The mighty Wolfe Bonham did a Moonbeam run this year as a part of one of his mega well-beyond an Iron Butt long distance rides. I just popped it into Google maps and it happens to be a perfect first Iron Butt distance from home, and all in the province.
The starting Iron Butt is the Saddlesore 1000, 1000 miles in 24 hours. They have a metric equivalent Saddlesore 1600 kilometre ride too. The suggestion is to do a distance that can’t be short cutted for credibility’s sake. Riding from Elora to Moonbeam and back is always going to be over 1600kms, no matter how you do it. Another benefit is that by going up on Highway 11 through North Bay and back through Sudbury and on the 400, I won’t be riding the same route twice.
The Tiger has become fragile, so I’m jonesing for a long distance weapon, not that the vibey and exposed Tiger was ideal for that, but it’s what I had. A few years ago Max and I rented a Kawasaki Concours14 for a ride in the Superstition Mountains near Phoenix, Arizona, and it was a glorious thing. That Connie was a first gen C14, the newer ones have one of the highest load carrying capacities of a modern bike – so big that they could carry Max and I two-up again. Another thing about getting back into Connie ownership (I used to own a C10), is that I’d have an excuse to frequent the Concours Owners Group again.
There is a low mileage (31k) 2010 current generation C14 for sale in Toronto with some cosmetic damage and a dodgy windshield. I can sort out the niggles, and then this thing would eat miles like nothing I’ve had before. There is a strange lack of Kawasaki Heavy Industries motorbikes on the Iron Butt finisher’s list (Honda has six times more bikes, BMW over eight times more). I want to represent! I’ve owned more Kawis than any other brand to this point, so it’d also be coming home to team green.
This particular one is blue instead of tedious grey (Concourses tend to be very conservatively coloured), which appeals, I prefer a colourful bike. The C14 has a number of optional touring pieces, including a variety of windshields, which is good because the slab on that Concours ain’t comely.
|Love the Milano from Guardians of the Galaxy. The C14
would be getting similar higher visibility trim, especially
around those Testarosa strakes!
Fortnine has the National Cycle Vstream windshield for the C14, which would give me a smaller but more functional, better made and swoopier look. The bike comes with a top box and panniers, so there isn’t too much it’d need, other than sorting out the windshield and doing some touch up. Seeing a blue bike, I immediately want to liven it up with some orange trim, Milano style. Other than a full service and a few fixes, this bike is ready to do 100k.
The stock seat is already a comfortable thing, though I’ve enjoyed the Corbin on the Tiger so much I’d consider tapping them again for another custom saddle eventually. The C14 Concours would be the biggest bike I’ve owned and could do something nothing in the garage can do right now, carry my son and I two-up while operating within the bike’s weight capacity. It would also be just what I need to make a run to Moonbeam and back in 24 hours as the summer winds up.
I came across Sturgill Simpson’s Sound & Fury on Netflex last month and I’m hooked! I’ve been an anime fan since discovering Star Blazers in the early ’80s, and I’m always on the lookout for the good stuff. That anime fandom was a motivator in moving to Japan for a couple of years at the end of the 20th Century. While there I did me some kendo and got pretty handy with the old katana, so I have a soft spot for samurai too.
The first time I watched Sound & Fury I was swept away by the cinemtic quality of the thing and quickly became a fan of the musician, though I hadn’t heard of him before. I especially enjoyed the disonance of a country music singer with a decidedly American sound being mixed with Japanese animation:
If you think the muscle car samurai is a cool opening, when she suddenly turns into a motorcycle wielding samurai with robot support it moves to a whole new level. Just when you think vengence shall be hers everyone is suddenly line dancing – you won’t get bored watching this unfold. It’s a visually stunning multimedia extravaganza that really pushes boundaries while offering a great way into a unique musical style that delivers intelligent and nuanced lyrics. I’m not a particularly musical person, but this visual tour de force was right up my alley and encouraged me to engage with the songs.
One frustrating part of this is that Netflix seems particularly stingy with the art marketing of this project. After looking for wallpapers online for the laptop, I gave up and made some of my own. This is purely a work of fandom for this project. I sincerely hope they come out with another visual album like this, it’s my kind of music.
