Also published on the Educational Technology and Change Journal
It's very common for the message to get confused or diluted when you try to introduce and encourage the use of learning technologies/VLEs into the Higher Education world. The main reason for this is that the message is inherently confusing. Ask two people tasked with encouraging their use and you'll get two different answers. There isn't a dominant reasoning across the sector. I have mine, but I know it's at odds with what others say. For me, there is a belief in collaborative pedagogies over the transformative/didactic mode. The learning is simply better, the teaching is simply better and the resulting graduate is a person better equipped to keep learning throughout their career. The problem with this is that I can't prove it and it would be fruitless to try. I just believe it and certainly it's true for my learning.
I'm not convinced that many of those who are prevalent deliverers of lectures with little or no interaction necessarily believe that this is the best way - although certainly there are some. It's just that lecturing and passive learning are, in the short run, the easiest options for both faculty and students. It's just easier, take less effort. They prepare the content and just speak it. I tweeted the other day "If you don’t ask questions, learners aren’t doing anything. Lots of questions, variety of questions." to advertise the blog post Key Steps to Preparing Great Synchronous Interactions. I don't think it's as stark as that but the sentiment is true.
Back to the confusing message. The pedagogy argument is difficult to make and obviously confrontational. Far easier to talk in terms of efficiency saving and money saving. So this is often where we end up and, for many, this is all we should legitimately seek to use learning technologies for. On this path, the result is often a simple case of e-administration.
So you have these two schools of thought. But what often happens is a illogical blending of the two. It doesn't work and it doesn't make any sense. One challenges the status quo, the other enforces it. They don't fit together. It's a tough one when you think about it because by exposing this tension I make my job harder. On the other hand, I'm not doing my job properly if I don't. And on a third hand, who am I to try and influence pedagogy!
News analysis, features, special reports about emerging technologies and their impact for innovators and business leaders.
Casual community building
Casual community building is something that I've encountered a lot over the years. Often people come to me wanting help in starting something online where a particular group of people can exchange views and share resources. Now this is a core activity of social media and one that can work well in a work related special interest group. However, mostly they end up being empty spaces of little or no activity, sometimes after great expense and frustration.
I've been reflecting on the issues behind this after reading Don't blame the technology on the excellent Learning Journey blog. The following extract rings true with me:
Sometimes I hear people saying: “I created a blog, but no one joined in”. Or “ I have just set up this network site…seemed to go well at first as some people joined, but now no one is doing anything in there”.
My first reaction is to ask, why did you set it up in the first place? What was the purpose? The answer usually is: for people to come together… to create the community! That’s fantastic…but then as we analyse the situation a bit further I am usually tempted to ask if they intend ‘to join the communal activity’ too or if their role was just to offer the space?!!! It always puzzles me!
What I still see most often is individuals creating a space in the hope it will just take off by itself – as if people would adhere to their brilliant ideas for no reason. The fact is that there isn’t lack of brilliant ideas in this world… we all think we have them! Creating spaces for people to congregate is definitely one of them…(we are always complaining about the lack of opportunity to network and share stuff, or that we don’t know what other people are doing and how much we would benefit from it… so it must be a terrific idea…!) but what makes brilliant ideas materialize in something really meaningful is the effort we ourselves put into it for it to develop and grow coherently.
The most important point here is the issue of devoting time yourself to the endeavour. It's something that nearly always isn't thought through or put into action and is the biggest single factor affecting community participation. Without a driving force, no social network or online community will take off. It doesn't matter how appropriate the space is to the needs of the group - it won't run by itself.
Unfortunately, I can predict all too easily whether such an online space will work or not and it's sad when people have spent time, effort and sometimes money setting something up only for it to fail. Even with this time and effort, there is no guarantee that a particular group of people will engage with it as there are a miraid of other factors to take into consideration. But it's safe to say without it there is no chance.
I've been reflecting on the issues behind this after reading Don't blame the technology on the excellent Learning Journey blog. The following extract rings true with me:
Sometimes I hear people saying: “I created a blog, but no one joined in”. Or “ I have just set up this network site…seemed to go well at first as some people joined, but now no one is doing anything in there”.
My first reaction is to ask, why did you set it up in the first place? What was the purpose? The answer usually is: for people to come together… to create the community! That’s fantastic…but then as we analyse the situation a bit further I am usually tempted to ask if they intend ‘to join the communal activity’ too or if their role was just to offer the space?!!! It always puzzles me!
What I still see most often is individuals creating a space in the hope it will just take off by itself – as if people would adhere to their brilliant ideas for no reason. The fact is that there isn’t lack of brilliant ideas in this world… we all think we have them! Creating spaces for people to congregate is definitely one of them…(we are always complaining about the lack of opportunity to network and share stuff, or that we don’t know what other people are doing and how much we would benefit from it… so it must be a terrific idea…!) but what makes brilliant ideas materialize in something really meaningful is the effort we ourselves put into it for it to develop and grow coherently.
