Myself, Donna Lanclos and Lawrie Phipps are delighted to release a facilitators guide and slides for running the Visitors and Residents mapping activities (a workshop format for reflecting on, and responding to, various forms of digital engagement). These resources were developed for the Jisc Digital Leaders Programme but can be edited and adapted for different audiences. For example, a version of the individual mapping activity could be run with Students and/or teaching staff while the group mapping activity could be adapted for course teams. This post from James Clay is a good example of how the mapping can be adapted.
‘Vanilla’ version of the slides with detailed notes – designed to be edited and adapted.
The thinking captured in these resources has been developed over a few years and refined each time we have running the mapping activity. If you have experience of running workshops then the resources should give you what you need to facilitate a mapping session.
I was once told that you had to be “Dave White” to run the discussion parts of the workshop so there is a large section in the guide which highlights themes arising from individuals maps that have been recurrent across workshops and how they can be constructively discussed. If I’m honest then the only mapping sessions that have proved challenging to run have been those with educationalists (if that’s the right term). They tend to enjoy deconstructing the principle of Visitors and Residents and the nature of the mapping rather than doing the mapping itself. I enjoy those discussions and have found them helpful in developing the work but time is limited in any workshop and sometimes you have to encourage people to get started on an activity and then discuss it’s pros and cons.
One of the strengths of the workshop format is that it is not attempting to cajole participants towards a specific set of responses:
“This workshop will not hand any participant a bullet list of things to do. The intention is not to build skill sets, but to provide a space from which intentions and objectives around institutional policies can emerge. The list of things to do next will necessarily emerge from the participants, not be given by the facilitators.”
This did vex someone who asked me “what do people learn in the workshop?”, to which I replied “It depends on who they are and what direction they want to take things”. In this sense the workshop format is completely in keeping with the designers pedagogical philosophy of providing the conditions for reflection and strategic thinking without being perspective about the ‘right’ way to do things.
If you do run a Visitors and Residents mapping workshop then (if you feel moved) please let us know by using the #VandR tag in Twitter.
In the last few talks I’ve given to teaching & learning and library folk I’ve spoken about my views on what I believe education should be at the start. Rather than gently constructing an argument for my ideology and meandering towards a slow reveal (assuming anyone would notice) I’ve opened with a few simple statements to provide a frame for the rest of the talk. This appears to work well as there is an honesty to it that I suspect people appreciate.
My starting point is not new, it does not advocate smashing the system and it’s not a performance of liberal hand-wringing. I simply believe that education is a process of becoming.
This is a principle which then informs everything from curriculum design to the planning of physical spaces and the use of Social Media etc. Our undergrad students want to become one of those people that is hidden in the title of their course.
And this is a good thing. Students come out of school looking for simple identity hooks which is why the disciplines are such a powerful way of dividing up the world. However, once we have nurtured their disciplinary sense of self and taught some key intellectual tools we should encourage the questioning of overly neat identity associations. For me this is the bridge between undergraduate and post-graduate approaches. By the time students leave their undergraduate programmes they should be weaning themselves off simplistic, generic forms of identification and using what they have learned to develop their own, more complex, sense of self.
Clearly the Resident Web is an excellent location for this process of becoming and revealing. More than that, the networked, anyone-can-publish, identity-rich side of the Web is in-of-itself amplifying the potential to ‘become’ in ways which are less aligned with specific institutions and disciplines. This is what we need to consider when designing curriculum and pedagogy underpinned by the notion of becoming in a post-digital environment.
We need to ensure that the trajectory of undergraduate programmes is towards the top of the triangle, not just because of the presence of the digital but because it is the direction needed to foster becoming.
As “The Digital” becomes a headline theme in many institutions I have been thinking about ways in which it can usefully be split into high-level areas so that various lines of activity and discussion don’t become confused. For my institution, the University of the Arts, I’m proposing the following three areas which I believe map quite well to existing groups/units/services within the university (although there are healthy overlaps). I was tempted to neaten this into a nice diagram but thought it was better to capture it before succumbing to the desire to squeeze out the blurry edges. The result is three key areas:
Digital – Culture
A set of spaces and behaviours
“Resident” online behaviours – co-presence
Teaching and learning
‘Open’ scholarship and research
Identity and visibility
Discursive – collaborative – communal
Digital – Medium
A set of techniques and practices
Digital as a medium for expression and critique
Design – graphic, fashion, architecture etc
Video, photography – ‘native’ practices
Digital in the context of the disciplines
Both “Resident” and “Visitor” modes
Digital – Service
A set of tools and transactions
“Visitor” modes online – leaves no social trace
Access – connectivity
Storage – curation
I’ve arrived at these three areas by bringing together the perspectives of colleagues who are invested in differing aspects of the digital. So it’s a group effort with a modicum of ‘clustering’ added by me.
