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.
This is an idea I’ve been musing over for a while and regularly encounter in different contexts. The phrase ‘Think Less – Find More’ is my suggested strap line for Google search as it’s essentially what they are selling. Obviously this isn’t how they market their search service but it is in essence the message they are giving to users. The evolution from keyword to natural language searching and the increasing use of user data to tailor results is part of a drive towards answering (in part) your information ‘needs’ before you even know you have them (I’m thinking of Google Now here).
In the Visitors and Residents research project one of the questions we asked participants (students ranging from late-stage secondary school all the way through university) was “If you had a magic wand what would be the ideal thing you’d want to help you learn”. A common answer could be characterised as “Something which highlighted the best information and the right answers”. For example one student described a library type scenario in which the most useful books would glow in response to a question.
Unknowingly to our participants what many of these responses boiled down to was “I’d like Google to work perfectly” by which they meant that the top search results would be ‘correct’ so they wouldn’t have to spend time evaluating them or cross checking. So what we might describe as the process of research (evaluating and synthesising a range of sources into a cogent narrative or argument) they were thinking of as ‘what you have to do because the technology doesn’t quite work properly yet’. They had been sold Think Less – Find More.
I’m not saying that Google is evil or that these students were misguided, my point is that this is the culture we need to respond to in education. Our pedagogy is still based in Dewey Decimal times while our students (and staff) are actually operating in a radically different knowledge environment. If we take into account the Think Less – Find More culture shift this is a huge opportunity for us as educators. Google allows us to shift from knowledge transfer mode and concentrate on helping students to develop their ability to think. How we managed to create an education system which doesn’t have this as its central tenant is a mystery to me…
If we redesign teaching incorporating the Web we will be nurturing agile and powerful thinkers who can build on the power of abundant information rather than leaving them to worry that going online is tantamount to ‘cheating’.
I talk about Think-Less Find More and ‘Currencies of Credibility’ in this 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:
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.
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.
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’.
In Don DeLillo’s novel White Noise Jack and Murray, two academics, take a trip to see The Most Photographed Barn in America. On arriving there are indeed many people taking photographs. The academics stand to one side, Murray theorising about the meaning of this process while the Jack remains steadfastly silent.
I was reminded of this passage when I visited the Sagrada Família in Barcelona. Almost all of the visitors were capturing images of the building on a variety of digital devices. Why were they doing this when the web is already abundant with equivalent images? For me Murray’s postulating in White Noise has the answer:
“We’re not here to capture an image, we’re here to maintain one. Every photograph reinforces the aura. Can you feel it, Jack? An accumulation of nameless energies.”
How many of those pictures of Gaudi’s cathedral will remain perfectly stored in the digital purgatory of a never accessed memory card? Not that this matters because the point is not the image itself but the act of capturing the image. The object gains authority in proportion to this act and as tourists we were happy to reinforce the building’s authenticity by taking part in the collective theatre of imaging. The principal factor being that the object of our capturing was easy to find because it resides in a fixed location which is relatively straightforward for a great number of people to visit.
The Social Web allows us to objectify ourselves in a similar manner. We can post aspects of our lives and identity online which remain in a fixed location and are relatively easy for a great number of people to visit. These representations take the form of Social Media profiles and postings, images, videos and comments. We create this presence for others to capture, the elegance of the Social Web being its ability to quantify the act of capturing. Each imaging is collated and displayed: hits, views, likes, retweets, comments, followers, friends. The higher the number the more authentic we become. We reside online and retain a presence beyond our live engagement. We have become the barn, available to be capture-constructed around the clock. The danger if we come to rely on defining ourselves in this manner…
“Nobody sees the barn anymore,” he said finally.
A long silence followed.
“Once you’ve seen signs about the barn, it becomes impossible to see the barn.”
