Home » Posts tagged 'jonathan vernon' (Page 2)
Tag Archives: jonathan vernon
It’s one thing to contribute to a flash debate, it is quite another to embrace the Cloudworks platform.
It is one thing to contribute to a flash debate, it is quite another to embrace the Cloudworks platform.
There is only one way to test the water, and that is to get in. We talk of ‘swim lanes’ for learning design, I like every platform, every social network, business network or here, educational network, to be a visit to another pool, a lido, indoor or out, leisure pool or training pool.
They need to know who you are, you have to sign in. Then you have to change, get in, and give it a go.
So I am for the umpteenth time adding a profile picture and a profile, tagging, finding favourites debates and linking to people.
It all takes time.
Online you control time. Intensive engagement might move things along … on the other hand, it may irritate those who’ve been here a while.
It should take time.
Find the rhymn of the place, observe when and where there is a buzz. Identifiy the ‘champions,’ come in on the periphery, pick up a thread, join in tentatively, give it a go here and there.
I make a contribution to a Flash Debate on the futre and threats to universities
Universities will flourish as they become part of the mainstream and engaged with the world, rather than distinct from it. Relationships with governments, industries, schools (for future students) and alumni (for past student) will develop and become continual, rather than passing. Student cohorts may look the same on the ground, but in the virtual world will be broader and deeper, technology and systems allowing a greater diversity. Not all institutions will have the ability, whether through lack of financing, the burden of their past and costs, to be flexible and change. The overall impact will be of an evolutionary change, though for some it will be a fight for survival.
Established, motivated, well supported and well known colleges and institutions, where there is strength as a brand, as well as financially, in their governing body and from alumni will thrive. They can afford to exploit the changing circumstances (and they can’t afford not to). Oxford, Cambridge, Durham, Bristol, UCL and the OU are not about to go under. On the other hand, new, complacent, poorly supported, little known educational institutions where the sources of income and grants may be narrow or uncertain, with weak leadership and ill-established (or disloyal) alumni will fail.
The opportunities to flourish are extraordinary; the global demand for tertiary education with tens of millions of people from Asia, for example, seeking higher education over the next decade means that there is a growing and hungry market if you have the right ‘product.’ Education is a business, whether the model is that students are educated for free or pay part of the fees, cash flow matters. Retailing has been in constant flux, from the high street to out of town shopping, with national and international brands dominating, and then online shopping cornering certain markets, from books to electronic goods. Retailers have had to change the mix, where they locate and what they sell. Universities are less agile and less prone to the vicissitudes of short-term purchasing decisions, but the impact on them of new technologies is no less profound. Negotiating their way through this will require skill, the most vulnerable institutions will fail.
Letters after your name differentiate you from other candidates for a job or promotion. Where there are many applicants for the same position where you studied, indeed, who you studied with, will matter. It helps to study under the best in your field. It depends entirely on where you wish or plan to go afterwards, where and if a position or job requires a certain qualification, and if a qualification from one or another institution has greater perceived or actual value. However, as those with experience of the job market will tell you, it is how what you have been taught is applied and how you relate to other people, that will determine your success.
CAMPUS BASED vs DISTANCE LEARNING
Technology is blending the two: increasingly students are opting for this, to be campus-based, but to take advantage of the technology to better manage their time or support their learning. Far from being the death-knell of the traditional university, new technologies will assist in their finding ways to develop and support a broader and deeper student body. Participation and collaboration, socialising away from the screen, is a vital component of the university experience for those coming out of secondary education – the demands and expectations of a mature student are very different. How people get on, how they work together, is a vital lesson that a campus based university offers. Whilst increasingly our online experiences are as ‘real’ as everything else we do, it is how and if we can work as a team that will decide how we progress. The student experiencing this will better know themselves, their strengths and weaknesses, and suitability for different career paths.
