Home » E-Learning » Video Conferencing
Category Archives: Video Conferencing
An introduction to E-Learning
I started my first online degree with the Open University in March 2001. It was one of the first of its kind, the Masters in Distance Learning from the Open University in 2001. A box arrived with books and DVDs, otherwise everything was online. The ‘ChatBoard’ was pretty crude. For me it was a false start, with Brighton work going pear-shaped in September 2001. I should have finished that first module, but gave up. Had someone at the OU ‘reached out’ I would have pressed on. I picked it up again in 2010. I completed my MA in Open and Distance Education in 2013. Started at that time this blog is fast approaching 5 million views.
I have since completed a further MA (albeit entirely face to face lecture and library based) and between FutureLearn, Coursera and OpenLearn a further 27 modules on one subject or another. I’m a mentor on Coursera’s ‘Learning How to Learn’.
I recommend online courses that have tutor or mentor, or at least student interaction. The human element, at least for me, is a vital component for completion. 10 years ago I recall doing a Google Meet ‘pyjama party’ with fellow students in Australia, Japan, Dubai, Germany and England. Not as dodgy as it sounds! But by implication an informal use of the software.
Not all the online courses I have done have worked out. For the third or fifth time I quit a course on French (a BA with the Open University). All I still have for French is a C grade GCSE. Speaking of which I totally recommend Lingvist as the go-to language learning App (I have tried and reviewed all of them). I have gone from a terrible 737 words vocab to over 2500 words in the last 18 months. I’m still 1,200 short of my wife who is bilingual (taught in a French in Canada for a while), worked in France, still works in French …
Also thinking about languages, perfect in a world of social distancing, is Tandem. This fixes you up with someone like a dating App. (Not that I have any need for or experience of one of those).
Where student interaction is slight we’ve always started our online groups on LinkedIn. The group I set up 10 years ago for swimming teachers and coaches has 1,600 members and is still active. Most endure the length of the module.
Take a look at these online courses, join up with a buddy (you are more likely to complete). Most are free, though the best, and the business orientated ones may cost between £35 and £300. A degree module is now something like £2,000.
30 hours a week I am supporting colleagues and students at Greater Brighton MET. Google Suite for Education is our go to platform. Google Meets are frequent with Google Chat live while I’m at my desk. Last night friends did a 8 or 9 person quiz on Zoom. I promise to wake up my contributions to ‘scenario-based learning’.
I’m keen to get an art class going. I took a set of 360 degree photos in the lovely barn studio at Charleston a few months ago – with the model’s permission to post online. It was a life class so the nudity might result in the thing being barred. I may give this a go … though any drawing from a flat surface my late mother, an art teacher, would have been against.
Finally, on reflection, exactly 45 years ago I broke my leg badly skiing. A 13 year old between schools I ended up at home for the entire summer term to prevent me from putting weight on my leg. I was sent a box of books with instructions to read them. Without any other efforts at support at all I didn’t do a thing. Instead I got out my Dad’s Readers Digest book on Gardening and spent the next few weeks pulling myself around the garden on a tea tray. By the end of it I was air-propagating specimen rhododendrons.
Take care. Stay in touch 🙂
Take part in the JISC conference 2011 online : JISC
Take part in the JISC conference 2011 online : JISC.
A trip from East Sussex to Liverpool seemed a trip too far, based on cost and time – though I’ll miss the opportunity to network.
Instead I’ll put on a tie and do this from home.
Can I afford to attend JISC 2011? Can I afford to miss it?
Getting to Liverpool from Sussex is not as easy as a trip to London.
I wonder what other impacts on attendance there will be; £50 charge for everyone, £500 for corporates … which rather suggests that NO ONE from industry is welcome, which strikes me as short sighted given that these people are the future employers of graduates and by default the paymaster for the Tertiary Institutions, directly so if they sponsor a chair or pay bursaries to students.
I’ll be along to this seminar and have already been in touch.
I grab it here more because of the gorgeous graphics. When images of every kind are forever popping up infront of my eyes on numerous screens (typically three) it is refreshing to find something that achieves its goal of grabbing the eye and appealing to that there is design consistency throughout the site – you start to feel you belong to landscape, that you’ve entered a well-loved garden.