As the IT director for Sainsburys pointed out at BETT a couple of weeks ago ‘self-service’ caused a revolution in retail during the 20th century. It allowed for greater choice, efficiency and of course scale. It put the ‘super’ in supermarket in the same way that the web has put the (potential) ‘massive’ into MOOC.
At first glance the current wave of publicity-garnering MOOCs appear to be the equivalent of self-service education. Big out-of-town locations for education with an increasing range of products that you are free to browse at leisure.
Pick a product and pay for accreditation as you pass through the tills…
This perhaps is a little disingenuous though as there is more effort required than simply putting a course in your basket to gain validation. Automated testing and peer assessment are legitimate ways of assessing levels of knowledge and, if properly designed, increasing understanding. This is the real challenge for MOOCs, as it is for any course; how can we encourage students to think? How do we best mix the ingredients we have available to increase the chances that those engaging with our courses will finish them with *both* increased knowledge and increased understanding? – I hope we can all agree that teaching with a view to increasing understanding is a large part of what higher education institutions are for(?)
I have heard teaching described as ‘what you have to do because there are more of them than there are of you’, it’s inherently about dealing with scale. In this sense many of the pedagogical challenges faced by the designers of MOOCs are the same as those to be found in face-to-face or non-massive courses. The danger though is that xMOOC style self-service education favours those who already equipped with the intellectual and academic techniques required to interrogate a subject. How do we encourage those who don’t have the necessary higher-education ‘literacies’ to wade through swathes of video lectures and online resources? One answer is already hiding in the MOOC format: the ‘event’.
MOOCs generally have a start and finish date which makes them a form of slow-burn event. Even though the web has an always-on, always-connected, constant-flow paradigm it is still largely event driven. We are drawn to specific moments in time which act as way-points in the ceaseless river of information and social noise. MOOCs are useful island in this river with a beginning, middle and end, a simple narrative we can organise around and hopefully contribute to even if we don’t choose to listen to the whole story. The principle of the event can be taken further though as I believe it is highly compelling, especially in an online context. This is what I’m focusing on with the new Oxford Connect format.
Educators and technologists have become adept at putting-the-curriculum-online but we have yet to master the nuances of the live event outside of the lecture theatre. Pi Day Live, the pilot event for Oxford Connect, is designed to be a moment in time where hundreds of participants gather online to take part in collective activity. It will be highly ‘Evented’ (an idea originally attached to ‘virtual worlds’ but which is broadly applicable), encouraging participants to be as Resident as possible for a short period. My hope is that in time this live format will become a valuable way of communicating ideas, concepts and research from Oxford. I envisage this format being used as part of large-scale online courses, incorporating the fellowship of live events to support communities of learners and to act as milestones in a larger pedagogical structure.
Perhaps the live event is what is missing from xMOOCs and the expertise of the connectivists is what’s needed to counter a self-service mentality which disenfranchises those without with the literacies required to go-it-alone in online learning?
I was reminded by the writings of King Solomon of an idea I had a few years ago but neglected to write down. In Ecclesiastes he draws a picture of the never-ending cycles of life which could be seen as having a beautiful balance and harmony but perhaps more commonly as acting like a monotonous cage.
The sun rises and the sun sets, and hurries back to where it rises. The wind blows to the south and turns to the north; round and round it goes, ever returning on its course. All streams flow into the sea, yet the sea is never full. To the place the streams come from, there they return again. All things are wearisome, more than one can say. The eye never has enough of seeing, nor the ear its fill of hearing. What has been will be again, what has been done will be done again; there is nothing new under the sun.
Certainly my recent experience online has felt like being trapped in a loop. I have been on/in Twitter for about five years now and most of what I see sailing past about education and/or technology appears to me to be a rehash of ideas I heard in previous years. Similarly in the land of shiny-tech there seems to have been very little of interest. It’s all higher rez, faster and thinner but in essence it’s not moving on. Witness the bored response to the latest iPhone. It’s as if we greedily consumed technology, are now feeling queasy and couldn’t possibly consume another Smartphone. We talk of elegant consumption but it feels bloated to me. Where has the dynamic, frontier-like web gone? Am I suddenly too old to ‘see’ the leading edge or is a large part of what happens online just the passive reception of main-stream media?