Like retailers, manufacturers, broadcasters, publishers and the post office, we are in a period of significant change, new technology was already having an impact, the economic down turn has aggravated this, obliging some forcing other institutions to act. How this change is managed will decide who survives and who struggles on. There is a fine line to tread between innovating early, or too late, changing wholesale or piecemeal. The wise institution not only spreads its risk, but also casts its opportunism just as wide as spreading your bets covers you in a world where nobody knows what will work or not. Libraries, one of the draws to a campus-based university, cannot be as influential as hundreds of millions of texts become instantly available in digital form. Senior lecturers and researchers should be employed for their ability to communicate, support and rally students around them, not simply because of the paper they are working on. Students will demand more if they feel it is the cash in their pocket that is buying what the institutions offers. Errors, failings and shortcomings of a person, a module or course, can be spread through online reviews and will decide their fate. New blends of courses will invent themselves where a student feels able, supported through e-learning, to cherry pick, even to study simultaneously quite different subjects. Cohorts, if on the ground still that 17-23 year old age group, will become far more diverse, with groupings formed by mutual interest in a subject. Life-long learning, already apparent in some professions, will become more common place as people recognise the need to refresh their understanding of some topics, while gaining new skills and additional insights.
Am I responding to a thread, or like the second or third speaker at an Oxford Union Debating Society getting up to say my piece?
And if I sit on the fence, what kind of debate is that?
We should be obliged to take sides, THAT would be a debate, otherwise it is a conversation, another online tutorial.
Thus far Cloudworks is like a new swimming pool, refreshing and full of opportunity. To thrive, let alone survive, it needs people coming down to swim, to jump in, to train, to meet …
And once you have your regulars, keep them coming back.
1). What kind of theory of learning is offered by classic activity theory?
A single activity system unit that works upon an object and delivers an outcome
2). What are the five principles of current activity theory? According to Engeström:
- A collective, artifact-mediated and object-orientated activity system, seen in its network relations ot other activity systems, is taken as the prime unit of analysis.
- Multi-voicedness of activity systems. A community of multiple points of view, traditional and interests.
- Age and history
- Contradictions as sources of change and development – accumulating structural tensions within and between activity systems.
- The possibility of expansive transformations.
3). What is the problem with the ‘standard’ theories of learning that expansive learning addresses?
Standard theory equates to lasting behaviour change whereas expansive learning considers a sideways shift of the entire activity system.
created using Art Pad
I was thinking in terms of trying to boil two pans on water on one hob; the flames between the pans cause more conflict than harmony. Shift both pans to the left or right and the heat is under each activity rather than between them.
I’ll get out a pad of paper and try some more of these.
4) What is the criticism that Engeström makes of the apprenticeship model of learning?
Doesn’t permit the development of original thinking. (I disagree. It depends on the person you are apprenticed too. Think of the many great artists who learnt their craft under a great master, then broke loose).
In relation to e-learning or are we calling it technology-enhanced learning here I fully recognise the value of participation, letting go of your thoughts and therefore being one of these ‘activity systems’ so that a shared ‘third object’ (Engestrom, 2001) as it were, moves forward.
The best colloborative work is like this, my experience being those video production, often drama based, that require multiple inputs from people with very different, and specific talents.
I’ve gone on to try and express the Engestrom diagram in 3D, and drawing six activity systems … i.e creating greater complexity to begin getting closer to the highly complex reality and in turn a different diagram/illustration entirely.
Engeström (2001) article, Expansive learning at work: toward an activity theoretical reconceptualisation
16th March 2011
I think Tim O’Reilly (2005) should have a say in this; did he not coin the term Web 2.0? Of course, we didn’t know, at the time, that we were in the Web 1.0 phase.
It feels like trying to decide where the boundaries are between the Stone, Bronze and Iron Ages; indeed, the analogy is apt as both are about technologies. The latter over thousands of years, the former over thousands of DAYS.
I’m reading Larry Weber on Digital Marketing. He wants readers to think in terms of us currently hitting Web 3.0 with Web 4.0 on the horizon. His history doesn’t serve him well. To my mind he wants us to think if ‘new media’ as Web 1.0. It wasn’t. For the most part in the late 1980s and early 1990s we were just getting to grips with digital, with interactivity offline on Philips Laser discs, CDs then DVDs. I recall, painfully, trying to migrate interactive DVD content to the web c1998 … the platform couldn’t handle the file sizes. Anyway, this was when Web 1.0 began with the Web.
Isn’t Web 2.0 really tied to the Dot.com Bubble Burst of late 2000/2001 ?
The industry began to think itself out of the mess and the possibilities shifted as broadband became common place.
So where does this leave us now?
Did people living at the time of the Bronze or Iron age really care? Imports gave a hint of what other cultures could do.
