October 2009 - Posts

Visual Studio 2010
Wed, Oct 21 2009 16:24

Visual Studio and .NET Framework 4.0 Beta 2 are now available for downloading. This is still a “Beta” product so there are issues outstanding that need to be resolved. However, there are a number of technologies “built in” to the product, e.g., Dynamic Data 2.0, MVC 2.0, and Silverlight 3. There are some technologies that are not yet there but they should be coming soon.

Scott Guthrie states that:

VS 2010 and .NET 4 bring a huge number of improvements and additions. They include big advances for ASP.NET web development, WPF and WinForms client development, SharePoint development, Silverlight development, data development, parallel computing development, and cloud computing development.  VS 2010 also delivers a ton of improvements in the core IDE, code editors, programming languages, and enterprise design, architect, and testing tools.

I will be using VS 2010 in a new set of videos and I encourage you to download a copy of the Beta and try out some of the new stuff. I ALWAYS install beta products using a virtual PC image and NOT on my production operating system. I have done so with VS 2010 using Windows 7 as the host system (it’s my production OS) and Virtual PC for Windows 7. You can also use Vista or XP as the host and Microsoft Virtual PC 2007 SP1.

VS 2010 is a totally rewritten using managed code. It also uses WPF (xaml) for its visual interface.

Enjoy … bill

by Burrows | 1 comment(s)
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The Cost of College Textbooks
Wed, Oct 21 2009 16:07

I was wandering through the UW Bookstore the other day and took a look at some prices for textbooks. WOW - they are really expensive. One new textbook for an Introduction to Information Systems course was priced at $175. I have a couple of textbooks from when I was an undergraduate on my bookshelf. A book titled "A Guide to FORTRAN IV Programming" by Daniel McCracken cost $3.95. Another, "BASIC, An Introduction to Computer Programming Using the BASIC Language" by William F. Sharpe also cost $3.95.

Ok, so my texts were purchased a long time ago when the price of gasoline was $.35/gallon. But if gas prices had risen like textbook prices, we would be paying over $15/gallon. Why are the prices so high?

Having written a few textbooks, I am familiar with the economics of college textbook sales. The price of the book is set by the publisher, let's say $100. The author gets about 15% in royalties so the author gets $15. The remainder, $85, goes to the publisher to cover development costs (editing, proofing, design layout, etc.), printing costs, advertising/sales, and finally profit. The publisher also assumes the risks associated with sales not meeting projections meaning that they may not recover all their fixed costs.

The bookstore sells the book with a 25% markup ($25 in this case) so the student pays $125 for the book. Note that the bookstore makes more per book than the author.

A typical bookstore will buy the book back from the student at the end of the quarter/semester generally paying the student 50% of the original price. In this case, the student gets back $67.50. The bookstore then marks up the price by 25% ($84.37) and sells the book again (making an additional $16.87). The publisher and the author make NO money on this resale and herein lies the problem.

In the "old days", there was not a very viable used book market. This meant that many more new texts were purchased each quarter which contributed to the publisher's income. Back in the old days, this additional income coming from higher new book sales meant that the original price of the book could be lower and still make a reasonable return on the book.

With the advent of better information systems that made it possible for bookstores to have better information on where the used books could be found, and the advent of fast, lower-cost shipping, the used book market started to thrive. Publishes responded by raising the initial price per book and new sales fell. Students, who were the ones paying the higher prices, starting selling back more of their textbooks to reduce the overall cost to them. Students selling back more books enhanced the used book inventory and new book prices went up even more.

We are now at a stage where the price of a new book is really unreasonable. This opens up alternatives such as self-publishing by authors as well as new media (electronic books). Of course, electronic textbooks still require an author and the price of original material will only go down when the traditional publishers step out of the loop. Watch for companies like Amazon making direct contracts with authors to make material available for Amazon's electronic distribution.

What about the "traditional publishers"? They will likely follow the path of the dinosaurs. They failed to foresee the used book market, failed to lobby lawmakers for "perpetual rights" like the music and film industry enjoys, and because of this lack of foresight, they are likely going to price themselves out of business.

bill

by Burrows | 1 comment(s)
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New Tutorial – Silverlight Analytics and SEO
Thu, Oct 8 2009 13:10

I recently converted the “myVBProf.com” site from an “aspx” design to a Silverlight application. The original site used Google Analytics to collect and analyze usage and I needed to do something similar with the Silverlight site. This new tutorial explains the options I finally settled on to collect data on usage. I use both a “custom” approach where I create an ADO.NET Data Service to add “time stamp” data to an SQL database. I also use the Silverlight HTML Bridge to make use Google Analytics.

I also wanted to be sure that search engine spiders could find and index my new site. Since most of the key words used by the search engines were embedded within the Silverlight application, and not available to the spiders, I consulted a number of sources to see what strategies made the most sense. I finally settled on the advice of Tim Heuer who suggested that I “create alternate content for those pages and put it in the object tag area so that non SL readers (like search spiders) will see that instead of your app.” I show how I did this in the tutorial.

 

bill

by Burrows | 1 comment(s)
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"Levels" of Understanding
Thu, Oct 1 2009 13:53

When we build a curriculum, we have to carefully evaluate course objectives. In considering a specific course, we need also consider what I call the "appropriate level of understanding" we expect students to achieve within the course.

For example, I am currently working on an on-line course with its major objectives of introducing Visual Studio and understanding some fundamental programming concepts using Visual Basic. There are always more things that we want to cover but cannot because there is simply not enough time (this is where the intermediate and advanced courses take over). I like to use the terms concept understanding, working understanding, and expert understanding. Concept understanding means that someone understands a concept and sees it value. One might be able to create an example or two of the concept but probably not much more. Working understanding means that a person can use the technology and make productive use of it. Expert understanding means that a person "really" understands the concept to the point where they might want to extend it or might be able to apply it outside the context where it is typically used. For an introductory course, we need to focus on "concept understanding". For example, consider regular expressions; they are really rather tough to understand at a "working level" but their value can certainly be perceived "conceptually". In an introductory level course, I see my job as making the student aware of regular expressions and what they are used for; give them a chance to try them out (perhaps by using the Web Validation controls). An intermediate course would pick up on the value of the concept and provide more "working" understanding.

Often a course design does not appear to have considered these levels of understanding and thus, ends up going too deep or too shallow. Of course, a course does not live in a curriculum in isolation - it must be designed so that by the time the student has finished a course sequence, the appropriate level of understanding has been achieved. It is also important to define a curriculum's overall level of understanding. My personal opinion is that achieving a concept and working understanding is possible in a formal educational setting. On the other hand, expert understanding really requires "on-the-job training" and a lot of experience. This can be obtained within a university environment but not without the active participation of business community giving students access to "real" problems using intern opportunities or other similar programs.

bill

by Burrows | with no comments
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