I worked on digital projects for the BBC at the turn of the century. Back then us young-guns felt as if we were on the verge of something genuinely new – outside of the loop (we were enthusiastic and a little naive). Looking back now it appears that the moment the iPlayer started to work smoothly the BBC stepped away from Social Media engagement and many there heaved a huge sigh of relief when they realised that ‘online’ could be used to distribute TV and Radio. Despite the promise of the web are we trapped in our classic producer-consumer cycle? Perhaps advertising a hash-tag at the start of a programme is all that is needed, maybe that’s what taking-part was always going to mean? The truth is that there are very few people out there with something to say and the skills to express it, those that do are quickly assimilated into a broadcast mindset. Beyond 150 people it’s all celebrity and performance?
This is all surface though and the reality, as ever, is far more complex than my rant. There are fascinating and disruptive things happing out there in the unpredictable currents of the tide fight where society and tech wrestle. Our immediate perspective is often of a Solomon’s recursive loop but if we know how to ‘see’ rather than to just look we gain a much more interesting view.
I think of socio-technical phenomenon as a helix. Viewed with an end-on limited perspective everything appears to be travelling repetitively around the same loop, it appears to be a closed circle but if we put more effort into seeing beyond the surface, into new methods of data collection and analysis, we can gain a side view, revealing a helix. This perspective shows us a slow but powerful movement forward. Often though, we are so trapped in the loop of the ever-new present that this progression is only seen in hindsight. Getting past the upgrade-now, 10 tips for teaching with iPads, HD, 3D, faster, better, stronger noise of the loop – sidestepping it if you like and seeing the real morphing/evolution of science and society is, for me, what higher education should be all about.
The single biggest factor that can give us the side-on perspective is the ability to critique and to ask pertinent questions. It’s the role of education to equip students with this ability to ask questions rather than to only seek the answers to questions posed by others. Historically the effort required to seek-out answers encouraged students to ask additional questions of their own but now we can find answers online so efficiently we don’t have to engage in critical thinking. Generally these answers are correct and appropriate – this is an issue which is more fundamental than ‘quality’ or ‘validity’, it’s part of a paradigm shift in what in means to ‘know’.
I joked that Google’s strap-line should be “Think Less – Find More”. I’m finding that idea less and less amusing, especially after seeing Google Now which is the current apex of not-thinking tech. I’m not against instant access to answers or technology that makes our lives ‘easier’, what I do want though is pedagogy that equips students from an early age with the ability to question the answers thrown back by this kind of tech. The huge cognitive offsetting the web offers us creates a space in which we should be able to ask more and better questions and yet our pedagogy and our assessment is still focused largely on answers until around second year of university (if you are lucky).
‘Bring Your Own Device’ or ‘Smuggle-in Your Own Device’ ensures that students are taking advantage of the cognitive offsetting of the web, it’s time to accept this and take-up the slack. Our Visitors and Residents project is finding that the digital literacies students develop at Secondary/High school are taken through well into university. We haven’t interviewed students younger than 17 years-old but I suspect that the digital literacies (and in some cases the critical literacies) of a 9 year-old are similar to those of a first-year undergraduate. As educators we have to teach critical thinking at a much earlier age otherwise students will be trapped in the highly pervasive info-factory of the web. Yes they will be able to find correct answers but will they be capable of questioning the loop conveniently designed around them (whether well meaning or not) from about the age of 8 by Google, Facebook and the like?
