Friday, May 18, 2018

Let's flip the conference panel discussion

Virtually every conference has a panel discussion where a number of decision makers and experts discuss the main themes of the conference. It is a good opportunity to hear these experts state their positions and hopefully engage in a lively and stimulating debate. However although there is interaction on stage the audience is seldom involved apart from a handful of questions from those who dare to speak up. We get to hear their ideas and arguments but how can they get to hear the audience's perspectives? There is an enormous amount of experience and expertise in the room that the panel members would learn a lot from hearing. Politicians and policy makers need to learn more about practical grassroots experience and thereby gain deeper insights into the issues they need to address. To do this, I think we need to flip the panel discussion.

One way could be for the panel to announce a few key questions (one at a time) and ask the audience to work in small groups and write answers on a collaborative document. After a few minutes everyone in the hall has hopefully contributed to the discussion and then the panel could comment on the answers. Then repeat the procedure as necessary. A lot of the session would be fairly silent as the participants write and confer but the activity level will be much higher than in a normal panel discussion. Another idea that would work in a smaller conference where there are quite a few decision makers, is to divide the participants into groups, send them to smaller group rooms and assign a small number of decision makers to each group. The experts' role would be to simply ask questions, let the group discuss and take notes of the answers. The experts would therefore focus on listening. At the end the panel could comment on what they had heard from the discussions.

By using methods like this we can harvest ideas from all participants and give extremely useful input to the invited experts that they would never get from a traditional set-up. The conference could therefore become a greater learning experience, even for the invited guest speakers.

Tuesday, May 15, 2018

Lectures as performance

The danger of lectures is that they create the illusion of teaching for teachers, and the illusion of learning for learners.

This quote, generally attributed to one of my favourite authors Albert Camus (though I can't find what work it is taken from after about twenty minutes of searching), is often used by those who want to scrap the traditional lecture and replace it with more active forms of learning where the teacher facilitates and mediates rather than being the headline act. The global stereotype of higher education is of the gigantic lecture hall filled with students and the brilliant professor on the stage. It's what many students expect and what a lot of institutions still try to provide though most lectures fall far short of the ideal. Lectures are popular because they are easy to produce, can be delivered to large groups of students and are based on the view of education as consumption of content. But today many institutions are moving towards pedagogical models that focus on active learning, co-creation and collaboration and the physical landscape of the university is changing rapidly as more and more active learning spaces replace the old lecture halls and fixed-desk classrooms. Some universities have gone as far as to scrap the lecture hall completely though they continue to produce them in a digital format on their media platforms.

However, I believe that the lecture still has an important role to play in education as long as it is used wisely and sparingly. That was reinforced for me after reading an article by Michael Merrifield in Times Higher Education, University lecturers should be engaging raconteurs, claiming that the value of a lecture is in terms of its ability to engage and inspire and as such the lecturer must be, above all, a storyteller, a performance artist. It's not about going through the facts and theories that can be read in a book or article, it's about building a narrative that will inspire, provoke thought and challenge the audience.

So what is the point of a lecture? To be honest, I think it is something rather simple. It is to impart knowledge the lecturer currently has but the students do not, through a narrative that is more entertaining than reading the same material out of a book. So, when lecturing, I am not a sage on a stage, a phrase that is clearly intended as deprecating as well as being conveniently alliterative. I am, hopefully, an entertaining storyteller, which also sounds deprecating, but I don’t think it is.

Maybe lectures are about creating illusions but not in the sense implicit in the quote at the beginning of this post. The secret to a good lecture is creating the illusion of a compelling narrative, where you teach ideas and concepts by weaving them into a story with elements of surprise, suspense and inquisitive engagement. The lecture should be an event rather than an everyday ritual and as such it can be a very valuable teaching tool but only when well planned and delivered with enthusiasm. If you want to lecture then you need to ask yourself these questions:
  • Are you sure that a lecture is the best way to engage the learners in this topic? 
  • How can I engage them in my narrative? e.g. short teaser video/quiz to stimulate interest before the lecture, interaction using digital tools, short buzzgroup activities, creating suspense, use of props.
  • What happens after the lecture? Is there a (digital) space for reflection, questions, follow-up work?
Your enthusiasm and ability to communicate effectively can make all the difference. Above all, make it unmissable! 

Sunday, May 6, 2018

Paying for free

A recurring theme this year is the redefinition of free. I keep returning to this but I believe we are in the midst of a radical change in the way we use the internet.  The internet of the nineties was free because it was mostly lightweight text-based pages and was run and written by enthusiastic pioneers. Once the content started getting more sophisticated and demanded much more work to produce, the people who produced the content needed to get paid for their work. But since free had become default the money had to be made somehow and so advertising became the solution. Now when everything is powered by extremely sophisticated advertising, lobbying and disinformation we suddenly realise that we have sold our every click, like, thought and integrity for the fleeting rewards of the "free" internet. Now the model seems to be in a process of change, except that we're not yet sure which way to go.

I can recommend an interesting angle on this in a TechCrunch article, Subscription Hell. It's about the increasing number of content providers, tools, platforms and storage services that are suddenly imposing sometimes rather hefty subscriptions for services that used to be free, or freemium services that radically reduce the scope of the free version in order to force users to go pro. The change may not seem so great from the perspective of the company but when you have become used to using a wide range of services and platforms the prospect of paying for them all can be daunting.

I’m frustrated with this hell. I’m frustrated that the web’s promise of instant and free access to the world’s information appears to be dying. I’m frustrated that subscription usually means just putting formerly free content behind a paywall. I’m frustrated that the price for subscriptions seems wildly high compared to the ad dollars that the fees substitute for. And I’m frustrated that subscription pricing rarely seems to account for other subscriptions I have, even when content libraries are similar.