A piece of chalk on a blackboard is learning, as is Avatar. The first might cost $1, the latter $200m
REF Gavriel Saloman’s ‘Of Mind and Media’;
1. The only kind of learning that matters is learning that works.
This will vary by context, content and desired outcomes. A piece of chalk on a blackboard is learning, as is Avatar. The first might cost $1, the latter $200m.
2. We cannot always indulge our differences.
I dare say the best education might be privileged and historically at home with a governess then a tutor. Personalisation by yourself, aided by parents/siblings peer pressure and your school/institution is what e-learning offers via social networking, forums, YouTube, Tumblr, Facebook, Wikipedia, Google and all the rest of them.
3. If I am motivated to do so I will do more than watch the TV programme or catch the radio show
I will do more than buy the book (or books), I will do a course, join a group, get a qualification. It is progressive, exploratory and stepped; it ends in your head, and may begin on your own but is often best developed with others. Though ask a successful author how they developed their craft skills or how they now work and I doubt they say they do it as a group/collective in a writer’s group.
4. Whilst certain approaches, if there is a choice, do lend themselves better to certain ways of doing it, any learning is defined by the candidate’s motivation to learn and what is available, let alone their individual circumstances.
I do think that challenging someone to learn might deliver a better outcome than spoon-feeding or mollycoddling. I learnt to deliver a baby when I had to, I had about five minutes to read a very short chapter on ‘home delivery’. I learn to sail when it went wrong and we escaped drowning. I learnt to make training films by making mistakes (and putting them right). I once saw a production of Sleuth that was performed in front of the curtains with none of the pyrotechnics or gadgets … in this simple form it was more engaging. i.e. I am going back to the story told around a campfire, perhaps with a song. This is how to enjoy Beowulf rather than as a movie. (Directed by Derek Wax, Oxford, 1982)
5. The article irritated me. It is 4, 800 words long.
The first half could be removed entirely. Editorially I would have put a line through the waffle and a red line over disagreements. I have a paragraph of what I’d fix that I’ll post in my blog. It should have been edited to improve what is poor writing. However, it is this disagreement and the ‘mistakes’ that have rattled me and so got my attention. How therefore to create a tussle with the text or concepts? They do it at Oxford, it’s called a debate.
6. The technologies are not the limiting factor, they are only possibilities.
The limiting factor is the author of the learning – bells and whistles do not improve a lesson if the teacher hasn’t a) got an idea b) prepared a ‘script’ that has some chance of success.
7. In H808 we did a group task that had to end with a presentation/representation of some kind.
We had PowerPoint presentations, and videos but to my surprise as I had doubted it would work one group did a poster that was rich, comprehensive, inventive, memorable and in one shot said it all – indeed with the flows and movement of information about the page I’d even described it as interactive. i.e. Keep It Simple, Student.
8. Testing is more vital for the learning process than as a test to achieve a grade, pass or mark.
But of course assessment is crucial for the sake of credibility and to have something to open a door to work. A written test tests someone’s comprehension of the language and confidence/ability with this language first. Interesting for the last year I’ve been feeding my learning back to a national sports organisation. I have been fairly critical of a written test for sports coaches as it is at odds with the way they learn and what they do … it was dropped from the curriculum last week. At what point does their reading or writing skill hinder their ability to qualify? If you want to learn to sail someone has to give you the helm.
I spent this morning with a colleague/friend who did an e-learning diploma with Sussex University.
We shared favourite e-learning websites and the ones we hated the most. I came away rather depressed by the awfulness of many, their formulaic approach and dreadful written and spoken English – there is a lack of craft skills. I think these things have been designed and created with the context in which the learning will take place in mind or the multiple opportunities people can and will find to engage with a task or topic. Personally, I like to hear and see it from several sources, good and bad, then give it a go several times … and in time form an opinion having done what I’m doing here and did this morning over coffee – batting it about.
We liked Spaced-ed and can see what they are doing with Qstream … though our own e-learning will naturally engage even more than these!
I came away with key ideas such as: metaphor, variety, mistakes, context, relevance and participation.
Salomon, G 1997, ‘Of mind and media’, Phi Delta Kappan, 78, 5, p. 375, Academic Search Complete, EBSCOhost, viewed 23 March 2011.
JISC Conference 2011 – in my PJs 275 miles away.