This brings me to the knotty problem of serendipity which as been bothering me for some time. It’s not possible to capture it’s essence without it slipping through your fingers. It is in this regard nicely Truth and Beauty in a romantic, dreaming-spires kind of a way and generally a bit of a headache for those outside of the social sciences and humanities. Proponents of the importance of serendipity such as Aleks Krotoski make the crucial point that the individual has to have the ability to be able to recognise the moment it happens (or the moment of potential). In other words they need to be able to bridge two apparently unrelated pieces of information and “…have the creativity to do something new with them” (Here I am talking about the individuals role in taking advantage of putative serendipity rather than technologies possible role in increasing the potential for serendipity to take place) . I now think of the moment of serendipity as jumping sections of the helix. It’s a transverse movement across the traditional corrals of understanding.
If the helix is imagined as a spiral staircase then those that can ‘see’ serendipitous moments have the ability to jump beyond their floor and leap multiple storeys in a single bound. Not only can they make this leap but they have the perspective to see the distance they have travelled. I would argue that this is unlikely to happen if the individual has been educated to only find answers to questions set by others.
In this era of instant answers where technology (or the business model of those providing the technology) is winding the loop around us ever tighter I’m pro equipping our students with the ability to make serendipitous leaps. I’m for stretching the helix so that each turn pushes us further. We need to promote critical pedagogies which put pressure on students to ask questions. Questions that gain perspectives beyond recursive consumption. Instead of falling into “Think Less – Find More” we should be encouraging our students to be suspicious of the loop, to be anxious to make leaps, and hopefully to “Question More – See Further”.
In a discussion with Lawrie Phipps (@Lawrie) I was reminded of something I was thinking about last year around the advantages of not quite real-time (NQRT). It’s one of the few genuinely unique affordances of the web. Asynchronous communication has been with us since cave painting and synchronous since two people first clapped eyes on each other. What is relatively new is the cultural acceptability of having anywhere between 10 seconds and 10 hours between contributions to a discussion or conversation (although between 10 seconds and around 5 minutes is the more interesting time-frame).
I’m thinking here about ‘Instant’ messaging, a Twitter stream, a Facebook wall and even ‘rapid’ emailing or forum posting. For example, I can receive a text message in Skype, check the web for information or speak to a colleague in the room and then respond. It’s powerful because it doesn’t demand the immediate attention of a f2f encounter or a ringing phone and it also gives me time to gather my thoughts/cross check information.
Not quite real-time is the main reason why most people are wittier, cleverer and all together more attractive online than they are f2f (note, I say ‘are’ not ‘appear to be’ – the web is real and so are the things that happen there…). It’s also a key reason why more people are comfortable to be perfomative on Facebook walls and in Twitter streams i.e. visible social interaction. This is a communication mode in which we feel a sense of interpersonal connection but also have some level of control over pace/timing. It’s a powerful because it’s social but doesn’t aggressively demand attention. This is why text will always be the dominant visible form of communication online and why many of us chose to not put our cameras on when Skyping.
The downside of NQRT is when it’s used as part of a focused event or discussion with more than two participants. In these cases the pace tends to increase rapidly until NQRT becomes achingly close to f2f speeds (4 seconds is about the maximum time between responses in a f2f conversion ) and the thinking-time gaps are crushed. When this happens the quickest thinkers and fastest typists win-out (or those who have pre-prepared text which they paste in…). This is why text-chats are often feel so exclusive, especially in an educational context – the usual suspects take the floor. It could be one of the many modes of engagement which erode when shifted from a personal to an institutional context?
It would be fascinating to study the nature of NQRT communications because it appears to be unique to the web and a relatively new cultural phenomenon. What is effect of NQRT on maintaining relationships and/or supporting communities? Is it a more inclusive form because it levels out the playing field and those who like to muse before expressing themselves can be part of the flow or is it fated to always speed-up and lose its advantages as soon as a discussion becomes interesting? It’s certainly something that warrants research, assuming a practical methodology could be developed…
Last week I was involved in the ‘New Places to Learn’ HEA event held at the Said Business School in Oxford. The focus of the event was Flexible Learning and online Residency. It was my job to frame the day by laying out the Visitors and Residents metaphor and encourage the participants to consider the relevance of the Resident end of the continuum.