My thinking is that the shift is so great and so fast that we are entering Web 3.0.
But this isn’t a board game, we aren’t simply leaving one domain and entering another. For heaven’s sake, we still have pen, paper, artillery, stone pestle and mortars, wooden rolling pins, iron tanks ..
Web 2.0 is Warner Bros teaming up with Facebook to deliver video on demand.
Web 3.0 will be want hundreds of thousands of people do with the content, because they sure as heck won’t simply sit back and watch. The way they mash it up and share it then come up with something NEW, this is Web 3.0 behaviour.
Larry Weber hints at where it is going. Your thoughts?
O’Reilly, T. (2005) What is Web 2.0: Design Patterns and Business Models for the Next Generation of Software [online],http://routes.open.ac.uk/ ixbin/ hixclient.exe?_IXDB_=routes&_IXSPFX_=g&submit-button=summary&%24+with+res_id+is+res18497(last accessed 16 March 2011).
Weber, L (2009) Marketing to the Social Web (Second Edition) John Wiley & Sons.
When your 14 year old daughter is in bed with flu, and running a temperature, you relent when she pops her head up from under the duvet and wants to use your laptop to watch a movie and get in touch with friends.
I think, because I use a keyboard extension that the chances that I will pick up her germs are reduced; I forget that we both use the same mouse. She blows her nose, uses the mouse, goes to sleep for three hours. I pick up the laptop, go online, do stuff like making a sandwich …
That’s four out of four now down with the bug, only the dog and the guinea-pigs seem fine (so far).
It doesn’t take long before I wind down
An odd sensation, like your battery has gone flat.
If only it were as simply as plugging yourself into the wall or changing a battery 😦
I am just grisly and very tired
I had a flu jab in October so I should be avoiding the worst of it.
Sit back from this screen … you just can’t tell how infectious these things can be !
If it is one bonus it is the Kindle
It can be read in bed, your head on a pillow, operated with one finger, one thumb … and as my brain is mush I can make the text huge and read three words across like a TV autocue. When I fall asleep, so does it. When I wake up it is picks up where I left off. In fact, it will read the book to me … however, will it tell when I am asleep? That would be clever.
I’ve gone from one book to several
Between them Amazon and Kindle have their fingers in my wallet.
I’m 46% the way through the Rhona Sharpe book. Here’s a new concept … no pages.
In addition I have samples of six other books, two blogs and a magazine on a 14 day free trial (I will cancel these 7 days in or earlier to be sure I don’t continue with anything I don’t want)
And new books, and old books.
In the 1990s I bought CDs to get back or replace LPs of my youth. Over the last five years I’ve got rid of most of these and run with iTunes.
Books, due to lack of storage space, are in really useful Really Useful boxes in a lock up garage we rented to help with a house move … three years ago. Is there any point of a book in a box? I have over the decades taken a car load of books Haye on Wye and sold them in bulk. A shame. I miss my collection of Anais Nin and Henry Miller; I miss also my collection on movie directors and screenwriters. Was I saying that this part of my life had ended? Or I needed the space (or money). I fear, courtesy of my Kindle and lists of books I have made since I was 13 that I could easily repopulate my mind with the content of these books. Indeed there is no better place to have them, at my finger tips on a device a tasty as a piece of hot toast covered in butter and blueberry jam.
I do nothing and the page views I receive doubles to 500. What does this mean? I am saying too much? That the optimum blog is one per day? Or have folks found they can drill through here for H807 and H808? Who knows, I don’t the stats provided by the OU are somewhat limited. I’d like the works. Which pages do people enter on, which are most viewed, where do they exit, what’s the average pages viewed by an individual and so on. In my experience 500 page views means three people reading 100/150 each with a few others dipping in and out.
How Kindle has changed me in 24 hours
My bedtime reading for anyone following this is ‘The Isles’ Norman Davies.
I read this in the 1990s when it came out. I felt it deserved a second reading. It is heavier then the Yellow Pages and almost as big. Because of its bulk I may have it open on a pillow as I read; no wonder I fall asleep. (Works for me). Having downloaded it to the Kindle last night in 60 seconds and for less than £9 I may now read more than a couple of pages at a time. I can also annotate and highlight the Kindle version. I have an aversion to doing this to the physical thing … I am used to selling on my old books. Not something I can do with a Kindle version. Which makes me think, should these digital versions not be far, far, far cheaper? Take ‘The Isles.’ The dust cover is in perfect nick, I took it off and boxed it rather than get it torn. The damp in the lock-up garage hasn’t caused too much harm. I could get £8 for it, maybe £5.
