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  • daviding 3:17 pm on June 30, 2016 Permalink | Reply  

    Is relationship banking dead? Phoned to close @BMO @MasterCardCA account, reversing $10 activity fee on a card I don’t use. Back in mBanx days, the credit card was issued to me as an additional ID when I left my debit card in an ATM right before leaving for China. I still have banking and loan accounts with BMO, so this isn’t about me, it’s about silos building up into bureaucracy.

  • daviding 11:34 am on June 30, 2016 Permalink | Reply  

    “The Forbidden Classes of Christopher Alexander at Berkeley, 1985 to 1992” were published as The Nature of Order Book 2: The Process of Creating Life by 2003.

    > A genuinely new way of thinking about the world cannot arise from sustainable design thinking or from any other design idea. Sustainable architecture , like all the other innovative design movements, has merely made a small side step which allows the far deeper non-living processes of contemporary development to continue. All that happens when these world-changing ideas are attempted within the existing paradigm, is that nothing really changes. That is because it is not the designs, but the processes, which must first change, and until that happens no significant change will occur.

    > That is what Book 2 is about: The nature of the life-giving processes which are needed to heal the built world, and first steps in an accurate, carefully thought out way of defining and implementing these life giving processes. Even then it is not simple to move the world in this direction. The idea that there are such a things as definable and palpable life-giving processes, was real to my students at Berkeley. Students are smart, they are fairly free in their heads, and they can see when something like this is true. So they flocked to the classes in which this was happening, and began not attending the classes that the “other” professors wanted them to attend.

    > This HAD TO BE STOPPED by the authorities. Of course, because Western civilization would fail if it was not stopped, and the architectural establishment would collapse, and God knows whatever other dangerous things would happen, too. So the Department did their best to stop this material from being taught. We had quite a donnybrook at Berkeley, from about 1985 to about 1992, a first -amendment legal case between me and the Department of Architecture, which finally concluded after seven years, in the University agreeing that the new material must be permitted and must be taught. But it was so frightening to the faculty, that three years later, the University Administration turned tail, and found yet another way to make it impossible for me to teach these classes.

    > So this is what you have in Book 2: The Forbidden Classes of Christopher Alexander at Berkeley, 1985 to 1992… all the knowledge that was too dangerous to allow the students to take, or to absorb, is presented in this book.

    Note: While this web page looks like an active Amazon page, there’s a “Chris’ Gold Box” in the upper right, and a 2003 copyright at the bottom.

    Christopher Alexander, “A Commentary for Readers of The Nature Of Order, Book 2” | 2003 | at

    Via Library of Recent Related Articles and Work in Progress by Alexander at

  • daviding 10:36 pm on June 25, 2016 Permalink | Reply  

    Also failed upgrade from Windows 7 to Windows 10 on Thinkpad X230T. Getting “Something happened determining if your PC can run Windows 10”. Discovered Windows Update Troubleshooter, said Service Registration is missing or corrupt, manually copied-and-pasted commands into terminal window for 15 minutes, fixing Service Registration. Unfortunately, still getting “Something happened” message, so will stay with Windows 7 on another computer this is almost always running Ubuntu Linux. Another waste of 3 hours.

  • daviding 8:17 pm on June 25, 2016 Permalink | Reply  

    Frustrated on failed upgrades from Windows 7 to Windows 10 on Thinkpad X200. Getting “We couldn’t install Windows 10” message, “0xC1900101 – 0x20017 The installation failed in the SAFE_OS phase with an error during BOOT operation” five times over 24 hours. Looked up experiences reported on web, BIOS up to date, antivirus removed, installed with Media Creation Tool on USB and on online download, with and without updates. Dual boot laptop with upgraded RAM and disk in 2012, normally using Ubuntu Linux with Windows as rare fallback every few months. Will stay with Windows 7 fallback, enjoy higher productivity with Ubuntu Linux.

  • daviding 11:58 am on May 17, 2016 Permalink | Reply  

    Great service from Alex @BellSupport. Diagnosed high latency as Sagemcom modem problem, dispatching HomeHub 1000 for delivery within 2 days.

