I read the article A Personal Cyberinfrastructure with interest. Gardner Campbell pulls no punches when he advocates for personal cyberinfrastrucure. He says:
"Suppose that when students matriculate, they are assigned their own web servers — not 1GB folders in the institution's web space but honest-to-goodness virtualized web servers of the kind available for $7.99 a month from a variety of hosting services."
The reasoning is:
"In building that personal cyberinfrastructure, students not only would acquire crucial technical skills for their digital lives but also would engage in work that provides richly teachable moments ranging from multimodal writing to information science, knowledge management, bibliographic instruction, and social networking. Fascinating and important innovations would emerge as students are able to shape their own cognition, learning, expression, and reflection in a digital age, in a digital medium. Students would frame, curate, share, and direct their own "engagement streams" throughout the learning environment."
There's so much here it's difficult to digest it all. However, the principle seems sound. Give the student real ownership and there can be real manifestation of personalised learning - a subject I reflected on in Personal Learning Environments - Concept not Tool. This is the kind of personal choice I was talking about but with the stability that education institutions crave. He continues:
"This vision goes beyond the "personal learning environment" in that it asks students to think about the web at the level of the server, with the tools and affordances that such an environment prompts and provides... These personal cyberinfrastructures will be visible, fractal-like, in the institutional cyberinfrastructures, and the network effects that arise recursively within that relationship will allow new learning and new connections to emerge as a natural part of individual and collaborative efforts."
This post is more quotation than reflection from me but I wanted to capture the essence of his ideas. The obvious question to arise from this is - are we ready for such a scenario? Clearly, it's no and I shudder at the idea of trying to sell this to the UK higher education world. However, I stiill love to be involved in an example of this nonetheless.
I might as well finish with some for quotation from this article. This time concerning the current LMS/VLE world:
"Higher education, which should be in the business of thinking the unthinkable, stood in line and bought its own version of the digital facelift. At the turn of the century, higher education looked in the mirror and, seeing its portals, its easy-to-use LMSs, and its "digital campuses," admired itself as sleek, youthful, attractive. But the mirror lied."
I include this to illustrate a particular frustration of mine. We think we are fully Web 2.0ed up, we think we are fully e-learning compliant. The truth is we are not. It's open to debate whether we should be or not (I say "yes") but don't think you've captured and are practising what it's all about when all you are doing is using VLEs as file repositories with token discussion boards! The 'we' here is UK Higher Education by the way. But I think you could extend it all education with confidence.
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A Learning Technologist in 2009 in Higher Education
I've just read an interesting post which has helped move my thinking on a bit. It's "Training" faculty to teach online by Lisa Lane and is about the nature of the usual offerings of "training" on teaching online. She distinguishes between Technical training, which is the mechanics of how to work and navigate a particular tool/artefact, and professional development for effective online teaching where the pedagogies behind them are explored. She says:
The misconceptions about the validity of online teaching are only encouraged by using the word “training”. It implies a false proposition: that instructors need to learn the tools first, and that once they have done so they will develop good online classes. Neither of these is true. Instead, instructors should be encouraged to examine their pedagogy as they begin to teach online, and be provided with extensive technical support as they develop courses based on their chosen pedagogy. And powers-that-be (accrediting agencies, Chancellor’s Offices, and our own colleagues) should be aware that the need is for creating a good environment for encouraging such practices, instead of certifying “training in teaching online”.
The weakness is one of understanding on the part of colleagues and administrators, and, in some cases, lack of meta-cognitive pedagogy (whether online or on-site) among faculty.
There's lots of good points here. Knowledge of pedagogy is lacking, knowledge of the values behind any Learning Technology is lacking, knowledge of Web 2.0 is lacking and personal ICT skills are lacking. These issues are just so huge! Where do you start? Well, the place most people is with the technical training. The problem is this is mostly where it ends. As Lisa argues in her post, perception of online training is often only about how to use a tool. We need more! But this is recognised. Not by the users or the employers.
Thinking about my practice and what goes on in Higher Education, things could be better. A lot of what I do ends up with showing how a tool work (technical training) and we often don't get beyond this. Mostly, people don't want me to go beyond this. Or if they are interested, there isn't the time. Should I force the issue? This depends on what type of Learning Technologist you are. If you are happy reinforcing the status quo, then trying to effect the way they teach isn't on the agenda. If you believe in the spirit of Web 2.0 and think that pedagogies and values behind it can have a positive impact on education then you MUST force the issue.
