Musings on education, techology, and life..
Design and Development - or Is it soup yet?
According to what I think I have learned about designing online courses and teaching in general, three types of interaction, student-student, student-teacher, and student-content, are the focal points for developing instruction.There are actually two more — teacher-environment, and student-environment. We tend to ignore the environmental issues when dealing with the classroom based courses because we’re so famliar with them. Automaticity makes it seem invisible most of the time, but it’s obvious in the beginning of the year or when there have been changes in the building from semester to semester. People are wandering around lost and not knowing what’s going on. The environmental interactions online are more apparent when you move into environments that are not familiar — like a new school, or online. If the affordances of the environment are not the same as what you’re used to, then that interaction becomes visible — largely thru frustration.
It is interesting that we (or at least “I” and the way I interpret much of what I am reading) tend to either ignore the educational environment or reference it as a mere byproduct of the traditional triangle of interactions. The idea of the PLE is one that allows us to both explicitly address this important, overlooked area and bring at least some of it back into the realm of intentionality. Not control– or at least not only and not complete control– of the environment, and not just creating a learning environment, but facilitating the students’ creation of their own environments, a critical part of learning communities and a foundation of the new third places, etc.
(Picking up on just one theme in Jim’s recent post on open education, content and relevance)
I suspect that the continuing emergence of whole new tools, many of which perform the same functions as existing applications, comes from many sources: some people are just really into building new applications, companies are out to make money, egos strive to be seen and recognized, subtle differences that we might accept without reservation are features upon which someone else’s success may hinge…
But I think that as educational technologists in this particular time we face a real challenge in reconciling the feverish visions we must have to keep going with the technological reality that many of the things we dream about are basically possible. Even a decade ago, many of the things we wanted to do were dreams that we hoped (or assumed) could and would happen someday. The pioneers were working a few systems and making each one go beyond what many thought possible.
Things are a little different today. We have a wealth of small pieces that can go a long way toward achieving many of the dreams we once had. Not all of them, but there is a lot of room between current practices and the fences keeping the wild parts at bay. Thsoe solutions may not always be the prettiest and most elegant– they may not be 100% integrated and holistic with every aspect of our educational philosophy– but the benefits are there for the taking. We just have to adopt a “warts and all” approach, stop waiting for surety and perfection, and kiss a frog or two.
That’s one of the reasons that– whether WordPress is the most flexible system with the prettiest code or not– I love Jim’s approach. Take a tool that works (WPMU) and pimp it out with tools that get the job done. That’s not settling or giving up on innovation. There’s plenty of room for technological innovation in the interstitial spaces of any educational approach that involves social networks and the participatory web… and even more headroom for innovative practices and pedagogy, which is what we are all seeking.
So I agree, in general, that we need to focus on content and making use of the potential of what is there. Enough people will be compelled enough by other motivations to keep developing new applications that we won’t be missed. If anything, our strongest position to influence development in a way amenable to education isn’t through technical prowess, but through creating a significant demand for those features and affordances. There’s a reason that a business tool like Elluminate is now implementing educational features and striving to create and educational community at a great clip: demand.
At the same time, while I don’t see the need to re-create learning management systems, publication mechanisms, feed readers, etc… I do think that we should continue to push the mix-it-up, mashup, roll-your-own themes that Scott Leslie and others talk about and the class of applications that facilitate those creative acts. It’s the foundation of the PLE, which is what all of this is about, consciously or not.
One of my students who is just learning about web feeds and feed reading commented to me that she liked the “fluidity” of the medium, then noted:
I found that several of the
converted” track 80-some feeds a day. The thought made my head hurt, but the reality is that I will probably be just as “engaged” as soon as I get my favorites linked.
This triggered the firing of many synapses, connecting together a variety of dots from my own social network: Brian Lamb’s recent post about a conference that completely escaped his radar (at the time), Bryan Alexander’s Twit about social networks as triads that lead me to his post on the subject referencing Stephen Downes’ catch of Ton Zylstra’s visualization and Jyrie Engesrom’s writing on social objects. This dark path lit up when I came across Gardner Campbell’s post on Distributed Cognition that illustrates the power of the social network and ends with sound advice:
Oh yes, and the moral of the story: link out to other bloggers early and often. Something about casting your bread upon the waters…
It’s taken me longer to copy and paste links than it did to follow that path. It will take me far longer to write this entry than it did to read all of the entries. But it has already been immensely valuable to my thinking and will influence some projects I am working on.
