Countdown to FSLT16: Crazy fun grown up?

There have been and still are some challenges in getting FSLT16 ready to run. The course has grown in complexity since it was first run in early 2012. I have spent a lot of time trying to recover some of the earlier simplicity. Continue reading “Countdown to FSLT16: Crazy fun grown up?”

Badges: Learning Gain or Just a Game, and what’s wrong with that?

Badges are Digital image files with text metadata stating criteria for which the badge has been earned. Badges are (presently) self-certified by Learner or Earner and  Self-certified by Provider or Issuer. Below are resources for a short session I ran for the Technology Experimentation Group (TEG). Continue reading “Badges: Learning Gain or Just a Game, and what’s wrong with that?”

The “enhancement debate” and TEL

Beginning a critical exploration of “enhancement”.

The “enhancement debate” clearly (to me) must be addressed within the scope of technology enhanced learning (TEL) debates. TEL is largely seen as an instrumental means of making the individual person (human being) more effective and efficient in the information economy, maybe more compliant to employability and managerial norms as well as possibly resistant to collectivist and democratic or redistributive urges. TEL discussions often focus on the capacity of the technology to enhance, and the person to be enhanced largely through an individual’s own capacity to use or even master learning technology. The person is often understood as a decontextualised individual, with inadequacies to be remediated or skill levels to be increased largely through their own efforts, assisted by appropriate training and development programmes largely focused on using tools.

However set against this fairly common conception of the person and their relations to learning technology are various streams of more critical engagement (as set out by Van Den Eede 2015) from the transhumanism of Bostrom to the democratic humanism of Feenberg. Bostrom (2009) provides a definition of enhancement:

An intervention that improves the functioning of some subsystem of an organism beyond its reference state; or that creates an entirely new functioning or subsystem that the organism previously lacked. (89)

… which if the capacity to use certain tools or technologies is a “subsystem” and a human being is “an organism” and a “reference state” is a certain level of competence, then, I suggest this encapsulates “enhancement” sufficiently to both include TEL and to be included in discussions of TEL However, considering the individual “organism” or person as the object of the enhancement is only part of the landscape. Seeing TEL as an individual concern and an individual remedial (enhancement) challenge is simplistic and potentially problematic both for the individual and for groups (institutions, communities, etc).. As Feenberg (2009) suggests

… community is the primary scene of human communication and personal development. It is in this context that people judge the world around them and discuss their judgments with others. Any technology that offers new possibilities for the formation of community is thus democratically significant. (81)

Van Den Eede (2015) suggests that:

we must learn to see ourselves as hybrid blends of flesh, mind, materials, machines, information, values, institutions, relations, and processes. (152)

References

Bostrom, Nick. 2009. ‘Dignity and Enhancement’. Contemporary Readings in Law & Social Justice 1 (2): 84–115.

 

Feenberg, Andrew. 2009. ‘Critical Theory of Communication Technology: Introduction to the Special Section.’ Information Society 25 (2): 77–83.

 

Van Den Eede, Yoni. 2015. ‘Where Is the Human? Beyond the Enhancement Debate.’ Science, Technology & Human Values 40 (1): 149–62.

 

Towards a new education?

I asked Richard Murphy a question on Twitter after reading his post, “It’s not just a new politics we need: we need a new economics too.”
“And a new education?”
He replied “Almost certainly”.

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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 in respect of/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.

Tools as spaces as practises
Tools as spaces as practises

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.

Figure 1
Figure 1

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.

Figure 2
Figure 2

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.

Figure 3
Figure 3

Both these outer areas might break the “Identity and Wellbeing” circle suggested by the Jisc’s model of Digital Capability

6 Elements
6 Elements 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.

Figure 4
Figure 4

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.

Ruptured matrix
Ruptured matrix

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.

 

References

danah boyd. (2011). Dear Voyeur, Meet Flâneur… Sincerely, Social Media.” Surveillance and Society 8(4), 505-507

Implementing the new blended learning

Having written, “Where is the new blended learning? Whispering corners of the forum” with Richard Francis (Francis & Roberts 2014), I and colleagues are starting to develop underpinning frameworks for communication and dissemination and to suggest programme developments and tools for teaching. The following abstract for a 45 minute workshop session, submitted to a conference but not yet accepted, is my first stab at moving from underpinnings to action. Re-reading it now, I think Good Luck! It made sense at the time.

By the end of this session, delegates will be able to:

  • identify and explain the underpinnings of the new blended learning through metaphors of space
  • apply frameworks for explaining, communicating, disseminating and implementing the new blended learning
  • imagine, together learning designs that are responsible and authentic to learners points of origin, disciplinary epistemologies, and practice as it is.

Physical and virtual spaces of learning appear ever more fluid and polyvalent for all participants, who are co-constructors of the space itself and of the learning that occurs within it: heterotopias (Foucault 1984) of institution, teacher and student. Such blended space of both community and identity is where activity occurs, and reflection on – and dialogue about – authentic experience happens.