I think I'm shouting this word at myself more than anyone else. But it's hard. Hard to force the issue, hard to challenge how someone teaches, hard to annoy someone, hard to make your worklife more complex and more difficult than it needs to be.
So being a Learning Technologist in Higher Education in 2009 is all about challenging the status quo. But to do this properly feathers will be ruffled. I need to lie down for a bit!
The misconceptions about the validity of online teaching are only encouraged by using the word “training”. It implies a false proposition: that instructors need to learn the tools first, and that once they have done so they will develop good online classes. Neither of these is true. Instead, instructors should be encouraged to examine their pedagogy as they begin to teach online, and be provided with extensive technical support as they develop courses based on their chosen pedagogy. And powers-that-be (accrediting agencies, Chancellor’s Offices, and our own colleagues) should be aware that the need is for creating a good environment for encouraging such practices, instead of certifying “training in teaching online”.
The weakness is one of understanding on the part of colleagues and administrators, and, in some cases, lack of meta-cognitive pedagogy (whether online or on-site) among faculty.
There's lots of good points here. Knowledge of pedagogy is lacking, knowledge of the values behind any Learning Technology is lacking, knowledge of Web 2.0 is lacking and personal ICT skills are lacking. These issues are just so huge! Where do you start? Well, the place most people is with the technical training. The problem is this is mostly where it ends. As Lisa argues in her post, perception of online training is often only about how to use a tool. We need more! But this is recognised. Not by the users or the employers.
Thinking about my practice and what goes on in Higher Education, things could be better. A lot of what I do ends up with showing how a tool work (technical training) and we often don't get beyond this. Mostly, people don't want me to go beyond this. Or if they are interested, there isn't the time. Should I force the issue? This depends on what type of Learning Technologist you are. If you are happy reinforcing the status quo, then trying to effect the way they teach isn't on the agenda. If you believe in the spirit of Web 2.0 and think that pedagogies and values behind it can have a positive impact on education then you MUST force the issue.
I think I'm shouting this word at myself more than anyone else. But it's hard. Hard to force the issue, hard to challenge how someone teaches, hard to annoy someone, hard to make your worklife more complex and more difficult than it needs to be.
So being a Learning Technologist in Higher Education in 2009 is all about challenging the status quo. But to do this properly feathers will be ruffled. I need to lie down for a bit!
Didactic Teachers are expendable
The title of this post doesn't really tell the whole story, but I'm hooked on trying to have catchy, short titles (maybe twitter is effecting me too much)....
After reading Free Online Higher Education Courses?, I reflected on the whole principle of OER. In the posting, Robert Hughes argues that watching a lecture isn't as good as taking the course (in a critique of another article). This is true where the course is well run. But what about a large lecture where the didactic rules. Wouldn't watching a video or listening to an audio in the comfort of your own home be just as good. No, it would be better. So I agree that taking a course which uses a variety of pedagogical approaches can't be matched by OER. But a course where your only involvement is scribbling notes at the back of a lecture theatre can, and is, matched by an OER on the same subject. And if you get your friend to go to the lecture for you and record it, then you win any way you look at it.
In some ways, OER exposes educators who clings to the didactic as the only form of teaching. The logical step from the above scenario is that they are expendable. If it's all about the content, then the employee can produce this in cheaper ways than the expensive face-to-face model currently used. Sure, we'll still need experts. But not as many and not for the same amount of time. I don't want this. The teacher is vital to formal education - if they teach well. Hopefully, this can cause some realisation that we need to provide more than just the facts, delivered in broadcast fashion.
So educators, make yourself indispensable - design your learning incorporating collaborative and personalised pedagogies. We need you for that. So, if you think that Learning Technologies threatens your existence, you're wrong - they are your saviour.
After reading Free Online Higher Education Courses?, I reflected on the whole principle of OER. In the posting, Robert Hughes argues that watching a lecture isn't as good as taking the course (in a critique of another article). This is true where the course is well run. But what about a large lecture where the didactic rules. Wouldn't watching a video or listening to an audio in the comfort of your own home be just as good. No, it would be better. So I agree that taking a course which uses a variety of pedagogical approaches can't be matched by OER. But a course where your only involvement is scribbling notes at the back of a lecture theatre can, and is, matched by an OER on the same subject. And if you get your friend to go to the lecture for you and record it, then you win any way you look at it.