More on E-learning:
- Rethinking Pedagogy for a Digital Age. (Rhona Sharpe)
- Creating with WordPress (blog)
- Blogs, Wikis, Podcasts and other Powerful Web Tools for Classrooms. (2010) Will Richardson
- E-Learning by Design (William Horton)
- How to change the world (blog)
- SEO Book (Blog)
- Digitial Strategies for Powerful Corporate Communications (2009) Paul Argenti and Courtney Barnes
- The Online Learning Idea Book (Patti Shank)
- Using Moodle (Jason Cole and Helen Foster)
Some bought, some simply samples. The blogs on a 14-day free trial. Neither worth £0.99 a month.
Best on Kindle
The big surprise, the book that is so beautifully transmogrified by Kindle, lifted by it, is ‘The Swimming Drills Book’ (2006) Ruben Guzman.
No! This isn’t what happens if your swimmer gets it wrong. This is a drill called ‘dead swimmer’ in which they float head down, then slowly extended into a streamlined position, kick away and then swim full stroke.
‘The Swim Drill Book’ is a mixture of text, almost in bullet point form, and line drawings of swimmers in various stages of effort to perform a stroke or drill or exercise.
If an author needs advice on how to write for a Kindle, or for a tablet, I’d point them at this book. This is NOT how it was conceived, but it is how it works on this alternative platform.
You can try it for free
Download Kindle for PC or Kindle for Mac then find ‘The Swimming Drills Book.’ You can then view a sample which takes you beyond the acknowledgements, contents and introduction into the first chapter.
A thing of beauty
By tweaking the layout, text size and orientation, you can place the diagram/drawing full screen. It simply works, just as the stunning black and white engravings and photographs that your Kindle will feature (at random) when ‘sleeping.’
Here’s an thought: if you’re not reading a book it is gathering dust, a dead thing, whereas with a Kindle your books are simply asleep.
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.’
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).
I like the digital ocean metaphor …
In relation to H800 : technology enhanced learning and the Week 1 activities the introduction and final chapter of Stephen Lax’s book covers the communications innovations of the last century + enough to inform.
And whilst this is the topic for H807 ‘Innovations in E-learning’ I recommend this. I like him so much I bought copies to give to friends; I don’t know if they were grateful.
Is it available on Kindle?
- The Power of Innovation (enitiate.me)
- How Are We Preparing Students to Be Tomorrow’s Innovators? (cshmsfaculty.wordpress.com)
- Bad Metaphors, Bad Tech (themillions.com)
Information behaviour of the researcher of the future. Written in 2007 (published 11 January 2008). Reviewed in 2011.
Part of the Week 1 jollies for H800.
(This picks up where I left off in the Forum Thread)
After a year of MAODE, a decade blogging and longer keeping journals (and old course work from both school and uni I might add) I feel I can tap into my own first, second, third or fourth take on a topic.
Increasingly, where this is digitised my preferred learning approach is to add to this information/knowledge, often turning my ideas inside out.
We are yet to have a ‘generation,’ (a spurious and loose term in this context) that has passed through primary, secondary and tertiary education ‘wired up’ to any consistent degree from which to gather empirical research. Indeed, I wonder when things will bottom out, when we’ve gone the equivalent journey of the first horseless-carriage on the Turnpikes of England to the 8 lanes in both directions on the M1 south of Leicester – or from the Wright Brothers to men on the moon.
I’d like to encourage learners to move on from copying, or cutting and pasting in any form, to generating drafts, and better drafts of their take on a topic, even if this is just a doodle, a podcast or cryptic set of messages in a synchronous or asynchronous discussion i.e. to originate.
I lapped up expressions such as Digital Natives, an expression/metaphor only that has been debunked as lacking any basis in fact.
I fear this is the same when it comes to talking about ‘Generation X, Y or Z.’ It isn’t generational, it is down to education, which is down to socio-economic background, wealth, access (technical, physical, geographic, as well as mental), culture, even your parent’s job and attitude.
My 85 year old Father-in-law is Mac ready and has been wired to the Internet its entire life; does this make him of this ‘Generation?’