I might be 275 miles away from JISC 2011 but when I heard my ‘jj27vv’ Twitter ‘handle’ used I felt as if I’d been transported to Liverpool. I certainly had to remind myself that I wasn’t there …
The question/s were to do with the use of Open Content, that there never was a blank sheet and that in something like a wiki a history of authorship is tracked.
The resonses came from:
Amber Thomas, Programme Manager, JISC
Chris Pegler, Senior Lecturer, Open Univeristy;(Our Course Chair in H808 for a while)
Stephen Stapleton, Open Learning Support Officer, University of Nottingham
Vivien Sieber, Head of Learning and Research Services, University of Surrey
Tony Hirst, Lecturer, Open University.
This session and the others are available as podcasts.
Of most use will be the top tips for use of Open Educational Resources by each of the panelists.
- New Conference Paper: “Open Educational Resources – a Historical Perspective” (infodocket.com)
- Open Education Under Seige? (tutoringtoexcellence.blogspot.com)
- A blend of learning, online or off, that wraps around a sequence of core activities. (mymindbursts.com)
- Will university campuses soon be ‘over’? (guardian.co.uk)
Educational social networking, tinkering and participation – the pedagogy of learning in the 21st century
For a year I have been studying for an MA in Open and Distance Education with the Open University
We are looking at the role participation plays in learning, how this, rather than learning in isolation, is becoming the modus operandi on campus – something that perhaps grew out of social networking and Open Source ‘tinkering.’
John Seely Brown gave a talk at the Open University in October 2007; it is as relevant today as it was 3 1/2 years ago.
How should the degree of and the value of participation differ between the following four types of learning situation: primary, secondary, tertiary and ‘on the job.’
And how does this degree of participation through-out a term, day or even a lesson in relation to the context, the ratio of teachers to pupils, the subject matter, the mix of students, the time of day, period in the week, in the term and so on. And how does such participation rank. Or measure up, in terms of efficacy – the time in which certain learning outcomes need to be met and assessed?
Learning that might be described as mechanical, compared to intellectual, for example, between how to fill a drum with uranium trioxide correctly, reliably and safely compared to learning a language. And even within these examples, how does the person’s preferred learning style come in to play?
Not at all
Participation is being recognised as a shift to make more of something that has always occurred, but is enabled by current technology, so that such participation is as possible at a distance, as it is face-to-face.
The individual reading, reviewing/listening … and watching provides the assets, insights and experiences of others that are required to begin to form an opinion. As Vygotsky (1926) points out, learning doesn’t occur in a vacuum, there are stages, or step changes, related to coming to a more mature response to something. However, Brown suggests during the course of the presentation, that merely attaching oneself to the periphery of group work that interests you, could or will, if you play your role, lead to a kind of reverse centrifugal force during which you will be drawn into, or tumble in amongst, the activity at the centre of the group. The example he used was on contributing to the development of Open Source Software, the outsider attaching at the periphery and through participation, confidence, demonstration of ability, through ‘tinkering’ and engagement, gradually proving themselves worthy of participation in the ‘inner sanctum’ as it were.
If we think of the best way to learn a language as ‘immersive,’ then perhaps there are many more occasions where similarly immersive, participatory learning could have a place and produce, as a result, better ‘results.’ That there is no point in being precious with knowledge, instead of keeping it close, let it go, build reputation, share ideas. How authors or creators/creatives earn a living from the expression of their thoughts is another issue.
Models are changing across the board
This is completely counter to my experience of secondary and tertiary education, indeed, I liken myself to Brown who talks about his writing code that no others could read and being proud of this. We kept everything close to our chests. However, putting on theatre shows and later moving into TV and Film production, I was involved in a highly participatory activity, indeed, coming in as a runner, or production assistant is/was and still is the way to gain experience, learn on the job, prove yourself and through will, willingness and personality, being drawn in or permitted into the ‘inner sanctum’ which you might call the key roles of producer, director or writer (compared to assistants to any of these, or assistants to the assistants).
The experience in person would have been satisfactory. As you listen you may take notes, may refer as appropriate to the slides he uses, as well as watching his facial expressions and body language and listening to the change in timbre, tone and pace of his voice, all adding emphasis, nuance and even colour to what he is saying. As someone from Television, who has covered lectures/talks it disappoints me that little adequate thought has been given to why certain shot sizes work better, the variety of shot sizes, the angle from which it is shot, even the lighting as Brown often steps back into the shadows, let alone when and how to use cut-aways to the slides and to the audience. However, for a change, the sound quality is good – often it is atrocious. If you get bored or distracted count how many bald heads there are, try to see who is taking notes, does someone get up and leave then return.
