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/.
It has been a week of academic multimedia . Continue reading
What kicked me off on this audio exploration of academic multimedia? Two things.
First and proximal cause: when I reported that my colleagues and I had been asked if we could give workshops on technology enhanced learning (TEL) the suggestion was scoffed. Why give workshops when you could do a series of three minute talking heads?
But the deeper underlying cause has been my interest in academic multimedia and dialogue – even dialogism – in learning. Continue reading
Learning technologies and technology enhanced learning are not quite the same thing. The position and semantic force of the words is different. Learning as adjective and learning as noun; technology as nominal object and technology as agent of change: learning enhanced by technology.
There is a greater degree of abstraction in TEL, somewhat more particularity in learning technology, especially when pluralised as learning technologies.
Learning technologies are things: tools, software, applications like Moodle and GradeMark or in older days Authorware.
Technology is all these things and more. Continue reading
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:
- 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).
- 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).
- Live event recording for purposeful post-production of high-quality (TED style) learning and other inspirational objects.
- Light-touch or incidental post production (editing and transcoding) of recordings from many sources.
The text. The traces of thought. Marks somewhere. Ambiguous. Always. Deal with it. Immediacy is elusive: an illusion. Shards of meaning splinter. Reform. Reflect and interpret.
Technology and learning? Certainly.. Technology enhanced learning? I’ll tell you no lies. What’s sauce for the goose only might sauce the gander.
All communication is mediated. This is not a hostile move. From mind to mouth to ear to mind; from eye to eye, from finger to keyboard to waves and wires there is interference. There are filters.
Don’t give me problems! Give me solutions!
Here is one. Stop trying to measure; measure everything. Continue reading
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
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
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)
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.