|February 9th, 2015 11:36 AM|
by Ken Gagne
|Filed under Musings;|
Last month, I began my fourth semester teaching an undergraduate course in electronic publishing. I always start with an overview of computer history — not for "you kids don't know how good you have it" reasons, like when I taught high school students to use Visicalc, but because I consider it valuable for students to have a basic understanding of how the machinery and environment they'll be working came into being, and the decisions that were made decades ago that will affect their workflows and livelihoods.
We start with what might be considered ancient history, reviewing key figures in computing's history: Charles Babbage, Paul Baran, Tim Berners Lee. I suspected this might be the first semester in which the name Alan Turing might prove familiar. I was right: Benedict Cumberbatch's turn in that role had drawn my students to see The Imitation Game. We had a brief but fun discussion about how Turing's already dramatic tale had been further dramatized for the silver screen, before returning to the topic at hand: learning to count in binary.
As part of this lecture, I employ plenty of props from my Apple II, including a 5.25" floppy disk and floppy disk notcher. It's always interesting to see how the students respond to these artifacts. Spring 2014 was the first semester where none of my students had used a 5.25" floppy before. I figured I'd passed a tipping point: students born in 1992 didn't grow up with this media. So I was pleasantly surprised when this year's students recognized the disk fondly. And I, of course, got a kick out of wondering, "Can you believe that we used to ship software on these things?" holding up the Lawless Legends demo I received from Martin Haye at KansasFest 2014.
My favorite exercise of the evening involves publishing — which is their major, after all, not computer science. It's 2015 and you want to distribute software to your print magazine's subscribers. How can you do so? A link, a QR code, a Steam code, even a CD — these are all viable delivery mechanisms… and none of them were applicable in 1986. Sure, you could maybe include a 5.25" disk in your magazine — but who does that? Instead I hand out an issue of Nibble magazine and let the students peruse it, until it finally registers what they're looking at — at which point their eyes get big and they ask, "Did they actually print the entire program in the magazine and ask people to type it in??"
Okay… so maybe I do want my students to know how good they have it.