The most important point here is the issue of devoting time yourself to the endeavour. It's something that nearly always isn't thought through or put into action and is the biggest single factor affecting community participation. Without a driving force, no social network or online community will take off. It doesn't matter how appropriate the space is to the needs of the group - it won't run by itself.
Unfortunately, I can predict all too easily whether such an online space will work or not and it's sad when people have spent time, effort and sometimes money setting something up only for it to fail. Even with this time and effort, there is no guarantee that a particular group of people will engage with it as there are a miraid of other factors to take into consideration. But it's safe to say without it there is no chance.
Teaching with technology isn't easy to arrange
It's been a while since I posted to this blog. Largely, this is due to moving house and not having the internet until today but also things have been more hectic than usual at my work. It would be impossible to capture all the learning I've been doing here but an important teaching experience I had recently need attention on this blog.
I guess the biggest challenge I faced recently was delivering a session where the working title I got was Delivering Content with technology. It was an important learning experience and one that deserves reflection here.
I'm working as part of a team charged with teaching all things e-learning to a particular set of trainers. Delivering half of the first day, my aim was not to challenge their pedagogy but showing tools (Web 2.0 or otherwise) which allows them to present content in different ways to the norm of powerpoint slides and talking.
As with other similiar teaching I've done, the preparation centred around what to include and what to leave out. This involves updating myself in what's out there and making informed decisions on where to focus my attention. What's important is giving the right context and provide intensive and reasoning to take any alternative provided seriously. As always, there's a bit of soft-sell marketing to be done. This might seem wrong but it's a fact of life with Learning Technologies. One of the things I showed prezi and that went down well especially as we could do some practical work on this. The other big winner was screencasting where Jing was demonstrated, unfortunately we couldn't do anything practical with this. So that it wasn't just showing different tools, I used the excellent Onlignment document Media Chemistry which presents checklists of pros and cons for each media element. This provided context for the session.
As well as the content, the other major learning point was all the issues around negotiating the room setup and equipment/software availability. Knowing exactly what I can and can't do it vital for teaching of the kind I do and it's always a challenge in a new venue getting what you want. To some extent, the quality gets diluted when you can't do what you want and I need to think about how best to deal with this. Certainly, when you try to do anything requiring audio devices and software installation things get complicated very quickly.
The important issue thing about this isn't that you often have/don't have a particular bit of equipments or software but that most training facilities aren't set up for using learning technologies in anything more than a symbolic way. This symbol often takes the form of a computer room - mostly kept locked and hidden away and usable in special, carefully controlled sessions. They are viewed more like a security risk rather than a learning aid. I think this is generalisable statement for much of education and shows we are still, as a sector, missing the point.
Largely, this particular experience was a positive one. It's always tough when we got to a new facility and teach to a new audience as you are never quite sure what to expect. But this is part of the challenge.
I guess the biggest challenge I faced recently was delivering a session where the working title I got was Delivering Content with technology. It was an important learning experience and one that deserves reflection here.
I'm working as part of a team charged with teaching all things e-learning to a particular set of trainers. Delivering half of the first day, my aim was not to challenge their pedagogy but showing tools (Web 2.0 or otherwise) which allows them to present content in different ways to the norm of powerpoint slides and talking.
As with other similiar teaching I've done, the preparation centred around what to include and what to leave out. This involves updating myself in what's out there and making informed decisions on where to focus my attention. What's important is giving the right context and provide intensive and reasoning to take any alternative provided seriously. As always, there's a bit of soft-sell marketing to be done. This might seem wrong but it's a fact of life with Learning Technologies. One of the things I showed prezi and that went down well especially as we could do some practical work on this. The other big winner was screencasting where Jing was demonstrated, unfortunately we couldn't do anything practical with this. So that it wasn't just showing different tools, I used the excellent Onlignment document Media Chemistry which presents checklists of pros and cons for each media element. This provided context for the session.
As well as the content, the other major learning point was all the issues around negotiating the room setup and equipment/software availability. Knowing exactly what I can and can't do it vital for teaching of the kind I do and it's always a challenge in a new venue getting what you want. To some extent, the quality gets diluted when you can't do what you want and I need to think about how best to deal with this. Certainly, when you try to do anything requiring audio devices and software installation things get complicated very quickly.
The important issue thing about this isn't that you often have/don't have a particular bit of equipments or software but that most training facilities aren't set up for using learning technologies in anything more than a symbolic way. This symbol often takes the form of a computer room - mostly kept locked and hidden away and usable in special, carefully controlled sessions. They are viewed more like a security risk rather than a learning aid. I think this is generalisable statement for much of education and shows we are still, as a sector, missing the point.
