Fighting the Learning Machine

This year’s Designs on eLearning was hosted by the New School in Manhattan. The theme ‘Anxiety and Security’ brought out some challenging thinking, especially in the keynotes which were given by Joel Towers and George Siemens (in the form of a debate) and by Audrey Watters (who posted a full transcript of her talk) on day two. Both keynotes contained much about the role education should play in society and the responsibilities we have as educators to consider ideas of social justice and respect rather than falling into behaviourist modes. This, as Audrey pointed out, is especially important if we work with digital technology because ‘edtech’ emerges  from a behaviourist ideology in which students become dehumanised extensions of a learning machine. This learning machine then becomes complicit in the bolstering of inequalities and a failure to, as George put it, ‘normalise opportunity’. In addition to this a learning machine approach does not equip our students with the ability and resilience to respond to complex problems which should be a central tenet of design education.

A particular angle on some famous complexity
A particular angle on some famous complexity

For me, developing methods of approaching complex problems as networks of practitioners demands creativity but this is then inherently in tension with what can be the ‘learning machine’ drive underpinning our institutions. The easy way to respond to this is with an ironic smile and a quasi-academic shrug. What can we do when our institutions that purport to support creativity and individuality have to run at a scale which makes the learning machine approach look like a neat ‘solution’?

One response beyond a shrug is to respond, as I believe many of the delegates at DeL did, by realising that we won’t solve these problems but that we can push back against them. For me this isn’t an either/or situation. We do need machines and algorithms to work at a scale which helps to ‘normalise opportunity’ but we also need approaches based on becoming and belonging. For example, we need to be able to upload assignments and track feedback but we also need to create moments of human connection, reflection and discourse. The digital can support both these elements of what it means to be a successful and meaningful university. Nevertheless many people want, or think of, the digital to be one or the other – a corporate machine of efficiency or an ecology of connections.

'Order' also has value
‘Order’ also has value – smashing the system is not the aim.

My view is that we do need to fight to provide more than a learning machine as the instrumental aspects of our institutions are hard wired to perpetuate (often in response to external factors) while the more humane side suffers unless we constantly advocate for it. What’s important is that this fight is not seen as an attempt to smash-the-system but rather a desire to enrich and extend what we provide to support an ideology of design and creativity which we all claim to believe in.

My hope is that we can continue to develop DeL as a space where we can facilitate this kind of discourse. The digital is quickly becoming the context where important questions about the value and nature of our work as educators are discussed – questions which perhaps struggle to find a home elsewhere? I got the sense that the delegates at DeL knew they could ‘make the tech do what they wanted’ which has shifted us towards asking: what do we want?  who is this for? and what are our responsibilities?  

Visitors & Residents – navigate the mapping

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.

Coalescent spaces

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.

spacesA1

My view (if we exclude digital tools for a moment) is more along these lines:

spacesA2

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:

spacesB

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.

 

Love of Learning society

An online society open to all dedicated to the pursuit of knowledge and the love of learning.

“For the LoL”

This is an idea that was developed with the help of Simon Thomson at the Jisc Creativity Workshop run by Lawrie Phipps.

CC - https://www.flickr.com/photos/pollyann/329186325
CC – https://www.flickr.com/photos/pollyann/329186325

The LoLs 10 Tenets:

  1. Not for profit
  2. No credentials or qualifications given or required
  3. 100% online
  4. $5 lecture fee
  5. All lectures happen live with no limit on the number of students
  6. All lectures to be funded in a ‘kickstarter’ style with visible speaker fee
  7. Anyone can run a lecture as an expert
  8. 50% of lecture running time to be Q&A/discussion with questions chosen by the students
  9. All sessions released as a recording under an open, noncommercial license
  10. 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:

  • Subject focus
  • 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:

  1. Become a member of the society by signing up to the LoLs platform.
  2. 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.)
  3. 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.
  4. 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.
  5. If the minimum funding level is reached they receive a reminder of the lecture time and an access code of some sort.
  6. 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.
  7. 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.
  8. Exactly on time the platform shuts down the lecture with extreme prejudice (automatically 🙂
  9. The video feed is then placed on YouTube or a similar channel under an open, non-commercial license.
  10. Discussion can continue on the hashtag.
  11. Participants can rate the lecture and the expert within limited LoLs criteria.