Overarching these areas for me are two principles which I believe should be fundamental to all of our digital activities:
How does the activity proposed foster belonging?
How does the activity proposed reduce anxiety?
Both of those could be condensed into “increase confidence” and both of them apply to students *and* staff. Obviously there are many nuances hiding in these principles, such as the idea that good pedagogy will often require all involved to take risks. Having said that, I feel that anxiety is now a default state and we need to reduce ‘bad’ anxiety before we can be constructive with risk taking.
Recently I was invited to give a keynote talk as part of the research week at the Open University of Catalonia. Founded in 1994 it was the first fully online university. As you can imagine they have seen a lot of changes in the way people learn online and asked me to speak about Visitors and Residents (V&R) as a useful way of understanding online engagement. This gave me the opportunity to gather together some of the various uses of the idea that myself and others have developed.
UOC did a nice job of videoing my keynote talk (if you have plenty of time – if not then read on)
You can find out about the ‘standard’ V&R mapping process here which is an effective method of making visible individuals’ engagement online. This process has been used by people in various contexts globally with one of my favourites being by Amanda Taylor with Social Work students. This starts from the principle that if we now, at least in part, live online then Social Workers need to be present in online spaces (or at least understand them as somewhere people are present).
Another interesting use of the basic mapping has been undertaken by the Mapping the digital practices of teacher educators project run by Peter Albion, Amanda Heffernan and David Jones. In an award winning paper they describe how they used a vertical axis on the map running from “Use” to “Replacement” to get teachers to map where they have used institutional platforms as they were intended and where they have reconfigured, customised or replaced them. This is a great way of mapping the actual practice of an institution rater than assuming the technology is only being used along ‘official’ lines.
From the paper presented at SITE’2016. One of three papers awarded the Ann Thompson TPACK Paper Award. Authors: Peter Albion, Amanda Heffernan, David Jones
The standard mapping process has also been used extensively by Lynn Connaway and colleges to explore how students engage with university services. A really interesting technique they are using is to extract each online tool/space to see how broad the modes of engagement are in specific groups. (The following slides were part of a presentation at the OCLC Global Council meeting, Building Our Future, April 12, 2016, Dublin, Ohio.)
Note how Twitter maps across all four quadrants, not just the Resident side of the map.
Here we can see that these students engage in email in a far narrower, less present, manner than the librarians which gives a useful insight into the manner in which the library should engage users online.
OCLC are also developing an online V&R mapping app so that individuals can map digitally and the maps can be more efficiently analysed.
This is where I come back to the “Truth and Method” title which is a reference to work by the philosopher Gadamer which Anthony Johnston, a colleague at UAL, recommended. It highlighted for me the tension between understanding practice individual by individual (Truth) and trying to uncover larger trends or themes across groups (Method). The mapping process originated as an activity for a conference session on the original V&R project. It’s gradually evolved down a number of branches into a research instrument designed to inform institutional strategy and policy. The work Lynn and OCLC is doing gathering together maps of specific services is a good example of how the process can be used to highlight trends.
Another good high-level (Method) modification of the mapping process has been designed by Lawrie Phipps for Jisc. This is a ‘group’ or ‘institutional’ mapping process which has been used in a number of workshops (some run with the help of myself and Donna Lanclos) to help staff gain an understanding of the digital ‘landscape’ or identity of there institution.
I was lucky enough to attend a packed workshop on this at the Jisc digifest in March. The process works well, highlighting the balance between open content, stuff you need an institutional logon for and open engagement. In Lawrie’s version Visitor and Resident is swapped out for Broadcast and Engage which broadly map to V&R in principle but are a little more direct for folk who think along institutional lines. Significantly, the vertical axis is changed to Individual and Group to capture the location of identity the activity is linked to. For example, the main university website vs a individual academic on Twitter talking about their work.
Jisc will be releasing detailed guides on running strategic V&R mapping workshops which include both the individual and group mapping formats.
The art in research terms here is to develop methods which reveal larger trends across groups without sacrificing the ‘truth’ of individuals’ personal practices. It’s certainly the case that Web provides an environment where individuals can develop practices and modes of engagement which reflect their aspirations and context in an highly personal manner. Every V&R map is different and everyone who maps can describe in detail why their map is a particular shape.
Given that I’m wary of approaches which aim to take rich, qualitative data, and turn it into bar graphs. Sometimes numbers create a false truth, or perhaps I’m suspicious because I see numbers being used as if they are ideologically neutral. For example, we undertake interviews then code them and turn the coding into numbers. These numbers are then presented as a successful ironing-out of the idiosyncrasies of any given participant and any of our potential bias as researchers – is that really the point? In Gadamer’s view this would be Method winning out over Truth. Nevertheless we can’t respond as institutions on an individual by individual basis so we have tread a delicate path towards larger trends.