News media in many countries are disappearing behind paywalls, often leaving behind as meager compensation a simplified free version where all content simply drowns in a sea of ads. I follow many news media from around the world and appreciate the opportunity to read about world news from different perspectives. If they all put up paywalls I'd have to choose which ones I am willing to subscribe to and my perspectives would be seriously narrowed. Similarly in education, I have been forced to abandon useful tools because I can't justify the new subscription cost. It's often not the individual subscription that's the problem, it's multiplying that figure by 10 or 30 or 50.

I understand that all these services cost money to produce and the people who do that work need to be paid. If the advertising and data harvesting model is flawed and must be regulated then we have to accept that a new model for financing the internet needs to be found. I pay for a few services and tools but I'm still dependent on the "free" ones. The article suggests bundles of similar services and discounts for subscribing to several. Many are also discussing the model of micro-payments based on volume of use rather than flat-rate subscriptions. With the growth of digital transactions and the increased security available this is more feasible than before. But if we want to move away from the exploitative model of today where you are the product then we have to find new ways to pay as we go. Are the days of free are drawing to a close?

Subscription hell is real, but that doesn’t mean the business model is flawed. Rather, we need to completely transform our thinking around these models, including the marketing behind them and the features that they offer. We also need to consider consumers and their wallets more holistically, since no one buys a subscription in a vacuum. For too long, paywall playbooks have just been copied rather than innovated upon. It’s time for product leaders to step up and build a better future.

Sunday, April 29, 2018

Beyond the horizon

Photo: CC BY Some rights reserved by Vancouver film school
The annual NMC Horizon reports on trends in educational technology have been eagerly awaited and intensively debated over the past decade or so. Last year New Media Consortium unexpectedly went out of business and it looked as if the reports would also disappear. However Educause were able to acquire the rights to the report and the back issues and have also succeeded in finalising this year's report, though understandably a few months behind normal schedule. They have just released a preview of the higher education report, NMC Horizon Report Preview 2018, with the full version promised by the summer.

As usual, the report has been written by about 70 experts from around the world and identifies key trends and challenges in educational technology in higher education from a short, medium and long-term perspective. This year, as before, contains few real surprises since all the technologies mentioned have been on the radar for some time and many of them never really become mainstream, despite all the predictions and innovative initiatives.

The full report will contain detailed analyses of the trends and valuable links to current initiatives in each area. Here are the trends in brief:
Driving educational technology adoption
  • Short-term: Growing focus on measuring learning, Redesigning learning spaces.
  • Medium-term: Proliferation of open educational resources, New forms of interdisciplinary studies.
  • Long-term: Advancing cultures of innovation, Cross-institution and cross-sector collaboration.
Challenges impeding technology adoption
  • Solvable: Authentic learning experiences, Improving digital literacy.
  • Difficult: Adapting organizational designs to the future of work, Advancing digital equity.
  • Wicked: Economic and political pressures, Rethinking the roles of educators.
Important developments in educational technology for higher education
  • Short-term: Analytics technologies, Makerspaces.
  • Medium-term: Adaptive learning technologies, Artificial intelligence.
  • Long-term: Mixed reality, Robotics.
For me the most intriguing category is the wicked challenges impeding technology adoption. Rethinking the role of the teacher doesn't seem to be so radical an idea, considering the wide adoption of collaborative learning, flipped classroom, project-based learning, peer assessment and so on. The transition from lecturer to facilitator is still controversial and even when the teachers are positive there are significant barriers in the form of regulations, efficiency demands and the most wicked of all - tradition. Unless the new role(s) of the teacher is accepted then the other trends may not play out as predicted.

The other wicked challenge only hints at what I see as the biggest threat to all these developments. Economic pressures on universities are growing and governments are increasingly focused on accountability, financial efficiency and simplistic league tables and rankings. However the last two years have shown us that changes in government can quickly reverse years of educational progress, especially when populist cries to return to the "good old days" become educational policy. Further personal data scandals could quickly undermine all trust in the companies who have driven the edtech movement. We have learnt that development is neither linear nor predictable and that just about anything can happen to upset the trajectory. That is probably the most wicked challenge.

Sunday, April 15, 2018

On-site and online learning - different but equivalent

Online students are different to campus students and therefore online course must reflect these differences: they are older than most campus students, they tend to combine studies with work and family and they appreciate the flexibility of the online format. However, they are very similar in terms of their desire to learn, their need for social interaction, feedback, and a clear teacher presence. Strangely, these vital elements have been omitted from many online courses, despite the fact that there are platforms and tools that can provide that vital social element. Somehow it has been assumed that online learners are content with content-based self-study and as a result the whole field is viewed by many as a "next-best" option. This is discussed in an article by Sean Michael Morris in Inside Higher Ed, Online Learning Shouldn’t Be ‘Less Than’. Why should online learners be less interested in the social aspect of learning and be content with behaviourist content consumption?

But if online learning is more rudimentary, less nuanced, personal, complex than campus learning, that betrays an implicit assumption that so are online students. But “nontraditional” doesn’t mean unacademic. Online students are students like on-campus students. Just as curious, just as hopeful, just as genius, just as troubled, just as excited and unsure. Have we built, do we sustain, an online learning that embraces these students? Do our online courses actually accommodate them?

This simplistic model has even created a vicious circle where students often expect online courses to be relatively undemanding self-study and are therefore surprised and confused when they are asked to actively participate. Indeed many campus students try to cram in extra credits to their full time studies by also taking an online course, thinking that the extra course will not be so demanding. When they realise that the online course is just as demanding as the campus ones they are forced to drop out, unwittingly and ironically contributing to the argument that online learning has low completion rates.