Largely, this particular experience was a positive one. It's always tough when we got to a new facility and teach to a new audience as you are never quite sure what to expect. But this is part of the challenge.
Social Media doesn't threaten literacy!
Also published on the Educational Technology and Change Journal
You can read a lot about the threat of new media to literacy and the printed word. Harold Jarche blog post Literacies is an example. Often there is a link made between an ability to engage in deep and meaningful understanding and learning and reading large bodies of text. Or rather, a link between an inability to do this with the fast-pace of linking between different media in the Web 2.0 world. Well, I just don't buy this. In fact it's rubbish.
Firstly, literate doesn't just mean reading large bodies of text, you can be literate in a number of diffrerent communication tools. Not just the one that dominated by necessity being the only means of mass media distribution available for a while. Now the oral tradition is making a comeback and I have no real problem with that. It's the way it was done before books were on the scene and its still the dominant way in many non-western societies who can now take advantage of what's on offer. Also, text literacy isn't threatened by social media it's enhanced by it. Facebook and messaging forced teenagers to use words and sentences for their communication where previously it was only speaking (I never wrote a letter to a friend when I was a teenager). Ok, it's short but what the matter with that. I'm more in line with Negroponte on this issue. He says:
"Reading and writing are going to be around forever. The word is not going to go away and collecting words into bodies of thought is not going to go away." and
"There is no question that words are powerful, that they always have been and always will be … But just as we seldom carve words in rocks these days, we will probably not print many of them on paper for binding tomorrow."
Let's not confuse reading with publishing. Publishers want reading to be synonymous with books. But it doesn't have to be this way and it really isn't now.
The ability to quickly reference, aggregation, annotate and manipulate text is a massive, massive plus for learning and understanding. It can be done and was done in the old way but not by nearly enough as we'd care to admit to ourselves. Often the book champions are avid readers. What about those that don't read much. Surely, engaging in social media is plus for them. There exposure to words goes up drastically. Now the conditions for learning (admittedly only in computer rich societies) are far more desirable. Thinking about how I learn, I like printing and noting, but I also like RSS, online note-taking, bookmarking, and blogging. There things are fundamental. These things facilitate my learning and democratise it for all. The single biggest factor in helping the quality of my literacy is this blog (please don't comment on my grammar, it's improved a lot)!
The biggest barrier to this is learning how to learn this way and an obstacle in the way of this is the negative light social media is painted in.
You can read a lot about the threat of new media to literacy and the printed word. Harold Jarche blog post Literacies is an example. Often there is a link made between an ability to engage in deep and meaningful understanding and learning and reading large bodies of text. Or rather, a link between an inability to do this with the fast-pace of linking between different media in the Web 2.0 world. Well, I just don't buy this. In fact it's rubbish.
Firstly, literate doesn't just mean reading large bodies of text, you can be literate in a number of diffrerent communication tools. Not just the one that dominated by necessity being the only means of mass media distribution available for a while. Now the oral tradition is making a comeback and I have no real problem with that. It's the way it was done before books were on the scene and its still the dominant way in many non-western societies who can now take advantage of what's on offer. Also, text literacy isn't threatened by social media it's enhanced by it. Facebook and messaging forced teenagers to use words and sentences for their communication where previously it was only speaking (I never wrote a letter to a friend when I was a teenager). Ok, it's short but what the matter with that. I'm more in line with Negroponte on this issue. He says:
"Reading and writing are going to be around forever. The word is not going to go away and collecting words into bodies of thought is not going to go away." and
"There is no question that words are powerful, that they always have been and always will be … But just as we seldom carve words in rocks these days, we will probably not print many of them on paper for binding tomorrow."
Let's not confuse reading with publishing. Publishers want reading to be synonymous with books. But it doesn't have to be this way and it really isn't now.
The ability to quickly reference, aggregation, annotate and manipulate text is a massive, massive plus for learning and understanding. It can be done and was done in the old way but not by nearly enough as we'd care to admit to ourselves. Often the book champions are avid readers. What about those that don't read much. Surely, engaging in social media is plus for them. There exposure to words goes up drastically. Now the conditions for learning (admittedly only in computer rich societies) are far more desirable. Thinking about how I learn, I like printing and noting, but I also like RSS, online note-taking, bookmarking, and blogging. There things are fundamental. These things facilitate my learning and democratise it for all. The single biggest factor in helping the quality of my literacy is this blog (please don't comment on my grammar, it's improved a lot)!
The biggest barrier to this is learning how to learn this way and an obstacle in the way of this is the negative light social media is painted in.
Ebook readers/Ipad for education?