My first attempt at this was to layer maps and create what I though of as a heat-map of a given group:
This one is of around 20 MBA students. It works ok because they all happened to map in a similar manner so you can see group patterns in the modes of engagement. The process is less effective when everyone is mapping in their own style. For example, how could you include the map below in a layered heat-map?
So in attempting to create ‘accurate’ layered maps I was in danger of trying to smooth-out the charismatic and personal nature of them. You’d have to give people the same kind of pens and set a bunch of rules about how to map which takes away the interpretation of the process, it removes agency from the participant. This would be killing one of the characteristics of the mapping which I enjoy the most – seeing the person in the *way* they have mapped not just *what* they have mapped. In essence, the manner in which individuals approach the mapping is important data in of itself.
I worked with Alison LeCornu on The Higher Education Academy ‘Challenges of Online Residency’ project which involved 18 higher education institutions mapping teaching staff and cohorts of students. From this I received circa 400 maps each tagged with participant data. Sifting through the maps it appeared that they did fall into broad categories based on the quadrants which had been mapped to. This led me to propose the following ‘engagement-genre templates’
The darker blue marks out the areas which an individual would have mapped to. The names of these templates aren’t hugely helpful as they are a little reductionist but, you know, naming.. etc. For example, I don’t want to imply that someone with a ‘connectivist’ map isn’t ‘engaged’.
Having created the templates I set a colleague the fun task of reviewing all of the maps and tagging them along these lines whilst also discarding mappers who appeared to have utterly misconstrued the process (bad data). The result was pleasantly surprising – most maps do fall into one of the templates fairly neatly.
Given that we were working form a convenient sample I normalised the results into ratios to look for trends. A few key patterns did emerge and it’s possible to interpret them in a manner which resonates with the narratives of higher education. We are currently writing up an open access paper on this so I won’t go into detail here.
One highlight worth mentioning in passing is the distribution of age ranges that had a ‘Social-Engaged’ map. This is a map in which there is activity in all four quadrants. The temptation might be to think that this form of map would skew young but the results show a fairly even spread of ages.
This is the age bracket and educational level of the 208 ‘Social-Engaged’ maps in ratio form. Both these categories show even distribution, demonstrating again that age is not a significant factor in the overall mode of engagement of individuals online. What we do need to be mindful of is that the character of activities undertaken across the maps might change significantly within a given genre template which is where capturing discussion that arises during the mapping process, undertaking follow-up interviews or asking participants to annotate their maps comes in to play. Nevertheless, I’m confident that using the templates is a valid approach and strikes a reasonable balance between Truth and Method when dealing with a large body of qualitative data.Hopefully we will have the paper written on this fairly soon and can share in more detail.
Overall it’s been rewarding to see the various routes the V&R work has been taking. It’s a good example of the benefits of working in an open manner and letting an idea evolve. One of the most pleasing outcomes from this approach is the V&R Wikipedia article which, for me, is a real vote of confidence in the value of the work.
(please add, edit and update the article if you have been working with V&R – it needs work 🙂
Designing pedagogy which coalesces digital and physical spaces
The keynote at our UAL Learning and Teaching day last week explored ‘Creative Learning Spaces’. As the images of new and co-opted spaces flashed by I started to think about how many of them would exist it it wasn’t for Wifi, laptops, tablets, smartphones and ultimately the Web.
Traditionally learning spaces would have been constructed around specific modes of knowledge transmission and proximity to knowledge. The main independent learning space being the library because it was useful to be adjacent to knowledge in the form of books.
It seemed obvious to me that the new physical environments we are designing in universities are a reflection of what the digital provides us and the way in which this has disbanded the geography of knowledge. Even so it was clear that this influence on physical spaces hadn’t been closely considered.
This comes about, I suspect, because the digital is commonly seen as a set of tools not a series of spaces or places. When I’m introducing the Visitors and Residents idea I’m careful to define ‘space’ as ‘any location where other people are’ or ‘any location where we go to be co-present with others’. It’s then clear that our motivation to go online is often very similar to our motivation to go to particular physical locations. The implications for teaching and learning are significant, especially when we take the example of students using connected devices in traditional face-to-face spaces such as the lecture theater.
It we think in terms of the digital as a set of tools then our perception on the room might look like this:
If we think of the digital as a set of spaces then it might look like this.
My view (if we exclude digital tools for a moment) is more along these lines:
This is because I tend to think in terms of presence rather than attention. As the tutor I could become preoccupied with how much attention students are paying to me or how ‘distracted’ they are by their screens. This is a very limited and unhelpful way of modeling the situation. A more interesting way of framing this is ‘where are my students?’ Just because I can see them sat in front of me doesn’t mean they are ‘in the room’. When they are looking at their screens they could be present in another space altogether.
