Covid-19 has brought about a collective response. What can I call it? Madness? Folly? There will be bad come of it. There could be good come of it. I read that the number of premature deaths due to urban air pollution is down more than deaths due to Covid-19 are up. And there will be many unexpected outcomes of all sorts. How can the good be upped and the bad suppressed? Much to be learned from a moment of quiet reflection before action. Locally it appears to be a real boon to those who enjoy being in charge. Everything can be put on hold because we have an emergency, here. Headless chickens issuing commands left and right.
Among the things I got from my father is a phrase he used to guide the way he engaged with the world. You don’t make money off the misery of others. This was usually applied by him to to the provision and practice of socialised medicine. But, it extended beyond the health of individuals with a powerful positive corollary: if people are in misery and you could do something, but choose to make money in the face of that misery you are sure as shit slips off a shovel making money off their misery. Private, for-profit hospitals were axiomatically, for him, wrong. I do not think he could have imagined private prisons let alone a society – or single human – which or who would benefit from such a thing.
I accept as a society and member of such, that I might want to use force to prevent the immiseration of others directly: robbery, assault and so on directly immiserate the victims. Those who prevent such activity should be paid as good a wage as anyone engaged in the alleviation of misery. I understand incarceration as a part of a holistic approach to making the world a less miserable place. But, we shouldn’t fund pensions through such activity and we certainly should not fund lavish lives. Surplus value created through the alleviation of misery should be returned to common wealth not private benefice. Removing liberty is as fundamental as providing any service, which alleviates misery. A preventative corollary follows. The liberty to profit from immiseration should be restricted.
There is, of course, a 1,000 mile question in this inquiry. How close to the misery do I have to be – in space or time – before anything I do should be restricted in order to turn all my resources to the alleviation of that misery?
How close to the moment can you get? “Be here now,” urges 1960s psychologist Richard Alpert. A mythical Google aspires to a perfect concurrent rendering of this reality: in real-time, in software. How much rewinding can we do before anyone notices the pause for thought? Reflection in action often has the effect of: “Oops! Don’t do that again.” Have we all heard ourselves tell ourselves, “Don’t say that,” and then hear ourselves say it? The warning reverberates like a slow bell buoy. It fades until the next wave makes a ding! Good learning is sometimes referred to as “authentic”. What is this but being “in the moment”?
I have been invited to “Listen to and comment on” a number of presentations this morning. These presentations will be made by participants on a study tour for Chinese academics and higher education professional and student-support services staff.
I received the invitation yesterday morning in a hotel dining room in Cardiff, shortly before co-facilitating a workshop for newer academic staff at the University of Cardiff, who may be new to teaching and leading study modules.
So this is a note to myself, in the moment between. My colleagues at OCSLD and I use a phenomenographic approach to analysing learning events and the work of those who lead, teach or otherwise facilitate learning in higher education. Try to distinguish between event and judgement. There is data. And, there is analysis.
I have engaged with four one or two-day events organised by Oxford Prospects Programmes. Two events were for about 50 “senior academics” (n=100) from a number of Chinese Universities. One event was for about 45 professional and student-support services staff. One event was a symposium on “Education and Social Governance” jointly organised by Beijing Normal University and the Department of Education at the University of Oxford. At the symposium, academics from both institutions, eminent local government officers and representatives of the British Embassy in Beijing and the Chinese Embassy in London addressed contemporary socio-economic impacts of higher education and the role of education in social governance issues such as rural depopulation, industrial development and teacher education.
I am seeing these events all through a professional development eye as an authentic opportunity to consider where a globalising academy sees itself going next.
Systems or people? We can model learning in order to develop ways for our machines to acquire, store, process and apply data: information gathered from the world around. Although I put it as a vague question of preference at the start of this essay, it has many ramifications. Are people not just quite complex systems? And is complexity simply a diversion? Is it not a more simple question? Where are the boundaries and limits?
I ask this at the beginning of term because this is hurricane season for university administration people and systems in general, and has been in particular for my university at this moment. We are building a new student record system. Well, we are acquiring, localising and implementing a student record system consisting of many new – and large – components. And, it is the system we use to manage relationships.
Which means, for the moment at least, we need to manage relationships in a different way: through people not systems. Or at least we have – for the moment – to act as though people are different to systems. Or, maybe that systems are people?
One thing we do know about people is that they feel things when they are under stress. They feel things like anger, anxiety and fear. Can I repeat that, please, using “I-statements”? I feel angry, anxious and fearful when I am under stress. While I want to be careful about projecting those feelings onto colleagues, I also want to attend to others with empathy for the possibility that they might also be angry, anxious and fearful.
