Last year I wrote a quick post proposing a simple way to manage high level discussions about digital. This came from my involvement in digital strategy discussions which often slid across thematic and organisational areas, ending up with a scattering of actions which looked like a troubleshooting list and a desire to ‘get involved’ with new technology. The framework I jotted down simply proposed that discussions should understand their location within three areas: Digital Culture, Digital Medium, Digital Service.
For a recent talk I was asked to give by the Leadership Foundation on Digital Leadership I refined the framework and illustrated it with categories which sit within each area. I started with three headlines which set the context for the framework:
To harness the digital at an institutional level we have to focus on the present and not place digital in that the-next-big-thing-will-save-us category. Clearly we need to keep an eye on the horizon but I know our students would thank us if we prepared them for the digital ‘now’ not an unknown and variously utopian/dystopian imagined future.
I’ve written about this before but in summary – we need to respond to the digital as one part of the ‘real’ world not as a separate entity. Digital and non-digital activities flow in and out of each other.
It’s an element of almost everything we do and not a viable starting place for a discussion, hence the framework.
Clearly the subcategories are not exhaustive and some of the have an Art and Design twist but I hope they show how the main areas differ. What’s interesting is how decisions in one layer effect activities in the others but as institutions we struggle to make these connections. So for example we might install new technology in the service layer but neglect to discuss how this might affect teaching and learning in the Medium layer. We might make bold assertions in the Culture layer but struggle to understand the implications for the Service layer etc. This is why I think the framework is useful, assuming you can get the right mix of people from across the institution involved in discussions. Before I go any further I’ll quickly describe the layers as I see them:
In a digital context this could simply be IT. It’s the layer students are most likely to comment on if asked about ‘digital’ because when most people think of digital they think the technology itself rather than their practices within digital contexts. If this layer isn’t working then the other two don’t stand a chance. There’s not much point in trying to develop a digital identity if the Wifi is down.
This is where most of our day-to-day activities take place. It’s where the digital has become the location for our work and the place where we connect with each other. This is where the real work of the institution is done, for example, teaching and learning. It’s also the layer which is often least discussed strategically as discussions swing from the need to buy more 3D printers to the risks of Social Media use and not much in between.
These are the high level principles which inform the character and direction of the institution. As is always the case with culture these are often implicit or assumed to be shared values. So, for example, in my institution we have a culture of creativity and the desire to help students develop their own creative practices. How this is expressed in the digital should be an ongoing negotiation. It’s also of note that emerging practices in the digital and new forms of access/connectedness shift culture or call aspects of it into question.
You could take the framework and use it with a second axis such as scale. So we could take teaching as a subject and consider what is needed in Culture, Medium and Service terms, mapped against Individual, Course and Institution. Or to be more specific we might take a particular question from the National Student Survey in the UK such as “My course is intellectually stimulating” and consider what is required to ensure this within that grid. Or we could map against the student journey of Pre-arrival, Induction, First year, Second Year, Third year etc. These are the kind of discussions I’d like to frame at my own institution to develop a better shared understanding of the digital which cuts across traditional structural areas such as IT, Teaching and Learning and Senior Management.
The framework was well received at the Leadership Foundation event I presented at. I hope it proves to be useful. Thanks to the many colleagues who listened to me as I was formulating the framework and offered useful feedback and advice.
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.
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 🙂
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/
Last week I helped to run two Visitors and Residents mapping workshops in the United States. The first one at The New School in New York was in the ‘opportunity to reflect’ mode which we have run with staff and students before. The second one was a new, two day, format designed to inform the direction of Carnegie Mellon and Pittsburgh university libraries.
The mapping process has evolved over the last few years from the reflective activity section of a conference session or workshop to an approach which can inform high level institutional strategy. I see it as a bridge between the realities of day-to-day practice and broader institutional aspirations. The process is ostensibly focused on ‘making visible’ practice that takes place in digital contexts but what we find when exploring this is that we hold a mirror up to the underlying principles and ideology which staff or students ascribe to – the tacit values in an organisation which rarely have an opportunity to surface. So typically participants start by considering technology, then discussing the value of the practices in around the digital, finally moving on to reflecting on the wider aspirations they hold and how these relate to the overall aims of the institution – sometimes this can get quite lively…
The structure of the Carnegie workshop worked along these lines:
Initial discussion (via email) with senior staff to gain a sense of where the organisation (in this case the two sets of libraries) are in terms of the role and values of digital practices.