This is where the digital/physical overlap becomes really fascinating. When we go online in Resident mode we are present in multiple concurrent spaces. We are always present in the physical world to a certain extent because we are embodied. However, we may be more present in the space on our screen than in the physical environment. This isn’t specifically a digital phenomenon, being multiply present is a human capability we are all strangely good at. How many times have you been transported into the world of the film or the novel you are gripped by? And yet when we conceptualise the digital it is often not along these lines. I suspect this is because the digital is still quite new culturally (even though it is well established technologically) so we don’t like the idea of the digital as immersive or captivating. For example, it’s acceptable to say that you ‘lost yourself’ in a book but to say that you ‘lost yourself’ in Twitter or on a website is still seen as suspicious or second rate (this is an extension of the books = good vs screens = bad problem).
My response to this in teaching and learning terms is to design pedagogy which coalesces physical and digital spaces. Accept that students can, and will, be present in multiple spaces if they have a screen with them and find ways to create presence overlaps. This is different from simply attempting to manage their attention between room to screen.
A coalesced pedagogy would lead to this:
Here are a few suggested coalescent designs:
Discussing student work that has been created by students in the digital space when f2f. A good example of this comes from our foundation course at Central St Martins in which students use our eStudio platform, Workflow, to gather research and to write reflections on their design plans. During f2f sessions student areas of Workflow are brought up on screen for discussion. Students can browse round their peers work in the platform and update their work during f2f time too. Obviously this could work well for any course in which the process of student work is captured as they develop it in an open or quasi-open online space. I think of this as a ‘soft-flip’ if we are talking in flipped classroom terms. Soft, because the f2f session is also bringing in the digital.
Online discourse while ‘in the room’ The best example of this is when a class or group join in with a live hashtag discussion. If the course has been designed in an open manner then it might be possible of the student’s themselves to promote and run a live discussion in this manner. The real advantage here is that a relatively small class can connect with a larger group which ensures a wider range of views and a good critical mass to drive discussions. The tutor can pick out salient points and convene a meta-discussion in the room in parallel with the hashtag discussion online. This is an event driven format which can be extremely engaging but it also has the advantage of being reviewed and reflected on in a more measured fashion after the f2f session.
Collaborative, critical, knowledge construction
This is as simple as putting a Padlet up on screen and then asking students to gather relevant resources on a topic into the space. They should also be encouraged to contextualise the resources they bring in. Once the Padlet starts getting crowded a f2f discussion can be started around how best to cluster resources into categories or sub themes. Again, the Padlet can be revisited after the session to support ongoing project work, acting as a co-constructed pool of resources or references.
Active knowledge contribution/construction
AKA a Wikipedia mini-editathon. Getting a room full of students to live edit specific Wikipedia pages to improve them or to create new pages. This is quite technical to get set-up as Wikipedia is likely to block sudden activity from a single place but Wikimedia UK are more than happy to provide support to get you started. They also have loads of good resources online to get you started on Wikipedia in an educational context.
There are just a few possible approaches that coalesce the digital and the physical around learning. For me the principle concept here is providing opportunities to be communal across the physical and the digital and to not get to hung up on the idea of collaboration. The communal is both easier to engender and potentially more engaging than the collaborative. It also allows for elegant lurking and doesn’t discount the notion of being present and engaged without ‘visible’ participation. Yes, students want access to the ‘stuff’ they need to get their courses done but unless we design communal digital spaces and coalesce the digital and the physical they will have a fractured and disconnected experience.
Part of my thinking around the Web and education is as follows:
The Web is brilliant at feeding us the information we need to get things done in a highly relevant manner.
We still tacitly design pedagogy as if this wasn’t the case on the basis that ‘good quality’ information must in-of-itself be difficult to obtain and that by implication online information ‘can’t be trusted’
This approach is founded in our cultural adherence to the form rather than the substance of information. (for example our veneration of the concept of a ‘book’ or notions of what it means to be an ‘expert’) (both 2 and 3 are a hangover from a period in time when we held information behind locked doors)
The new challenge for education, driven by point 1, is how to encourage learners to ‘think’ in an era where answers are easy to come by (on the basis that the challenge of finding information used to, in-of-itself, encourage critical thinking and reflection)
Let’s imagine a scenario where most of the key ‘answers’ to curriculum are easily found online. (This will increasingly be the case on a relevance driven Web as the answer to any regularly asked question will rise to the top of the search return). If we construct our pedagogies around the search for answers in this manner then the efficiency of the Web will place students in a role similar to that of the person inside Searle’s famous Chinese Room thought experiment.
