What was I trying to do in my talk to the Solstice conference 2016?
Grant (2014) asks in the title to her book about digital badges, “What Counts as Learning?” This succinctly expresses the question of higher education and explains the continuing interest in badges, and in learning technologies in general. The fact this is less explored, gives me an opportunity to explore both learning technology and epistemology.
I have developed a new MA Education course module, “Philosophy and policy of higher education”. In this 20 credit level 7 module the question: “What counts as learning?” will be explored. That is the seductive game higher education plays: a chance at determining or being among the determiners of meaning – what counts as learning – for a generation or so. To extend the “play” metaphor to a stage on which higher education acts, higher education as an institution and its practitioners as individuals seek to occupy the limen, the space on the edge between consensual suspension of belief in order to “live the dream”, and the world as it is, explained. More critically for those in the game it poses the question about one’s own underpinnings, one own “will to power”, or academic identity or even life.
Badges are something like brand propositions and to some extent depend on other similar propositions. Like many brand propositions their link to truth is explicitly unattested. The badge can only serve as a conversation starter. Like travel badges on a backpack seen on an overnight Eurail while sleeping in the vestibule: “So when did you go to Sweden?” Most universities have a t-shirt and sports kit with a name and often a crest or logo. Some might serve the question: “Were you at Malmo?” To which an answer might be “No, it is a good hoodie.” But could also be, “Yes, for ice-hockey in 2009.”
Possibly the internet will work like the cold vestibule of a Eurail under an ex army coat, and when we see badges on a site we may start that interesting conversation that leads to happily ever after: life, love, career, changing the world? Or same as it ever was. That conversation about changing the world? Because as it is now, the foundations of meaning sometimes appear both unsound and cruel, not just one or the other.
Grant, Sheryl. 2014. What Counts as Learning: Open Badges for New Opportunities. Kindle. Irvine, CA: Digital Media and Learning Research Hub. http://dmlhub.net/publications/what-counts-learning/.
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
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”.
@georgeroberts Almost certainly
— Richard Murphy (@RichardJMurphy) October 7, 2015
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.
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
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: for 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.
I have been offered and have taken up coaching as a method of professional development. I have had 2 sessions with my coach and am about to have my third. What do I want? Magic. What do I get? Well like magic, you get out what you put in.
I expressed my original aim as “helping me to achieve professorship.” Though “professor” is probably a cover term for “respect”, “satisfaction” and “influence” with minimum compromise to my core beliefs and values. And each of those cover other terms, among which must be professional things like “authority” and other things like “domestic security”: a “living”, a “house-bond”. Big stuff.
So that is the big picture. What are the challenges? Well, the big picture, itself. Focus. Attention, maybe? My challenge is that I see complexity and contradiction in most human things. Sometimes this is a source of conflict: warring beliefs or usurpation of livings. But often complexity is only in nuance.
What is this really about? What do I need to focus on for this session? Professionally it is the Technology Enhanced Learning(TEL) Framework. This is complex. All three terms are contested. “Pencils are technology!” some people shout. Others insist everyone MUST have an iPad. As a “teacher educafor” I had a platform and institutional place and a term with which to work that I understood; “teaching” is something I grasp, I can “profess”. But TEL?
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.
Tealab can do two things.
One is serve as a clearing house and notice board of all the extra and co-curricular learning opportunities for teachers at Brookes, pulling from many sources: OBIS training, Library training courses, Digital Services training and various Guides, and OCSLD teaching courses.
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
And three next semester (dates to be announced)
- Learning Communities
- Holding space
- Frameworks for learning and teaching
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.
I attended the opening plenary of the CICIN conference to hear John Raftery, ProVC for Student Experience and Douglas Bourne, head of the Development Education Centre at IoE, London.
Graham Attwell makes an important point here, which resonates with work done on university students’ use of the Internet for learning by colleagues at Brookes.
The locus of work or study: the context in which the person engages in online activity is far more important than other more accidental attributes of the individual such as their year of birth or their sex. Yes, year cohorts will have different contexts available, but there are adept and critical users of the internet of all ages, just as there are digitally illiterate “digital natives”.