Day 2: A condensed version of the mapping is run with senior staff, key maps generated during day 1 are discussed, followed by a more general discussion about the implications of what we found during day 1 and overall strategies that could be employed to encourage and support valuable emerging forms of practice.
At Carnegie the most interesting ‘new’ forms of digital practice were around the various ways that the library can engage users via the digital, the focus being on relationships rather than simply broadcasting information (See Donna Lanclos’ post on the workshops).
The roles involved in running the workshop were crucial to its success:
Myself – bringing a broad knowledge of the culture of the Web and the way individuals/institutions have variously attempted to manage or take advantage of this.
Donna Lanclos – from the University of North Carolina, Charlotte bringing in ethnographic expertise which is especially relevant to V&R as it is predicated on the notion of ‘place’
Lynn Silipigni-Connaway – from OCLC bringing in a good understanding of the culture and history of the institutions is question and expertise on academic libraries.
In the UK I could envisage Jisc being in a good position to provide the necessary institutional knowledge and connections.
My favourite part of the workshop on day one is when we bring up some of the V&R maps created in the morning on screen and ask the author of each map to talk us through them. Despite this taking place in quite a large group most people are happy to discuss their practices and significantly they commonly describe *why* there maps are a certain shape and how this relates to the wider work of the department or service they work within. The realities of time, risk and institutional politics come to the fore during the afternoon reflecting the realities of day-to-day work rather than becoming a phantom let’s-all-do-lots-of-social-media event…
Day 2 with the senior managers evolved into a discussion about the best way to facilitate and encourage some of the more engaged digital practices we discovered in day 1. The challenge here being how to institutionally proliferate what are most commonly practices which need to be owned by individuals. For example, abstracting the practice of a member of staff who is using Twitter successfully into a person-neutral model then requiring other staff to enact this hollow model is sure to fail. For me it’s about indicting the value of these individualistic practices for the institution without attempting to corporately own them. Emerging practices need to be shared in a community-of-practice manner by staff who are confident that what they do is credible and valued by the institution but won’t be ‘stolen’ or locked-down by senior folk.
I always enjoy being the eccentric English guy when I visit the States and suspect my accent tends towards the more ‘respectable‘ end of it’s parameters. This trip was intense and jet-laggy but I did learn just how hard you have to work to build trust when you are doing more than facilitating an ‘interesting’ one off workshop.
One effective way to learn is to use Social Media un-sociably. The traditional term for this is Lurking – hanging around a discursive space online without speaking up. It’s an inherently negative sounding term with connotations of voyeurism and surveillance – a fundamental aspect of not being embodied online. For example, if you attend a lecture but don’t ask a question you presumably aren’t Lurking because people can see you?
I’d like to propose the more positive notion of Elegant Lurking. This involves learners following key people in their disciplines (fellow students, ‘thought leaders’ practitioners, academics etc.) within Social Media to tune into the discourses within the subject. Often this is an effective way to discover interesting and valuable sources of information on a topic, especially those in formats which aren’t formally curated anywhere such as blog posts.
The bonus for learners is the additional discussion around these sources which takes place when they are shared. Comment and opinion on the subjects tackled and the relative credibility of the author and/or the material itself are extremely useful when you’re new to a particular area. Elegant Lurkers are critically evaluating the critical evaluation of thinking in their area of study… part of which involves assessing the credibility of the people involved in the discourse.
The value of this mode of engagement has be highlighted by the various Visitors & Residents mapping workshops like the one we recently ran in Galway for Catherine Cronin. It’s common for individuals maps to contain a Resident style platform (Twitter, Facebook etc) in the Visitor side of the map. Often this is because the individual is Elegantly Lurking. They are not yet interested in being visible online in a learning context but they find watching the discourse very useful.
A map from a 1st year Post-grad students in the Arts and Humanities. Note the position of Twitter at the visitor end of the continuum indicating ‘Elegant Lurking’ in a Resident style platform.
All successful Social Media platforms allow for Lurking in some form. It’ allows individuals to tune into the ‘dialect’ of a particular network or community so that when they first decide to say something they’re reasonably confident it will be in an acceptable tone. Some learners will choose never to speak-up though, especially if they are following an intimidating network of venerable ‘thought leaders’ or if they assume they won’t be responded to. Others might find that they gain confidence over time as they come to understand the discourse in greater depth and discover that they do have something to say.
