Presentation by myself, Eamon Costello (DCU) & Enda Donlan (DCU) at the OOFHEC2019: the Online, Open and Flexible Higher Education Conference in UNED Madrid, October 2019.
Re Live Paper Addison And OharefinalversionAddison4
This is the Paper that accompanied the slides on "How Can Massive Multi-user Virtual Environments and Virtual Role Play Enhance Traditional Teaching Practice". This was some of my earliest work.
Bridging the Gap: The Power of Open Educational Resources and MOOCs to Levera...Don Olcott
ICODL Keynote - Looking at complexities of OERs - MOOCs and online learning as sources of disruptive innovations. Asks the critical question - Are MOOCs really a disruptive innovation with potential to shift existing educational markets OR is online learning the true disruptive innovation that will disrupt existing and future educational markets.
Speaker: Dale Munday, digital learning facilitator, University of Lancaster.
Enhancing the idea of the VLE to provide an engaging experience is is key for sustaining progression with education technology. Creating rich, persistent conversations makes learning more visible and accessible to the entire class. Teachers can engage students in project-based learning with text, video, and voice using integrations. Harnessing student social interactions allows educators to enhance the learning and provide an engaging space to assess and feedback.
This session will demonstrate opportunities to empower students while helping them develop the skills they'll need to be successful in the future.
07081334.pdf
Virtual Engineering Sciences Learning Lab:
Giving STEM Education a Second Life
Stephanie E. August, Member, IEEE, Michele L. Hammers, Don Brian Murphy,
Allison Neyer, Penda Gueye, and Robert Q. Thames
Abstract—Engineering education in the 21st century faces multiple obstacles including limited accessibility of course resources due, in
part, to the costs associated with acquiring and maintaining equipment and staffing laboratories. Another continuing challenge is the
low level of participation of women and other groups historically underrepresented in STEM disciplines. As a partial remedy for these
issues, we established a Virtual Engineering Sciences Learning Lab (VESLL) that provides interactive objects and learning activities,
multimedia displays, and instant feedback procedures in a virtual environment to guide students through a series of key quantitative
skills and concepts. Developed in the online virtual world Second Life
TM
, VESLL is an interactive environment that supports STEM
education, with potential to help reach women and other underrepresented groups. VESLL exposes students to various quantitative
skills and concepts through visualization, collaborative games, and problem solving with realistic learning activities. Initial assessments
have demonstrated high student interest in VESLL’s potential as a supplementary instructional tool and show that student learning
experiences were improved by use of VESLL. Ultimately, the VESLL project contributes to the ongoing body of evidence suggesting
that online delivery of course content has remarkable potential when properly deployed by STEM educators.
Index Terms—Computer science education, computer uses in education, computer-assisted instruction, multimedia information systems
Ç
1 INTRODUCTION
THE Virtual Engineering Sciences Learning Lab (VESLL)project is an online interactive learning environment
that introduces students to quantitative skills and concepts
through visualization and interactive problem solving [1].
Initial content focuses on positional numbering systems,
logic operations, gates, and flip-flops, and visualization of a
rate flow problem from differential equations. VESLL is
based in Second LifeTM. SL is a widely used free online vir-
tual environment populated with content (locations, objects,
and activities) imagined and created by its users (also
known as “residents”). In SL, a private “island” has been
created specifically for VESLL where users can explore con-
tent, solve puzzles and participate in activities, and interact
with other users. SL uses common geographic terms such
(such as “island” and “mainland”) to designate virtual
spaces within the environment; an island is a freestanding
space where an owner has exclusive rights to develop
(“build”) content.
For general users, Second LifeTM is a free online service;
therefore, while there are costs associated with maintain-
ing the VESLL island, there is no additional cost (beyond ...
Anne-Marie Tarter: Our Common Future (SLA Weekend Course 2013)SLA
Anne-Marie Tarter – Our Common Future: What the Learning Commons approach could mean for school libraries. Plenary session at 2013 SLA Weekend Course in Belfast
Re Live Paper Addison And OharefinalversionAddison4
This is the Paper that accompanied the slides on "How Can Massive Multi-user Virtual Environments and Virtual Role Play Enhance Traditional Teaching Practice". This was some of my earliest work.
Bridging the Gap: The Power of Open Educational Resources and MOOCs to Levera...Don Olcott
ICODL Keynote - Looking at complexities of OERs - MOOCs and online learning as sources of disruptive innovations. Asks the critical question - Are MOOCs really a disruptive innovation with potential to shift existing educational markets OR is online learning the true disruptive innovation that will disrupt existing and future educational markets.