If x billion struggle to find clean drinking water and a meal a day, where do they stand?
They’ve not been born on Planet Google, so don’t have this generational opportunity.
I find it short sighted of the authors not to go for a ‘longitudinal’ (sic) study. It strikes me as the perfect topic of a JISC, Open University, BBC tie in, the filming part funding the research that is then published every three years for the next thirty, for example.
Trying to decide who is Generation X, or Generation Y or the ‘Google Generation’ strikes me as fraught as trying to decide when the islands we inhabit became, or could have been called in turn England, Scotland, Wales, Great Britain or the United Kingdom.
We could spend an unwarranted amount of time deciding who is in and who is out and not agreed.
We can’t it’s like pouring water through a sieve. The creator of IMBD, a computer geek and film buff was born in the 60s (or 70s). Highly IT literate, then as now, he is not of the ‘Google Generation’ as defined as being born after 1993, but is surely of the type?
Personally I was introduced to computers as part of the School of Geography initiative at Oxford in 1982.
Admittedly my first computer was an Amstrad, followed by an early Apple, but I’ve not been without a computer for the best part of thirty years. I can still give my 12 year old a run for his money (though he does get called in to sought our browser problems).
And should this report be quoting Wikipedia?
Surely it is the author we should quote if something is to be correctly cited; anyone could have written this (anyone did).
Reading this I wonder if one day the Bodleian Library will be like a zoo?
The public will have access to view a few paid students who recreate the times of yore when they had to read from a book and take notes, and look up titles in a vast leather-bound tome into which we strips of paper were intermittently stuck. (not so long ago).
Is there indeed, any point in the campus based university gathered around a library when all his millions, or hundreds of millions of books have been Googliefied?
Will collegiate universities such as Oxford, Cambridge, Bristol and Durham (Edinburgh and Dublin? Harvard ?) become even more elite as they become hugely expensive compared to offerings such as the Open University?
There may be no limit to how much and how fast content can be transmitted … the entire Library of Congress in 3 seconds I am told, but there are severe limits to how much you can read and remember, let alone make sense of and store.
Is this not the next step?
To rewire our minds with apps and plug-ins? I smile at the idea of ‘power browsing’ or the new one for me ‘bouncing’ the horizontal drift across papers and references rather than drilling vertically, driven by a reading list no doubt.
I can give a name to something I did as an undergraduate 1981-1984. Reading Geography I began I the Map room (skipped all lectures) and then spent my morning, if necessary moving between libraries, particularly the Rhodes Library and Radcliffe Science Library, by way of the School of Geography Library, of course, and sometimes into the Radcliffe Camera or the PPE Reading Rooms.
I bounced physically.
I bounced digitally online as a preferred way of doing things. Though this often leaves me feeling overwhelmed by the things I could read, but haven’t read, that I’d like to read. Which is good reason ONLY to read the latest paper, to check even here if the paper we are asked to read has not already been superseded by this or fellow authors.
Old digitised news keeps like a nasty smell in the wind?
Users are promiscuous, diverse and volatile and it is clear that these behaviours represent a serious challenge for traditional information providers, nurtured in a hardcopy paradigm and, in many respects, still tied to it. (p9)
The problem with the short read and low tolerance of readers is the way papers have thus far gone from print version to digital version without, yet, thorough transmogrification.
We await new acceptable ways to write, and submit and share knowledge that is less formal and to anyone versed in reading online, digestible.
All authors for the web would do well to read Jakob Nielsen on web usability.
There is a way to do it. If it looks like it belongs in a journal or book, you are getting it wrong
Do the authors appreciate that labelling the behaviour ‘squirreling’ is self-fulfilling?
It normalises the behaviour if anyone reads about it. Whilst metaphors are a useful way to explain, in one person’s words, what is going on, such metaphors soon become accepted as fact.
There is a running debate across a series of article in the New Scientist on the way humans think in metaphors (good, can’t help it), and how ideas expressed as metaphors then set unfounded parameters on how we think (not so good, and includes things like the selfish gene, competition and so on).
