The Mountain Lake

Yesterday I held a public lecture in a local suburb of Göteborg, a place called the Mountain Lake. In English the name is totally exotic and idyllic. In Swedish the place is called Bergsjön (literally the mountain lake). Bergsjön is not a place with idyllic connotations but rather one thinks of a problem suburb to the northeast of Göteborg.

Built in the 1960s. Bergsjön is actually a part of Göteborg which lies close to nature, with parks, and yes, a lake. The area is 8 km outside the city center with good public transportation. Almost all the street names have something to do with outer space (for example Galileo Street and Comet Road). At the same time the area is also described as a failing area marked by social segregation, high unemployment and a large (yet diverse) immigrant population.

Bergsjön came to be built during the so-called million program which is the common name for the large scale housing project intended to solve the housing crisis of the 1950s and 1960s in Sweden. The goal was to build one million apartments in Sweden during 1965-1974. It is worth remembering that the population of Sweden is today 9 million.

The architectural ideal of the day was strongly focused on a few key ideas such as commuting, intense central planning, functionalism and a return to nature (or rather a desire to leave the narrow confines of the small stone cities). These ideas, coupled with narrow economic margins, formed the way in which these satellite cities were designed, built and populated. Today one fourth of the population of Sweden lives in a house built in this program. Despite the ideals and economic constraints, in the end, only one fourth of the houses of the million project have more than six floors.

Bergsjön

Many of the complaints against the projects do not concern themselves with the standard of living or the building materials and techniques used. The problem has been seen as a social problem. By building large-scale projects also involves the movement of people. These people have little or no common background connected with the place. Therefore social cohesion becomes difficult from the start.

In addition to this these spaces have been populated with a high number of new immigrants in addition to people with social problems. Thus the areas have been marked with high unemployment. This leads to high social costs and low council taxes which creates a negative spiral.

Social cohesion is on the rise. The first â??officialâ?? notice of this development came from linguists who began to notice a common language being formed and developed in these areas. The language is marked with a high level of borrowed terms from many different parts of the world. Once this minor dialect became more popular it also brought with it a growing awareness of the cultural developments within these areas.

Despite this there remain serious issues connected to the buildings of the million program. Mikael Askergren suggests that they should not be seen as social living spaces but rather:

â??Why do people have such problems loving the concrete architecture of Sweden’s structuralist residential suburbs of the 1960s and 1970s? Most people seem to agree that it is impossible to live a decent life there. But it should be possible to learn to love the architecture of these suburbs as monumentalist artworks; as sculpture. The future of the suburbs of the 1960s and 1970s is not to be lived in, but (much like the castles, palaces, and other monumentalist artworks of ancient times) to be emptied, to be restored to their original splendour, and then to become the subject of tourism.â?? â??Concrete Tourismâ?? by Mikael Askergren, Plaza Magazine, 5-2002.

Whatever happens these areas constitute the real fringe of Swedish language and cultural development. Away from the mainstream they may be the place from where new culture may be introduced into the mainstream.

However, none of this will solve the social issues connected with the larges sites of the million program. Politicians have largely ignored the topic of social improvement since they naively believe that reducing unemployment through different schemes (carrots and/or sticks) will even fix problems of social seclusion and segregation.

Umbrella City

Today I have been lecturing at the Swedish School of Library and Information Science at the University College of BorÃ¥s. The course is called Theories of the Information Society and Information Policy and my lecture was on Information Politics. So basically I got to talk about my own subject for three hours. So cool. I just love guest lecturing…

When arriving at the station in BorÃ¥s I was informed that the kiosk at the station has a umbrella leasing system. Basically you can lease an umbrella for the day. You pay 60 kr and if you return the umbrella at the end of the day you get 40 kr back. What a totally impressive system. I have never seen this in Göteborg or in England (two places famous for their rain). It’s nice to see a city taking its climate seriously.

All I need now is to find a place that rents out bowler hats…
(image from here)

Do you hand out your handouts?

Powerpoint is my crutch. As a teacher I have long been dependent upon powerpoint*. But I have also been concerned about the way in which it forms the way I teach and the way in which students learn. Increasingly students have an expectation of getting the lecturerâ??s powerpoint slides â?? Preferably in digital form and in advance of the lecture.

Powerpoint Students
What is a lecture? University is filled with them. They are praised by some and reviled by others (this will be the topic for a future post). To the student the lecture almost defines university life. Therefore it is maybe not all good when the lecture has become confined to the square space and bullet point list defined by presentation software.

Most often I do not hand out my handouts, nor do I provide my powerpoint slides in digital or any other form to my students. This is not an attempt to monopolize or capitalize on my knowledge. To understand the purpose of this we must look at the purpose of powerpoint slides.