It’s a complex area and one which the HE sector is only just beginning to consider properly. It’s not clear where the boundaries lie (or even if there should be boundaries) in terms of ownership, roles and time.
What is becoming clear, as mentioned by Alison Le Cornu, is the cultural shift away from the institution and towards the individual. With the erosion of the job-for-life principle our learning and professional progression is rarely framed by a single institution. Over time we are likely to become temporarily tethered to a sequence of institutions or to clusters of institutions. Any continuity is likely to be provided by our activity or presence online, the web providing the meta-place in which, to a certain extent, all the institutions we encounter exist. The continuity I’m referring to goes beyond the notion of the CV or even the ePortfolio, it includes the knowledge we produce and the communities/networks we belong to. The web allows the individual, beyond the institution, to become the hub that knowledge and value clusters around. Our relationships with institutions lend weight to the knowledge we produce and to our influence, but they no longer own those aspects of our persona as wholly as they used to. As an example consider the movers and shakers in the field of Edtech – do they mainly blog under an institutional banner or as ‘themselves’?
This has always been the case for the high-flyers or the ‘thought leaders’ in many fields but the ubiquity of the web is giving those of us in more humble positions the opportunity to operate beyond the institution.
Will this be the predominant professional and learning mode-of-operation in the near future?
Those promoting Digital Literacies as more than a simple set of skills, such as JISC, certainly seem to think so. Their descriptions of ‘Digital Literacies’ often incorporate words like ‘professional, ‘lifelong’ and ‘personal’ in the same sentence. This broad remit which has been fostered by the social-web is also reflected in many of the graduate attributes universities aspire towards. For example, Brookes University talks of graduates ‘…engaging productively in relevant online communities’ while Southampton University promotes the importance of using technology ‘…to work, research, learn and influence others in an increasingly digital world’. In my talk at New Places to Learn I proposed that to gain these ‘attributes’ individuals would increasingly need to engage with the web in a Resident as well as a Visitor mode.
At the event Dave Cormier proposed that the role of education should be to equip learners with the ability to cope with uncertainty, that we should be encouraging agile, innovative thinkers who can move and create in rapidly changing sectors. He suggested that having a ‘Resident’ approach online is now an important element of that agility.
It could be the case that building an extra-institutional persona and engaging with professional communities online is a good way to respond to increasing uncertainty? Is a Resident approach an opportunity for individuals to become more resilient at a time when institutions are becoming less so?
Even if this is the case many find being visible in their practice online stressful. Reflecting on her own teaching practice Lindsay Jordan highlighted that moving students from a Visitor to a more Resident mode online is often a painful process. She spoke of how distressing encouraging her students to start sharing in an open manner via blogging was – distressing both for her and for them.
Alan Cann spoke about his use of Google+ with students and showed that although they all had profiles on the platform their modes of engagement were actually spread evenly along the Visitor Resident continuum. It was clear that some students were tentative about sharing their thoughts and themselves online and engaged only because activity within the social media platform was being assessed. As a sector we struggle to engage students at the Resident end of the continuum and haven’t yet found elegant ways of activating learner-owned-literacies in an institutional context.
Last year I blogged about how I felt education should make us anxious. It’s a fine line to tread but I think it’s the role of the educator to push learners in this way. This is what Lindsay has been doing and it sounded like a tough but ultimately rewarding journey. If we are going to equip learners to live and learn in an uncertain world it will surely involve a certain amount of pain and anxiety?
While I don’t think that a Resident mode of engagement is ‘better’ than a Visitor mode I am beginning to realise its importance in equipping individuals to become resilient beyond a single role or institution. Moving is always a painful process and this holds true when we move to inhabit ‘places’ online. The anxiety that this causes is, in my opinion, part of what it is to learn. Whatever our direction of travel education should move us.