Speaker: Dale Munday, digital learning facilitator, University of Lancaster.
Enhancing the idea of the VLE to provide an engaging experience is is key for sustaining progression with education technology. Creating rich, persistent conversations makes learning more visible and accessible to the entire class. Teachers can engage students in project-based learning with text, video, and voice using integrations. Harnessing student social interactions allows educators to enhance the learning and provide an engaging space to assess and feedback.
This session will demonstrate opportunities to empower students while helping them develop the skills they'll need to be successful in the future.
07081334.pdf
Virtual Engineering Sciences Learning Lab:
Giving STEM Education a Second Life
Stephanie E. August, Member, IEEE, Michele L. Hammers, Don Brian Murphy,
Allison Neyer, Penda Gueye, and Robert Q. Thames
Abstract—Engineering education in the 21st century faces multiple obstacles including limited accessibility of course resources due, in
part, to the costs associated with acquiring and maintaining equipment and staffing laboratories. Another continuing challenge is the
low level of participation of women and other groups historically underrepresented in STEM disciplines. As a partial remedy for these
issues, we established a Virtual Engineering Sciences Learning Lab (VESLL) that provides interactive objects and learning activities,
multimedia displays, and instant feedback procedures in a virtual environment to guide students through a series of key quantitative
skills and concepts. Developed in the online virtual world Second Life
TM
, VESLL is an interactive environment that supports STEM
education, with potential to help reach women and other underrepresented groups. VESLL exposes students to various quantitative
skills and concepts through visualization, collaborative games, and problem solving with realistic learning activities. Initial assessments
have demonstrated high student interest in VESLL’s potential as a supplementary instructional tool and show that student learning
experiences were improved by use of VESLL. Ultimately, the VESLL project contributes to the ongoing body of evidence suggesting
that online delivery of course content has remarkable potential when properly deployed by STEM educators.
Index Terms—Computer science education, computer uses in education, computer-assisted instruction, multimedia information systems
Ç
1 INTRODUCTION
THE Virtual Engineering Sciences Learning Lab (VESLL)project is an online interactive learning environment
that introduces students to quantitative skills and concepts
through visualization and interactive problem solving [1].
Initial content focuses on positional numbering systems,
logic operations, gates, and flip-flops, and visualization of a
rate flow problem from differential equations. VESLL is
based in Second LifeTM. SL is a widely used free online vir-
tual environment populated with content (locations, objects,
and activities) imagined and created by its users (also
known as “residents”). In SL, a private “island” has been
created specifically for VESLL where users can explore con-
tent, solve puzzles and participate in activities, and interact
with other users. SL uses common geographic terms such
(such as “island” and “mainland”) to designate virtual
spaces within the environment; an island is a freestanding
space where an owner has exclusive rights to develop
(“build”) content.
For general users, Second LifeTM is a free online service;
therefore, while there are costs associated with maintain-
ing the VESLL island, there is no additional cost (beyond ...
Anne-Marie Tarter: Our Common Future (SLA Weekend Course 2013)SLA
Anne-Marie Tarter – Our Common Future: What the Learning Commons approach could mean for school libraries. Plenary session at 2013 SLA Weekend Course in Belfast
In November 2020 I was asked to speak at the Irish Learning Technology Association’s (ILTA) inaugural seminar series. The title of my presentation was ‘What DID I hope for? What Do I hope for?
Open and Shut: An Analysis of Open Access Publishing in Hybrid Educational Te...Tom Farrelly @TomFarrelly
Presentation at the OER20 (Online) Conference 1st April 2020 based on our artilce of the same name published in IRRODL http://www.irrodl.org/index.php/irrodl/article/view/4383/5271
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Thesis Statement for students diagnonsed withADHD.ppt
Of Mice and Minivans (1)
1. Of Mice and Minivans:
The use of Metaphors to
deconstruct Virtual
Learning Environments
EADTU Conference 2019, UNED
MADRID
2. Hello!
Dr. Tom Farrelly, Institute of Technology
Tralee - @TomFarrelly
Dr. Eamon Costello, NIDL, Dublin City
University - @eamO
Dr. Enda Donlan, Dublin City University -
@donenda
2
4. Metaphors
Metaphors can be important catalysts in
connecting newly introduced information
with existing knowledge constructs (Dubozy
& Reynolds 2010) .