None of this is pertinent to the piece and should never been in the frame! Indeed, picking up on what he says later I ought to load this into iMovies or FinalCut Pro, frame him, cut in therefore, and source alternative or better slides.
To cut back its length I may cut in audience shots, whether or not they are of people at this presentation so long as they appear to make a match. What Brown himself would applaud and calls ‘tinkering,’ which is perhaps his thesis.
To tinker is good. Participation is effective.
Enrolling people, engaging them, team-work, motivational techniques … all suggests the teacher not as subject matter expert, but as host, guide or coach … so simply the person with first-hand experience. ‘Understanding,’ he says, ‘is socially constructed’.
Online producers are yet to convince me that they have got it right. I doubt there is a single ‘best’ way to cover such talks/lectures … you may want to preserve the veracity of the presentation and therefore cut nothing at all, indeed, professionally for multi-media and for multiple platforms ‘we’ may provide potential editors with shot sizes and cut-aways to allow them to make their own editorial decisions: this would be in keeping with what Brown describes as ‘tinkering’ later on.
Dr Ian Rowland gave a chat, without visual support. Brown gave a talk with visual support that was weak – they didn’t complement what he was saying, they lacked, IMHO, adequate emphasis.
The answer, which those in education, where the budget permits, should do, is for writers to work with visualises, as in advertising copywriters work with art directors, or giving the emphasis to the director, as directors do with another person’s screenplay/script in TV. This isn’t so far-fetched, modern educators can shoot and edit their own video, and as educators surely they ought to be more away of the need and benefits of appealing across the senses. For example, if this presentation were going to 17,000 managers across the Deutsche Bank I might have the budget to employ an illustrator/cartoonist such as Steven Appleby to make more of these supporting images – to make them more memorable and appealing, and in so doing, strengthening the message.
It isn’t paradoxical at all. We live in a mixed and multi-media world. Those recording these events, as here, shouldn’t just be alert to accessibility issues (sight/sound), but to learning choices an audience/readers might like to make on how they engage with the material based on personal choices and circumstances.
Often, despite balking at reading all the time, I would prefer the peer-reviewed, published paper that can be read in a fraction of the time it takes to sit through a ‘talk.’ Already I behave as my 12 year old son does and would have listened to John Seely Brown, while reading the transcript, while (as I did) executing quick Google searches on all manner of things that he mentioned, from ‘what is a ‘bull meeting,’ to the credentials of those he mentioned (what does it say in Linked In) and any related reports John Seely Brown may have penned SINCE this presentation in October 2007.
Eating three kinds of humble pie regarding reading lists, dated reports and participation online (and the use of cliched corporate expressions)
Eating humble pie
At various times over the last 12 months I have knocked the MAODE because of the amount of reading required, particularly in H808 ‘Innovations in e-learning’, where it rankled to read reports that felt out of date or books of the last century, and across the modules for the lack of examples of ‘innovations in e-learning,’, as if the MAODE should exploit the students by sending through the online hoops the equivalent of a performance in a Cirque du Soleil show.
I take it back:
I eat humble pie for and offer three reasons:
1. Reading works
2. The earliest investigations on things we now consider common place and highly revealing
3. Bells and whistles may have no tune Reading works, though it is unnecessary to have the books in your hand, or to print of the reports.
I’ve done both, starting the MAODE or ODL as it was called in 2001, I had a box of books delivered to the door (I have many of these still).
Picking it up again in 2010 with H807 ‘Innovations in e-learning’ for want of an e-reader or adequate computer I found myself printing everything off – it unnecessarily fills eight large arch-level files (where if kept for a decade, they may remain).
There is value in printing things off
Whilst some links and too many follow up references from books and reports read in H807 were broken, I have the links and reports I downloaded and printed off in 2001.
One of these, exactly the kind of document I would have rejected in 2010 as dated, was written in 1992.
What is more, this paper addresses something that one would imagine would need a modern perspective to be of interest, the subject is the value of networking – what we’d call online collaboration or participation today.
