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”).
FSLT15 is off to an easy start so far. It will be interesting to see how many attend the webinar on Monday. There are about 60 participants signed up and about 26 are taking the course for University Credit (10 credits CATS level 7, M-level). The course is validated and acceptable on 3 programmes: The OCSLD Associates Programme leading to Associate Fellowship of the Higher Education Academy; The Postgraduate Certificate in Teaching in Higher Education (PCTHE) and the MA Education: Higher Education.
Participants are mostly from the UK, with people from South Africa, Spain, Ecuador, Portugal, Zambia, St Vincent, Ireland also joining. And there are a number who have not yet indicated, suggesting about 20% may be from outside the UK.
The course is feeling like a “traditional” part of what we do, now that it is in its fourth year. It is easy to forget what a step it has been to develop this programme. The big thing is that many of the people taking the course for credit are Brookes Staff who feel that the online option may be more effective for them, even though they are based in Oxford.
So as we work through the Week 0 oddities I trust we will be fully engaged by Monday
Just read Niall Sclater’s literature review for JISC: Code of practice for learning analytics: A literature review of the ethical and legal issues. The report asks a lot of important questions. And it mentions, albeit in passing in the “Rationale” section, what for me is the key issue: “Greater trust and a better relationship with the people you collect information about.”
But that word “relationship” masks the hard human issue about education and learning that no amount of data will resolve. Ultimately “authentic” relationship is between embodied (or formerly embodied, in the case of dead writers) individual humans. I don’t want to get all Bakhtinian about it, but while analytics may help ask questions, they will not provide the solutions.
A problem we uncover when surveying students (either “failing” students, or students on “failing” courses) is that they do not feel that their teachers know them or care about them. I do not think these students will be impressed if the response is to fix the broken relationship with an algorithm.
At best analytics can help start a conversation. People have to be willing to take the conversation on. That is: people, not institutions. Analytics may help pinpoint areas where hard work needs to be done, but are not likely to make that work any easier.
Management wants “the” answer to achieving particular mandated targets in order to protect or augment resources (or consolidate and preserve “power”). People (learners and teachers) are not trusted to do this “consistently” (as if they ever could!). So it is hoped that algorithms will: a) discover the right answer and then b) enforce a solution in line with targets and outcomes (which shift with the political wind).
We must not let loss of trust be simply collateral damage.
Other important contributions to the discussion
Here is an advanced draft of the paper I was to have been giving today (9 December 2014) at Oxford Brookes University School of Education.
As well as providing locations of learning and teaching, higher education is an important focus of much political debate. This paper sets out through an open epistemological narrative inquiry to problematise an underpinning framework for good educational development practice and offers places where evidence might challenge these underpinnings. I suggest it may be a human universal that we come with ‘frameworks’ (Popper 1996): call them contexts or identities and communities as you will; we come with a need to be useful, even if only to ourselves. To be useful requires having some power as a builder: physical, virtual or social. We co-construct our frameworks, our contexts, our “learning environments” in both physical and abstract spaces with other people. These constructions are acts of enclosure. And all acts of enclosure require force, power or violence. The conclusions I reach are that means and ends cannot be uncoupled; that the coupling of means and ends must be in part through narratives that reveal the question of purpose; and that purpose is value laden. Therefore the values argument must remain in the light and proxy arguments, illuminated. Narrative epistemology is an epistemology of openness, and is an epistemology of self-respect.
At a recent workshop, we were asked to reflect on how we experienced diversity through the PCTHE. This is a contribution to that discussion.
I observe that on this course for new lecturers in higher education, diversity is governed by employment, but that shouldn’t deter our engagement with equality, diversity, accessibility: values we assert. We assert that we practice equality, diversity and accesibility through inclusivity. I do not want to call out those whose physiognomy might mark them as “Other”. We are all “Other”. But despite good intentions, we appear not to be all that diverse. Gender is balanced, but “colour” is not. And I use that term, colour as possibly less problematicaly marked than race or ethnicity. We could argue that the PCTHE should be extra enabling of individual diversity but we appear to follow rather than lead. (As an aside, the University has recently signed up to implement the Race Equality Charter Mark.)
In the workshop, we were asked to write a story related to diversity: short, true and relevant.