In the meantime, if you’re a fan of the anime, these might satisfy the wallpaper itch for your digital device:
I’m a teacher with a lot of technical expertise. I don’t just teach effectively with digital technology, I teach the subject itself. Fifteen years working in information technology in roles ranging from systems implementation to technical support and training are what led me into teaching the subject. When I began teaching in 2004 elearning was beginning to evolve out of distance (ie: mail order paper based) material. I jumped on it the summer after I started teaching at Peel DSB. At that point elearning was a very loose HTML webpage where you had to write code to display the content properly. I had some very interesting experiences teaching senior, university bound English on that system. When I moved to my current board I volunteered for their pilot elearning program and taught a variety of elearning courses purely online, and then did a blended face to face introduction to elearning while teaching the mandatory career studies course. One of the best things to come out of that project was that all of those students had a very clear idea of whether or not elearning would work for them. A third of the class never wanted to see it again, and the correlation between students with IEPs and students who had trouble with elearning was nearly 100%.
|Level 3 means you can take a time and date out of an email
and put it in an online calendar, this isn’t rocket science,
and yet most people aren’t even there.
Let’s say we get the digital divide under control and manage to get everyone connected (we haven’t and we wont’, but let’s imagine we did). Now that we have everyone online and using an appropriate device, we need the majority to leverage digital skills they haven’t developed and get them learning remotely. Ontario doesn’t have a digital skills continuum, other than some vague language dropped into other subjects here and there, yet we were increasingly expecting students and teachers to use digital tools in school and now they have suddenly become a necessity. I teach computer technology and have a well developed program, but I only reach about 100 students out of the 1300 in our school. If you count the business tech courses and media arts that also build digital fluency, all together we’d be lucky to reach a quarter of our student population, the rest have basic, habitual digital experience – like most of the population. What we’re doing with elearning is akin to handing out books to illiterate people so they can learn at home with them.
|The only thing cooler than hunting with velociraptors on a
motorbike is hunting with velociraptors on motorbikes!
I don’t know how Triumph manages it, but they got a Scrambler into most of the scenes that involve chasing dinosaurs in the new Jurassic World flick. We just got back from it today and it’s a good time, especially if you’ve seen the original.
You see Chris Pratt fiddling with the bullet proof fuel injected Scrambler in an early scene, then he breaks it out for the big hunt half way through the film. The kids in the film point out, “your boyfriend is pretty bad ass!” – well of course he is, he’s riding a classically styled form before function bike!
|My hair never looked that good,
even when I had some.
So just in case David Beckham riding into the unknown (except for the people who live there – they know about it) on a Triumph Scrambler wasn’t enough, you’ve now got hunting dinosaurs WITH DINOSAURS!
The former might have pegged the hipster meter, but the later turns it up to eleven!
Needless to say, the interwebs couldn’t resist, and it didn’t take long to get a parody out of it:
|I didn’t realize I was sitting on a
movie star at the Toronto Bike
Show this year!
The Triumph Scrambler seems to have this magical ability to look like a capable off road bike while weighing over five hundred pounds (handy perhaps if you’re riding with dinosaurs).
I’m still looking for my basic dual purpose machine, but I can’t say that Triumph’s cunning placements don’t have be jonesing for a Scrambler, at least until I’ve had to pick it up out of the dirt a couple of times and discovered that the retro look is also very breakable, then I’d be begging for the two hundred (!) pound lighter and more robust Suzuki I’ve been longing for, though it wouldn’t be nearly so nostalgic and hipster chic.
I’ve always gone for function over appearance in my motorbiking, but Chris Pratt on a Scrambler isn’t making it easy.
Everyone gets all kitted out with monster adventure bikes to travel around the world. A monkey could get a big KTM or BMW around the world, and they’re all adults with giant production budgets and crews!
I want a challenge!