Online courses demonstrate the university's commitment to lifelong learning and outreach, but the article asks if we are not short-changing our online learners by not offering the full university experience.

Which leads me to ask, do online courses accommodate students at all? Or do they cater primarily to an ideology of efficiency, retention, “student success” and numbers that institutions can report? Are online classes provided for learners, or are they intended to extend a university’s reach, its revenue-generating enterprise? Certainly if the latter, then the quality of online courses needs only meet that standard that students will tolerate for the sake of the credential, the carrot on the stick.

The point is that a university course demands a lot of the student in terms of engagement and commitment, regardless of whether it is delivered online or in a traditional setting. Online learning is neither a short-cut for the learner nor a cost-saving strategy for the university. It should certainly not be seen as a second-best, watered down version of the "real thing". Courses should be demanding, interactive, social, stimulating and challenging whatever the delivery method. The technology and pedagogy are there, we just have to use them.

Sunday, April 8, 2018

Padlet and Scoopit - the perils of freemium in education

CC0 Public domain by Environmental Protection Agency on Wikimedia Commons
A common belief is that everything on the internet should be free, forever. However if a person or company has invested time and resources to build up a service, tool, platform or app then they generally need to earn something from it. Several models have therefore been developed to at least pay lip service to the concept of free whilst enabling the creators to make some money out of their product or service. There are three main categories of free:
  • Free services that are developed and maintained by voluntary communities of experts and enthusiasts in the spirit of the early internet (eg. Wikipedia, Linux, Moodle etc). They rely on goodwill and enthusiasm and can therefore become vulnerable if the community leaders no longer have the time and energy to lead the work.
  • "Free" services that are financed by targeted advertising, where you are in effect the product (eg. Google, Facebook, Twitter, Instagram etc). These are, of course, under hard scrutiny today.
  • Freemium services where there is a free basic version but you are expected to upgrade to the pay version to get full functionality.
In education we use a lot of freemium products and services and teachers seldom upgrade to the pro versions. Some companies have made the mistake of making their free version too generous and as a result they get few upgrades and therefore risk going bust (as in the case of Storify). Recently, two of my favourite freemium tools, Padlet and Scoopit, have decided to severely limit their free versions in the hope that many of their customers will be prepared to go pro. This has, of course, irritated many teachers around the world who have integrated these tools into their teaching and find the price of upgrading just too high. Read a longer article on the case of Padlet on EdSurgePadlet’s Price Update Riles Teachers, Raises Questions About Sustainability of Freemium Models.

I use Padlet every week as a flexible and attractive collaborative work space for workshops, brainstorming and storyboarding and have been a happy paying customer for a couple of years now. I made the decision to upgrade as soon as I realised how important the tool was for my work but when it comes to other tools I'm not so sure how to procede.

Scoopit is an excellent curation tool and for the part 5 years I have saved interesting articles there and shared my links with anyone who might be interested (see my Scoopit page). It has an attractive layout and feels like a blog even if you don't have to provide any input yourself apart from linking to content elsewhere. Now the free version is limited to 50 posts (I have amassed 3340 posts as a free user) and if you want more space you need to sign up for the pro version at $14.99 per month. I don't mind paying for a few essential tools but there is a limit and in this case I will just have to learn to live without Scoopit. Of course there are alternatives that still have fairly generous free versions (Pocket, Pinterest) but the question is when they too will decide to trim their free versions. The big question here is what is a reasonable price for these tools that are affordable for educators? Very few teachers, if any, will feel like paying over $100 a year for any net-based tool. I suspect that the companies will have to adjust their subscription models again in the near future. the present price of Scoopit, for example, will only attract business users and the education sector will simply move elsewhere.

The landscape of educational technology is shifting fast just now. As I have written in previous posts, there is an increasing awareness of the dangers of using commercial "free" platforms like Google and Facebook in terms of integrity and security and now an increasing number of freemium services are restricting their free versions. The internet is a marketplace and we will probably need to pay for the services we use in the future. Yes we will still have truly free and open services run by enthusiast communities but the vast majority of web services will have a price tag. If you don't pay you will have to accept a bombardment of ads and lack of privacy as the price of free. A sad development but not unexpected.

Tuesday, March 27, 2018

Terms and conditions apply - what went wrong?

Terms and Conditions by Nick Youngson CC BY-SA 3.0 Alpha Stock Images
"If it's free then you are the product". Yes, we've heard that many times over the years but somehow chose not to take it so seriously. We merrily approved all the terms and conditions that popped up when we signed up for all of our social media networks and tools and kept on clicking. We basically gave Google, Facebook, Twitter and the rest of them the freedom to gather enormous amounts of personal data and sell it to anyone willing to pay for it, whatever their motives. Now with Facebook in the eye of a storm of outrage and Google in similar trouble, we can see what the cost of "free" actually is. Basically most commercial online media that are "free" are also in the business of tracking and selling data to advertisers (read more in Doc Searls Weblog, Facebook’s Cambridge Analytica problems are nothing compared to what’s coming for all of online publishing). At the same time we are so hooked on "free" that it's hard to break away. Try to imagine your digital life without all these commercial giants, especially Google. I'm trying to limit the damage at present by switching platforms (e.g. moving from Chrome to Vivaldi and searching with DuckDuckGo), going through all the security settings and so on, but it feels like I'm hopelessly enmeshed.