Can help make new concepts or ideas
accessible, by relating them with what is
already known through easily
recognisable conceptions.
4
5. Metaphors - Caveat Emptor
However, they can also act as a constraint in that aspects
of the phenomena that do not fit neatly with the metaphor may
be side-lined or ignored, privileging one aspect or
interpretation over another, thus impeding “a more thoughtful
approach to conceptualizing and implementing new
technologies” (Mason, 2018, p.551).
5
6. Search Strategy
Search Terms:
⬡ VLE OR LMS
∙ AND
⬡ Metapho*
∙ AND
⬡ Like
⬡ As
6
Databases:
⬡ Academic Search
Complete
⬡ Education Search
Complete
⬡ Google Scholar
⬡ ERIC
7. A classroom where all the seats are
bolted to the floor (Dale 2004)
⬡ ‘a good room set-up can’t make a class succeed by
itself, but a bad room set-up can make it fail’
⬡ VLE is not conducive to adaptation and that this gives
rise to an inherent, instructor-centric pedagogy being
embedded within it.
7
8. The ‘Umbilical Link Back to the Tutor’
(Clarke & Abbott, 2008)
⬡ Highlighted the communication and support affordances
⬡ “When tutors were asked to describe how the VLE
supported their teaching, their responses emphasised
communication and collaborative learning within online
communities of practice… it promoted co-dependence
between students within the course-based community
right from the start of teaching practice” (p.176)
8
9. Supermarkets, Schools and Airports Dobozy & Reynolds
(2010)
⬡ Adopts a progressional classification in terms of user
engagement – Figure 1 Dobozy & Reynolds (2010) :
9
10. ‘Trojan Mouse’ - Brown, Paewai, & Suddaby
(2010)
⬡ A Gateway to
further
developments
10
This Photo by Unknown Author is licensed under CC BY-NC-ND
11. The ‘One-Stop-Shop’ (Robertson, 2010)
⬡ Harnessing the VLE but not by the tutor/lecturer
⬡ Academic Liaison Librarian - Develop a one-stop-
shop for information resources and help in
developing information skills in order to save
“busy students time when looking for material
relevant to their assignments” (p.93).
11
12. VLE as a Kenwood Chef – (Cosgrave,
2012)
⬡ ‘They come with a lot of interesting
looking blades and attachments, but
most people use them only to make
smoothies’
⬡ However, if you have access to those
more advanced blades and
attachments that can, potentially, be
used at a later stage.
12
This Photo by Unknown Author is licensed under CC BY-NC-ND
13. Fast-Food Kitchen (Woodward, 2014)
⬡ It does exactly what it is meant to do. It is built for people
with minimal skills to make cheap food quickly at scale. It
isn’t meant to be a training ground so people can move up
to gourmet cooking.
⬡ …‘the ingredients, the hardware, the thinking behind the
layout [of the VLE] is focused entirely on a scale delivery of
certain kind of “food”’; similar to fast food the VLE reaches
the minimum quality that people will tolerate in exchange
for convenience and low cost.
⬡
13
14. Walls and Silos (Watters, 2014 and Groom
& Lamb, 2014)
⬡ Walls
…the VLE as a segmented and
closed online space; ‘each
course is a separate entity [...]
hermetically sealed in a walled
off online space, much like a
walled off classroom’, thus
reinforcing how offline practices
become mirrored in online
learning design.
⬡ Silos
…VLEs as silos which sees
colleges and universities
‘locking everything behind
digital slabs of access controls
and inaccessible online
spaces’.
14
15. Minivans (Hill, 2015) and Buses (Downes,
2015)
⬡ Minivan is not considered to be the
most exciting of transport mediums,
offers a number of practical benefits
that includes comfort, plenty of
storage, and smooth rides - similar
features that can be found in the
average VLE.
⬡ VLE ‘is important and ubiquitous, but
we all know we need better options’
… ‘everyone has them and needs
them, but there’s a certain shame in
having one in the driveway’.
⬡ Sees the VLE more as a bus rather
than a minivan: ‘someone else is
driving, it only travels on a pre-
arranged route, the bus is often late
but you still have to be on time
because it won't wait if you miss it’.
⬡ Downes’ interpretation is perhaps
even more restrictive than that of Hill
in that it implies less control and even
greater uniformity, in addition to
inefficiencies and perhaps even
inevitability. 15
16. Two broad Themes
(1) somewhat limiting and as largely
used as a repository for course
materials, and
(2) as having limitations but offering
the potential for more expansive
use towards enhanced learning
opportunities.