Mine arises from three observations of exchanges I had. One with a participant in a wheelchair. She was very engaged, a scientist, and advocate for accessibility. I am a cyclist. I like a good set of wheels. So, I remarked that she had a nice set of carbon fiber, aerodynamic wheels on the chair. “Nice wheels, ” I said. Her reaction got me thinking. “All you guys see is the wheels!” She said a lot more, as well about commenting on clothing and looks. I apologised. I had hoped I had found a space – a third space? – that we could connect on, that could expose one point of difference and get beyond it in both our particularities. But it is complicated being embodied. On another occasion, at a committee meeting I assumed a black man had a role supporting BME participation. He supports all student representation. The third, personally, has to do with my beard. I grew it last February. After 6 weeks or so, men began to comment on my appearance, Men don’t do this. (Do they?) Beards appear to license men to be kind to one another.
These incidents, cause me to reflect on my often unexamined underpinnings that are still not sufficiently touched by training and profession of values: to respect individual learners and diverse learning communities, to promote participation and equality of opportunity in HE, and to acknowledge the wider contexts within which higher education operates. I am more reticent now. Less inclined to remark on elements of diversity embraced within the law and to focus on diversity of epistemology as being the main thing of relevance to education. But we have to note that one’s embodied cultural identity cannot help but to affect one’s epistemology. We know what we know as who we are.
Semi live , late blogging from the Design for Learning Conference, 27 November 2014, The Open University, Milton Keynes.
Dr Tessa Eysink, University of Twente, Keynote “Learner performance in inquiry learning environments”
Work in progress comparing Inquiry learning with expository instruction. The research was focused on the design and use of small Learning Objects in Psychology: 60 of them. The topic “Classical conditioning”, “used world-wide” was chosen for the trial. The underlying issue to be addressed was that learners find it hard to generate hypotheses interpret data, collect data, and so on. Therefore, learning must be supported.
What other processes are there? Tessa outlined four approaches all of which were purported to improve learning. (Some do. Some don’t.) All appeared very cognitivist in their underlying epistemology.
- Inquiry Learning
- Hypermedia Learning
- Observational Learning
- Exploratory Learning
The trial models were all implemented in the same VLE and “Only the instructional method differed.” This, to me is questionable. The implementations all looked the same at arm’s length, though each was described as a separate environment. Learners were described as of high, middle and low ability. This categorisation was presented as unproblematic. The “High ability” learner was the norm. The other two differed in degree to which they resiled from the norm.
“Inquiry Learning” was “Problem-based Learning” “Hypermedia Learning” was expository or didactic, content-led learning: read all about it, where “reading” may be replaced by consume hypermedia. “Observational learning” was, in essence, apprenticeship or knowledge engineering. Learning comes from observing (or watching a video of…) an expert and emulating or decoding the practice. “Exploratory learning” appeared little different from Inquiry learning. PBL without the problem; self-directed hypermedia learning (?).
A few lessons were presented.
- In the trials Inquiry learning was the most effective and efficient. No surprises, there. While I agree with the lesson, nevertheless it was annoying to see the exposition of a foregone conclusion.
- Generating the subject matter by the students (Learner-led curriculum) leads to learning gain. This was interesting, but if supported by evidence, I did not notice it.
- It appeared that the trials were focussed on providing tailored instruction for high ability learners: opens the way to complex, abstract assignments. But questions inclusivity?
- Modelling practice is a helpful adjunct to PBL. But this session modelled expository practice, not inquiry learning.
At the end of the conference, key contributors were asked for three things: a hunch, a wish, and a prediction. My hunch, wish and prediction:
- Hunch: what is needed to design instruction is not so much research (leading to the formulation of a grand narrative) but sensitive observation in the the learning context (petits receipts): in the classroom, action learning, etc
- Wish: educators would learn that everyone is equally remarkable, wonderful and wise to the ways of their world.
- Prediction: Performance monitoring dashboards will not improve learning.
I have been reading Emma Mulqueeny, known to me through Twitter as @hubmum, who does fabulous things with young people and computers and politics. I have not always felt I agreed with Hubmum’s politics, but heck, the state is her big client so you probably wouldn’t bite down on the feeding hand and what do I care, if kids are doing something cool and clever? Besides we all know that one is not entirely safe from anonymity on this here interweb.