So what about education in an age where free has been compromised? So many communities of educators and students are built around Facebook, Google, Twitter etc. Do we close them down and move elsewhere and if so where to go? Some institutions offer safe platforms for staff and student blogs and wikis, as Tony Bates describes in his post Our responsibility in protecting institutional, student and personal data in online learning. There are also still plenty of open source wiki sites and other non-profit services but they lack the glitter and stickiness of the commercial solutions. Many users will no doubt set up new alternative networks and platforms but they involve considerable administration and development and will cost time and resources. Some will try to limit the damage and continue to use the old favourites but being more aware of their limitations (e.g. Siva Vaidhyanathan's article in the New York Times, Don’t Delete Facebook. Do Something About It). Whatever happens we need to revise our practices and attitudes.

One interesting aspect of this mess is raised in an excellent post by Autumn CainesPlatform Literacy in a Time of Mass Gaslighting – Or – That Time I Asked Cambridge Analytica for My Data. She proposes platform literacy as a key skill for the future; the awareness of the power that platforms have and the ability to limit the amount of data that platforms can acquire from you. Personalisation it seems has been the pied piper leading the children to their doom.

Personalization in learning and advertising is enabled by platforms. Just as there are deep problems with personalization of advertising, we will find it is multiplied by tens of thousands when we apply it to learning. Utopian views that ignore the problems of platforms and personalization are only going to end up looking like what we are seeing now with Facebook and CA. The thing that I can’t shake is this feeling that the platform itself is the thing that we need more people to understand.

Platforms gather data and data is the new oil. That crude data can now be distilled and some of the applications are proving to be deadly, threatening democracy itself. Maybe we are now beginning to realise what that often misused term "disruption" really means? Even our learning management systems are powerful platforms that gather data on students' interactions, access to material and performance. This can be used to enhance learning as many experts in learning analytics have demonstrated, but what if the data escapes into the wrong hands? We need to become more aware of the power of platforms and what we can and cannot share on them. 

What if we were really transparent with the data that learning systems have about students and focused on making the student aware of the existence of their data and emphasised their ownership over their data? What if we taught data literacy to the student with their own data?

Tuesday, March 20, 2018

Learning to live with edtech skepticism

We all have a tendency to read articles and research that support our own preferences and ideas. We may try to achieve a healthy balance, but somehow any research that criticises our own standpoint is just a little harder to accept. Cognitive bias is always a factor and pure objectivity is extremely hard, if not impossible.

Those of us who believe that educational technology can play a vital role in making teaching and learning more collaborative, empowering and inclusive are often frustrated by other teachers who simply chose to continue teaching the way they always have done. How can they ignore all the seemingly convincing articles and research findings that we recommend? Maybe we need to realise that all those articles are not going to win them over and that other tactics are needed. This problem is illustrated well in an interview in EdSurge with Lauren Herckis, an anthropologist at Carnegie Mellon UniversityWhy Professors Doubt Education Research (listen to the audio file of the interview below). She discusses the problem of why many educators show little interest in the findings of research into the use of technology in education. It may be a frustrating standpoint for those of us who believe in the benefits of educational technology, but we should maybe see it simply as a pragmatic approach to teaching.

Then there are people who will say, "I've been teaching since I was a graduate student. My students are very happy with the teaching. I feel pretty good about my teaching. I understand that you have a PhD in curriculum design, but I don't really need that.”

There's also the suspicion that the modern research is too much theory and too little practical experience. If you've been teaching for 20-30 years and feel good about it why complicate things? You can certainly be an excellent teacher without embracing technology.

For faculty who believe that teaching is an art, that it is just something that you develop with experience and time, that you can't learn from a book, you need to learn by doing more or learn from your students, no amount of exposure to learning science research is going to disrupt their sense that this is something they learn by doing, or that they need to follow their gut on.

Given the lack of time many teachers have for course development, the prospect of completely overhauling a perfectly good course is not particularly attractive, no matter how well grounded the changes may be in current research. Good teaching does not need technology and we need to remember this. Instead of trying to win them over, we should try to see if there are any elements of their course that they feel could be improved or any time-consuming elements that they would like to cut down. Maybe there's a digital tool that could help somewhere? Take it from there.

Here's the audio interview with Lauren Herckis.

Friday, March 16, 2018

Open, free and safe - a tough combination

CC0 Public domain by Jerome Dominici on Pexels
Once upon a time there was an optimistic view that many of us subscribed to. After the end of the cold war we thought that the world would now be a safer place and that democracy and international cooperation would flourish. Then came the internet offering us global networking, the free exchange of ideas, a multi-cultural meeting place where we could collaborate and learn from each other. Platforms and tools were developed to facilitate free and open networking and we developed exciting concepts like social networking, the wisdom of the crowd, crowd sourcing, open education, MOOCs and so on. What could possibly go wrong?

Now we see international cooperation and understanding being replaced by suspicion and fear and as a result countries are turning inwards and reinforcing borders. The companies who offer platforms and tools for global communication have grown so gigantic and powerful that the original objectives have drowned under the weight of commercialisation. Our privacy and integrity have been undermined as vast quantities of data about each one of us are shared with advertisers. The net itself has developed a dark and menacing flip side, being used to spread hate, fear, lies and provocation; something few would have predicted 20 years ago. The openness and freedom we thought the internet would foster has developed into something more sinister. 

One result of this is that global corporations are being challenged and even taking them to court for shortcomings in their use of personal data (e.g. German court ruling against Facebook). They are being forced to answer questions on their level of responsibility for what is disseminated on their platforms and they are slowly beginning to admit a degree of responsibility. Tougher legislation is being passed to prevent the misuse of private data and to guarantee the right to be forgotten. We have learnt that free and open can be interpreted in many ways and they are seldom combined with security and privacy (see also Mashable article, Stop letting Facebook get away with all of this).