This dipping, bouncing and squirreling, horizontal browsing, low attention span, four to eight minute viewing diverse ‘one size does not fit all’ individual would make for an interesting cartoon character. I wonder if Steven Appleby or Quentin Blake would oblige. ________________________________________________________________________________
Why ‘huge’ and why ‘very’ ? Qualify. Facts. Evidence. And why even, ‘very, very.’ This isn’t academic writing, it’s hear say and exaggeration.
There’s a category missing from the graph – branded information, such as Wikipedia, or Harvard Business Publication, Oxford or Cambridge University Press and Blackwell’s, to name put a few.
Where so much information is available, and so many offerings on the same topic, the key for anyone is to feel they are reading a reliable source.
The point being made later about ‘brand’ presence for BL … something we will see more of with the commercialisation of information. Even Wikipedia cannot be free for ever, while the likes of Wikileaks, for its mischief making and spy-value will always be funded from nefarious sources.
There are very very few controlled studies that account for age and information seeking behaviour systematically: as a result there is much mis-information and much speculation about how young people supposedly behave in cyberspace. (p14)
Observational studies have shown that young people scan online pages very rapidly (boys especially) and click extensively on hyperlinks – rather than reading sequentially. Users make very little use of advanced search facilities, assuming that search engines `understand’ their queries. They tend to move rapidly from page to page, spending little time reading or digesting information and they have difficulty making relevance judgements about the pages they retrieve. (p14)
Wikipedia and YouTube both exhibit a marked age separation between viewers of content (mainly 18-24s) and content generators (mainly 45-54s and 35-44s respectively). (p16, ref 17)
‘there is a considerable danger that younger users will resent the library invading what they regards as their space. There is a big difference between `being where our users are’ and `being USEFUL to our users where they are’.
Surely it would be easy to compare a population that have access and those who do not?
Simply take a group from a developed, rich Western nation and compare them to a group that are not, that don’t have the internet access, video games or mobile phones.
Information behaviour of the researcher of the future. UCL 11 JAN 2008
Reflecting on a first week of learning online on the MAODE module ‘Technology-enhanced Learning’ with the Open University
H800:8 Activity 2
Rather than a stiff, post-graduate and academic tone and choice of words I found the introduction to H800 engagingly informal and personable with everything covered: the practicalities as well as emotional response the task ahead. I find this a significant shift from H807 which had little introduction and was presented more like a piece of self-managed distance learning – you’ve signed up, here’s the door, enter and begin. I wonder if this is a sign that the OU is following the trend towards more informal learning practice?
I find it odd the way I now comprehend and relate to something that is said because I’ve experienced it, whereas before it would have registered simply as something I’m yet to do. All I’m talking about here is Elluminate or Skype, talking one to one or in a group to people whose personalities and interests you may only have some hint of from what they say and how they say it (and how often, and when). We reveal so much in our voices; our humour, mood, age, gender, where we grew up in our formative years (or not, which says something too). As someone who has for many years taken an interest in character and how it is revealed by these things I cannot help but think that I am taking part in some online improvisation.
By doing, we normalise it.
Speaking to people via the Internet is just a four/five or six-way conference call … with, synchronised computer diddling. The other week I met people I had only ‘met’ through the OU Blog which demystified and normalised the process (about time too). Blogging from 1999 it felt weird to find yourself hearing a person you’d spoken to for years, or to see them as they are rather than how you had them in your mind’s eye. Which in part explains my continued us of an MR scan rather than a mug shot (though there are plenty of these scattered through my OU blog). This was in part informed by some research on role play in online learning.
On reaching the end of H807 I felt I wanted to do it all again, that I’d missed a great deal, at times en missed the point.
On settling into H808 I found that what I needed to repeat was the way to work collaboratively online and to make some choice tools sing; this happened, so I got those parts of H807 I need over again. Entering H800 I look at any hint of repetition in a positive way, as a chance to pick it up again, engage a bit more, understand a bit more, perhaps even to take the initiative, and most certainly to guide or propose ways forward for others. The shocking thing is to feel that this is not the same person at the keyboard who was here a year ago. I have fire in my belly, a sensation that was my motivation in my teens, twenties and thirties. Where this will take me is another matter!
How people learn remains my fascination; the better I understand this, the better I will be able to apply it. This is primarily an intrinsic motivation – I find it extraordinarily rewarding to find ways to help people be the best that they can be, to create opportunities, to point them in the right direction or to offer support myself as a non expert tutor, or on a few topics as a subject matter expert myself. The short term reward is their progress; if I am paid to do this because I do it well, this is a bonus and would and in part does, allow me to be better, and more comfortable at it still. Even a roof over one’s head, food, the means to get around, the means to get online and bills paid is an achievement in the 21st century.