Max & Tim Around the World Expedition!
|The Over Map, you can click on pieces to get a breakdown of each leg|
Leave Ontario April 1st and put up with some dodgy weather in Canada before making our way to Ireland in May and out of Europe. Across Russia and Siberia in early summer, and then south through Mongolia into China in later summer. End summer across Japan and then do a fall drive through the Western U.S. back to Ontario, returning before Hallow e’en. 214 days, 10 days crossing the Atlantic, 20 days crossing the Pacific, so 184 days on the road, which makes for an average of about 110kms/day, which should be more than possible (with some days off too!). It’ll be slower in some places, but easily doable in developed areas. 400kms/day would be a comfortable five hours of riding in Canada, Europe and the States, as well as Japan and most of China.
So it’s a big impressive map, but we aren’t doing it on a giant adventure bike, we’re doing it on what has always been in my mind the toughest looking motorbike there is!
A Classically Styled Bike & Sidecar!
The bike and sidecar has faded into history as a cool means of getting through anything, but I still have memories of seeing them in action on the roads of England in the ’70s, and a chance to resurrect the awesome cool of a bike and sidecar on a modern adventure ride is too much to resist. That it allows my son to enjoy biking without being perched on a saddle is also nice. I haven’t seen too many options for adventure touring with a bike and sidecar so we’d get to explore some interesting new ways of loading up a three wheeler for an expedition!
|Engines of the Red Army! The
classic sidecar and bike!
My weapon of choice would be a Royal Enfield Classic with a matching sidecar. The Classic is modeled on the old Royal Enfield bikes but with modern technology. They are easy to get into and take care of, and the modern touches make it a dependable, tough piece of kit. Besides, everyone and their dog has gone around the world on a BMW, or other big adventure bike. The Classic with a sidecar would bring an entirely different vibe to the macho around the world trek.
With the bike itself and the sidecar capable of carrying gear we could make some interesting choices for building an expedition ready motorbike. I imagine a bike that is capable of carrying spares, as well as camping gear and all our kit in a more elegant way than the typically overloaded adventure two wheeler.
If they can hold machine guns and ammo, they can certainly carry what we need for our expedition! Once we’ve got our kit worked out and our aesthetic set, we need to work out…
The bike will be kitted out with Gopros and we’ll have a video/still camera on hand for video diaries. The trick will be to create a narrative from the media we create. As we collect footage from each leg we’ll hand off the media to our Production Manager (Alanna) and take a few days with her in each place before loading up for another leg. Some ideas for narrative might be an ASD father/son relationship as we cross the planet or a look at the history of motorbikes around the world. No matter what, I’d want to film it pushing what technology can do to capture a live experience. To that end, I’d like to create a videoblog of the trip as it happens, as well as a travel documentary when we’re home.
April to October would be travelling, then the winter would be resolving the footage into a story in post-production.
PITSTOPS (where we meet up with our production team)
- Quebec City
- St. John’s
- San Francisco
Our production/travel support team meets us at each pit-stop and takes our media while giving us fresh memory to save stuff too. We spend a couple of days at each spot touring about and resting up then we’re off on the road again as Alanna and team flies ahead of us to the next destination. Having a travel expert in country ahead of us should ease crossings and make entry into each new area more efficient.
Back To The Kit
- Royal Enfield Classic 500cc = 183 kgs
- Classic side car: 80 kgs
- TOTAL WEIGHT: 263 kgs, or about 88 kgs per wheel
|Royal Enfield Classic with Classic Rocket Sidecar|
With some handiwork we should be able to fabricate a tonneau cover for the sidecar that keeps Max warm and dry in nasty weather, but disappears when not needed. I’d also look at putting together a canvas tent that works off the structure of the bike.
The Classic Enfield also has a back deck we could fabricate a rack on for carrying, and the long nose in the sidecar could easily hold soft bags and other equipment.
The bike itself could also hold gear in front of the handlebars and behind the saddle. It isn’t a giant bike, but at 500ccs it would be more than capable of getting us down the road with our gear and would get good mileage too.
In parts of the world where lodging is available, we’d refocus the expedition machine on a lighter load with less food carried and minimal equipment. In places more remote, we’d reconfigure for camping and be sure to have the kit we need to get by in the rough.
A year off with an epic trip across the planet with Max would be fantastic! Seeing how he sees the world would be unique.