In Europe we have the new GDPR (General Data Protection Regulation) legislation that will come into force this summer and aims to protect and empower all EU citizens data privacy and to reshape the way organizations across the region approach data privacy. This is welcome protection but the question is whether the corporations will be able to meet the new legislation. It is necessary because we have surrendered our privacy and integrity thanks to blindly accepting the complex and lengthy terms and conditions that flash in front of us every time we sign up for a new service. We have all been rather naive and assumed that all companies will respect our privacy and right to our own data. Control is needed but could this come at the expense of the dreams of open interaction?

I use social media both professionally and privately and have spent the last 10 years looking at how they can be used in education. It has been immensely enriching and I have been lucky not to encounter any significant negative effects. Will the new legislation mean that we turn away from commercial social networks and revert to more restricted but safer home-grown alternatives? Will universities and schools who use social media as an integrated part of their teaching (blogs, discussion groups, video forums, collaborative writing tools, etc) have to rethink their strategy? How do we build safe social networks that allow open collaboration but where privacy issues are fully respected? Is the open internet being divided up into smaller networks, some safe and some not? Is openness a tainted concept?

Many questions and if anyone out there can supply some answers, please feel free to comment.

Sunday, March 11, 2018

Accessibility as default

Over the last couple of years I have become increasingly aware of accessibility issues in online education. I admit to previously not giving much thought to how people whose hearing, sight, physical mobility or cognitive abilities are different to my own, interact with digital media. However by meeting and discussing with people involved in this area, I have gained a few insights into accessibility questions and a whole new world has opened itself to me.

An article on the Webinar blog, Webinar Slides And Text-To-Speech, highlights the issue of writing to facilitate text-to-speech applications. If we follow some simple guidelines we can make sure that all our digital resources are more accessible. Instead of making alternative accessible versions, why not make accessibility default?

In a perfect world, we would make a version of presentation materials that are optimally designed for a sighted audience listening to a narrator, along with a second set of hardcopy materials that can be referenced by a larger and more physically diverse audience. But there are practical considerations for how much time and effort presenters can dedicate to their materials. If you can only make one version, why not make it accessible to everyone?

The article refers to an excellent guide to writing for accessibility: the British Dyslexia Association's Writing for text to speech. For example, when writing presentation slides, extra attention to punctuation can make an enormous difference for those who need to listen to the text. If you write bullet points without a full stop or semi-colon at the end of each point, then the text-to-speech app will simply read all points as one long sentence. With punctuation, however, it will be read as a list with pauses between points. Some other simple tips:

  • Write numbers manually in bullet lists since the automatic numbering is not picked up by the text-to-speech apps.
  • Dates should be written using the name of the month rather than combinations of digits (11 March 2018).
  • Times should use a colon instead of a stop to separate hours and minutes (10.30). 
  • Put stops in acronyms, otherwise the app may say it as a word (U.S.A. or e.g. would be best). 
  • Use styles to show headings or sub-headings rather than bold normal text. 
The list goes on. The point is that by following some simple rules, you can easily make your texts more accessible. Furthermore we also make our resources clearer and more consistent for all. Text-to-speech is used by many with perfect sight, for example listening to text in a mobile. Shouldn't we make sure we teach accessibility as default and not as an optional extra?

We all have so much to learn!

Monday, February 26, 2018

How inclusive are your networks?

CC0 Public domain by geralt on Pixabay
We all live in filter bubbles, no matter how hard we try to widen our horizons. Information in languages we don't understand are automatically filtered out and we tend to rely on a limited number of trusted sources and contacts even in academic work. There are many studies on citation bias showing that authors of articles in scientific journals tend to cite sources in their own country or in culturally similar countries. Added to this is the tyranny of rankings and impact factors that give greatest weight to articles published in the major American and European journals. How often do you cite work by academics active in China, Russia, India, Africa or South America? How is the gender balance? A similar bias is evident in our networks. Have a look at who you follow on various social media: how diverse are they? If you can see that they are nearly all white Europeans and Americans then maybe it's time to widen your scope.

I was alerted to this problem by a fascinating article by Maha Bali in the Chronicle of Higher Education, Inclusive Citation: How Diverse Are Your References?. Inclusive citation involves searching outside your usual sources and actively connecting with colleagues from different parts of the world and with different cultural backgrounds to yourself. The article gives some practical advice about expanding your horizons by reviewing your present networks and sources and then connecting with people outside that sphere. Even if you have one contact from outside your standard sources, find out who they network with and cite and work from there. You will undoubtedly expand your horizons by doing so.

Have a look at the reading lists you recommend for students. Are we reinforcing a cultural bias and demonstrating to students which types of academic sources are the "right" ones to cite.

If you teach, check your syllabus. How diverse is your reading list? How is the White of your reading list compared to the diversity of your student body? Will a student taking your class find someone like them in the reading list, and imagine themselves as scholars of this field one day?

We need to widen our perspectives and acknowledge that there is excellent research and academic work in all parts of the world. Much of it is written in languages other than English and this of course limits its impact. Maybe translation software will soon be able to help us access these sources but until then it is difficult to be truly inclusive. We can at least review our own biases and try to offer more diverse perspectives.

If your citations aren’t diverse and inclusive enough, chances are, you’re missing some valuable perspectives. Chances are, you’ll learn something new and it will resonate with you. And eventually, it will become habit, and you won’t have to count references any more because you will naturally already have a diverse list of authors whom you respect and read regularly.

Thursday, February 22, 2018

Open distance learning is thriving in Pakistan

The more you travel the more you learn that the world is so much more complex and fascinating than you could ever grasp by staying at home. By meeting and discussing with people you realise that we all have so much in common even if we live in different circumstances and have been raised in different cultural frameworks. Our news feeds present an extremely narrow window on the world and only by visiting and meeting people can you uncover some of the complexities and begin to build bridges. The only way forward is through meetings and discussion rather than confrontation.