2) The MA is letters after my name (my second), so the cumulative benefit of the MAODE is the confidence, supported by the work undertaken to take on contracts, or to transition from agency work into working in-house.
My relationship to fellow students, as with a team in the real world, is far more one of contributing, sharing and experiencing this together.
Personal Development Planning came to the fore in H808; from this I recognise my need here to take the lead as someone who is on his third, not his first module. Already I hear myself thinking about how collaborative exercises have over the last 12 months either failed or succeeded. Someone has to take the lead, though this can and should be a ‘baton’ that is passed between those who during that period are most available to keep the kettle boiling, or the ball rolling to mix metaphors and trip myself up in the process!
I already use external blogs and forums extensively, something that has developed over the last 12 months.
I also feel that I participate actively online with a number of communities. Increasingly, as I would have hoped I am being proactive, setting up forum threads, leading interest in a community blog, even presenting potential projects to sponsors … and having a high profile job interview.
3) Therefore, the outcome for me in H800 is either to have a professional e-learning project financed and in production, or to be contributing to the learning and development needs of a global enterprise on contract or as an employee.
4) I hope I will start getting some of the IT basics right. To feel comfortable online with the fundamental tools of receiving and creating content.
I’ve just read the introduction to H800.
This is a gentle, caring, thoughtful ‘laying out of the OU stall.’ No jargon, clearly written in a reassuring and friendly tone. Even the lay out is more magazine article than academic abstract, I like this. Don’t scare new folks on day one. Or me. And old hand now.
Were we gathered in the real world this is the equivalent of tea and cake with the course team and future student colleagues.
Even though this is now my third module towards the MA in Open & Distance Education I begin with trepidation as pressures on my time mount; professionally I am now incorporating the contents of H807 and H808 into my daily life and activities – evangelising about all things to do with e-learning (and the OU), while developing projects and talking to prospective clients and sponsors, employers and potential employees.
Personal Development Planning wrapped up the H808 ECA and is now, along with reflective blogging and use of MyStuff (the OU e-portfolio) very much part of my weekly routine.
I struggled through H807 on an old iBook, succumbing to printing off far too often. With H808 I acquired a new laptop and barely printed off a thing (the ECA and evidence being the exception). Everything went into MyStuff.
(I tried Pebbelpad for several weeks then gave up. Having paid an annual sub of £20 for this I will give it a more thorough try in H800. I sense a need to have an alternative e-portfolio as the OU abandons or replaces MyStuff).
With H800 I feel the need, professionally, for a Smart Phone.
Returning from Learning Technologies 2011 I came away with one conviction – mobile learning and a number of trends (more video, less text; more chunking, easy create software and platforms; the creative/planning/production process being brought inhouse; shake up in higher education; significant investment/development in learning & development departments/functions; thorogh, comprehensive evidence of effectiveness with detailed analytics a key driver … a list I will continue to develop this week as I finish going through my notes. See below for my take on Learning Technologies 2011)
Going mobile doesn’t simply mean learning on the commute, or during a lunch break or riding a chairlift in a ski resort if only), but using the device at a desk, around the house, in corridors. Think of is this way, why do so many of us work from Laptops at a desk, when surely a desktop computer would do a better job. I feel a Smart Phone will simply offer an alternative way to work, as if on a micro-computer … on a bench overlooking the English Channel. Stuck in traffic (as a passenger) .. even while making supper.
We will see.
Perhaps a Smart Phone and the next peice of business will go hand in hand.
I’ll no doubt often using sports related analogies, so I’ll treat week one and two as a warm up, rather than a sprint. In previous modules I’ve been like a pace setter at the start of the four minute mile, dashing off quickly only to retire before the end.
My key thought for H800? Pace.
In any case, I’ve got a self-assessment tax form to submit, more job interviews, client meetings too – even seeing a Venture Capital organisation. This and some swim coaching and quite a bit of swim club managing/organising (internal training, submission to a national audit, final assessment for the Senior Club Coach certificate). As well as time with family, children, our dog and the guinea-pigs ‘E’, ‘C’ & ‘A’.