Also published on the Educational Technology and Change Journal
I'm doing a project on Ebook readers at the moment and it's led me to follow closely the advent of the iPad and the ebook reader developments. My interest is the potential impact on education. At the moment, the contest is in the commercial/entertainment market. Once things settle down education will be looked at. From what I've been studying, you can't just give students and educators an ebook reader as it is right now and expect it to transfer across to education successfully. Looking at it just from a book replication point of view it has to, at least, perform the tasks students need from any text well and efficiently. Principle amongst these is taking notes and flicking back and forth through the pages. It seems that, at the moment, Kindle and co. don't do the annotation and navigation well enough for the devices to sell themselves in an educational context. This is crucial because, for learning, you have to be able to personalise the resource in some way and, for the classic textbook, this is done by scribbling in the margin, underlining, highlighting. A recent pilot programme using ebook readers showing these issues is discussed in the article Highlighting E-Readers by Steve Kolowich.
Alongside this, you have the easy sell of the storage saving and long term cost saving together with the environmental plus point. This last issue is a complicated one but I come down on the plus side largely because of the article Ebook readers greener than books, study says by Martin LaMonica. However, I've heard some awful things about the black market that exists around the disposal of old hardware.
When the time comes for educational use, the selling point be with the textbook. The classic ebook reader will not challenge the didactic pedagogy and therefore has a chance of success - as long as it can be seen to do what is done already better. The biggest obstacle in the way of this will be publishers jockeying for position to control this market. It's annoying but inevitable.
Now to the ipad. One impact will be making Kindle look horribly out of date. Even though they are not doing exactly the same things, they look and seem comparable and the ebook reader pales by comparison. I suggest Kindle sorts out it's web browsing and lack of colour pretty damn quickly! Looking out of date shouldn't matter, but this is always a valid bullet point when you approach the whole issue of e-learning and "connecting with the kids." Still this is the important point. What's important is the impact it will have on mobile learning in general. Yes, e-reading can occur, but being a suitable, valid, legitimate devices to house to house mobile learning could be its biggest legacy. It's far too early to say but my instinct tell me so.
When it comes to pedagogy, whereas the ebook reader will reinforced the didactic, the ipad would challenge it by offering such a vast array of features and media options any educator who teaches with one would be foolish not to explore what's available.
Now I know none of this will happen any time soon. But the potential is there. Having said that the potential is there to do a lot of things with technology and it doesn't happen, but you know that right.
I'm doing a project on Ebook readers at the moment and it's led me to follow closely the advent of the iPad and the ebook reader developments. My interest is the potential impact on education. At the moment, the contest is in the commercial/entertainment market. Once things settle down education will be looked at. From what I've been studying, you can't just give students and educators an ebook reader as it is right now and expect it to transfer across to education successfully. Looking at it just from a book replication point of view it has to, at least, perform the tasks students need from any text well and efficiently. Principle amongst these is taking notes and flicking back and forth through the pages. It seems that, at the moment, Kindle and co. don't do the annotation and navigation well enough for the devices to sell themselves in an educational context. This is crucial because, for learning, you have to be able to personalise the resource in some way and, for the classic textbook, this is done by scribbling in the margin, underlining, highlighting. A recent pilot programme using ebook readers showing these issues is discussed in the article Highlighting E-Readers by Steve Kolowich.
Alongside this, you have the easy sell of the storage saving and long term cost saving together with the environmental plus point. This last issue is a complicated one but I come down on the plus side largely because of the article Ebook readers greener than books, study says by Martin LaMonica. However, I've heard some awful things about the black market that exists around the disposal of old hardware.
When the time comes for educational use, the selling point be with the textbook. The classic ebook reader will not challenge the didactic pedagogy and therefore has a chance of success - as long as it can be seen to do what is done already better. The biggest obstacle in the way of this will be publishers jockeying for position to control this market. It's annoying but inevitable.
Now to the ipad. One impact will be making Kindle look horribly out of date. Even though they are not doing exactly the same things, they look and seem comparable and the ebook reader pales by comparison. I suggest Kindle sorts out it's web browsing and lack of colour pretty damn quickly! Looking out of date shouldn't matter, but this is always a valid bullet point when you approach the whole issue of e-learning and "connecting with the kids." Still this is the important point. What's important is the impact it will have on mobile learning in general. Yes, e-reading can occur, but being a suitable, valid, legitimate devices to house to house mobile learning could be its biggest legacy. It's far too early to say but my instinct tell me so.
When it comes to pedagogy, whereas the ebook reader will reinforced the didactic, the ipad would challenge it by offering such a vast array of features and media options any educator who teaches with one would be foolish not to explore what's available.
Now I know none of this will happen any time soon. But the potential is there. Having said that the potential is there to do a lot of things with technology and it doesn't happen, but you know that right.
Subscribe to:
Posts (Atom)