I have just returned from Islamabad, Pakistan, where I was privileged to be invited to speak at a conference held at the world's fourth largest university, Allama Iqbal Open University. The image of Pakistan presented in western media is rather negative and that makes me curious to find out more. The contrast between media image and reality could not have been greater and I was warmly welcomed everywhere by friendly and very gifted colleagues. Even when wandering around the city and the sights there were always people who wanted to take selfies with us and there was a genuine curiosity to find out who we foreigners were.

Allama Iqbal Open University, founded in 1974, is the second oldest open university in the world (after the UK pioneer) and has an annual enrollment of 1.3 million students, 56% of whom are women. Their main objective is to provide education for all those who would not otherwise have access, in particular the rural and urban poor, a particularly marginalised and massive group in Pakistan. The rural/urban student balance is 58% against 42%. Anyone can study and students can also study at their own pace since the majority of them also work. Women in poor rural areas are a particular focus area and many qualify for free tuition, as do prisoners and transgenders (possibly a unique initiative in higher education). The university's social responsibility agenda is impressive and demonstrates a commitment to transforming the country by offering education for all.

Textbooks everywhere
The logistics of offering education at all levels, from basic literacy training to doctorate level, to over a million students spread all over a vast country like Pakistan are daunting indeed. They do this by operating both as an online institution and by the massive physical distribution of books and course materials by post. They have the largest publishing house in the country with over 1.8 million books printed per year and the Islamabad campus has, not surprisingly, its own postal office sorting office to deal with the astounding volume of parcels. The printing, binding and distribution operations are still very labour intensive and the equipment was rather old but that made it all the more impressive. We toured the printing and distribution facility where roughly 120 employees make sure that the right books and materials are delivered to the right student at an institution with such a vast number of admissions each term. Although so much of the process is still manual, the address labels have digital codes and students can track their parcels on the website if they have access. 
Of course, a large number of the students do not have access to the net and so the textbooks are vital. Those who do have access can read the books online since they are all available as open educational resources, something rather few western institutions can boast.

Radio studio
There is also a large media production and educational technology department producing video lectures, discussions and seminars as well as audio material to supplement the course material offered via Moodle. The university produces TV and radio programmes that are broadcast nationally as well as running an FM radio station.

Distance and online education requires support, especially when so many of the students are completely unfamiliar with this form of education, and the university has built up an extensive support organisation that reaches out to even the most remote regions.  This consists of 9 regional campuses, 33 regional centres, 41 approved study centres (for face-to-face programs) and 138 part-time regional coordinating offices. Here students can meet for workshops, classroom sessions, tutoring and examination. The physical meeting spaces are essential for student success because few would be able to complete the courses solely by self-study.

The conference I attended had the theme of connecting collaborative communities and there is a clear commitment from the top management to move towards more collaborative forms of online education. I sensed a clear interest among the faculty to adapt teaching practices to accommodate more collaborative digital tools and platforms. This starts with teachers learning by collaborating, both within the university and internationally and I hope that we three invited guest speakers were able to contribute to this process.

Sunday, February 11, 2018

Is technology making us hyper-social?

Our relationship with digital devices, especially mobiles, is a complex one. We love them and use them constantly to communicate, find information and organise our lives. At the same time we are aware of our over-dependence and have a nagging feeling that we have possibly gone too far. We worry about our children's technology addiction and propose banning mobiles from school, the one place where they could learn to use those mobiles more wisely. Many of those who propose such bans are extremely active themselves in social media and presumably seldom turn off their own mobiles. Some say that technology has made us less social but it seems that the reverse is true.

Use of technology is often portrayed in the media as an addiction but the question is whether it is the technology or a particular device that we are addicted to or something else. A new study from McGill University in Canada, Hypernatural monitoring: a social rehearsal account of smartphone addiction, suggests that we are actually addicted to social interaction and that digital devices are simply channels for this need. The paper is also summarised in a post on the site Futurity, We’re ‘addicted’ to socializing—not our smartphones.

While admitting that today's hyper-connected technology contributes to over-dependency, the authors' study indicates that our real "addiction" is the human need to monitor and be monitored by others. We thrive on acknowledgement and recognition and so every like, comment and message fuels this desire. Before digital media we were dependent on the greetings, smiles and nods we receive from family, friends and colleagues every day but now we have added hundreds more potential sources of recognition pleasure to that list. Digital technology magnifies and exploits an already existing need. Our brains' reward system is running on overdrive and that leads to addictive behaviour.

“In post-industrial environments where foods are abundant and readily available, our cravings for fat and sugar sculpted by distant evolutionary pressures can easily go into insatiable overdrive and lead to obesity, diabetes, and heart disease… the pro-social needs and rewards [of smartphone use as a means to connect] can similarly be hijacked to produce a manic theater of hyper-social monitoring,”

The article stresses that the desire for social interaction is, of course, natural and that we need to become more aware of our excessive dependence on technology and try to control it. We need to discuss technology use more openly in classrooms, workplaces and at home and agree to common principles such as switching off the stress of notifications and developing attention strategies (switching off distractions when focusing on a demanding task). We also need to be more aware about how manipulative technology can be; that apps and tools are designed to be addictive (often referred to as sticky). Simply banning devices is just sweeping the problem under the carpet. We need to become more aware of the issues and how we can use digital devices and technology responsibly. If schools and colleges ignore this issue where else will we learn these skills?