In some ways, OER exposes educators who clings to the didactic as the only form of teaching. The logical step from the above scenario is that they are expendable. If it's all about the content, then the employee can produce this in cheaper ways than the expensive face-to-face model currently used. Sure, we'll still need experts. But not as many and not for the same amount of time. I don't want this. The teacher is vital to formal education - if they teach well. Hopefully, this can cause some realisation that we need to provide more than just the facts, delivered in broadcast fashion.
So educators, make yourself indispensable - design your learning incorporating collaborative and personalised pedagogies. We need you for that. So, if you think that Learning Technologies threatens your existence, you're wrong - they are your saviour.
Web 2.0 tools in VLEs - Just not that good
I found this great slideshow.
Thanks David Hopkins for your post - Presentation: Moodle; an alternative to Blackboard for Web 2.0. (not that it's likely he will see this). The learning point for me is the around the question of using free standing Web 2.0 tools or a VLE with its own tools that could be characterised as Web 2.0. The slideshow stated, quite rightly, that an integrated tool offers less quality in terms of features but offers greater control and less risk.
The first to say is that, almost entirely, there is no choice for most higher educational institutions. They get a VLE - control and integration is a given. It's viewed mostly from a content viewpoint. Tools, web 2.0 or whatever, come secondary. I think if the learning opportunities presented by the tools were the priority there would be more consideration paid to the choice being discussed.
Moving on from that slightly depressed footnote, back to the issues of pure Web 2.0 and those integrated in VLEs. Here's the tension: Web 2.0, by definition, has a spirit of openness and sharing. VLEs are about control and walling the learning behind closed doors. You can take the mechanics of a tool like blogging, but walling it in away from the blogosphere changes its essence. The social side chopped off at the edge of the institution. This is far more of a difference that just having a few less features in the VLE version. By taking the social almost organic nature away from the concept it becomes an altogether inferior representation.
And what about the risk. Risk is always the first thing people think of - often becoming the reason for not using something. These risks are always overstated. But what is the risk in this context? I think this is what the slideshow is referring to is the risk of things breaking down or disappearing. Yes, this is true. Websites can shut down and you have no control over how they develop. However, this is rarely down without warning and there are always equivalent tools to use. Also, in the Web 2.0 world websites die for a reason - mostly because they just aren't that good. Moving to different version is probably a better option anyway. Certainly what you don't get is 90s looking interfaces and navigation that some VLEs possess (BLACKBOARD!!!!). In any case, costly VLEs with costly hosting have been known to fail. One of the ones I work on took a week off at the start of term a couple of years ago.
For any educational institutions, there's also the issue of ownership. A VLE is owned and not simply customised. A manifestation of the controlled, walled physical environment. So when I introduce an educator to a Web 2.0 tool outside the VLE, I'm chipping away at this notion. Well, I tell myself that anyway!
Thanks David Hopkins for your post - Presentation: Moodle; an alternative to Blackboard for Web 2.0. (not that it's likely he will see this). The learning point for me is the around the question of using free standing Web 2.0 tools or a VLE with its own tools that could be characterised as Web 2.0. The slideshow stated, quite rightly, that an integrated tool offers less quality in terms of features but offers greater control and less risk.
The first to say is that, almost entirely, there is no choice for most higher educational institutions. They get a VLE - control and integration is a given. It's viewed mostly from a content viewpoint. Tools, web 2.0 or whatever, come secondary. I think if the learning opportunities presented by the tools were the priority there would be more consideration paid to the choice being discussed.
Moving on from that slightly depressed footnote, back to the issues of pure Web 2.0 and those integrated in VLEs. Here's the tension: Web 2.0, by definition, has a spirit of openness and sharing. VLEs are about control and walling the learning behind closed doors. You can take the mechanics of a tool like blogging, but walling it in away from the blogosphere changes its essence. The social side chopped off at the edge of the institution. This is far more of a difference that just having a few less features in the VLE version. By taking the social almost organic nature away from the concept it becomes an altogether inferior representation.