  • daviding 10:32 am on April 13, 2016 Permalink | Reply  

    USB flash memory speeds vary at lot: 14 Mb/s, 12 Mb/s, 3 Mb/s on three different brands of USB 2.0 sticks, Kingston way faster than PNY. “Test read/write speed of usb and ssd drives with dd command on Linux” | Silver Moon | July 12, 2014 at

  • daviding 11:00 am on April 1, 2016 Permalink | Reply  

    E-mail isn’t part of the Internet, says @Bell_Support second level. HTTP works, but no troubleshooting of timeouts for IMAP on port 993 and SMTP on port 465. The solution is to recycle the router, and hope for a new IP address. Irony that doesn’t work, either, while does. Irritating.

  • daviding 12:02 pm on March 27, 2016 Permalink | Reply  

    Widened sources on Google News with China Daily, Xinhua, CCTV-America, Helsingin Sanomat. Default English Canada oriented towards Canadian and U.S. news duplicates my daily reading of Globe & Mail in Toronto. Want the “suggested for you” section on my Nexus Android phone to give more news and less entertainment.

  • daviding 10:13 am on March 22, 2016 Permalink | Reply

    2016/03/22 08:30 “National Town Hall”, T-Summit 2016 

    #tsummit2016 New models in higher education with @_ChristineOrtiz (MIT) Richard Miller @OlinCollege

    This digest was created in real-time during the meeting, based on the speaker’s presentation(s) and comments from the audience. The content should not be viewed as an official transcript of the meeting, but only as an interpretation by a single individual. Lapses, grammatical errors, and typing mistakes may not have been corrected. Questions about content should be directed to the originator. The digest has been made available for purposes of scholarship, posted by David Ing.

    T-Summit 2016, Transformational Approaches to Creating T-Shaped Professionals, National Academy of Sciences Building, March 21-22, 2016

    Moderator introduction by Jim Spohrer, IBM

    Moderator: Katherine Frase (IBM), VP of Education Business Strategy

    • IBM’s second moon shot, should see more Watson in education

    Panel about new models in higher education


    • Christine Ortiz (MIT)
    • Richard Miller (President, Olin College of Engineering)

    [Christine Ortiz (MIT)]

    “The Research University in the New Millennium”

    Youtube video from SXSWEDU last week

    Four components:

    • Flipped curriculum, no classrooms
    • Transdisciplinary research, not departments
    • Powered by technology (developing by Jason Chuang)
    • Societal platform, university more embedded in society

    Looking holistically, systemically.

    A personalized flipped curriculum

    • Student comes in, has a project-based core
    • No distinction between undergraduate and graduate
    • All content pushed online
    • Use open educational resources (in early days, looking at 4 to 5 years to launch)
    • Want university to be embedded in the university and society:  students are freed up to engage outside of the university
    • Virtual knowledge scaffold as personalized
    • T-shaped student:  how to integrate personal and professional capital with F2F project core, virtual knowledge scaffold and ecosystem

    Building platform for virtual metacurriculum

    • Allows more personalized learning pathways

    Rather than a T, thinking of the Tree-Shaped Students

    • Computationally-assisted precision curriculum design, throwing out disciplines
    • How to design all of the branches of the tree for an emerging body of knowledge
    • Can unbundle, curate
    • Challenge:  national framework for open educational resources, advocating for that
    • Want to build the design process for students
    • Faculty would be curating and approving with external stakeholders

    Examples of potential transdisciplinary learning pathways

    • e.g. intelligence = cs + math + physics + bio/bcs + ee+ hass
    • Looking at course-based undergraduate research, to structure younger students and move them to self-directed
    • Could have thousands of templates in pathways
    • Would like to build a database of open educational resources

    From MIT, three programs to be integrated:

    • Students can go in and out
    • Had started 3 years ago in Israel
    • Project-based class, students working with team with companies in Israel
    • How to integrate social, cultural, historical with technology on the ground
    • Would like to have embedded

    At MIT, large center Alfred P. Sloan University Center of Exemplary Mentoring

    • Want mentoring to be primary in pedagogy
    • Cross-cultural cohort mentoring

    At MIT, Engineering Leadership Curriculum, to leading creative teams

    • Project-based, hands-on
    • Guest lectures
    • Self assessment
    • Case studies
    • Would like to integrated in project-based core

    [Richard Miller (President, Olin College of Engineering)]

    Was the first employee of Olin College in 1990

    • Were 4 founders, philanthropists, but none were engineers or worked in higher education
    • No tenure, no tuition fees, things having an expiration date

    Did as an experiment at 2001

    • Brought in 15 boys and 15 girls, who lived on construction trailers while campus was being build
    • Called them partners, they weren’t students
    • Did experiments every 5 weeks
    • Designed experiments to fail, can’t design to fail in real schools
    • Learned: kids are way more capable than you expect
    • Things don’t happen, because universities structure to prevent failure

    What could you remember from your undergraduate education?