The earliest investigations reveal the inspiration at a time when there were few options.
One the one hand I can go to the OU Library and type in ‘participation’ and ‘e-learning’ and be invited to read as PDFs a number of reports published in the last few months, on the other, I can go and see some of the earliest efforts to understand the possibilities and overcome the technical issues in order to try and recreate for distance learners what campus based students had all the time – the opportunity to meet and share ideas, the tutor group online, as it were.
Computer Networking for Development of Distance Education Courses (1).
In my teens and helping out on video-based corporate training films I recall some advice from the Training Director of FIH PLC, Ron Ellis. It’s one of those irritating corporate communications acronyms:
(as it was, though as some now prefer)
‘Keep it short and simple’.
It’s a fascinating story and remarkably for Wikipedia were entries are often anything but, it is short and straightforward.
The points I am making are straight forward too.
2. Research and References
An e-reader is simple
The process is enhanced and highly tailored once the content you need to consume is in a device that is slimmer than a slim novella. The affordances of the e-reader mean you can do away with pen and paper (though not a power or USB cable).
My passion for reading, where the ‘Content is King’, which perhaps unnecessarily brings me back to Wikipedia.
What you read, and the fact that you read, matters more than its being in paper form, whether chained to a shelf in the Duke Humphrey’s Library, Oxford (Bodleian), or bubble-wrapped from Amazon, let alone printed off on reams of 80sgm from WHSmith, holes punched and the thing filed for delayed consumption.
Reading too, I realise, is the purest form of self-directed learning
Vygostky would approve.
You are offered a list of suggested titles and off you go.
It is too easy to read the irrelevant if your only guide is Google and it is just as easy to purchase or download a book that has the title, but whose author could at best be described as ‘popular’.
It may fell archaic and arcane to be presented with a reading list, but I recognise their value, if only as the maelstrom of digital information spins across your eyes you can focus.
It may require effort to skim read the abstracts and contents of 33 books and papers in order to extract three or four to read over a two week period (as required to do in May 2001 on the then ODL), but the method works:you get an overview of the topic, a sense of who the authors and institutions your ‘school’ considers of interest, and then motivated by making some choices yourself, you read.
This in itself is one reason to avoid Wikipedia
if everyone reads the same content, everyone is likely to draw the same conclusions.
In any case, my issue with Wikipedia is three-fold, entries are either too short, or too long and there is no sense of the reader, the audience, for whom they are written; at times it is childish, at others like reading a doctoral thesis.
Or am I missing the point?
it isn’t a book, not a set of encyclopedias, but a library, communal built, an organic thing where those motivated to contribute and who believe they have something to say, do so; though all the corporate PR pap should be firewalled out.
Either way, my ambition is for WikiTVia, in which the entire content of Wikipedia is put in front of the camera and shot as chunkable video clips.
Anyone fancy giving it a go?
I digress, which is apt.
If you have a reading list you are less likely to get lost
What is more, you will have something to say in common with your fellow pupils when you’re online.
It matters for a niche conversation to be ‘singing from the same hymn’ sheet which is NOT the same as singing the same tune.
(Aren’t I the one full of cliché and aphorisms this morning).
Which brings us to point three, and a theme for Week 2 of H800 ‘Technology-enhanced learning: practice and debates.’
A title I have just typed out for the first time and I initially read as ‘Technology-enhanced debates’ which could be the right way to think of it given an initial taste of Elluminate.
It doesn’t work and there seems to be little desire or interest to fix it.
Google take over please.
I’d liken my first Elluminate session to my first attempt (indeed all my attempts) to learn to row.
Think of the Isis, early November morning, eight Balliol Men kicked out of bed by 3rd year student Miss Cressida Dick to cycle down to the boathouse.
We varied in shape and size like the cast of a James Bond movie:
Roger Moore and Timothy Dalton, Jaws and Odd-Job, Scaramanger and Ros Klebb, Goldfinger and Dr. No.
Despite our coach Dick’s best intentions everything that could go wrong, did go wrong.
Later that term on in our only race we were promptly ‘bumped’ and were out.
I wonder if the joint experience of Elluminate will find us bumping along discontentedly for the next few months?