In the thought experiment Searle, who does not understand Chinese, is locked in a room with a set of rules in English which “enable [him] to correlate one set of formal symbols with another set of formal symbols” – the latter symbols being the Chinese language. Given this, people can post questions in Chinese into the room and Searle can translate them successfully, posting back answers without having any knowledge of Chinese himself. The people receiving these answers falsely believe there is someone in the room who understands Chinese.
This has been used to make a case against the notion of Artificial Intelligence by claiming that Searle’s activity in the room doesn’t require him to understand Chinese and that by implication he is not thinking or reflecting on the Chinese language but simply following a set of rules.
In my version of the scenario Searle is our student, the Web is the set of rules and the Chinese language is any question posed by our pedagogy to which an answer can be found online with a simple search. Ironically this frames the student as ‘unthinking’ technology and the Web as the embodiment of intelligence via the algorithms, or ‘rules’, it employs to feed answers back via the student.
We have compounded this problem in the light of the Web by losing our confidence in teaching how to think and retrenching to defending our authority as the font of knowledge. Education should not be about establishing the worthiness of certain forms of knowledge, especially if we ascribe to Feyerabend’s rejection of universal method, it should be dialectic process, interrogating, synthesising and pushing forward our understanding.
[Side Note: There are numerous examples of sectors/businesses moving into a protectionist mode just before being overtaken by the digital. Good examples include newspapers and imho traditional academic journals. Universities embody high levels of cultural capital and are more diversified than many people realise. Nevertheless, they risk becoming overly anachronistic if they don’t equip graduates with significantly more than what can be gained by owning a smartphone. Side, Side, Note: Clearly the ‘beauty’ of higher tier universities is their ability to make being anachronistic the very basis of their cultural capital]
Once we realised that anyone can publish online (the most radical aspect of the Web) our first reaction as educational institutions was to focus on evaluating sources because they hadn’t been pre-vetted by the library or written by one of us. My contention is (and my research shows) that the Web works very well in terms of information quality and relevance which in turn re-emphasises the importance of teaching how to use and connect knowledge not simply how to decide if a piece of information is to be trusted. For me this is as the very heart of what a higher education should be.
The challenge for us then is in finding ways to encourage learners to critically reflect on the manner in which they engage with, and use, the Web epistemologically rather than only concentrating on the critical evaluation of isolated chunks of information. In some senses this is simply a move in emphasis from ‘digital’ literacy to a more generalised form of literacy.
Getting this approach across to students requires clarity though because it usually cuts against their perception, and experience of, education as an exercise in discovering ‘answers’ (especially if they have recently left school). Just warding students off the Web or implying that online sources are fine as long as they are the same as things you might find in the library (the usual marker for credibility) is missing the point. The Web should be encouraging us to move to the higher rungs in Bloom’s taxonomy all the sooner or our pedagogy risks students in the Chinese Room with Google Search.
Having been invited to give a talk at the British Library I naturally decided to create my own theory of the history of information… This was to illustrate my musings on a general shift from taxonomies to relevance in our information seeking. To be fair the librarians representing the BL and other academic institutions seemed quite sympathetic to the overarching point I was trying to make so here’s the idea:
In a pre-literate, pre-printing age information was embodied in kin, peers and those that you might happen to meet within a limited geography – in this sense information was physically located and arranged. Obviously I’m no expert in this area having just a smattering of old-school Anthropology to draw on so this part of the idea/diagram is simply there as a backdrop.
Then along comes printing (sure, the monks and tax collectors etc were busy before printing…) so knowledge stacks-up and needs organising so that it can be retrieved efficiently. There is a new category of knowledge which, while still linked to individuals as authors*, is not wholly embodied in the same way as before. Taxonomies are invented to structure printed knowledge, generating lines and relationships between ideas and information, creating a more defined model of understanding.
In the last 20 years or so we then see the rise of the digital and the network, search evolves from the dialect of databases to natural language. At this point something fundamental shifts. Our relationship with knowledge moves from interrogating taxonomies (think Dewey Decimal for example) to an expectation of relevance. Knowledge is no longer physically embodied so we don’t need systems to tell us where it is or what’s sat nearby.
Clearly all of the above forms of knowledge still co-exist, for example, students going to Social Media to ask others for the most relevant information sources. Nevertheless the Web has driven a massive shift from taxonomy to relevance. One way to think of this is that the Web circumnavigates taxonomy for us, connecting us to information and people without the need for hierarchy.
For example, if you want to discover a specific piece of information do you do move through a hierarchy do you simply search and then sift the results? When was the last time you found the Wikipedia article you wanted by moving through the taxonomy of the online encyclopaedia? We are increasingly driven by the stack of notifications in Social Media and/or via our phones where we can design the factors which stack what we feel is most relevant to the top of the pile.