Through this fluid polyvalence, all spaces are revealed as spaces between (Meyer and Land 2003, Bhabha 2004): between the ideal and the real, between now and then in both directions; between the physical and the digital, paper and the screen. New teaching spaces, learning environments, apps and the cloud can be seen as bridges between an older the vision of blended learning (Raftery and Francis 2005, Sharpe et al 2006) and a future that is continuously emergent. They mark the end of one era and the beginning of another.

The key issues to be addressed arise from applying models of good practice derived from older face-to-face AND online distance learning to the new blended learning. Participants will explore the implications of distributed collaboration for learning that is:

  • Activity-based
  • Experiential
  • Dialogic
  • Participatory
  • Community-supported, and
  • Outcomes-led. (Vygotsky 1934, 1962, Mezirow 1990, 1997, Engeström 2001)

Session Activities

  • Between the utopian and the real, the troublesome threshold: blended learning as heterotopia (framing the discussion)
  • Examples of heterotopia in your teaching and your institution (Small group, cabaret tables, facilitated discussion and feedback from four or five perspectives)
  • Blended learning as third space: Learners create their own learning environment outside, inside and in-despite of the intentions of the institution or its architects.
  • What works? Responsible application of discipline to creativity in the newf blended learning space (Small group, cabaret tables, facilitated discussion from four or five perspectives)
  • Synthesis and final questions

References

Bhabha, Homi. 2004. The Location of Culture. Routledge Classics. Abingdon: Routledge.
Engeström, Yrjö. 2001. “Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization.” Journal of Education and Work 14 (1): 133 –156
Foucault, Michel. 1984. “Of Other Spaces, Heterotopias.” foucault.info. http://foucault.info/documents/heterotopia/foucault.heterotopia.en.html accessed 13/04/2014
Francis, Richard, and John Raftery. 2005. “Blended Learning Landscapes.”Brookes Electronic Journal of Learning and Teaching (BeJLT) 1 (3).http://bejlt.brookes.ac.uk/articles/blended-learning-landscapes/ accessed 13/04/2014
Francis, Richard, and George Roberts. 2014. “Where Is the New Blended Learning? Whispering Corners of the Forum.” Brookes Electronic Journal of Learning and Teaching (BeJLT) 6 (1). http://bejlt.brookes.ac.uk/paper/where-is-the-new-blended-learning-whispering-corners-of-the-forum/.
Meyer, Jan, and Ray Land. 2003. “Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising within the Disciplines”. Edinburgh: Universities of Edinburgh, Coventry and Durham. ETLreport4.pdf accessed from http://bit.ly/Q3JI8L accessed 13/04/2014
Mezirow, Jack, ed. 1990. Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. Jossey-Bass Higher Education Series. San Francisco, CA: Jossey-Bass.
———. 1997. “Transformative Learning: Theory to Practice.” New Directions for Adult & Continuing Education, no. 74: 5. a9h
Sharpe, Rhona, Greg Benfield, George Roberts, and Richard Francis. 2006. “The Undergraduate Experience of Blended E-Learning: A Review of UK Literature and Practice”. Higher Education Academy. http://www.heacademy.ac.uk/projects/detail/litreview/lr_2006_sharpe accessed 13/04/2014
Vygotsky, Lev. 1962. Thinking and Speaking (first Published as Thought and Language). Edited by Eugenia Hanfmann and Gertrude Vakar. Lev Vygotsky Archive transcribed by Andy Blunden. Cambridge MA: MIT Press. http://www.marxists.org/archive/vygotsky/works/words/index.htm accessed 13/04/2014

Learning design principles: educational pragmatists

I am trying to write a proper academic paper about the principles we used when developing FSLT12&13. But, as I do I find myself getting bogged down. So in the spirit of Digital scholarship (Weller 2011) I am going to exercise some of the ideas here.

We are educational pragmatists. Change is brought about through critical, experiential, social learning activity in connected communities where people collaborate to achieve outcomes. All actors and contexts are hybrids and knowledge is distributed through the network of connections between people, places and things (and ideas are things).

Our principles flow initially from a particular epistemological orientation and a belief that teachers (in all sectors) can use an awareness of their orientation to knowledge as one among several means with which to approach developing and improving practice. We further believe that it can help learners if teachers act with reflective self awareness of their orientations to knowledge, making those orientations as explicit as may be appropriate to the level and topic being addressed. This is to say that, whatever other underpinnings, we are pragmatists, grounded in experience (Dewey 1910/1997) and we are engaged (sometimes participatory) scholars with a purpose to bring about change through activity as much as understanding (Dyrness, 2008)

Our perspective is broadly sociocultural and critical-theoretical. Socioculturalism “…focuses on the link between language and learning, both of which are viewed as fundamentally social phenomena…” (Lillis 2003, p.xv). Neither language, nor learning, exist outside communities of use. Beliefs, dominant and oppositional, shape orientations to action (Herman & Chomsky 1988). Further, all language is suffused with cultural assumptions that makes learning highly context-dependent. (Galison 2007a; Galison 2007b; Kuhn 1962). As Popper would have it, “All observation is theory laden” (Popper 1996 page).

