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).
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.
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.
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).
Software and machinery always embed human values and beliefs about what is good and how to achieve it. And when it is asserted that “the machine says…” the first point holds true. The machine says only what people have enabled it to say. Whether the machine is reflective and self-aware, with anything like a recognisable value system? This is a question we can no more meaningfully ask of a machine than we can of a lobster, except to the extent that we can recognise the machine as an emergent phenomenon of human technology, and the lobster, arguably, not.
Unless, as Mike Wetsch put it, the machine is us? And then we have to ask, who are we?
When the tin of TEF was first opened a few days ago with all the shiny gold, silver and bronze foil-wrapped toffees, chocolates and what nots, it was entertaining and galling in measures to see who got what and what my own gaff got. Although I had been given a steer away from expecting gold, as an Educational Developer at a teaching focussed university with a heritage of teaching development initiatives, I kind of think we should have got gold. Or it is to some small extent down to me if we didn’t? Or, who knows? Maybe without me and my colleagues we would be scraping bronze?
Fiona Handley from University of Brighton uses the term “Graduate Attribute” for digital literacy, where blended learning is the starting point. Focus on the learning and then ask about the technology that “suits me”.
As an aside, it is interesting to note that at an event devoted to digital literacies, the connection to the internet is unreliable, there is no power supply to the tables and the format is all Powerpoint.
Brighton digital literacy framework links to UK PSF. Full roll out to the university.
Fiona Harvey, Southampton using PathBright open source eportfolio tool, badges to support and scaffold learning. Open badge factory for the iChamp badge, Suggests Open Badge Academy.
This “new education” has to lie in what Murphy calls “collective” or shared narratives: “… where the individual seeks to achieve their purpose within the constraints that the planet now so very obviously imposes upon us… because achieving purpose is about substituting meaning for material consumption.” Narratives make meaning. Narrative must replace material consumption. As Max Tegmark (2014: 256) puts it, “… nature contains many types of entities that are almost begging to be named.”
I am leaning on Murphy and Tegmark here because both come from disciplines that value mathematical descriptions of the world above what Tegmark calls “baggage” or words. And both reveal the uncertainty at the base of measure, or to put it another way, they explore the measure problem. How you define constraints, if there are any?
And that I suggest is as ever: new or old education is about making meaning. Making meaning gets us very quickly into measures: pictures, categories, ranges, constraints; about how many lions are there over there? Meaning without baggage? Or is it all always baggage? Pragmatically, at what point do our useful approximations break down into mere baggage?
I spent much of Thursday and Friday last week immersed in dimensions of digital leadership in higher education, represented diagramatically. I started writing about this here. The base for this diagrammatic thinking was the range between “Visitor” and “Resident” in or to or inrespectof/with reference to the digital. This model was constructed by Dave While and Alison leCornu several years ago in response to the “Native/Immigrant” model proposed by Presnky. There are other typologies, such as the “voyeur/flaneur” of dana boyd (2011) but the Jisc Co-designers find the visitor-resident one productive and useful.
To get the workshop talking and thinking together, the workshop facilitators laid another axis at 90 degrees to the visitor-resident x-axis. They labelled the upper end of the range “Personal” and the lower end “Institutional”. And this was the end of my messy thinking in my last post.
The next day we started again with a slightly rephrased map, where the top element was changed: “Individual” replaced “Personal” and rather than our own “digital capability” we were asked to map our institution’s.
It immediately struck my colleague, Richard Francis, that a small circle in the centre might represent the “disengaged learner” and that more “pressure” outward along any axis could be construed as a transformation of some sort.
I then observed that just maybe there were limits outward in some directions. It struck me that a person who was increasingly a visitor to one’s own individuality might lack self awareness (top left. And, in the same way travel too far lower right and a person might be in danger of becomming fully institutionalised.
Both these outer areas might break the “Identity and Wellbeing” circle suggested by the Jisc’s model of Digital Capability
The last move in this opening development was to observe that the boundaries were at least elastic: that pressures towards self awareness might press inward while counterveiling pressures might push outward. And that these spaces might be characterised in various ways. Richard Francis proposed that being a visitor to one’s self from time to time might be construed as reflection rather than a tendency towards solipciism.
At this point in the morning the facilitators asked us to consider “openness” and “authenticity”. Richard Francis asked if perhaps the visitor-resident continuum might be relabelled “consumer-producer”? It struck me that an urge towards production and self-actualising transformation seemed to produce something like a wave or flow of force through the model, rupturing the membranes inward from the left to outward on the right. We realised that there was a relatively narrow band on either side of each of the main axes. We called the horozontal band the “Mean of engagement”: more or less individual and more or less institutional. We called the vertical band the “Mode of action”: more or less visitor and more or less resident. We also noticed an impact axis punching in another dimensionfrom lower left towards upper right. It appeard that the far left might be characterised by a lack of authenticity:. As one approached outer limits various pejorative warnings began to attach themselves to the image: at the outer and upper left solipcism and maybe hyper-capitalism dwelt, while at the upper right fully resident in individualism lurked the bully and the narcissist, with no self-control. There was a sweet spot for us upward and rightward from the centre where we put terms like open engagement, community, access and authority, while authoritarian by way of contrast fell out somewhere lower right.
We began to see institutional functions appear: assessment and the VLE seemed to occupy a backwater and the digital impact criteria of attention and presence firmly resided within the mean of engagement.
So all this was very satisfying as a means of understanding our world, but now the challenge is to turn it into action.
danah boyd. (2011). “Dear Voyeur, Meet Flâneur… Sincerely, Social Media.”Surveillance and Society 8(4), 505-507
Reviving Tealab: Tealab is explicitly a Teaching Laboratory and discussion “space”. There are a number of excellent initiatives across the university that lap over the territory. When Tealab was set up it was intended to replace the Learning and Teaching Forum (LTF), with a focus on people (possibly “younger” whatever that might mean) interested in new or innovative teaching practices. These practices did not need to make use of learning technologies, but given the zeitgeist and interests of the proponents of Tealab there was a strong learning technology focus.
The institutional learning and teaching focus is currently on the Technology Enhanced Learning (TEL) Framework with its participatory underpinning. The aim of the framework is expressed in four domains: Learning, Identity, Community and Place and is intended to enable the creative appropriation of tools, transformative academic practice, inclusive communities and safe spaces for learning.
And second Tealab can serve as a forum for collaborative discussion and development of the aspirations of the TEL framework. With this in mind, I am planning a series of Lunch-time sessions (and I know that time is troublesome so forgive me if these sessions are not accessible for you; we will simulcast and record for later review). I am proposing three this semester:
Monday 19 October 1200-1330 – Participation in learning, aspirations for teaching: introducing the TEL Framework
Monday 09 November 1200-1330 – Creative appropriation and appropriate technology for teaching
Monday 30 November 1200-1330 – Academic Identity today
I am very frustrated by not having access to our VLE/LMS today. The system, which is externally hosted by ULCC is “down”. It is Thursday 2 weeks after assignments were due. I and the team have 60+ papers to mark and/or moderate and upload grades. I am committed to my students to getting this done by tomorrow. There is precious little slack in any diary. I can’t just shift everything. I cannot do tomorrow’s stuff today because I have appointments tomorrow. This must be one of the biggest marking weeks in UK higher education. I am a champion of online assignment handling and marking. But 10 days ago I had to give all my students an extra day to hand work in because TurnItIn was down on the actual due-day. These incidents have to be factored into any risk assessment of online assignment handling and feedback systems that might be adopted.