    • Little, except the project done in senior year
    • So, then have to have 2 years of calculus and physics before?
    • Gave them a challenge:  5 weeks to create design the sensor that put on the finger, start with the patent literature
    • Get the information, make it work
    • At the end of 5 weeks, we’ll kill this, and find out where people got stuck
    • In 5 weeks, they had it working
    • Brought in the hospital version, calibrated, both did the same thing


    • No, don’t need 2 years of calculus and physics to pick up a wrench: A lot of technological advances didn’t require theory
    • Exceeding own expectation made them 2 feet taller, had a can-do attitude (as compared to the first year math death march)

    If you’re starting something new, don’t be afraid to experiment

    Learned from Howard Gardner:

    • Intelligence has 7 types
    • More with context and narrative, then mathematics
    • Developed a new definition for an engineer:  imagines what hasn’t been, and then do with it takes to make them
    • Engineering is more about vision, than about mathematics

    Every February, NSF proposals

    • Just-in-case engineering

    Was a trustee at Babson College

    • They use the word innovation all of the time, without science, no NSF grants

    Innovation as about doing things and framing things, that it changes the way people live

    • People can’t imagine how the world was, before that
    • e.g. credit card
    • e.g. iTunes, doesn’t include Nobel prize in physics

    A graduate is high up in leadership of Facebook: sells and opportunity to tell your personal story to people you care about

    • You become important in someone else’s life
    • Maslow:  belonging
    • Facebook allows us to do this when it’s otherwise inappropriate

    To be an innovation today, need more than math or science

    • Go beyond knowledge to address attitude, values and motivations
    • Piaget:  what’s left over
    • Not just teaching calculus, teaching attitudes values and motivations

    Frase:  role of art

    • Decade of design, importance to motivate
    • Olin was there already

    [Katherine Frase]

    P-tech program

    What about employable skills, what happens in 2-years colleges and higher high school

    P-tech in NYC

    • School in Brooklyn, so bad, city let IBM play
    • Partnered with CUNY, 6-year program
    • IBM promised to interview with
    • Not a charter school, it’s someplace local
    • Principal believed in students
    • Courses could take Gen-X and technology

    First group of students has now graduated

    • Can-do attitude

    Answer is not that industry should take over education

    • Most education still done by professionals in school

    Model now picked up in Chicago, Connecticut, Australia

    • Ties together pathways to employment and pathways to employable skills
    • Not everyone should be on an IT path
    • However, not just a T-shaped engineer will need soft skills, everyone will need some computing and data skills


    When we blow up the traditional structure, what do we do about accreditation, what the diploma says, and how they get interviewed for a job.

    • Richard: For first 5 years at Olin, got this question from parents
    • Can’t accredit until the first students graduate
    • In the end, Olin was accredited
    • Have reinvented curriculum 3 times before the first class graduated
    • Accreditation board:  define mission, define outcomes you expect, define process, then feedback to continually approve
    • Christine:  A model at UT Austin
    • MIT has been approved for micro-masters
    • Converting from MITx into credits
    • Doing it from beginning
    • Will probably not have accreditation for the first parts
    • Will probably do what Olin did

    How to maintain, from broad portfolio of educational options, now everyone wants to be engineer or do math.  Where does it fit in higher education suite?  What about students that only want to study one thing.

    • Christine: some elements transferrable
    • Focus on science and technology (technology in the broadest sense, with technology and humanities and social scientists)
    • Innovations that could be transferrable
    • Thinking about how to bring down costs
    • Our specific focus in on science and technology

    How can we can’t find engineers who walk and chew gum, take 3 years to train.  EC2000, Engineer 2020.  Part that seems to be missing is corporations.  There are 20 companies (like IBM, Dell, Cisco) that get this.  If you have to start the conversation, you won’t get there.

