sue watling – Page 18 – digital soapbox

PhD Friday – on not talking theory

Sue Watling / August 9, 2013 / PhD

Every time I turn a corner it’s like a new beginning – but not in a good way – more oh **** another focus shift needed. I guess each move is a step closer but appreciating it will take the benefit of hindsight. At the moment my sight is limited, the future hidden and the progress I think I’ve made is never enough. I have pilot participants ready to talk to me but it seems I’m not ready for them.

I can’t position myself epistemologically or ontologically, never mind axiologically – which is possibly the key of the three. When it comes to technology for learning my criticality is driven by my values. It seems these run in ever increasing circles of contrariness to the majority view of pushing the frontiers. I believe we need to look the other way – compare where we are to where we’ve come from. The distance may be less than received wisdom would have us believe. I think closer attention to resistance is called for. A realistic approach looking to the past and the present. Technology has not transformed teaching in higher education. It might enhance on-campus delivery – it can improve part-time and distance learning – but it cannot transform. Not without attention to the time it takes to produce tasks and facilitate activities or surface the ways it excludes as much as widens participation.

Back the phd. I don’t know how to get theoretical enough. I don’t know how to align myself. I support approaches which offer multiple realities, identities and positions. Grand narratives which scoop everyone into a single overarching structure are less attractive. Pluralities appeal. I met postmodernism in 1999 and I liked it. Within the messiness of postmodern ideas, structures can be identified; hidden agendas and power mechanisms. I can adopt a critical approach in order to uncover these; to show the social underpinning of technology, education and knowledge in a digital age. But I can’t link this with the deeper philosophical language of doctoral research. I can’t move forward from where I’ve been stuck for months. I can’t talk theory.

Planning digital futures in teaching and learning

Sue Watling / August 8, 2013August 15, 2013 / Teacher Education, Teaching and Learning in a Digital Age (TELEDA), Virtual Learning Environment

There are two sides to every story, sometimes three, four or more. Experience influences interpretation and a university should contain oppositional views. Negotiation is the name of the game and there is nothing like educational technology to polarise views. As the new academic year brings discussions around implementing a digital education strategy, I feel a growing sense of unease. The VLE is mostly a repository of attachments to module guides, lecture notes and powerpoint presentations; it has become an information conduit not a communication facilitator.

Adoption remains patchy. Early promises of transformation have not been fulfilled. Rather than blue sky thinking around what might be possible maybe we should begin with what we know. Using technology can take more time than it saves, it’s likely to break down, disconnect, not be there when needed, involve steep learning curves, operate through an ever diminishing set of access criteria and is ultimately a poor substitute for human face to face interaction.

I continue to support teaching and learning online. I believe it enhances distant and blended learning and 24/7 mobile access to relevant content and procedures can only be an advantage to busy people living busy lives. So why the distance between the users and non users, the early and late adopters? Rather than prioritise innovation, should we pay attention to resistance? Not everyone is comfortable interacting with a machine. One reason is time. Promises of efficiency are diluted by the reality. Managing teaching and learning online requires significant amounts of time to adapt content, facilitate collaboration and group work, moderate communication, and respond to students on individual basis by text or video. Technology is not always efficient. It breaks down. It confuses. Why cant I find anything on the portal?

In a recent editorial for Learning, Media and Technology, Neil Selwyn* asks how technologies which arrived on promises of a ‘freer and fairer education’ have had the opposite effect. What happened to ‘…pre-millennial expectations of the cyber-campus and seamlessly ‘blended’ learning?’ Where are instances of digital technology which are ‘…genuinely enabling and empowering for those that use them?’ Promises of transformation go on; mobile learning – flipped classrooms – more open educational resources and courses. The voice of the academics are seldom heard. Digital divides by their nature silence those who are late adopters or lag behind.

Unless we listen to staff who are teaching and supporting learning – rather than being driven by interests outside of the lecture theatre/seminar room – we’re not going to achieve bottom up sustainable change. I still believe in the affordances of virtual learning environments to widen participation and offer genuinely authentic learning experiences. I still believe ICT can disrupt and democratise – but the essential workloads need to be acknowledged and shared. I agree with Selwyn who suggests digital technology for university educators should be developed by the same university educators. Greater resources for courses and those who teach on them has to be worth revisiting as digital futures for teaching and learning are planned.