So it has been a delight to stumble on a series of posts about the demographic Emma calls the 97ers, and which she has helpfully pulled together here. And before I go off on my usual paroxysms of spluttering that there is no such thing as a digital native I should say that the quality of the writing had me suspending disbelief and quickly eating out of her hand. That, and the fact that she exposed her underpinnings. People who read me know that I am into frameworks for interpretation and understanding. People who know me better, know me better. I like to assert that each and every element of my framework is derived from solid research. But sometimes it might be possible that the elements of the framework are really only validated through frequent repetition. Chickering and Gamson? Oh I have HEARD that was based on a whole LOAD of actual RESEARCH once upon a time. And, Vygotsky. All you have to do is mention the name. Everyone is anxious about running into someone who might actually have read something he wrote that we nod sagely and pass over the citable fact that whatever we might attribute to Vygotsky actually comes from Engestrom and we trust he might actually have read Vygotsky and Vygotsky might have kept a lab notebook somewhere, who the hell knows?
My point is that it does not appear to matter. Or does it? You can adopt a framework and apply it without knowing exactly why it makes sense to use it. Activity theory is very useful to a consultant in this regard. Very quickly you can talk about individuals acting in communities in accordance with explicit and implicit rules and norms to achieve socially and politically and economically sanctioned ends. Activity theory supplies a number (about seven) of headings that might as well be the headings of the next report you have to write. Bring in Giddins, mention structure and that demands post structuralism and any framework will do. If you want to spin off from that, each of the headings has its own activity network (Engeström 2001) behind it: Community (Lave & Wenger 1990 and Wenger 1998), Roles, Rules (Foucault 1977), Tools. You can elaborate Activity Theory into an epistemology (Salomon 1993). I like Activity Theory. I found it useful. But, calling myself to account, how is this in any way different from Neuro Linguistic Programming (NLP) or Landmark Seminars or Learning Styles Theory or Digital Natives? Things that bring me out in splutterings again. Ultimately it is an act of faith. I put faith in Activity Theory and from that in Frameworks themselves. Even this one that I am yet again building, here. So I forgive the use of frameworks.
So what’s that got to do with Emma, then? Her framework is built on the writings of Ivan Illich and echoes strongly the writings of two other seminal female thinkers about the Internet: dana boyd and Josie Fraser. I could list others maybe back to Haraway (1991) or even Ada Lovelace. I feel this growing into an Ada’s Day post, though that was not my intention.
Learners are connected and the knowledge is largely in the connections. Peer learning: dialogic, authentic participatory learning informed by a complex understanding of literacy, community and identity is effective (and may be all there really is, anyway). Emma’s framework is woven against a background of biographical narrative, of storytelling, of her story, where storytelling quality is an important part of any truth test. Storytelling is both epistmological (having to do with the nature of how we know stuff) and ontological (having to do with the existence and qualities of stuff itself). Storytelling describes stuff, teaches others about stuff, and even brings stuff into existence. Storytelling is a big part of any measure of the elusive authenticity. And, Emma has data to back up her assertions. Yes, that data is in narrative form, but it is no less empirical for that. I like a writer who walks her own talk. She concludes with the important question: “Can you verify your story”. Or at least can one verify as much as they have told, and can I/we sort out the parts we have filled in?
I should admit at this point that my children were born in 2007 and 2010. So my “digital natives” are 10 years younger than her digital natives. At the moment the seven year old is hugely into books (boastful parent alert!) and likes his bicycle, scooter and walking off piste in wild areas. Mummy and Daddy set bad examples with their laptops, phones and tablets when we are hanging in family time before bed. But I am beginning to wonder if all that digital stuff is just boring grown-up stuff to my kids and real life in their eyes is for proper, f&*k-the-parents, I am going to climb a dangerous tree over a fence and into no-man’s-land kind of kids? My goodness all this reverse psychology that parenting gets you into. But never doubt for an instant that they, the children, the next generation, are not hip to the game even when as 2 year olds they are complying – or not. They know the “real story” from a very early age. Narrative epistemology is an epistemology of openness, and is an epistemology of self-respect. This hit me last week and I tweeted it here. We must trust ourselves to like ourselves and like ourselves to trust ourselves.
Does it go wrong? Yes, of course. The undercover policing story or Pleb-gate is all the far you have to know to know that not every credible story is true and not every incredible one is false.
Emma gets you thinking like that.
Engeström, Y. (2001). Expansive Learning at Work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133 –156.
Foucault, M. (1977). Discipline and punish: the birth of the prison. (A. Sheridan, Trans.). London: Allen Lane, Penguin.