With the carbs sorted and the oil changed, the Fireblade sounds like the machine it is (ie: fantastic!). On the to-do list now is chasing down some wiring issues and shaking down the rest of the bike because a monkey was working on it before and I don’t trust his choices.
In working in and around the Fireblade, it’s the little differences that add up to a bike 50+ kilos lighter than the Tiger and over 100 (!) kilos lighter than the Concours (while making 33% more horsepower than either). At 195kg, the Fireblade is even 10 kilos lighter than my first bike, a svelte 2007 Ninja 650r.
The ‘Blade makes lightness pretty much everywhere. I’m particularly fond of the speedholes all over it.
When it isn’t holey, it’s reduced material wherever possible. Even the rim spokes are thinned out:
Where Honda had to use material, it’s the lightest they could manage…
Compared to the Kawasaki Heavy Industries bikes I’ve owned, this CBR900rr is a built for purpose thing that feels more like working on an aeroplane than it does a motorbike.
… and it sure is pretty.
Academic English is very university focused with the almighty essay as the be-all and end-all of high school writing. I’m an English major, I love essays, but I recognize that the vast majority of our students, even the university bound ones, will never write another essay in their lives after high school. Asking senior academic English teachers to consider reports, or labs, or articles, or any other writing output is an uphill battle. They don’t want to water down their subject; the essay is sacred.
I get that, so perhaps it’s time to water down their population. Instead of dragging all senior students through years of mostly irrelevant English skills development, why not separate the vital from the overly specific? Literacy is a vital skill the general population needs to have, regardless of whether they major in English in university or work at a cash register.
One of the biggest challenges in English is facing an always packed class (never off the cap) full of an astonishing range of students. A typical academic English class will contain barely literate non-readers whose parents don’t want them to give up academic options (and who may be more than capable in numeracy, science or technology). Academic English bludgeons them with essays and Shakespeare. The solution is to pare off literacy from what is really a specific skill set needed only by advanced students of the arts and humanities.
The idea for mandatory grade 9 and 10 literacy and numeracy courses comes from this logic. The grade 10 course is a survey/review course that works to assess students literacy skills in a granular and meaningful way. The opposite of a standardized test, these courses challenge students in order to accurately assess their skills in numeracy and literacy in detail. The end result would be a certification in two important foundational skills.
Students who are able to demonstrate these foundational skills are able to continue in high school in which ever direction they choose with a clear idea of their strengths or weaknesses in fundamentally skills, or move beyond the building and into apprenticeships or the work place knowing that they have displayed an appropriate level of literacy and numeracy. Their proven ability in these two vital skill sets will resolve many of the fears surrounding letting students leave school early. Those that stay in high school are offered a plethora of courses, local, remote or a hybrid of the two, that allow them to develop interests and abilities that are flexible, encourage their strengths and change with the times.
Those interested in post-secondary can still take advanced English and mathematics courses, but these are entirely optional. They may also be specific to future needs. Science and technology students may take English that focuses on report writing and presenting analysis in clear and concise ways. Arts and humanities students may focus on more traditional English, such as literature and essays.
If we’re not going to do literacy and numeracy properly by underfunding it into oblivion, perhaps it’s time to separate the vital skills from overly specialized, academic English and mathematics and reconfigure for flexibility in our curriculum.
Following that adage I looked for a phone with a good camera this time around. The OnePlus5 has an excellent camera as far as hardware goes, but the software still has some catching up to do. Fortunately OnePlus seem committed to regular updates.
Walking home on Dec 23rd, one of the darkest days of the year, I took a post-sunset shot of the Grand River thinking it wouldn’t come out at all. Not too bad for a very low light shot. Similarly the multi-shot night time hockey gif taken on winter solstice in full darkness.
The photo of my lovely wife and her colleagues singing was also taken in a dark room. It was post processed in Paper Artist, my favourite on-phone photo editing app.
Originally posted on Dusty World in October, 2012…
There were three key books I read in the past year that have clarified for me a direction we could head in educational technology. Ideas from each of those books, which at first appear to be in direct odds with each other, helped form the content of my ECOO presentation this year.