Even when it comes to our own personal resources, many simply throw things into the cloud then search or look of ‘last modified’. In my institution most students use Apple Macs and organise their files visually. I suspect most would not be able to identify ‘where’ those files are within the structure of the hard-drive.
Of all of these it’s the manner in which search has evolved which has the largest implication for educational intuitions. If we take Google as an example we see that the taxonomy is hidden in the algorithm and this algorithm evolves to incorporate the traces of those that went before. Consider this in pedagogical terms: much of what it meant to learn was centred on an individual’s ability to navigate the taxonomies of knowledge, to find the ‘good stuff’. Intellectual effort was expended on discovery and on formulating links across chunks of information (aka books etc). Now the effort of making those connections is captured within the search algorithm and handed to the next person who searches on that topic. There is much less need for each new scholar to understand the larger model/taxonomy of a particular discipline. In essence, what we used consider to be part ‘study’ is now embodied in the technology (another example of the Post-digital). If our pedagogy continues to be based on notion, and still rewards effort, based on navigating these taxonomies then we are radically out of step.
And yet even as we move to an era of relevance, educational institutions continue to operate on taxonomic principals. This makes sense for the HR and the finance department but becomes problematic when it underpins curriculum design and assessment. Institutions have always operated in a hierarchical manner and yet the Web, the place many of our students (and staff) undertake the majority of their learning, doesn’t. One of the reasons students struggle to understand the course handbook or the set-up of their course in the VLE is because they rarely encounter structures of this nature. When I consider the requests students make to improve the digital provision and information sources of the university most of it can be characterised as “Please can you filter that complex structure into a feed based on what’s most relevant to me”.
*See “The Resident Web and it’s Impact on the Academy” at Hybrid Pedagogy for some thoughts on the relationship between ‘content’ and individuals/authors. http://www.hybridpedagogy.com/journal/resident-web-and-impact-on-academy/
When you get “The best elearning conference I’ve attended in 15 years” as feedback you feel you must have done something right. Over the weekend I’ve been musing on why we received comments like this and overall I think it comes down to the maturity of the discourse. It felt like elearning had grown up and avoided the normal tussle between the four main areas I see ascribed to the label ‘elearning’:
Replicating core institutional functions at scale. This includes eSubmission, making available content and generally moving paper-based processes into the digital.
Techno-solutionism. Plugging in technology to solve particular problems with the assumption that once the technology is working ‘correctly’ the problem will be eradicated. (Often part of the drive in the approach above)
Fetishising the new. Leaping on the ‘next big thing’ and claiming it will ‘revolutionise’ something. (linked to number 2)
Focusing on pedagogy and people. Exploring how the tech can support forms of teaching, learning and engagement.
At DeL there was a healthy emphasis on number 4 with a concurrent wariness of 1, 2 and 3. Almost all of the sessions I attended discussed the complexities that arise when people and tech mingle. There was also a healthy skepticism of the Digital Natives idea, with very few people starting with that principle as a basis to build from (either directly or tacitly). It was as if the discourse around elearning had grown-up and become less polarised. Perhaps this was also helped by the mix of elearning folk, teaching staff and students. The parallel sessions had an honesty to them in which the subtly and complexity of teaching was respected (No ‘how can we foist this week’s cool tech on staff or students’).
Rhetoric and reality
What also stood out for me was an interesting tension between some of the keynote “the digital has arrived” rhetoric and the reality of developing elearning projects within institutions. This spawned the hashtag #undertheradar as most of what we heard in parallel sessions included a comment along the lines of “We didn’t really tell anyone we were doing this” or “We kept this quiet until we were sure we had the design right”. I’m wondering now if this is a response to the techno-solutionism approach which is gaining ground as institutions seek to stabalise and consolidate processes via technology. The iterative approach in which projects take a number of cycles to find their way is, in my opinion, the only way to develop the ‘pedagogy and people’ side of things. And yet despite the fact that we hear noises from the top that digital is the way forward we are still nervous about revealing the leading edge of our work. I wonder how we can gain confidence and make it clear that there is no ‘plug-and-play’ where we are looking to support pedagogy?
The second theme for me was closely linked to creative practice but stems from a more general challenge, namely that we still segregate the digital. This problem was mentioned in a few of the student keynotes which questioned the hiving off of expensive Apple Macs into pristine labs when the creative process often needed a multi-modal and messy environment. The truth is that the tech we buy as institutions to impress incoming students might not always be the tech they need to undertake their studies. This is a tricky one as a random set of slightly out of date, battered laptops isn’t going to look good but it might free students up and start breaking down disciplinary boundaries which are currently reinforced by the geography of our physical spaces and the fear of breaking expensive stuff. My hope is that the tech will become unchained one day in the same way books once were. For the time-being the march of technology and consumerism is too strong.