LoLs expert (eLoL) journey:

  1. Become a member of the society by signing up to the LoLs platform.
  2. 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.
  3. 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
  4. The expert can mark what they think are good questions with an expert tag during the voting process but can’t create questions.
  5. The expert might join in the hashtag based discussion.
  6. They may also promote the lecture via their networks to ensure it reaches the minimum funding level.
  7. 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.
  8. 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.
  9. 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.

Connection and anxiety

As I hinted at in my (Re)humanising eLearning post I directed a group performance entitled “A performance of connection and anxiety” as part of my Spotlight Stage session at Online Educa. The audience played the part of first year undergraduates while I represented ‘the institution’ in all its various forms. This involved everyone standing up, putting their hand on the next person’s shoulder and closing their eyes (100+ people seemed surprisingly willing to enter into this piece of shared theater).

Connection
Photograph by David Ausserhofer, Mark Bollhorst and Maren Strehlau. All copyrights by ICWE GmbH. CC 2.0 Germany

As I’d hoped this created a certain frisson in the room and when we remained silent for about 15 seconds that strange feeling of togetherness started to grow despite most of the audience being strangers to one other. I then circulated round the room ‘selecting’ individuals by tapping them on the shoulder while they had their eyes closed, representing the moments they might be ‘chosen’ or engaged with by your institution in some way.

Discussing this with people afterwards some commented that they had hoped to be chosen but they didn’t know why as I hadn’t explained what the implications would be. Others hoped not to be chosen but overall there was a healthy tension in the room – I like to think of this as the ‘good’ form of anxiety.

When I asked everyone to open their eyes and sit down if they hadn’t  been selected many people were looking around to see who the chosen few were. At this point I admitted that I hadn’t chosen anyone which fortunately got a laugh (possibly of relief :).

Overall it did feel like we’d all shared in a specific moment of connection and one, as I outline in the original post, which worked between strangers because we were physically co-present. Gaining that sense of connection online requires more up-front identity work but I believe it’s crucial if we see the value of the digital as a place we can learn together.

The three key areas I proposed for consideration to create connection online and rehumanise elearning were:

1. Spaces
Think of and use the digital as a series of spaces or places where individuals can be co-present and connected. (rather than just a mechanism to broadcast content)

2. Eventedness
Design in synchronous moments or ‘events’ online. This helps to create a feeling of belonging and that ‘I was there’ factor. The technology to support this is now pretty reliable.

3. Conversation at scale
Design mechanisms for discourse to take place at scale. Hashtags, commenting, shared postings, crowd-sourcing, editathons etc. This is the area which we are least adept at but I believe the technology is now in place to support conversation at scale if we can design our teaching to take advantage of it.

All of the above are underpinned by individual’s developing an online presence and identity. Something which is central to almost all Digital Literacy frameworks but which we often don’t prioritise when supporting our students and/or staff.

(Re)humanising eLearning

For my ‘Spotlight stage’ session at Online Educa (15:35 on Thursday 4th) I’m  exploring ‘Re-humanising eLearning’. This is a theme very much inspired by Catherine Cronin’s keynote at ALT-C this year in which she spoke, among other things, about the value of online identity and open practice.

When I’ve mentioned the theme of Re-humanising eLearning to colleagues many of them suggested that eLearning was never particularly ‘human’ in the first place. This is a reasonable, if disappointing, comment. Nevertheless, take a look at almost any Digital Literacy framework and it will have the distinctly human (in that it is about the ‘self’) concept of a Digital Identity highlighted in it somewhere. In my favourite framework/hierarchy from Helen Beetham and Rhona Sharpe Digital Identity is the apex of digital capability.