I’ve seen this numerous times where a student or someone new to a field signals that this is the ‘the first time I’ve commented on this’ or ‘I’ve written my first post on this subject and thought you might be interested’. This is an extremely important transition point for a learner from knowledge-consumer to active community member. It’s the point at which they are exploring their ‘voice’ within the discourse.
Supporting students to move towards this transition should be central to the overall trajectory of our pedagogy in more nuanced ways than simply assigning marks to the act of blog posting. Elegant Lurking is an important ingredient in the subtle business of becoming a member of a community.
This also highlights the mercurial nature of what it means to ‘engage’. The Elegant Lurker can be much more engaged than the noisy contributor and not being visible doesn’t mean you aren’t present. I worry that in the race towards quantifying engagement via analytics the more gentle, qualitative modes of engagement such as Elegant Lurking will be overlooked.
In June 2009 the ‘52group’ gathered from across the Higher Education sector to consider the confluence of education and the digital. The result was a position paper entitled ‘Preparing for the postdigital era’. At the time the paper was largely met with a mixture of scepticism and confusion, a common response being “The digital hasn’t been superseded?”. Despite this, over the intervening years the term has slowly gained traction in educational contexts.
To what extent our original paper influenced the recent proliferation of the term is of course not clear but we see the concept being employed in various locations including last year’s SEDA conference: “Opportunities and challenges for academic development in a post-digital age” and a forthcoming conference hosted by Greenwich university: “Flipping the Institution: Higher Education in the Post Digital Age”. There are also numerous examples of the term casually making its way into strategic rhetoric in and around our institutions.
To mark the shift from Digital to Post-digital thinking members of the original ‘52group’ have each revisited the term to consider its definition and relevance five years on. This is my perspective:
I was in a vexed mood when I wrote my ‘Escaping the kingdom of the new’ post reflecting on our Post-digital working paper back in 2009. The edtech community were still in a ‘Web 2.0’ fueled miasma, heralding each digital platform as the next-big-thing. It was a slavish attachment to the ‘new’ that was blind to the simple duplication of existing practice from the analogue to the digital.
Nearly 5 years on the term Post-digital is becoming accepted in Higher Education circles as describing the normalisation of the digital in almost all aspects of activity. Elearning is a good example of this and huge success in some senses. I could prove this, for example, by pulling the plug on any university’s VLE and watching a riot break out. These kinds of tech, those that predominantly use the Web as a means of shuffling content are quickly ‘disappearing into use’. They have become Post-digital precisely because they don’t challenge the underlying way we run our institutions or engage students.
Meanwhile many students themselves struggle to answer the question ‘how do you do the research you need for your assignments’ because for most it’s difficult to imagine the answer could be anything other than ‘Google’. Similarity the incorporation of the Smartphone into the fabric of how students study is already Post-digital to the extent that it’s been described as ‘mundane technology’.
And yet moves to shift pedagogy to more collaborative, peer supported or open models are still met with confusion and trepidation. We have managed to ‘disappear’ much of the technology but predominantly in the service of mediocre models, efficiency and scale (MOOC?). One simple reading of this is that practice evolves at a much slower pace than technology. Another would be that institutions incorporate the ‘new’ only to serve what they already understand.
We appear to have moved from evangelising the new and shiny to using it without question. Perhaps it’s time to reexamine that of the digital which has become ‘post’, to question the embedded and ask if it is pushing boundaries or simply ossifying business-as-usual, petrifying forms of practice we assumed the ‘new’ of digital would disrupt.
More fundamentally the move to the Post-digital is submerging ideology: big-data, search engine optimisation, learner analytics, we-recommend-this-course-based-on-your-previous-attainment-levels etc. The surface this presents is one of apparent neutrality and in our cultural naivety we don’t recognise, or are barred from seeing, that the underlying algorithm has been marinated in a bath of vested interests. The new normalcy of being connected has created a Post-digital environment in which ideology can be embodied in code – a form that most believe to be free of bias.
I believe that in the same way Media Literacy shines a light on the political, cultural and ideological assumptions shot through broadcast media Digital Literacy should make visible the the very same which is crystallised in code. It might be too late though, we may already be completely Post-digital. The code we need to ‘see’ being too many layers down from the shiny surface of the technology we barely think about anymore.
Further reflections on the Post-digital from members of the 52group:
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).
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:
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)
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.
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…
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:
Kids have lost the ability to concentrate
Kids don’t know how to be alone
Kids don’t know how to think deeply anymore
Kids are incapable of reading more than a few sentences at a time
Kids feel alienated, alone and confused
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.