Our epistemology takes a middle road between relativism and realism. There is a reality “out there” but knowledge of that reality is a quality of the knower: one reality; many interpretations. In essence we are critical realists (Collier, 1994). Knowledge is not simply a quality of the individual. Knowledge is distributed and inheres also in the artefacts and abstractions of culture (Pea, 1993; Moll, Tapia, & Whitmore, 1993). We might say that knowledge is in the network (Downes 2009), or simply that knowledge, like language is sociocultural. With respect to learning we would recognise ourselves as social constructivists (Vygotsky, 1962). The learner builds knowledge and understanding of the world through language and activity engaged in with others, some of whom are more knowledgeable and practiced, and others who may be less so. Learning can be expressed as a journey through a zone of proximal development with more experienced and practiced individuals providing “scaffolding” (Wood, Bruner & Ross 1976, Anghileri, 2006; Rourke & Coleman, 2010) to aid that journey.

References

Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9 (1), 33–52.

Collier, A. (1994). Critical Realism: An Introduction to Roy Bhaskar’s Philosophy. London: Verso.

Dewey, J. (1910/1997). How we think (unabridged republication of the 1910 edition). Mineola, NY: Dover Publications.

Downes, S. (2009). What Connectivism Is.  Retrieved 17 July 2013 from: http://halfanhour.blogspot.co.uk/2007/02/what-connectivism-is.html

Dyrness, A. (2008). Research for Change versus Research as Change: Lessons from a Mujerista Participatory Research Team. Anthropology & Education Quarterly, 39 (1), 23–44.

Galison, P. (2007a). Using Linguistic Anthropology to See How Scientific Disciplines Talk | Berkman Center. Berkman Centre for Internet and Society, Harvard University. Retrieved 22 July 2013, from http://cyber.law.harvard.edu/events/luncheon/2007/09/galison

Galison, P. (2007b, July 10). De-localized Production of Scientific Knowledge. Presented at the Berkman seminar series, Berkman Centre, Harvard University. Retrieved 22 July 2013 from http://blogs.law.harvard.edu/mediaberkman/2007/09/21/de-localized-production-of-scientific-knowledge-2/

Kuhn, T. (1962). The Structure of scientific revolutions. Chicago: University of Chicago Press.

Lillis. (2003). Introduction: mapping the traditions of a social perspective on language and literacy. In S. Goodman, T. Lillis, J. Maybin, & N. Mercer (Eds.), Language, literacy and education: a reader (pp. xiii–xxii). Stoke on Trent: Trentham Books.

Moll, L. C., Tapia, J., & Whitmore, K. F. (1993). Living knowledge: the social distribution of cultural resources for thinking. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 139–163). Cambridge: Cambridge University Press.

Pea, R. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions: psychological and educational considerations (pp. 47–87). Cambridge: Cambridge University Press.

Popper, K. (1996). The myth of the framework: In defence of Science and Rationality. London: Routledge.

Rourke, A. J., & Coleman, K. S. (2010). A Learner Support System: Scaffolding to Enhance Digital Learning. International Journal of Technology, Knowledge & Society, 6(1), 55–70.

Vygotsky, L. (1962). Thinking and Speaking (first published as Thought and Language). (E. Hanfmann & G. Vakar, Eds.) (Lev Vygotsky Archive transcribed by Andy Blunden.). Cambridge MA: MIT Press. Retrieved 17 July 2013 from http://www.marxists.org/archive/vygotsky/works/words/index.htm

Weller, M. (2011). The digital scholar: how technology is transforming scholarly practice (Kindle.). London and New York: Bloomsbury Academic.

Wood, D., Bruner, J. & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89–100

Many worlds of teaching in higher education

The intro week of #fslt13 has zipped past and things got off to a good start. Will the substance of the course hold up as well as the intro to the process? There is still a lot to do over the next five weeks but it is much better than starting with a raft of problems!

This is a brief reflection on week 0, from my perspective. What made it work. The team, the participants and the platform. And within these there are many subcategories, of course.

I put the people first: team :: participants. But, there is a continuum and that itself is one of the key features of this course. Guest speakers are participants, some “expert participants” are alumni from last year, tutors are engaging in the discussions, no one has a role that is “pure” one thing and not another.

This goes to my exploration of third space theory as an approach to understanding open online courses – and maybe many other educational phenomena.This is a theme I will return to. We are all hybrids; there is no privileged origin to which we return. As much as we may yearn for some ideal academy or celebrate transiting national or social divisions we all bring the echoes and interpretations of all our many cultures. In one sense everything is always new and in another even the newest shiny gadget has within it all the history and ancestory of its making.