Haraway, D. (1991). A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late Twentieth Century. In Simians, Cyborgs and Women: The Reinvention of Nature (pp. 149–181). New York: Routledge. Retrieved from http://www.stanford.edu/dept/HPS/Haraway/CyborgManifesto.html
Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
Salomon, G. (Ed.). (1993). Distributed cognitions: psychological and educational considerations. Cambridge: Cambridge University Press.
Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
I am starting to experiment with Ben Werdmuller’s new creation, Known. Ben is well known around UK higher education as the co-author of Elgg.
I use several platforms: 2 WordPress sites, Twitter, Facebook and very occasionally Google+. In the old days – oh, about 2 or 3 years ago I used Posterous and Tweetdeck to manage my random collection of thoughts across several platforms But Twitter killed both these lovely applications. I also use Oxford Brookes University’s learning environment: Moodle and another Moodle running on OpenBrookes.net. I am wondering if Known and Known for Education might help pull all this together. I buy what Ben says about multiple audiences and the blurring of boundaries between social media platforms. Some people are on Twitter only. Many more on Facebook only. But some people are in several places at once. And these people may be different audiences: work colleagues, friend friends, political activists, poets, family. If I only post to Facebook, I get some of these. G+ tried to make this work through “circles” but the asymmetry was too much for my poor brain. So let’s see what I can make happen, here, with Known.
Reposted from Reasons to be cheerful, posted in Known
Helen has asked me to consider what lasting changes technology enhanced learning have left on me. Helen has suggested that the digital in education (and culturally, more widely) can be characterised by porosity and a persistent simultaneity. That is, once an utterance goes digital we are no longer completely in control of where it is used, who might see it and so on: our digital utterances and digital “spaces” are “leaky” or porous. And, as well as leaking beyond their original or intended audiences our utterances leave traces that persist and which might be recalled at any moment.
Now, I am not sure if these are unique to the digital. Certainly more people leave more traces that are persistently visible to more people than they have been. Is this merely quantitative or has the volume produced a shift in quality too? My suspicion is that it has, and this suspicion that there has been a qualitative change is how I read Helen’s illumination of the “post digital”.
So, for me, I will mention two lasting changes: one has to do with identity and the other has to do with language.
One lasting change for me is that traces of my life are leaky and persistent. This goes beyond the sphere of formal learning and reaches into my domestic and social spheres.
Was I a “late early adopters” or “e-pioneer” or “early majority” user of the internet? I had a Compuserve account in about ’94 or ’95 and remember my first dial-up modem and the exciting US Robotics Sportster “smart modem” that ran at a blinding 14.4 kbps. I ran IRC chatrooms for professional education in the energy industry in 1998 or thereabouts. Stuff like that. But what was significant was that I and many others thought that BBS and IRC and email would usher in an era of identity play and available anonymity. On the Internet no one knew you were a dog. A child could pretend to be an adult and an adult a child with all (apparent) innocence. I thought my life could be compartmentalised. If I embarrassed myself in one sphere the others could remain unaffected. There was the professional me, the political me, the poetical me and the domestic me and these four spheres of identity, I believed, were separate and the Internet facilitated this separation.
Clearly I no longer believe this. While there are other factors in play beyond the Internet, the development of the internet as we know it now has facilitated (or forced) the collapse of boundaries between parts of my identity. Nothing is private online. Deal with it. But let’s not underestimate the scale. This has become a huge power issue with Facebook, Google, GCHQ, NSA, Wikileaks and the subsequent projects to TIA. Cyber-security and Cyber-war and Cyber-colonialism and imperialism are very real phenomena and we do not need to wear tin-foil hats to appreciate this. (Ref Code Red and the Software sorted society links to come).
The other lasting change for me has been a widening of my understanding of modes of communication. I did my MA in Education at the Open University between 1997 and 2001. As a part of the degree I took “H802″ Which had a title like “Application of the Internet to Open and Distance Learning”. While I had used Compuserve BBS and IRC I had never been invited to consider these as being genres of language. Through H802 I came to understand that digital literacy had many forms and some of these were new. There was moral outrage abroad at txt speak. H802 valorised this as just one new mode. I learned that forums were not chat, were not essays, and no more or less than any of these things, just different. And these genres and registers of communication refracted power and identity differently than letters, journalism or academic essays.
So for me the porosity and simultaneity do not have to do with my daily digital practices or the tools I use at any moment. They are deeper and broader than Diigo or Posterous. They embrace a domain of one’s own and BYOD.
This summarises a paper I will be giving for the Oxford Brookes University, School of Education Research series this semester.