This notion of digital segregation goes beyond the physical and is often inherent in numbers 1,2 and 3 above whereby ‘learning’ and ‘work’ is perceived as being undertaken in physical locations (even when we are working with a digital device) and the digital is conceptually segregated off as a series of tools rather than a place in which that self-same learning and work can happen (a shift in thinking I’ve been attempting to influence for some time now).
I’m still thinking through DeL2015 and how we can build on the character of discourse that it fostered. It was a pleasure to host an elearning conference in which the ‘e’ took a back seat.
No credentials or qualifications given or required
$5 lecture fee
All lectures happen live with no limit on the number of students
All lectures to be funded in a ‘kickstarter’ style with visible speaker fee
Anyone can run a lecture as an expert
50% of lecture running time to be Q&A/discussion with questions chosen by the students
All sessions released as a recording under an open, noncommercial license
All income (after expert fee and admin) to go to educational charities that work to widen participation and make knowledge freely available
The following to be decided by the expert for each lecture:
Lecture length (must be a prime number of minutes between 7 and 29)
Speaker fee, which will be visible to the potential students (the fee will either be waived or a prime number)
LoLs student (sLoL) journey:
Become a member of the society by signing up to the LoLs platform.
Seek out an interesting lecture and pledge $5. (It will be clear how close the lecture is to the minimum funding level needed. Beyond this point all income goes to charity. All lectures have a set start time.)
If they make a pledge early (before the minimum funding has been reached) they can submit a question to be asked during the Q&A portion of the lecture. If they are in later than this then they can vote potential question up and down. The number of questions used will be proportional to the length of the lecture.
They might explore some of the pre-lecture links if any have been submitted by the expert. They can also check the lecture hashtag to get involved in pre-lecture discussion and connect with others who have pledged.
If the minimum funding level is reached they receive a reminder of the lecture time and an access code of some sort.
The lecture runs in a Google Hangouts style platform with a video feed from the expert, a hashtag driven back channel and a text chat area. More confident experts could use whiteboards and polls etc. All lectures are supported by a facilitator to assist with the tech and to moderate. Facilitators can work for free or be paid in $5 lecture tokens. Experts will be encouraged to respond to the backchannel and text chat as much as possible.
At exactly half-time the lecture moves into Q&A mode with the facilitator stepping through the top questions as voted for by participants. If there is time left they can respond to questions that have emerged from the backchannel and text chat.
Exactly on time the platform shuts down the lecture with extreme prejudice (automatically 🙂
The video feed is then placed on YouTube or a similar channel under an open, non-commercial license.
Discussion can continue on the hashtag.
Participants can rate the lecture and the expert within limited LoLs criteria.
LoLs expert (eLoL) journey:
Become a member of the society by signing up to the LoLs platform.
Experts must have participated in at least two lectures before having the option to create their own lecture and have completed a LoLs expert tutorial.
Create a lecture by submitting the following:
Subject area, title, blurb etc
Level (novice, intermediate, advanced)
Associated material and links
Pick a speaker fee for themselves
Pick a lecture length and time
Pick a charity or charities (from a LoLs list) that any income over the minimum will go to
The expert can mark what they think are good questions with an expert tag during the voting process but can’t create questions.
The expert might join in the hashtag based discussion.
They may also promote the lecture via their networks to ensure it reaches the minimum funding level.
If the funding level is reached they are given an expert code of some sort to access the lecture space which they can visit as much as they want to set-up.
The lecture runs (all they need is a webcam and headset). Experts and facilitators arrive 30 minutes before the start time to ensure the tech is working smoothly.
After the lecture the expert can chose to join in with any additional hashtag based discussion. The expert or the facilitator may put a link to the recording in appropriate Wikipedia articles.
So that’s about it in simple terms. It’s based on a number of principles:
People like to be involved in live events even if this is less convenient than watching a recording. (See ‘Eventedness‘)
The format is honest about paying the experts if they want a fee. The $5 format also negates the need for advertising (depending on what platforms are used) or sponsorship.
People like to influence events and have input – in this case via submitting or voting on questions or via the live discussion.
Most people can relate to ‘classic’ nomenclature such as ‘lecture’, ‘expert’ and ‘student’. This is a deliberate choice and has no bearing on the style of pedagogy experts chose.
It allows for huge mainstream lectures and niche ones designed for no more than a few students.
People like to lead up to and away from live events – in this case via the lecture hashtag.
‘Big names’ can chose a big fee or munificence.
in keeping with the LoL principle only lectures that people are truly interested in will run.
Popular lectures are very likely to bring in income for the chosen charities as there is minimal (if any) cost as student numbers increase.