After reading The Shallows, Nick Carr’s carefully constructed argument held a lot of weight – the internet and how it is being adopted by the general public is actually making people less effective as both thinkers and doers. As educators, we should all be concerned about this result. At a conference this year a frustrated, thirty-something CEO said of the twenty-somethings she’s tried hiring recently, “I just wish they could finish a thought! I can’t even get them to close a sale because they are checking Facebook!” This problem goes well beyond education (where any teacher can tell you it’s an epidemic). Everyone involved in education should read this book, especially if they are trying to implement technology in the classroom.
From The Shallows I took a serious concern about technological illiteracy and habitual use of computers actually injuring people’s ability to think.
I read Ray Kurzweil’s The Singularlity is Near as a counterpoint to Carr’s very accurate, and very depressing Shallows. Kurzweil’s giddy optimism in our engineering skills verges on evangelism. He is a wonderfully interesting and eccentric character. His belief goes well beyond merely living in a time of transformative change. The singularity he refers to is a moment in the near future where we are able to develop a greater intelligence than a single human brain, or even a group of them. He goes into mathletic detail about exponential growth and how this is occurring in computers. Very soon we’ll understand things in finer and more complete detail than we’ve ever been able to before and our management of the world will take on omniscient proportions. Technologically enhanced humans exist beyond the technological singularity – living in a world that looks as alien to us now as ours would to someone from the middle ages.
From Kurzweil I recognized how technology is evolving in increasingly personalized ways. This is an argument Carr makes from the other side too. From external machines, we are on a journey to technological integration. This integration is going to well beyond smartphones, that’s just the latest step in an inevitable trend. If education does everything it can to present technology as generic and impersonal, it is failing to notice a key direction in technology, it’s failing to produce students who will be useful in their own futures. This is perhaps the most controversial aspect of my BYOD/differentiated technology argument, but I believe it’s a fundamental part of our technological evolution. Computers want to become a part of us. We’re not going to develop a Skynet or Matrix that will take over. Our technology IS us, and it wants a more perfect union. This probably scares the shit out of most people. My argument to that is: if you’re going to amalgamate with other systems, make sure you the one directing them effectively.
Matt Crawford’s wonderful philosophical treatise on the value of skilled labour goes well beyond simply being handy. He argues that skilled labour psychically protects you from consumerism and makes management doublespeak and creative economies an obvious joke. The value he places on objective, quantifiable skills development often savages the feel-good ethos of a lot of educational theory which then sounds like management double-speak nonsense. I read the book after taking my AQ in computer engineering, and it made me re-evaluate (and recognize) the value of my skilled labour history – something I’d walked away from in becoming a teacher. I’m loving being a tech teacher this year and working with my hands again.
From Shop Class For Soul Craft I took a recognition of the importance of hands on, skill based learning. It brings real rigor to learning, and should be a vital part of developing past the poor digital literacy I see around me. One other experience kicked this up a notch. In the summer we visited the Durnin farm and Heather talked about how her husband teaches people to use the farm equipment. He gives them the tools, and expects them to figure it out and get it done. It’s a high expectation, immediate result environment that puts a great deal of expectation on the student; Crawford would approve. I tell my students, “no one ever learned how to ride a bike by watching someone else riding a bike” – it’s an experiential thing that offers real (often painful) immediate feedback… what effective learning should be.
Into that mix of big ideas of warning, optimism and rigor I also mixed in the standard PLN secret sauce. Concerns over BYOD abound with teachers online. The idea that BYOD should just be thrown into curriculum struck me as simply wrong. As Andrew Campbell suggests, it’s more about stretching a divide (or Carr would argue intellectually crippling idiots) than it is about increasing digital fluencies.
Teaching competency, flexibility and self awareness on digital tools should be a primary goal of current educational practice. We’re graduating students who are dangerously useless to employers. The idea of a continuum of digital mastery based on objectively developed skills linked to a gradual loosening of restrictions and access to increasingly diverse tools and online content was the result.
I present on Thursday, and I’m more interested in the discussion that ensues than I am in telling anyone anything. ECOO is a wonderful braintrust, and usually super-charges my educational technology awareness. I’m looking forward to the brain soup we create out of this!
|Diversifying Edtech: the key to a digital skills continuum|