Yet the primary experience and conception of eLearning for most learners is based around receiving a bunch of content that has been placed into a curricular structure somewhere online. No need for an identity in this scenario, just anonymously grab what you need to get your work done.

In my session at Educa I’m going to highlight how the efficiency and flexibility of this impersonal form of eLearning risks holding students at arms length. This is especially the case those who have many calls on their time (work, childcare etc.) and can’t make it to face-to-face sessions or have chosen predominantly online forms of learning to fit around other activities.  In this scenario it’s crucial that the digital becomes a humane learning space in which a sense of ‘togetherness’ can grow.

What interest me is how meeting in physical locations has an automatic feeling of togetherness built in, we feel we are sharing an experience without having to ‘know’ the other people in the room (a trip to the cinema is a good example of this). The very fact everyone has chosen to turn up to the event/session/lecture shows a common purpose. (I’m planning a little shared performance which involves the whole room in my Educa session to prove this point… See http://daveowhite.com/perfomance)

Online it’s a different story, when we move to predominantly text based environments we have to project our identity before we can interact or feel a sense of connection. What good would Twitter or Facebook be if we didn’t know who was talking/posting, if the screen way just a series of sentences with no attribution?

Identity and self expression are writ large in my mapping of ‘digital capabilities’ on to my 3 category model of digital engagement (see Breaking down digital).

I’m not sure I’ve captured everything I need to here but I’m confident that as soon as we move towards the Resident/Spaces end of the continuum we are engaging, however minimally, in forms of self-expression which leads to the projection of identity.  It could be argued that it works along these lines:

Technology (and the people in it) fosters agency > forms of self-expression > formation of identity > increased agency > and so on…
(note: should make this into a looping diagram)

So in a digital context identity and self-expression are crucial to becoming and belonging, whereas in face-to-face scenarios some ‘togetherness’ can be felt without identity. Those who are fortunate enough to be able to regularity attend face-to-face sessions are likely to feel connected to their learning and their institution; to engender this online requires more explicit fostering of identity and expression.

At this point we could switch ‘digital’ for ‘higher education’ and the principle still fits. The digital in this case is simply a mirror for what I believe to be the overall point of higher education – to encourage and challenge students to nurture their identities as legitimate participants within their field of study. They arrive with a delicate sense of who they are in the world and leave with purpose and a solid sense of self…

Lonely Natives?

I stumbled across a piece by Lauren Laverne on the Guardian website this weekend in which she unquestioningly evoked the idea of Digital Natives and Immigrants (which appears to have been largely drawn from Michael Harris’s The End of Absence).

“Anyone born after 1985 is a ‘digital native’”

Alone
CC – Lee Haywood https://www.flickr.com/photos/leehaywood/6563902327

What interested me was that her interpretation of the concept was social rather than technical. Launching from her feeling that the best new music ‘sounds lonely’ inspite of the connectivity of the Web Lauren describes the manner in which the Web and Social Media have led to a generation that know little of solitude or unconnected moments. This is in contrast to her childhood in a pre-digital era in which she regularly experienced many moments of being ‘alone’. This, she claims, allowed for more reflection and perhaps an opportunity to build a sense of self in a way the Web has forced into cultural extinction.

What intrigued me was that she in no way claimed that her generation used Social Media any less than ‘the kids’ or that the ‘the kids’ were any more adept than she was at living via digital means. The influence of the digital is being framed here as entirely social, not technical. This, for me, is more evidence that we are becoming Postdigital, wherein the digital permeates everything so the focus shifts back to the human. For example now that all phones are an anonymous slab of screen and ‘everyone’ owns one we can see past the tech to sociocultural effects. This is not to say that the drive of the ‘Natives’ argument isn’t unhelpful bunkum (As highlighted by Josie Fraser in a recent post) – beyond “kids naturally ‘get’ technology” classics include:

  1. Kids have lost the ability to concentrate
  2. Kids don’t know how to be alone
  3. Kids don’t know how to think deeply anymore
  4. Kids are incapable of reading more than a few sentences at a time
  5. Kids feel alienated, alone and confused
  6. Kids are losing their moral compass

…because of the Web…

Swap ‘Web’ with ‘comics’, ‘pop music’, ‘TV’, ‘videos’ or ‘videos games’ and these statements can be applied to the ‘youth’ generation at any point since 1945. Everyone loves a generation gap…

The truth is that people like connecting to each other by any means possible so of course if there is an opportunity to feel that delicate sense of connection and belonging we will take it. That’s why the humble telephone became so popular and it’s why Social Media exists. Solitude is a subtle discipline and one which may need to be learnt now that it isn’t foisted upon us by a lack of connectivity. Even so, are older folk any better at taking timeout than the kids and was my generation any less alienated or distracted than today’s youngsters? I doubt it.

#Digitell Identity

It was lovely to be invited to speak alongside Christian Payne (@Documentally) at the Digitell symposium held at The University of the Arts London. The focus of the student run event was digital identity, one of the themes students had highlighted out of a community of practice supported by the Jisc funded ‘DIAL’ project and CLTAD.

So I rolled up my thinking-sleeves and considered the way identity functions in the creative arts… The result was a talk which included DuchampAbramović and Banksy. Obviously it’s a complex subject and many have been lost down the rabbit-hole of identity but I gave it my best shot.

Marcel was ere
Found by @otheragent in the toilets at Chelsea college of art during digitell.

With Fountain Duchamp shifted the emphasis away from the artist as sole generator of meaning but the effect of this move to the conceptual appears to have put more rather than less focus on the identity of the artist. If the art is a found object we want to know even more about what the artist was thinking and ‘who they are’. The work/piece and the identity of the artist are inextricably linked. Abramović’s The Artist is Present is the absolute extreme of this, she is both her ‘self’ and a found object. I finished this section of the talk by pointing out that a Banksy piece is valuable because of its attachment to ‘Bansky’ as an identity even though he/she is anonymous. Even when the identity of the creator is not known it is still  a powerful influence on the way we interpret and receive the work.

My overall point here is that people are fascinated by people and most work, artistic or otherwise, is an expression of identity in some form. To my mind ‘identity’ is a proxy for ‘humanness’.

In digital contexts I suggested that there are two major ways of realising an identity online:

  1. Identity embodied through works (Abramović being the most pointed example).

Rather than being present directly online in social media or similar spaces individuals can express themselves through objects/work they have created. This is where the notion of the Web as a ‘Shop Window’ works well (see my Breaking Down Digital post). This form of online identity only functions when the work is created in an ‘I made this’ mode. Obviously this is closely aligned with the creative arts but I’d argue that anyone who has written an academic paper for example is doing the same thing. Our online identity is the sum of what we post and what is posted about us. This includes anything that has our name/pseudonym linked to it. The significant point here is that there is little desire for visible discourse online around the work by those posting it. The way to connect is likely to be ‘email me if you are interested’ or similar.

  1. Identity expressed through discourse

This is where the Web is a series of spaces where we can be co-present with others, where thoughts are expressed with the expectation of response. Identity in this mode is more directly linked to a notion of the individual’s persona and presence rather than mediated or expressed through ‘finished’ work. This is likely to involve real-time or nearly-real-time discourse and connection with those around them. This is the highly Resident form of online identity of which Christian Payne was a great example. While identity embodied via work is likely to be focused on finding an audience identity expressed through discourse it likely to be about building networks and communities.

An interesting overlap between these forms of identity is the opportunity to reveal aspects of the process involved in heading towards a finished piece of work and seek comment/input.  This is one of the most powerful and potentially rewarding ways of operating and being present online and acts as a good transition between ‘Shop Window’ and more Resident forms of engagement.