People tend to be more invested in something they have paid for even if the fee is minimal (and incidentally a prime number).
The format encourages both the expert and keen students to promote the lecture.
No knowledge is withheld as all lectures are freely available as recordings.
Anyone can get involved in hashtag discussions.
I’d estimate that a LoLs pilot could initially be developed by stitching together a number of free-to-use platforms. The difficult part is managing the way the money flows around. I suspect a bespoke pilot platform could be put together for less than the cost of developing the materials for a mainstream MOOC.
So, who’s interested? 🙂
P.S. If this got off the ground then I’d form a parallel organisation called the Love of Learning institute ( LoLi – pronounced lolly). This would also be not for profit and would handle any commercial interests in LoLs content. For example a number of LoLs lectures under a given theme could be built into a curriculum structure and accredited. The LoLi protects the tenants of the LoLs and would hopefully feed more money to educational charities.
Working at a large arts focused university and collaborating with colleagues in institutions of various types including Russell-group is giving me a broad insight into the changing character of Higher Education in the UK. A major shift we’ve all witnessed with the introduction of fees is the student-as-consumer effect. We are groping our way towards the American model, discussing the Student Experience but with institutions that are almost entirely structured to deliver curriculum. As Eric Stoller pointed out at the recent Jisc Creativity workshop we don’t have the equivalent of ‘Student Affairs’ in our institutions and anything that isn’t directly aligned with delivering the curriculum is scattered across libraries, academic support, the student union, careers/employability etc.
Treating education as a product is problematic and in the Digital Student Project we are always quick to point out the importance of managing and challenging student’s expectations as well as meeting them. The student-as-consumer effect is usually concerned with the education we provide being, or becoming, ‘product’ – but that’s a mistaken reading of the situation. The real product is employability and by inference the student themselves.
The sadness for me is that while there has always been an element of increasing-your-chances-of-getting-a-decent-job about Higher Education the underlying philosophy remained one of citizenship not economic viability (as discussed in this episode of the Philosophy bites podcast on the Aims of Education). This was even the case when taking so-called vocational courses – the focus was employment but the ideology was predominately educational not economic.
I worry that as a sector we have lost confidence in the value of learning as part of what it means to contribute to society and to become more engaged in the world. I’m not against employability. I can completely understand student’s motivations here and the need for institutions to take some responsibility in supporting them in finding work. My concern is that we are not cutting enough space for students to come to an understanding of themselves as learners and citizens *before* constructing themselves as ‘professionals’. Our preoccupation with the problem of curriculum-as-product has masked the larger problem of student-as-product or ‘entrepreneur’.
Unfortunately I see this being powerfully played out in digital contexts. The potential agency that the Web affords individuals is being co-opted as part of the process of student-as-product. This became clear to me when I contributed to the design of a masters-level module called The Mediated Self at a prestigious UK university. This was an interesting co-design process with a both staff and students contributing ideas. The module was largely going to explore what it meant for the ‘self’ to be mediated on the Web and the students proposed a really strong structure complete with relevant readings and clear themes. I myself had had a fascinating time getting lost in notions of the self by reading a large chunk of Derek Parfit’s Reasons and Persons. My point was that you can always argue about the nature of the self but what’s interesting in a digital context is our ability to manage our ‘self’ in concurrent spaces, the digital and the physical. To me this is an inherently new situation brought about as an effect of the digital being a social space not simply ‘content’.
What struck me in our discussions was that the student’s motivation to learn this type of material was mainly to help them construct a ‘successful’ identity online. Implicit in this motivation was the notion of a hypothetical ‘super-employable professional persona’ which one could somehow work towards or enact online as a self-standing entity. There was a sense that there must be a correct way to ‘be’ online and that this module would help them to uncover this truth as if being-in-the-world was similar to successfully passing an exam. In effect, there was more motivation to mediate a professional persona than there was to develop a ‘self’. Instead of the Web being viewed as a place for ‘becoming’, for self-expression and human connection (ideas my institution really understands the value of) it was being seen as the location to present a perfect model of student-as-employable-product.
The academic staff at the design session were well aware of this and I could tell they would be gently pushing against these narrow motivations in an attempt to help the students come to a deeper understanding of the modules themes. My feeling is that most teaching staff attempt to challenge employability as the be all and end all of education but I fear that as a sector we are amplifying the student-as-product message rather than championing learning as an end in itself. The effect of this will the ‘production’ of students who are adept at modelling ’employability’ but may well lack the depth and agility to make their way in the world beyond economic success. My view is that University should be a place where we enlarge our ‘selves’ through learning. I suggest that as a sector we regain our confidence in the principle that a rich sense-of-self is the single most ‘employable’ attribute individuals can develop.