Slides are used (in my teaching) for two purposes. First, and foremost, the slides are there to keep me on track to help me keep my thoughts in order. Second, the slides are intended to underscore certain more important thoughts or concepts. Thirdly, the slides may provide light entertainment they can help the listeners to keep listening.

As these points show, the slides are not a replacement for the lecture, lecturer, or literature. So in order to make sure that this message gets across: I do not hand out my handouts.

Powerpoint Lecturers
If the student has become used to being fed with powerpoint slides then what about the lecturer. We have (generalization warning!) become dependent upon powerpoint. Planning a lecture begins with the opening of presentation software. The knowledge we want to transfer is confined by our ability to condense it (knowledge) into squares and lists.

By adding features, such as effects, sounds and images we believe that we are somehow helping the students to understand what we have learned through reading, scientific method and experience.

Handicap Warning
Powerpoint can be, for both students and lecturers, an invaluable support. But letâ??s not forget that the same software can be used as a way in which to hide the fact that no transfer of knowledge is taking place. Each student should as him/herself what they hope to see in the handouts and why they are so eager to obtain the handouts â?? at the same time so disinterested in the original.

Lecturers should stop and think before resorting to powerpoint. If powerpoint is necessary then they should stop and think about the content and its presentation. Would the students be equally served by the applying the old adage â??less is moreâ?? to powerpoint?

Did Einstein hand out handouts?


* the term powerpoint is intented to refer to a generic set of presentation software. The same results are obtained by Open Office presenter, Macâ??s Keynote, or any other such program.

Humor: The Gettysburg Powerpoint Presentation: Gettysburg Address as a powerpoint presentation http://norvig.com/Gettysburg/index.htm

Recommend Reading
Allan M. Jones. The use and abuse of PowerPoint in Teaching and Learning in the Life Sciences: A Personal Overview, BEE-j Volume 2: November 2003 http://bio.ltsn.ac.uk/journal/vol2/beej-2-3.pdf

David B. Daniel. Using Powerpoint to Ruin a Perfectly Good Lecture. Presented to the 1st Biennial SRCD Teaching of Developmental Science Institute 2005. http://www.srcd.org/biennial_archives/atlanta_2005/documents/daniel.pdf

Greg Jaffe. â??Pentagon cracks down on … PowerPointâ??, The Wall Street Journal Online. http://news.zdnet.com/2100-9595_22-502314.html

Jens E. Kjeldsen. â??The Rhetoric of PowerPointâ??, Seminar.net – International journal of media, technology and lifelong learning Vol. 2 â?? Issue 1 â?? 2006. http://www.seminar.net/volume2-issue1-2006/the-rhetoric-of-powerpoint

Jeffrey R. Young. â??When Good Technology Means Bad Teaching: Giving professors gadgets without training can do more harm than good in the classroomâ??, The Chronicle of Higher Education, Vol. 51, Issue 12, November 12, 2004. http://chronicle.com/free/v51/i12/12a03101.htm

Rule of Law

Lord Bingham gave a lecture on the Rule of Law (at the Cambridge Centre for Public Law, 16th November 2006). In the lecture he sets out the eight criteria that a society must meet if it is to be said to be obeying the rule of law. Download the pdf or listen to the MP3.

Lord Bingham is infuriatingly modest in his introduction: “I have identified eight such rules, which I shall briefly discuss. There is regrettably little to startle in any of them. More ingenious minds could doubtless propound additional and better sub-rules, or economise with fewer.”
The eight rules which must be fulfilled by a state if it is to claim to be following the rule of law:

  1. the law must be accessible and so far as possible intelligible, clear and predictable.
  2. questions of legal right and liability should ordinarily be resolved by application of the law and not the exercise of discretion.
  3. laws of the land should apply equally to all, save to the extent that objective differences justify differentiation.
  4. the law must afford adequate protection of fundamental human rights.
  5. means must be provided for resolving, without prohibitive cost or inordinate delay, bona fide civil disputes which the parties themselves are unable to resolve.
  6. ministers and public officers at all levels must exercise the powers conferred on them reasonably, in good faith, for the purpose for which the powers were conferred and without exceeding the limits of such powers.
  7. adjudicative procedures provided by the state should be fair.
  8. the existing principle of the rule of law requires compliance by the state with its obligations in international law, the law which whether deriving from treaty or international custom and practice governs the conduct of nations.

Read the lecture, download the MP3 this is a clear concise call to arms. Instead of allowing societies to be persuaded by politicians claiming that law is important this is a list by which such claims may be held accountable.