16
18. References
⬡ Brown, M., Paewai, S. & Suddaby, G. (2010). The VLE as a Trojan Mouse: Policy, Politics and Pragmatism. Electronic Journal of e-
Learning, 8(2), 63-72. Retrieved May 15, 2019 from https://www.learntechlib.org/p/55183/.
⬡ Clarke, L. and Abbott, L. (2008) ‘Put posters over the glass bit on the door and disappear: tutor perspectives on the use of VLEs to
support pre-service teachers’, Teaching in Higher Education, 13(2), pp. 169-181. Doi: 10.1080/13562510801923252
⬡ Cosgrave, R. (2012, June 13). The VLE as Kenwood Chef. Retrieved March 16, 2019, from
http://tertiary21.blogspot.com/2012/06/vle-as-kenwood-chef-ready.html
⬡ Dale, J. (2004, August 16). The seats are bolted to the floor. Retrieved April 26, 2019, from
https://blogs.warwick.ac.uk/johndale/entry/the_seats_are/
⬡ Dobozy, E., & Pospisil, R. (2010). Exploring flexible and low-cost alternatives to face-to-face academic support. In J. Dalzeil, C.
Alexander, & J. Krajka (Eds.), LAMS and Learning Design (pp. 81–100). Cyprus: University of Nicosia Press.
⬡ Dobozy, E., & Reynolds, P. (2010). From LMS to VLE or from supermarkets to airports: Classifying elearning platforms using
metaphors. In Proceedings of the 5th International LAMS Conference (Vol. 201, pp. 92–103).
⬡ Downes, S. (2015, May 7). LMS Is The Minivan of Education (and other thoughts from #LILI15). Retrieved 26 April, 2019, from
https://www.downes.ca/cgi-bin/page.cgi?post=63849
⬡ Groom, J., & Lamb, B. (2014). Reclaiming innovation. Educause Review, 49(3), 29–30.
18
19. References
⬡ Hill, P. (2015, May 7). LMS Is The Minivan of Education (and other thoughts from #LILI15). Retrieved 26 April, 2019, from
https://mfeldstein.com/lms-is-the-minivan-of-education-and-other-thoughts-from-lili15/
⬡ Mason, L. (2018). A Critical Metaphor Analysis of Educational Technology Research in the Social Studies. Contemporary Issues in
Technology and Teacher Education, 18(3), 538–555.
⬡ Robertson, A. (2010) ‘Using the University’s VLE to Provide Information Support for Midwifery Students at the University of
Bedfordshire’, New Review of Academic Librarianship, 16(1), pp. 87–101. Doi: 10.1080/13614530903240569.
⬡ Stiles, M. (2007). Death of the VLE?: a challenge to a new orthodoxy. Serials: The Journal for the Serials Community, 20(1), pp. 31–
36.
⬡ Watters, A. (2014, September 5). Beyond the LMS. Retrieved April 30, 2019, from http://hackeducation.com/2014/09/05/beyond-the-
lms-newcastle-university
⬡ Weller, M. (2007) The VLE/LMS Is Dead. The EdTechie. Available from:
https://nogoodreason.typepad.co.uk/no_good_reason/2007/11/the-vlelms-is-d.html
⬡ Woodward, T. (2014, April 13). LMS Metaphors. Retrieved April 26, 2019, from http://bionicteaching.com/lms-metaphors/
19
Editor's Notes
When tutors were asked to describe how the VLE supported their teaching, their responses emphasised communication and collaborative learning within online communities of practice. They spoke of how the use of the VLE provided the umbilical link back to the tutor, and how it promoted co-dependence between students within the course-based community right from the start of teaching practice:
The first of these (the shopping centre or supermarket) is drawn from the work of Landon, Henderson and Poulin (2006) and is characterised as a foundational stage (‘come and grab’) of VLE usage: ‘mainly used by lecturers to deposit documents and manage online and blended learning, including tracking of online behaviour’ (2010, p. 96). The second metaphor (the school) comes from Dobozy and Pospisil (2010) and sees a greater level of user engagement (‘come and interact’). This sees the VLE used mainly for online or blended learning, enabling communication and collaboration among participants, with a greater focus on the learner and the use of learning objects and reusable content. The final metaphor chosen by the authors is proposed by Weller (2006) and is described by Dubozy and Reynolds as engaging at an experiential stage (‘come and be’). Seen as ‘VLE 2.0’, this third characterisation of the VLE enables total immersion and builds on such Web 2.0 principles as social software and reusable software, allowing for greater flexibility and customisation.