My suggestion would to disembark to something simple, that works (as we did in H808)
Elluminate to Skype with Sync.in or Google.docs is the difference between crossing the English Channel on Pedalos, or sharing a compartment on the Eurostar.
Had this been a business meeting I may have said let’s email then pick up the phone and do a conference call that way.
If it had mattered and the journey was a matter of hours I may have said, hold it, let’s meet in a couple of hours.
What matters is achieving the outcome rather than trying to clamber on board a beach-side round-about on which the bells and whistles are falling off.
Reading, referencing and simplicity brings me to a paper we were expected to read in 2001.
Computer Networking for Development of Distance Education Courses (1) Tony Kaye.
Institute of Educational Technology
Downloaded 15/05/2001 http://www.icdl.open.ac.uk/mindewave/kaye.html
(Link broken and my searches thus far have not located a copy of this paper)
It was written in 1992.
(Until this week I baulked at reading anything pre Google, Facebook or Twitter. What, frankly is the point if none of these highly versatile, immediate forms of collaboration and communication online are not covered?)
This report is as relevant to synchronous and asynchronous collaborative online learning in 2011 as the earliest books coaching rowing.
The basic issues remain the same: the problem to solve, the goal and outcomes.
It’s relevance is like starting any conversation about the Internet with Tim Berners-Lee and CEARN.
In the paper, expert discuss the potential for computer support through local and wide-area networks for ‘work groups engaged in collaborative authoring tasks.’
You see, this, to keep it simple, is all we were trying to achieve on Elluminate, a ‘work group engaged in collaborative authoring tasks.’
Today we can hear and see each other, though the voice will do – and despite being so anachronistic, we can, presumable, all type on a QWERTY keyboard.
Courtesy of Cloud computing any other shared tool, from word, to spreadsheets, presentations, art pads and photo manipulation, we could choose to use from a plethora of readily available free choices.
‘it takes as a basic premise the need for a progressive co-evolution of roles, organisational structures, and technologies (Englebart and Lehtman, 1988), if technology is to be successfully used for group work.’
‘A summary of some of the main findings from studies of traditional (i.e. non technology-supported) course team activities is presented’.
This I consider important as it re-roots us in the very process we are trying to recreate online, a meeting between people, like or not-alike minds, with a common theme and goal.
This report was written for and about teams planning and writing distance teaching materials, however, as it points out,
‘many of the issues raised are relevant to other group collaboration and authoring tasks, such as planning and writing reports, research studies and books.’ Kaye (1992:01)
It makes fascinating reading, not least the comprehensive list of items that would have to be co-ordinate to create a distance learning ‘package,’ resplendent with diskette and C90 audio cassettes, 16 hours of TV and a 300 page course Reader.
Have things moved on?
Where’s our TV in MAODE?
I actually believed in 2001 I’d be getting up in the middle of the night to view lectures.
We don’t have lectures in the MAODE, why not?
It should not be a dying form.
The detail of designing, developing and producing a distance education package, though interesting in itself, is not what I’m looking for in this report, so much as how the teams used the then available technology in order to work together collaboratively online.
They had a task to undertake, a goal.
There were clear, agreed stages.
The emphasis on this report (or book chapter as it is sometimes referred to) are the ‘human factors’.
A wry smile crosses my face as I read about some of the problems that can arise (it sounds familiar):
- Lack of consensus
- Differing expectations Nature of roles and tasks ‘differences in the perceived trustworthiness of different colleagues’ [sic]
- Different working patterns “Varying preferences in use of technology (which in this case include academics who use word-processors and who ‘draft in manuscript prior to word-processing by secretary” [sic]
Then some apt quotes regarding the process from this disparate group of individuals:
‘working by mutual adjustment rather than unitary consensus, bending and battering the system until it more or less fits’ (Martin, 1979)
‘If some course teams work smoothly, some collapse completely; if some deliver the goods on time, some are hopelessly late. Course teams can be likened to families/ Happy families do exist, but others fall apart when rebellious children leave home or when parents separate; most survive, but not without varying elements of antagonism and resentment.’ (Crick, 1980)
There is more
In microcosm it’s just the same on the MAODE.
I come to this conclusion after four or five ‘collaborative’ efforts with fellow students.
We work together best of all face-to-face, with a real task, tight deadlines and defined roles, preferably after a meal together, and by way of example, putting on a university play would be an example of this.