I finished by suggesting that one of the advantages of a digital identity is that we can shape, nurture and control it to a certain extent. We can decide who-we-are online but only if we have a clear idea of what we are trying to achieve.  Christian then went on to challenge this perspective by describing how his online identity was owned/mediated  by the people who engage with him – he didn’t control the interpretation of his identity. (a statement which @otheragent pointed out echoes the notion of the art coefficient — the difference between what the artist intended and how the world interprets it)

In the panel session we went on to discuss a broad range of topics including authenticity and value. What interested me most in the discussion was that while Christian felt authenticity was important in online identity he does chose what to post and what not to post, thereby controlling his identity with great nuance without necessarily being inauthentic. Personally I’m not sure what authenticity is but that’s a different rabbit hole…

Thanks to Kimberly Cunningham, Joe Easeman and Chris Follows for running such great event.

Digitell B1NQm8YIQAE0wdM

Visitors and Residents mapping process: the video

This is a video of the mapping process which we first piloted at Educause last year. It’s designed to help you explore and reflect upon how you engage with the digital environment and then investigate how your students/users/staff engage with what you provide. Feel free to use the video to help plan your own mapping session and let me know how you get on. The video is CC licensed so it’s ok to embed it into your work/courses directly with an attribution if that’s helpful.


Firstly, I should apologise for my appalling handwriting in the video. I hope that the gesturing opportunities of the whiteboard outweigh the lack of legibility. As a back-up I have included the two maps I draw in the video in digital form at the end of this post.

This video has been created for ‘The Challenges of Residency’ project I’m piloting as academic lead for the Higher Education Academy. The project is exploring the way Resident forms of practice might differ across disciplines. A larger call for that project will be coming out in the autumn, so if you are interested and UK based keep an eye out for it.

As mentioned in the video the mapping process is an output of the Jisc funded ‘Digital Visitors and Residents’ project which is a collaboration between Jisc, Oxford, OCLC and the University of North Carolina, Charlotte. The Jisc project has run the mapping process a number of times face-to-face in the US and the UK, with design sessions planned for a library focused ‘infokit’ on V&R being run at SUNYLA and ALA. The video will hopefully become part of that infokit, recontexualised to shift the emphasis toward information seeking.

In conjunction with this we are going to use the mapping process in a course we are developing with Jisc Netskills based around V&R. The course is designed to help higher education teaching practitioners explore and possibly incorporate Resident forms of practice into their work.

In the video I also make a passing reference to some work facilitated by Alan Cann at Leicester who used the V&R continuum to map the preferred modes of engagement of a complete cohort of students.

The process itself is in three parts:

  1. Map your personal engagement with the digital environment
    This is a good way to tune-in to the issues and will make visible how Visitor or Resident you generally are in different contexts.
  2. Map how you think your students/users/staff engage with what you provide
    This can include your practice online (teaching, support, information provision etc) or the services you provide in terms of platforms (VLEs, catalogues etc). In most cases your practice and the service you provide will be interwoven.
  3. Gather a small group of students/users/staff and ask them to map how they engage with what you provide

Depending on your role you may find large overlaps between maps 1 and 2. The overall aim here is to compare maps 2 and 3 to explore where expectations are being met or are being miss-interpreted. As I mention in the video discussions around the process tend to move from a technology focus to the underlying motivations and attitudes which inform the modes of engagement employed online. I think this is the strength of the process as it helps to avoid the technology-as-solution approach and instead focuses on practice and what it means in a range of contexts or online ‘places’.

For more information on Visitors and Residents:

  • The original video outlining the V&R idea and continuum
  • Our paper on Visitors and Residents for First Monday
  • The progress report of the Digital Visitors and Residents project (pdf)

Or you can contact me at david.white at conted.ox.ac.uk

More legible versions of the maps I create in the video:

My personal map (with a little more detail):

Personal map

My map of how I imagine students engage with what I provide online

Student map