Veissière, S. P. and Stendel, M. (2018) Hypernatural monitoring: a social rehearsal account of smartphone addiction. Frontiers in psychology. doi: 10.3389/fpsyg.2018.00141

Sunday, February 4, 2018

The complexity of the flipped classroom

Like many popular concepts, the flipped classroom model suffers from having a catchy name that invites over-simplification and the aura of being some kind of miracle cure. The idea of devoting classroom time to active learning and discussion rather than passive consumption is not new but the flipped classroom is about the application of digital media to offer pre-recorded lectures, demonstrations and instructions as preparation for the classroom collaboration. Flipping means that some content delivery is delivered asynchronously and that synchronous meetings focus on applying that information and developing skills.

One over-simplification is that the method is simply about teachers prerecording all input in video format. I would say that some content should still be delivered live since there is often a need for direct contact and the teacher is able to modify the delivery if the class seems confused. There is nothing wrong with a well-delivered and engaging lecture as long as it isn't an everyday occurrence. Similarly there is nothing in the rule book that says that the teacher has to record all the videos; there is a wealth of open educational resources that are free to use. Getting input from a variety of sources can widen the scope of the lesson and open students' eyes to different interpretations of the same topic. Audio input can also be used since it's easier to record and easier to listen to on a mobile device. You can even flip the classroom by asking students to read and reflect on a text! Basically the flipped classroom is just a snappy headline for a more complex process; developing a student-oriented approach to teaching and learning, helping students to move from consumption to active collaborative learning.

This complexity is discussed in a new special issue of the journal Education SciencesThe Flipped Classroom in Higher Education: Research and Practice. One of the articles, by Shawn R. SimonsonTo Flip or Not to Flip: What Are the Questions? looks at barriers to flipping the classroom and, with reference to previous research, sees the following factors:

Situational factor examples were content coverage expectations, department norms, and infrastructure. Illustrations of instructor factors were time constraints, lack of experience, and preferred teaching methods. Student factors were responsibility, intention, motivation, and resistance.

Simonson presents a table to help teachers decide when or not to flip, taking all these factors into consideration. If the course and examination are heavily based on content delivery then the flipped classroom may not be very effective since the students will be focused on learning as much of the content as possible and the examination method rewards the demonstration of content mastery. This could be the case in basic courses in, say, medicine where students need to learn essential facts that underpin the rest of the degree programme. Another barrier is if traditional lecturing is the institutional norm then teachers will be reluctant to risk trying out new methods. To successfully flip the classroom teachers need time, support and resources and a poorly implemented version can have negative consequences for all concerned. Similarly if students expect to be fed with the facts they need to learn to pass the exam, then the flipped classroom model may cause frustration and increased stress since it generally demands more time and effort. 

The introductory article of the special issue, Flipped Classroom Research: From “Black Box” to “White Box” Evaluation, by Christian Stöhr and Tom Adawia of Chalmers university of technology, proposes a more nuanced approach to evaluating interventions, realist evaluation. This involves asking the following questions:
  • For whom will the intervention work and not work, and why? 
  • In what contexts will the intervention work and not work, and why?
  • What are the main mechanisms by which we expect the intervention to work?
  • If the intervention works, what outcomes will we see?
These questions should guide any teacher thinking of adopting a flipped classroom approach, or any new approach for that matter. Instead of rushing towards a new promising model we need to have these questions in mind and be able to adjust our practice as our exploratory attempts develop. The flipped classroom is one of many options available to teachers and the skill is deciding which methods best match the desired outcomes. Simonson's conclusion sums up the complexity that lies behind the flipped classroom.

Thus, the instructor who is considering flipping the classroom should contemplate the course content and at what level they want their students to understand that content. The situation in which they teach is important as external expectations and resources can make flipping the classroom more or less challenging. Motivating and appropriately challenging students is also critical and worthy of reflection. Perhaps most importantly, the instructor needs to determine their own willingness and ability to change pedagogies. Only when the complex interplay of these factors has been considered can a balanced decision be made and the learner-centered environment optimized.

Sunday, January 28, 2018

Online learning - the road to credibility

CC0 Public domain on Pexels
With the abundance of online education, including MOOCs, it is easy to assume that global online education is already established and recognised. However, an article by Christopher Ziguras in University World NewsWill global online higher education ever take off?suggests that online education is still struggling to gain credibility in many countries and that the numbers of students taking online courses in countries other than their own is actually rather small. Certainly there has been a massive growth in online education in recent years but it's not as international as we may think.

... when we look at cross-border education, the scale of fully online provision is still miniscule. There are around 150,000 students outside Australia enrolled in Australian qualifications: two-thirds in university programmes and the rest in vocational and upper secondary qualifications.

Virtually all of the school and vocational education students, and more than 90% of those in higher education, are studying on a branch campus or with a local partner institution. And yet for decades we have seen predictions that students who cannot travel abroad to study, either due to cost or commitments at home, would seek out foreign study options online.

Enrolling in an online degree at a foreign institution is often a complicated process since the enrollment procedure is aimed at students from that country and naturally the forms are in that country's official language(s). On top of that are the fees which in many cases are higher than studying at a local institution. Those who do enroll from abroad tend to be citizens of that country living elsewhere and who know the national education system. In the EU the Bologna agreement has to some extent opened up European higher education but applying to study online at a university in another country is still not simple. There are, of course, notable exceptions to this, such as virtual mobility programmes where students can attend online courses at partner universities as a for-credit part of their own studies (see for example the recent OUVM project). However, the numbers of transnational students in online courses are still more exception than norm.

Universities with a large international outreach have their own campuses in strategic locations around the world or run courses in partnership with local institutions. Here they can blend traditional campus teaching with online elements from the host institution and offer international degrees without students having to leave their own country.

The main sticking point for fully online education, according to the article, is credibility.