    • Richard:  Can only teach what you know.
    • If start from individual performance (towards a Nobel), don’t know what it’s like to teach in a group
    • Change the way Ph.D.s are prepared
    • Bring students into a candidates weekend, put them in groups of 5, they’ve never met before
    • Evaluated on attitudes, values and motivations
    • Need to capitalize on the people around you, and the people around them
    • Universities need a comfort level around this
    • Engineering is almost unique in the way we ignore experience in industry
    • Faculty in medicine get most of the pay in clinics
    • Law school faculty have mostly passed bar, dean
    • How many engineering deans came from industry:  much closer to science than to professions
    • Christine:  MIT has committee structure
    • How can industry be involved at the more granular level:  faculty creating pathways and endorsing curriculum
    • Want more pathways relevant to industry
    • e.g. crowdsourcing and social media
    • Can we do this using technology?
    • For every pathway, there are many more sub-pathways, for different job areas
    • Some companies are using machine learning to analyze job descriptions and roles
    • Thinking about how we use technology to do this

    UNC Charlotte trying something similar, but different.  Engineering, Ph.D. then 15 year in an architecture department, studio.  Problem was it doesn’t scale up, need a relationship with students.  UNC Charlotte gets a wide range of students.  Starting from private, not public?

    • Richard:  started a new institution, but only because scale of change not welcomed
    • First partner was U Illinois Champaign, 40,000 students
    • Have worked with them for 3 years, have integrated into the first 2 years
    • Book: A Whole New Engineer
    • Even U. of Illinois is selective, not open enrollment
    • Last 2 year working with U. Texas El Paso, open enrollment, 2/3 Hispanic students
    • They’re taking elements, and getting results
    • Methods will be adopted at all levels, not just elite
    • Christine:  Have been looking at UT Austin, scaled up to 900 students, tiered model: undergraduate, graduate, faculty
    • Graduate education model, MIT
    • Have had architects, like studio interaction, drawing interaction

    Have faculty sit in the classes they assign to the students

    • When you hire new faculty, make sure they work in teams with people from other disciplines


  • daviding 4:18 pm on March 21, 2016 Permalink | Reply

    2016/03/21 17:00 Phil Gardner, “Closing Comments”, T-Summit 2016 

    #tsummit2016 Closing comments by Phil Gardner @Philceri, Michigan State U.

    This digest was created in real-time during the meeting, based on the speaker’s presentation(s) and comments from the audience. The content should not be viewed as an official transcript of the meeting, but only as an interpretation by a single individual. Lapses, grammatical errors, and typing mistakes may not have been corrected. Questions about content should be directed to the originator. The digest has been made available for purposes of scholarship, posted by David Ing.

    T-Summit 2016, Transformational Approaches to Creating T-Shaped Professionals, National Academy of Sciences Building, March 21-22, 2016

    Introduction by Jim Spohrer, IBM


    Issues in writing monograph

    Little consensus on the definition of the T — still after 10 to 15 years

    • Deep in a discipline, don’t know:  deep in learning, not just memorizing; have to create new knowledge
    • Can’t have deep knowledge without deep learning


    • They really like the systems piece
    • But if show them the IBM systems — they want to know how organizations work as a system; then how to solve the problem in a system
    • IBM goes deeper, with service systems
    • Getting people to think in multiple layers of systems


    • Garbage dump for people that don’t know where to put things

    Without definitions, precede classification, to analysis, to creative solutions

    • Have jumped, problem with commonality

    30 years talking about the skills gap, and the T is much deeper than that:  we’re looking for a whole different type of person, not just skills

    Did that to put a man on the moon; and the 1950s in manager

    It’s the creative adaptive innovator

    • People have to adapt constantly

    Dan Mandel, MIT robotics, disruptions in the job market:  constant technological disruption

    • Change the technology, change the task, change the nature of the people on the task, change the person
    • Mindset, personal skills

    Some people say that we’ve always had T

    However it’s unique, in three ways:

    • Systems
    • Boundary-spanning skills
    • The me:  they have to understand themselves, putting everything on the line where sharing with people not like you.

    Stenson will speak about that:  the me is awareness that the way you are, in the way of others

    • Awareness in acting with others
    • Confidence
    • Rise to challenge
    • Courage to fail
    • Purpose:  are you curious, on your own
    • Emotional maturity
    • Act with passions

    Need a totally new mindset

    Students get it:  they get to share their vulnerabilities

    • Being to able to understand themselves

    Herbert Simon, in last paper before his death:  AI and entrepreneurship

    • Know what you know
    • Know who you know
    • Know yourself
    • If you can’t know about those, you’re really going to struggle
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