about HCLE, because in my newspaper class I was always was so use to being the interviewer. It was fun because I felt prepared with the questions Sam had for me because I had recently interviewed Liza and many of Sam’s questions were questions that I had for Liza in our interview. Speaking of the interview with Liza, I found myself to be very appreciative of that interview for it bettered my knowledge on HCLE to where I now feel as though I can fully explain the history and objectives behind HCLE. I had a blast on Sam’s radio show this week and glad he gave me the opportunity to talk about HCLE. Every week I feel as though I’m learning something new about HCLE. That being said hopefully Sam will need me on his show again, so we can talk more about some of the new discoveries I learn from HCLE.

 

*  Interview paraphrased for clarity.

Paul Hagstrom’s Story

(cross-posted from our wiki, aka the digital loading dock for our virtual museum)

Introduction

Paul Hagstrom is a fine example of the realities of computer-related learning in the 80s. Self-directed, supported with hardware just enough to let him take the next step; and those steps led to a reinforcing cycle of exploration and education. Not everyone learned computers and then turned that into a career. Paul is an associate professor of Linguistics at Boston University, which doesn’t have much to do with computers; and a co-founder of a podcast about the Apple ///, Drop /// Inches, which proves learning persists.

Paul’s Story

My first encounter with computers was when I was in fifth grade. The school had a single Apple II plus, but its only role in the curriculum was a small set of projects one had the option of undertaking that taught very simple BASIC programming. I took that option, and liked the process of programming so much that I continued to spend most of my free time on it. I did not at the time have much competition for the machine, to the extent that the school actually loaned it to me over the following summer when school was not in session. Apart from that initial introduction, I was completely self-taught using the manuals, some magazines of the time, a few books on programming. There were a couple of teachers a couple of grades later that were interested in my programming projects, and gave me slightly more access to equipment than other students had in order to help me along, and that made a difference as well, certainly. As well as starting to have more interactions with a few other students who by then also turned out to enjoy programming and computers. I can’t pinpoint exactly what drew me to it, but it was probably partly the sense of exploration and the challenge, the ability to figure out new things to do with it, have ideas about how to improve programs I’d written and puzzle through how to implement them. It was also something entirely under my control, if I told it what to do correctly, it would do exactly what I told it, predictably. But for whatever reason, it captured my attention quite thoroughly, and soon after the summer with the borrowed computer, our family got one, which I dominated until I eventually got my own. This stuck with me, I continued to be quite involved in computing ever since, although it wasn’t where my career actually went. These days, I have gone back to become involved in trying to archive what remains of that time in the history of computing, which turns out to have been very important in a much wider context, although for me at the time, it was just what being a kid was about.

I was not the only one to have done that optional programming project in fifth grade, but it affected me quite a bit more than it seemed to have affected the others who did. It might just be that I was lucky in having noticed the potential in programming, beyond just the content of the little project, there wasn’t really much follow-up in place in the curriculum. It was also a pretty different time, things wouldn’t happen the same way now I don’t think. Everyone would be able to relate what they did to the kind of things they see on their iPads, but the complexity of modern computing presents a higher barrier to entry as well. With the computers of the 1980s, you drove the machine directly, you could know everything about it, and getting it print text and ask questions and do computations was something you could do in seconds without having to open windows, include libraries, or compile things. But to the larger point about kids being able to teach themselves once sufficiently intrigued with whatever topic, I definitely have myself as anecdotal evidence that it works. I consider myself today to be relatively expert in many areas of contemporary computing, and I was back in the late 1980s as well, but I have only ever taken one structured course (a half semester on parallel programming in C), the rest of what I know all being through reading books/magazines/web sites and experimenting.

Continue reading Paul Hagstrom’s Story

Early Apples, I And II, At LOOP Center

(An observation by HCLE’s founder, Liza Loop)

Stories about individual action are easily lost to history.

Not only did Steve Wozniak give the first Apple 1 to LO*OP Center, Inc. (now the host organization for HCLE), as noted in this article, he also gave the 10th Apple II.

Woz and Wayne

The $300 Steve Jobs made Woz pay for it was a big deal at the time, which made it a super generous gift. I hope we repaid him by taking the Apples to schools and teachers’ meetings beginning in 1976!

HCLE is working to gather stories like this from those of us who were present when this history was being made. If we leave the task to memory and anecdotes the facts are likely to get garbled leaving posterity with inaccurate cultural memory. Historians try hard to get it right but they need our active cooperation to get the story right.