Many governments, including China, India and Vietnam, refuse point blank to recognise foreign degrees undertaken online, citing a range of concerns. They believe the quality of online study is inferior, legitimate providers are difficult to distinguish from online degree mills and they perceive online student fraud to be rife.

Despite international quality guidelines and labels for online education the whole area is tainted by the abundance of fraudulent practices, bogus universities and degree mills. Furthermore there are the recurring concerns about the risks of plagiarism and cheating in online courses. All these issues are being addressed and solutions are emerging but the road to credibility will take time. Above all we need wider adoption of internationally recognised quality labels for online courses to make it easy to distinguish between quality education and fraud. 

Friday, January 19, 2018

New Twitter guide for educators

Photo: David Truss, with permission
Twitter is still a tricky tool to introduce to teachers. Sadly their general impression of Twitter is negative, associating it with fake news, trolls, celebrity trivia and toxic political mud-slinging. Creating an account means flinging yourself into the gladiatorial arena and opening yourself to attacks from all sorts of monsters. Persuading understandably skeptical colleagues that Twitter can also be used to create a valuable professional network and even community of practice is definitely not easy.

Twitter isn't an easy tool to adopt and the rewards are long rather than short term; basically you need a critical mass before the benefits become obvious. You need to follow people and people need to follow you and until you build up a network you'll be tweeting into the wind and no-one will know you exist. Like all forms of network building it takes time, patience and a lot of trial and error. That's why you need a clear reason for using Twitter and most importantly you need the help and encouragement of an experienced user.

If you're curious enough to give Twitter a chance and you want learn how to get started in a systematic and informed way then I can recommend a very practical guide in the form of a free e-book written by David Truss, Twitter EDU - Your One-Stop-All-You-Need-To-Know-Guide to Twitter. This book can be downloaded to your laptop, tablet or mobile in a number of formats and takes you through all the basics of using Twitter, essential rules of Twitter netiquette, finding people to follow and building an educational network. To get the most out of the guide you should create a Twitter account before you start and then you learn to tweet by tweeting for real. The guide can save you a lot of time, effort and despair since it focuses on good practice, respect for others, giving credit and responsible networking. You also get tips on how to spot and avoid typical spammers and time-wasters. Even if you are an experienced user like me, you can benefit from a quick browse through the guide.

One small line of wisdom explains why attitude is so important for success with Twitter, or any digital tool for that matter:

“If you think Twitter is ‘dumb’ or ‘a waste of time’, well then it will be.”

Although Twitter is certainly full of highly toxic and dangerous rubbish you can easily avoid it by following trusted colleagues and communities. My own feed is almost exclusively about education and every day I find links and ideas that are extremely useful in my work. I've also made friends and valuable contacts through Twitter and have met some of them in person. As David points out in the book you need to view your Twitter feed as a never-ending stream of information that you dip into now and then rather than trying to read everything; as your feed grows you very quickly realise the impossibility of this approach. Dip in a few times a day and see what's floating by just now. Forget what went past in the time you were away, what you don't see you don't miss.

But the real key to success with Twitter is engagement. To get something out you have to contribute. If you show that you provide useful information, ideas and tips then people will follow you. If you show your appreciation for the information you receive your reputation will grow and you will widen your network. Actually the normal principles of human communication apply in digital spaces, contrary to the common myth that digital communication is somehow virtual, cyber or not real life. Being kind and respectful pays off, even in Twitter!

Tuesday, January 9, 2018

Silent learners guide

For the past couple of years I've been involved in a Nordic project looking at how to be more responsive to the needs of silent learners, especially in online education. We started out with the notion of lurkers, a rather pejorative term that assumes some kind of suspicious behaviour, but quickly realised that being silent does not mean that learning is not taking place. Many are working, not lurking.

Education today focuses so much on active student involvement and collaboration and it's easy to forget that a great deal of learning takes place in silence and alone. Have we actually neglected this aspect of learning in our enthusiasm for activity and engagement? Furthermore, there are many learners who learn best that way and avoid group work and collaboration as much as possible. This can be due to shyness, insecurity or simply because group activities take up so much valuable time, sometimes involving conflicts and compromise. Collaboration is an extremely important skill to learn but there are different ways to collaborate. We need to give space to the silent learners or introverts and let them contribute in their own way. They may not be so vocally active in the brainstorming or creative activities but they may be excellent at note-taking, summarising and analysis. We need to empower the silent learners and let their skills enrich the collaborative process but we also need to help more vocal and active learners to develop their own silent learning skills. In order to let the quiet learners participate in group work the vocal members must develop their listening skills, deep reading skills and their ability to observe and summarise.

One tangible product from our project is a short and concise guide, Silent learners - a guide, with lots of practical ideas for both teachers and students. The guide also describes our own journey from seeing these learners as a problem to seeing the issue as one of inclusion and accessibility and that we need to take all learners into consideration when designing courses, not just the vocal and active ones.

The issue behind this guide is making education more inclusive and so we need to offer alternative pathways for learners and ensure that different competences and learning strategies are recognized. Collaboration does not always demand noisy synchronous meetings but can also involve more silent asynchronous activities where everyone can contribute using a variety of media. Introverts are often invisible in synchronous group work, but if that discussion is continued in an online asynchronous learning space then the more reflective learners are more likely to contribute effectively. Developing better asynchronous collaboration also empowers learners with special needs by allowing them more time to make a response and thereby making a valuable contribution to the group work. Another group of learners that would benefit from a more flexible and inclusive approach are non-native speakers who generally need more time to understand the subject matter and formulate their ideas and are therefore disadvantaged in synchronous discussions.

You can read more about the project activities with links to several webinars and other resources on the project site, Silent learners.