Academic Multimedia

Nurse's somg
William Blake, Nurse’s Song. (public domain)

Academic multimedia. Something other than marks on paper or that virtual page.  Academic multimedia covers a range of practices across a spectrum of technologies, which may include:

  1. automatic recording (audio and sometimes video) of an event primarily designed for a face-to-face audience (e.g. a “normal” lecture, visiting or guest lecture).
  2. Desk based podcasts, screen casts, vodcast, lectures, talks, webinars, learning objects, blogs and other social media for immediate learning, teaching, feedback and research purposes (That is what this is).
  3. Live event recording for purposeful post-production of high-quality (TED style) learning and other inspirational objects.
  4. Light-touch or incidental post production (editing and transcoding) of recordings from many sources.

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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.

 

Mark Childs on learner experience of distributed collaborative working

Mark reports on one international project in the built environment with Architects and Structural Engineers, working in three universities: Ryerson (Toronto), Loughborough and Coventry.

BIM3 is about co-creating online. Argues that BIM3 is not properly implemented. When it comes to training we train people on the minimum technical skills not the wider social context of tool use.

Draws on the idea of transactional distance. How can we bring people closer together.  Focuses on skills for online synchronous collaboration.

What is synchronicity in online environments. Does voice imply synchronicity?

So what drives trust? Perception of co-presence in time.

  • Fluency
  • Etiquette
  • Socialisation
  • Doodling
  • Don’t tell, show
  • Modify each other’s work

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

Sharks and TELephants

 

Caribbean Reef Sharks

The challenge for technology enhanced learning (TEL) is that it not be used to impoverish people. Let me begin to explain.

I can help you teach. I may be deluded, of course, but it is none the less something I believe and something that I can act on with an established and evolving repertoire. I have led a teacher education programme for lecturers in higher education for the past seven years. I can design programmes to help you teach, I can put on courses, stand in front of a class, work one-to-one and strive to help teachers elicit their own inner teacher. So why am I giving up an established role teaching teachers in order to enter the waters of “technology enhanced learning” (TEL)?

I thought I wanted a challenge! For myself, for the team and the department I felt it was important that I move on from the job I have done since about 2008. And of course, I have been splashing in those waters for I long time. In 1983 I arrived at Oxford with an electric typewriter. In 1986 I left with an MPhil and a Apricot “portable” computer. Arguably one of the most important things I learned over those three years was how to use a word processor and a printer. But technology enhanced learning? What does that mean? Arguably everything and nothing. And this is my first challenge. Wikipedia conflates “Elearning” and “Educational Technology” with “Technology Enhanced Learning“. It is worth while reading the first 200 or so words of this article.

TEL is a term that stimulates the production of complexity. It also, as a consequence, stimulates in many people the opposite desire: forBlind_men_and_elephant2 simplicity. Like the blind men and the elephant,  there are many parts.
and many people, who want to declare TEL to be one or another of the many things it could be: from pencils to iPads, to QR codes and smart cards. New! New! Shiny! Shiny! Or so far out in front that the string and baling wire are hanging off. Or simply the human condition. But, what ever it is, it has to be better (enhanced) than something else. But, better than what?

Can we posit technology-free learning? What would that look like? Among the parts of the TELephant is that which threatens established practices and identities: that which makes some people feel they can no longer teach well, that which makes some people feel diminished not enhanced, that which makes some people feel they would rather be rid of all this “technology” (whatever it is). To enter into this debate in this way brands me as a Luddite. But this is a badge that I have to be proud, now, to wear. Remember, Luddites were not against technology. They were against technology being used to impoverish people. Which brings me back to sharks and the main challenge: money and power.

 

 

 

Teaching conference #fslt15

Reflecting mid-week in the fifth and last week of First Steps into Learning and Teaching in Higher Education (FSLT). In four one-hour webinars, two on Monday and two on Tuesday, I have seen and participated in 12 Virtual Conference presentations by participants in week 5 of this open online course. And, for the first time I can remember, I let out rock-and-roll whoops. Not something often said about teaching conferences. In part this was because I can take credit for some of this course design and it didn’t totally break down; in part it was because the platform has just about stood up; in part because the level of digital capability of the participants has for many broken through the novelty barrier. But mostly because these were among the 12 best presentations I have seen and participated in. Well argued, evidenced, structured, illustrated and in scope for time (not over the “wordcount”).

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