As well as providing locations of learning and teaching, higher education is an important focus of much political debate. Aldridge has set out the terms of the debate here (Aldridge 2014).
The pressing educational debates of the moment tend not, in fact, to be debates about the most effective way to achieve a particular outcome (although they are often portrayed that way), so much as debates between competing understandings of what we are trying to achieve through the educational endeavour.
In educational improvement initiatives in higher education, as an educational developer, I find myself facing a conundrum. Why, when I believe I know what good learning is and, arguably, how to create curricula, courses and events which are designed for good learning, do I continue to experience ambiguity and anxiety in myself, colleagues and society about not only individual roles, institutions and curricula but the purpose of higher education?
The paper sets out to problematise an underpinning framework for good educational development practice and offers places where the evidence might test (prove?) these underpinnings.
I suggest it may be a human universal that we come with ‘frameworks’ (Popper 1996): call them contexts or identities and communities as you will; we come with a need to be useful, even if only to ourselves. And, we co-construct our frameworks, our contexts, our ‘learning environments’: in both physical and abstract spaces with other people.
The conclusions I reach are that means and ends cannot be uncoupled; that the coupling of means and ends must be through the question of purpose; and that purpose is value laden. Therefore the values argument must remain in the light and proxy arguments, illuminated.
The full paper cites and is synthesised from the following
Aldridge, David. 2014. “What Is Education For?” Zu Den Sachen. http://davealdridge.brookesblogs.net/2014/09/18/what-is-education-for/.
Bakhtin, Mikhail. 1981. The Dialogic Imagination: Four Essays. Translated by Caryl Emerson and Michael Holquist. Austin, Texas: University of Texas Press.
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Bhabha, Homi. 2004. The Location of Culture. Routledge Classics. Abingdon: Routledge.
Chickering, A., and Zelda Gamson. 1987. “The Seven Principles for Good Practice in Undergraduate Education.” American Association for HE Bulletin, no. March 1987 (and frequently reprinted): 3–7.
Dewey. 1916. Democracy and Education: An Introduction to the Philosophy of Education. New York: Macmillan.
Draper, S. W. (2011, January 25). Peer Assisted Learning. Retrieved May 9, 2012, from http://www.psy.gla.ac.uk/~steve/localed/pal.html
Engeström, Yrjö. 2001. “Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization.” Journal of Education and Work 14 (1): 133–56.
Fairclough, Norman. 2001. Language and Power, Second Edition. Vol. 2. Harlow: Pearson.
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/
Guasch, Tresa. 2014. “Unravelling the Feedback Process on Collaborative Writing in Online Learning Environments.” In Giving Feedback to Writers Online. International and Virtual Conference. Oxford: Oxford Brookes University. http://openbrookes.net/writing/giving-feedback-to-writers-online-international-and-virtual-conference-26th-june-2014/
Kolb, D. (1984). Experiential Learning: experience as the source of learning and development. New Jersey: Prentice-Hall.
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Messy Reality. 2014. “I Represent a Dangerous Element That’s Growing in Society: Glasgow Emcee Darren ‘Loki’ McGarvey Talks about the Referendum, Recovery and the Making of a Soon-to-Be Era Defining Album.” Messy Reality. Accessed October 6. http://messyreality.net/2014/10/05/i-represent-a-dangerous-element/
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, 1997. “Transformative Learning: Theory to Practice.” New Directions for Adult & Continuing Education, no. 74: 5.
Morrison, Marlene. 2014. “Educational Administration, Ethnography and Education Research: Countering Methodological Stagnation. Provocative Tales from an Ethnographer.” In EdD Colloquium, 28 June. Oxford: Oxford Brookes University.
Popper, Karl. 1996. The Myth of the Framework: In Defence of Science and Rationality. London: Routledge.
Roberts, George. 2014. “Something of a Synthesis.” rWorld2. Accessed October 6. http://rworld2.brookesblogs.net/2014/06/28/something-of-a-synthesis/ .
Schön, D. A. (1983). The reflective practitioner: how professionals think in action. London: Temple Smith.
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
Stuart-Buttle, Ros. 2014. “Online Journal Writing , Reflective Dialogue & Professional Learning.” In Giving Feedback to Writers Online. International and Virtual Conference. Oxford: Oxford Brookes University. http://openbrookes.net/writing/giving-feedback-to-writers-online-international-and-virtual-conference-26th-june-2014/
Wenger, Etienne. 1998. Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
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