I write. Not as much or as well as I should. But I write. Two very broad forms interest me: poetry and philosophy of learning, knowledge, theory. What is true and good?
Do these concepts mean anything? I believe they do. My job, and much of this writing, here, has to do with trying to explain – to myself as much or more than anyone else – what it means to learn and do “well”, that which is “right to do”: Plato, Aristotle, Chuang Tzu, Lucretius, Karl Marx, Julia Kristeva, Frantz Fanon, Paulo Freire, Bob Dylan, Paul Eluard, Alain Badiou, Bob Marley, Slavoj Žižek and Mikey Smith mashed up.
Žižek, late in this monologue, says the real artist does not add, but takes away.
I used to keep a separate notebook for work and a different one for poetry. I took it away one and a half notebooks ago.
I am adopting that principle here in this blog. Over the next few weeks I will be on a rescue mission to a few old websites.
And the warning? You might come across some poems. You might come across some philosophy. You might come across some teaching. My honest intention is to make connections. To converse. It is all dialogue. And, a story.
Chris Rust and Mandy Jack initiated an exchange about assessment volume, kind and equivalence on the SEDA maillist.
Hours are most easily countable (and even that is not easy). There are also the number of assessment points and the “weight” given to each assessed point. Chris asserted that:
the only meaningful comparison is student hours and providing the total identified learning hours for the module (including the assessment activities) aren’t over 10 per unit credit there’s no problem.
I asked for clarification on the “total identified learning hours” per unit credit.
This is a slight diversion, but the question of equivalence is becoming increasingly important. So, too, is the question of “challenge”.
Toetenel and Rienties (2016)
analysed 157 Open University course designs by all levels and activity types. Assessment (as designed or intended by those course teams) hovered around 25% of the time for all 3 UG “levels” and about 21% for PG. I do not know how much time the students actually did put in to each activity. Galvez-Bravo (2016)
, “… found that modules with more assessments had higher feedback (module appraisal) marks.” Simpson et al
(2019) in a UK/US comparison found more assessment (both in number of assessment points and total volume) led to higher grades.
So a should a 15 credit course (150 hours) be expected (or designed) to have about 30-40 hours of assessment arranged over between one and as many as eight points in a semester? Two to four assessed tasks of 10-20 hours each? Where “exam revision” counts towards the total assessment load (two or three hours of exam and 10 hours of cramming the day before)?
Took my last day of annual leave before the new leave year today.
So, I spent several hours moving this domain from Gandi.net to WordPress.com and then importing the posts from “My work blog”, rworld2.brookesblogs.net. I previously lost about 20 posts two years ago from the previous host of the rWorld2.net domain and personal blog. I had registered these somewhere when I tried, between about 2010 and 2015 to build a domain of my own for Digital Storytelling (DS106).
So here I go again.
DS106, 2017. A History of ds106 [WWW Document]. URL http://ds106.us/history/ (accessed 8.23.19).
Higher education shapes identity on many levels. We can readily identify three:
- the individual student/academic;
- the institutional characteristics of the higher education sector;
- and wider transnational cultural-historical activity.
This slicing into comprehensible tranches is characteristic of my pragmatic approach to knowing, characterised by a logic of effectiveness in the present: sure, it is a continuum, but clumping into useful groups helps if you want to do something.
Continue reading “Shaping an Identity: hacking the human?”
Evidence is one truth condition. There are at least three others. These give us a way of knowing authentic learning experiences and provide indicators of engagement, participation and outcomes. They are, also unsurprisingly, aligned with conceptions of authority and power.
Continue reading “Knowing authentic learning experiences”
- Roxå, T., & Mårtensson, K. (2017). Agency and structure in academic development practices: are we liberating academic teachers or are we part of a machinery suppressing them? International Journal for Academic Development, 22(2), 95–105. https://doi.org/10.1080/1360144X.2016.1218883
Roxå and Mårtensson (2017) argue that the discourses of academic development as mediated through formal education and training programmes by academic development departments are seen by some academics as:
a suppressing machinery anchored in globalisation and economification with an agenda to control academic teachers for the benefit of economic growth linked to a neoliberal ideology of life… Academic teachers can no longer embody the idea of academia as a place for free and critical inquiry (p 97).
Continue reading “Scaffolding Ed Dev conversations: a response to Roxå, T., & Mårtensson, K. (2017)”