And what about the risk. Risk is always the first thing people think of - often becoming the reason for not using something. These risks are always overstated. But what is the risk in this context? I think this is what the slideshow is referring to is the risk of things breaking down or disappearing. Yes, this is true. Websites can shut down and you have no control over how they develop. However, this is rarely down without warning and there are always equivalent tools to use. Also, in the Web 2.0 world websites die for a reason - mostly because they just aren't that good. Moving to different version is probably a better option anyway. Certainly what you don't get is 90s looking interfaces and navigation that some VLEs possess (BLACKBOARD!!!!). In any case, costly VLEs with costly hosting have been known to fail. One of the ones I work on took a week off at the start of term a couple of years ago.
For any educational institutions, there's also the issue of ownership. A VLE is owned and not simply customised. A manifestation of the controlled, walled physical environment. So when I introduce an educator to a Web 2.0 tool outside the VLE, I'm chipping away at this notion. Well, I tell myself that anyway!
Introducing Learning Technologies - the Utopia, the Reality
I've was asked the below question on the Educational Technology and Change Journal. I thought I'd post my response here as well as on there.
What would you suggest for helping teachers move beyond this passive use to the more active use that VLEs are capable of?
That's a good question. My utopian answer approaches the issue from a pedagogical point of view - promoting a collaborative and personalised approach. I would use the phrase teaching methods instead of pedagogy to keep things simple and talk in terms of allowing the learner to be creative and involved in the learning process – active rather than passive. I don’t think many educators would disagree that these techniques have a positive impact in principle. Once this is established, the idea that a particular Learning Technology artefacts or tool can be used to achieve such an approach, can be introduced. It’s important the Learning Technology itself isn’t seen as what’s valuable or important but the value or particular pedagogical stance behind it. That’s the utopia. The reality is different.
In Higher Education, for a standard lecturer in my context the standard way of teaching is lecturing with a bit of group discussion. It’s all face-to-face even though a VLE exists. It’s a tough sell to challenge both the delivery and the pedagogy that lies behind this. Where we are at in my institution is challenging the delivery by introducing the VLE as a tool for file repository and maybe assignment submission and grade management. This is seen as an important first step. However, we seem to have been on this first step for quite a while now. I have been talking about the other tools available both within and outside our VLE but they fall, largely, on deaf ears.
So the main barrier is promoting the collaborative and personalised approaches to learning mentioned earlier. Promoting them challenges the way an educator teaches. Who am I to challenge this? People will reject such an advance for a variety of natural human reasons. You could also argue that this isn’t my job. I’m a Learning Technologist not a pedagogical adviser (not that such a thing exists). The problem is that I think that changing the way we teach is at the heart of what a Learning Technologist is trying to do. So what can I do? My goal is to build up enough of an educator base so that an element of peer pressure exists. This would also give validity the Learning Technologies. Apart from that, keep chipping away.
I’d be interested to hear what others think.
What would you suggest for helping teachers move beyond this passive use to the more active use that VLEs are capable of?
That's a good question. My utopian answer approaches the issue from a pedagogical point of view - promoting a collaborative and personalised approach. I would use the phrase teaching methods instead of pedagogy to keep things simple and talk in terms of allowing the learner to be creative and involved in the learning process – active rather than passive. I don’t think many educators would disagree that these techniques have a positive impact in principle. Once this is established, the idea that a particular Learning Technology artefacts or tool can be used to achieve such an approach, can be introduced. It’s important the Learning Technology itself isn’t seen as what’s valuable or important but the value or particular pedagogical stance behind it. That’s the utopia. The reality is different.
In Higher Education, for a standard lecturer in my context the standard way of teaching is lecturing with a bit of group discussion. It’s all face-to-face even though a VLE exists. It’s a tough sell to challenge both the delivery and the pedagogy that lies behind this. Where we are at in my institution is challenging the delivery by introducing the VLE as a tool for file repository and maybe assignment submission and grade management. This is seen as an important first step. However, we seem to have been on this first step for quite a while now. I have been talking about the other tools available both within and outside our VLE but they fall, largely, on deaf ears.
So the main barrier is promoting the collaborative and personalised approaches to learning mentioned earlier. Promoting them challenges the way an educator teaches. Who am I to challenge this? People will reject such an advance for a variety of natural human reasons. You could also argue that this isn’t my job. I’m a Learning Technologist not a pedagogical adviser (not that such a thing exists). The problem is that I think that changing the way we teach is at the heart of what a Learning Technologist is trying to do. So what can I do? My goal is to build up enough of an educator base so that an element of peer pressure exists. This would also give validity the Learning Technologies. Apart from that, keep chipping away.
I’d be interested to hear what others think.
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