Recreating much or any of this online, with a collections of heterogeneous strangers, with highly varied lives not just beyond the ’campus’ but possibly on the other side of the planet, is not unexpectedly therefore primed to fail.
This said, in H808, one collaborative experience I was involved with, between six, with one in New Zealand, was a text book success.
As I put it then, ‘we kept the ball rolling,’ in this case the time zones may have helped (and my own insomnia that suggests I am based in Hong Kong not Lewes, East Sussex).
It also helped to have a Training Manager from the Navy, and a Training Manager (or two) from Medicine.
There was professional discipline that students and academics seem to lack.
Indeed, as academics often say themselves, they don’t have proper jobs.
Isn’t it about time that they behaved like the professional world, indeed, took lessons from corporate communications instead of getting things wrong all the time?
I read this from the 1992 report and wonder if when it comes to the people involved much has changed inside academic institutions.
‘There is evidence to suggest that course team processes can become pathological if the factors listed by Riley(1983) (particularly, it could be argued, the ‘private’ factors) are not properly addressed.’ Kaye, (1992:08).
‘One experienced course team chairman (Drake, 1979) goes so far as to say that …
“the course team is a menace to the academic output and reputation of the Open University,” [sic/ibid]
‘because it provides a framework for protracted (and exciting) academic discussions about possible options for course content and structure, but that when the real deadlines are imminent, many academic are unable to come to define decisions and produce satisfactory material.’
If academics at the OU can’t (or couldn’t) work together what hope to do mature postgraduates have?
Our maturity and NOT being academics probably
‘problems can arise in the relationship between academic staff and radio or television producers’ Nicodemus (1984) points out that the resultant anxieties can cause “ … a lot of flight behaviour which simply delays and dramatises the eventual confrontations.’
I have an idea for a soap-opera set on the campus of the OU; this report provides the material
I’m not going to quote it all, but there is some social science behind it. Hopefully this paper or chapter is traceable.
Brooks (1982) has observed that when complex tasks are shared amongst individuals or small working groups, the extra burdens of coordination and communication often counteract the productivity gains expected from division of labour.
Problems arise from social psychological processes:
for example, pressures to confirm in a group might cause people to behave less effectively than if they were working alone, and diffusion of responsibility and lack of ownership of a group product can lead to group members contributing less effort to a group task tan they would to a personal, individual, project.
However, we are left on a positive note by this report
“ … the cycle of integration-disintegration is, after all, also known to be important in creativity.” (Nicodemus, 1984)
In the case of distributed course teams (eg those working on interdisciplinary, or co-produced courses) where, a priori, a strong case might be made for networked computer support for collaboration, it would seem important to pay even more attention to the underlying dynamics within a team.
Enough, enough, enough … I am only half way through this report.
Let’s skip to a conclusion, which is as pertinent today as it was in 1992.
‘The social, psychological, and institutional factors influencing the processes and outcomes of academic teamwork were stressed in the first part of this chapter (see above, this is as far as I got), because these factors are probably of greater overall importance in determining successes than is the nature of any technology support which might be made available to a course team’. Kaye (1992:17)
Brooks, F 91982) The mythical man-month: Essays on software engineering. Reading. MA.: Addison-Wesley.
Crick, M (1980) ‘Course teams: myth and actuality’, Distance Education engineering, Reading, MA.: Addison-Wesley.
Drake, M. (1979) ‘The curse of the course team’, Teaching at a distance, 16, 50-53.
Kaye, A.R. (1992) ‘Computer Conferencing and Mass Distance Education’, in Waggoner, M (ed) Empowering Networks: Computer Conferencing in Education, Englewood Cliffs, N.J.: Educational Technology Publications.
Martin, J. (1979) ‘Out of this world – is this the real OU?” Open Line, 21, 8.
Nicodemus, R (1984) ‘Lessons from a course team’, Teaching at a distance, 25, pp 33-39
Riley, J (1983) The Preparation of Teaching in Higher Education: a study of the preparation of teaching materials at the Open University, PhD Thesis, University of Sussex.
In the course of writing this I discovered (courtesy of Wikipedia) that Leonardo da Vinci may have coined the phrase, or a version of ‘Keep it simple, stupid’ and also invented the pedalo. The mind boggles, or is Leonardo still alive and contributing ? (his fans certainly are).