(via Memex 1.1)

Military Tourism

The first day at the Swedish Armed Forces Academy (at Karlberg Castle) is over and today is the second, and final, day. Yesterday we had a tour of the facilities and also a long open discussion between the project members and the rapporteurs.
Apparently the Swedish military academy is the oldest in the world. The building is filled to the brim with old military nick-nacks which seem to be (almost) spread out at random. The more representative rooms are better arranged but the room we had our discussions in contained two oil portraits of 16th century characters an Admiral and an adviser to the King and two ugly worn down wood and leather sofa’s from the 1970s, the kind that you find in the clubhouse of the local chess of football club  – very postmodern.

The discussions are going well. Interesting topics and interesting people. One side-topic which came up was the notion of military tourism. Military officers traveling to other military units and living their reality for a while. This was particularly interesting when after discussing this modern version we say the names of those fallen in battle in the Karlberg chapel – it was filled with exotic locations and plenty of foreign names.

On being nervous

Lecturing is a lot about relaxing and having fun. Yes, standing in front of a group of people and talking can be fun. The problem? You have to manage to relax. This is normally not a problem but today is a bit different. The problem today is that I am going to meet a group I have never met before. They have strange customs and traditions. They carry uniforms and have outlandish titles which just confuse me.

As part of the military project I have to (obviously) present my work to the military. I have never done military service so it all seems very outlandish to me. The uniforms, the pride in penalism, the weapons fetish, the hierarchical chains of command and the worship of traditions. I mean, can you say “Yo” to a Major? or “Dude” to a Colonel? And what is it with all the coloured ribbons on the chest? Its like the boy scout merit badges…

Actually since I went to a strict catholic boys school I can probably relate to most of these things (except without the weapons). So now I am trying to put myself in a frame of mind to be able to relax. Itâ??s a bit like ordering people to have fun or to be spontaneous â?? the more you try the less it worksâ?¦

Ah, well whatâ??s the worst thing they can do? Men with lethal machinery, I meanâ?¦

Grey Saturday

Yupp another rainy Saturday has rolled around. While taking a walk around town I managed to pick up Vilém Flusser‘s book Towards a Philosophy of Photography which seems very exiting. Also discovered that the cool exhibition by Mattias Adolfsson (blogged about him earlier and he also has a blog with images) was still available and so was my favourite picture. So I bought the Beatnik Dragon.

Not a bad bit of procrastination – but now it’s back to the the real writing. Or rather as LP would say – the stuff that I really get paid for…

Staff Journal

Nice news today. A short article I wrote (on DRM) was published in the University staff paper. Strange how difficult it was to write when you know that ALL your colleagues might be reading it. It turned out alright. It’s in Swedish over here (with a photo).

Otherwise most of the whole day seems to have been spent re-creating the computer after the crash. Lots of small and large pieces of software to be installed, passwords to be remembered and settings to be restored. Very tiring and annoying but good stuff. Today it works! Better than before. This means that the weekend will be spent doing the work that I should have done this week.

Populism Tomorrow

Tomorrow I shall be trying something new. My university has a popular science event where researchers present an interesting aspect of their research to the public in 15 minutes at a local bookstore.

So tomorrow I shall be presenting the Swedish file sharing situation. This will include (1) what file sharing is (2) why it annoys people (3) the police raid on The Pirate Bay this summer, and (4) recent court cases.

All in 15 minutes with no props!

So if you are not busy during your lunch hour why not drop by Wettergrens bookstore on Västra hamngatan in Göteborg at 12.30.

The title of the talk is â??File-sharing: the battle between pirates and policeâ?? â?? what can I say? I have a broad populist streak.

Copyright and University Libraries

Today has been another travel day. Up to Stockholm for a day discussing copyright in relation to university libraries. As usual I found the librarians active and concerned about copyright issues. This is only natural since they are forced to be pragmatic about the way in which they react to copyright.

Most of the problems discussed today dealt with archiving. The most common forms of documents, which need to be archived (and are troubled by copyright), are student essays, licentiate theses and PhD theses.

Copyright creates problems in a couple of ways. First off can universities force student works to be archived and if so can they be put online? The same questions apply to the output of teachers and researchers (not always the same thing).

The whole question is complicated by the shifting practices among libraries, university departments and faculties. Actually the universities rarely have power in these issues since the decision making power is on the faculty level. For more on the dilemmas of university copyright see here.

As I mentioned the librarians were pretty cool. From totally ignoring the question of copyright and taking the â??just do itâ?? approach â?? to the more careful approach which is more concerned with the consequences. The lawyers on the other hand tend to be pessimistic and uncooperative. They want to risk nothing, do nothing, for fear of losing. Sometimes I wonder what they think they would lose in a battle? Since the slow disintegration of copyright is losing the war.

An interesting thing was that the librarians were very concerned about the potential malicious side effects of DRM use by publishers.