The thing is– and this is what is so hard to convey to others– this kind of eye-opening experience happens nearly every day. If it didn’t, I couldn’t keep working in this field, where the difficulties and apathy and institutional lethargy vastly outnumber the tangible moments of success. And it has nothing to do with being a super voracious informavore, with working extra hard to keep up, or with spending all of my free time working. While occasionally guilty of the first, my information consumption habits encompass many other areas outside of work. Moreover, I don’t even try to keep up, and when I work from home it’s on other work that isn’t reflected here.
There’s too much information and always has been… it was just that in the past it was easier to ignore the deep waters of the unknown because they were harder to access, often locked away behind gatekeepers of various kinds, and generally were static resources that we fetched at certain times for certain purposes. Very little information came to us except that which we directly asked for. But the environment has changed dramatically.
In addition to the kinds of resources we’ve always had, we have the powerful ability to tap into the vital knowledge in the heads of our colleagues, idols, and students. Our “collection” is no longer just, or mostly, pointers to reservoirs but an infosphere in constant flux, fed by flows from sources into and around our immediate locus of need and desire. I constantly refer to Downes’ metaphor of resources, information, and learning as water flowing through the network, not something we think about capturing constantly and storing in our cupboards, but something we turn on and use when we need it.
As I told my student, learning to stimulate and manage this flow is the information literacy skill of the age. The secrets to doing so aren’t secrets at all:
First, and perhaps hardest, we have to learn to be OK with not “keeping up” in the traditional sense. People worry about 20, or 50, or 100 web feeds because they are considering them in the old frame of scarcity and control– as resources to consume all at once lest they be lost. If they have unread feeds, unseen sites, unheard podcasts, unabsorbed articles in their environment they feel uneasy, even agitated. It isn’t that there weren’t all these undigested items before, they just didn’t know about them. This agitation can be paralyzing. I liken it to my own fear of swimming in deep water, which is an extension of my fear of heights. Though I know how to swim and I never need to go more than a few feet deep to do so, I have a hard time with water more than five feet deep. I’d rather stay in the boat and ignore those depths despite there being no rational or logical basis to my fear: swimming in 4 feet of water is no different than swimming in 250 feet. Too many feel this way in the sea of information– better to turn away from the depths than jump in. For some reason we expect to be complete Olympic swimmers when treading water and occasionally dog-paddling are perfectly OK.
Keeping up in the information age doesn’t mean absorbing everything in your immediate vicinity, it means keeping your network tuned and fresh so that the information is there when you need it. The important things find their way to you because they carry some of the energy of other participants.
The second key “secret” is an echo of Gardner’s refrain, and what makes the network effects carrying the important information to us work: you have to be an active participant in that network. What you put into the network– directly and indirectly– shapes the network to your needs and makes possible the reflection and amplification that brings the important stuff to you. Blog posts, twitters, information linked in socially enabled applications like flickr, del.icio.us and stumbleupon, facebook updates, comments, wiki edits… whatever methods make sense in your environment will work, but only if you are engaged. Trying to be an old-school passive consumer in a participation based network is like traveling to a new place and then holing up in your hotel watching the same programs and eating food from the same restaurant chains… you’re a consumer rather than a resident and you’re not only going to miss out on the most important happenings, but you’ll never even know about them.
There’s a lot of talk about Personal Learning Environments right now, and rightly so. But PLEs are not just for students any more than learning is just for students. Educators are faced with extra demands: not only do they need to learn to create and participate in their own social network– essentially a PLE– for professional advantages, but they will face daunting hurdles when helping their students in this critical area if they have no experience with it themselves.
Am-I-Dumb.com - Are you dumb?
Of course, I had to take the test too… I apparently missed one question, but remain unconvinced that I was wrong. The “trick” questions seemed pretty obvious!
Actual stats were:
[tags]linklog[/tags]
[tags]linklog[/tags]
The official followup to Did You Know: Shift Happens, Did You Know 2.0 is worth the 8 minute viewing time for anyone involved in technology, culture and education.
Discussion, sources, and reactions can be found at the ShiftHappens wikispace.