University of Bedfordshire’s Virtual Learning Environment to develop a one-stop-shop for information resources and help in developing information skills for Midwifery students. The Academic Liaison Librarian wanted to create a resource for the Midwifery students that would meet as many of their needs as possible, not just sources of information but guidance on how to exploit them effectively, and to use them ethically. Another reason for putting everything in one place (a “one-stop-shop”) was to save these busy students time when looking for material relevant to their assignments.
Robert Cosgrave’s (2012) ‘The VLE as a Kenwood Chef’ likens the VLE to an expensive food processor in that ‘they come with a lot of interesting looking blades and attachments, but most people use them only to make smoothies’. If they are simply used as remote content repositories, he asks, then why not drop the expensive VLE and use a simpler and cheaper content management system? He suggests, however, that if you do have an expensive food processor then you have access to those more advanced blades and attachments that can, potentially, be used at a later stage. In this sense Cosgrave suggests that VLEs could act as a ‘gateway drug for online learning’.
Our next examination of VLE metaphors combines two from the same year (2014) as they convey a similar message. The first is taken from Audrey Watters’ well-known ‘Beyond the LMS (Beyond the VLE)’ post, in which she critiques the VLE as a segmented and ultimately closed online space, whereby ‘each course is a separate entity [...] hermetically sealed in a walled off online space, much like a walled off classroom’, thus reinforcing how offline practices become mirrored in online learning design. Watters argues that we should strive for greater openness with greater emphasis on networks and connections, rather than ‘building digital walls around students and content and courses’.
In the same year and vein, an influential article appeared in the Educause Review from Jim Groom and Brian Lamb (2014), in which they describe VLEs as silos which sees colleges and universities ‘locking everything behind digital slabs of access controls and inaccessible online spaces’. The authors argue that such constructs are at odds with institutions’ ‘oft-stated values such as social engagement, public knowledge, and the mission of promoting enlightenment and critical inquiry in society’, which not only cuts off the institution (and its students) from the wider world but also but also limits the potential for courses within the VLE to interact with one another.
Minivans and Buses
Our penultimate VLE metaphor is proposed by Phil Hill (2015) and adopts a transportation analogy. Hill suggests that the VLE ‘is the minivan of education’ and argues that while the minivan is not considered to be the most exciting of transport mediums, it offers a number of practical benefits that includes comfort, plenty of storage, and smooth rides - similar features that can be found in the average VLE. He concludes that the VLE ‘is important and ubiquitous, but we all know we need better options’ and in this regard, reinforces the comparison between VLE and minivan: ‘everyone has them and needs them, but there’s a certain shame in having one in the driveway’.
Continuing the transport comparison and in quick response to Hill’s minivan metaphor, Stephen Downes (2015) sees the VLE more as a bus rather than a minivan: ‘someone else is driving, it only travels on a pre-arranged route, the bus is often late but you still have to be on time because it won't wait if you miss it’. Downes’ interpretation is perhaps even more restrictive than that of Hill in that it implies less control and even greater uniformity, in addition to inefficiencies and perhaps even inevitability.
When its comes to educational technology, and in particular VLEs, it is all too easy to be seduced by the promises, assertions and ‘shininess’ of online platforms. In fact, if anything characterises the debate about VLEs it is the various competing claims that are made about what they offer in terms of functionality and learning opportunities against the lived experience of many educators and students. Against this tangle of competing claims and counterclaims, we suggest that metaphors offer a useful way of conceptualising the relative merits and shortcomings in an easily digestible manner. An examination of the different metaphors highlighted in this paper suggest a high degree of commonality which might be condensed into affordances and functionality tempered with containment or constraint. Regardless of whether it is Dale’s ‘bolted down furniture’, Woodward’s ‘fast food franchise’, Watter’s ‘walls’, Lamb’s ‘silos’, Hill’s ‘minivan’ or Downes (2015) ‘bus’, they all suggest that VLEs do provide learning opportunities, but in a relatively limited manner and only within the parameters set out by the educational providers and the software developers.
Lastly, it should be noted that metaphors are from and of their time. The minivan and bus metaphors were articulated in an era before Uber and before real acknowledgement of the crisis of climate change. The bus, as a sustainable public good, may have a lot going for it in retrospect.