* Selwyn, N., 2013, Digital technologies in universities: Problems posing as solutions?, Learning, Media and Technology [P], vol 38, issue 1, Routledge, Abingdon Oxon United Kingdom, pp. 1-3 http://www.tandfonline.com/doi/abs/10.1080/17439884.2013.759965#.UgM0jdLqmSo

Contemplating Failure Part Three

Sue Watling / August 2, 2013August 15, 2013 / Teaching and Learning in a Digital Age (TELEDA), Virtual Learning Environment

As Blackboard faces upgrading and the procurement process grinds on, Getting Started offers its annual overview of the ways the VLE is used across the university. On a scale from good, less good to not at all. Getting Started has always had differential levels of participation. I believe the disparity has less to do with attitudes to transition and is more a reflection of the way Blackboard is used across individual practice. As a T&L Coordinator supporting the use of technology, the gaps suggest I’m not doing a very good job. My current downer on all things virtual continues. Students like their VLE but workshops and surveys suggest differential use between modules and courses is an increasing cause for concern. The question of minimum standards has been mooted although how this would be mandated or policed is less clear. I get despondent over exclusive practices, but there are bigger issues around initial engagement in the first place. Feenberg * may be right. The technology has failed. As Laurillard ** says we are on the brink of transformation – but have been there for some time.

Maybe if we took the technology away?

My MA in Open and Distance Learning with the OU was delivered online. Four of six modules used a variety of tools and assessment activities. I chose the last two from social science. Resources were delivered in traditional distance learning style; cardboard boxes full of cds and books. No online element – not even a discussion. Assignments were posted and returned hand marked. This was not long ago. I learned as much about the affordances of technology to enhance learning, and the power of online communities of shared practice to create new knowledge, by their absence as their presence.

Getting Started is a useful snapshot of VLE engagement. I call for inclusive practice but if Blackboard is not being used, or is a holding place for a collection of Word documents, conversation around TechDis Accessibility Essentials or the DDA/Equality Act is doomed. The gap between my conception of virtual learning and the reality of a VLE as a repository for Word and PowerPoint requires rethinking. Discussions around the Digital Education Strategy need to focus on the low end-user and non-user. Pushing up to blue skies will not address resistance.

Is resistance to Blackboard political or personal? Is it indicative of broader attitudes to internet enabled communication and information? You may as well ask if exclusive practice is deliberate or inadvertent? No one intentionally sets out to exclude. There is innovative and exciting use of Blackboard across the university but they remain in pockets. The problem with technology is the divide between those advocating use and those who are the users. The digital divide has less to do with access and more the way access is managed and the continual problem of content being presented in single formats based on assumptions the user can access it. I don’t have the answer in the present economic climate. All I know is in their relationship with technology, people will find their own level and stay there. It might not be effective or inclusive – but without increased human resource and ring fenced funding to support change – the current situation of good, less good or not at all is probably about as good as it gets.

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* Feenburg, A. (2011) Agency and Citizenship in a Technological Society http://www.sfu.ca/~andrewf/copen5-1.pdf

** Laurillard, D. (2008) Digital technologies and their role in achieving our ambitions for education http://eprints.ioe.ac.uk/628/1/Laurillard2008Digital_technologies.pdf

Failure is not an Option! https://suewatling.blogs.lincoln.ac.uk/2013/06/02/failure-is-not-an-option/

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Contemplating Failure Part Two

Sue Watling / August 1, 2013August 15, 2013 / digital inclusion, digital literacies, equality and diversity, Teaching and Learning in a Digital Age (TELEDA)

Diversity is what makes the world go round. Or at least it should. Experiments of conformity must fail. Equality of opportunity is the fairest system; not being squeezed into narrow behaviour ranges or receiving privilege simply because you belong to a dominant group. One of the largest ever examples of discrimination is being created by the shift to digital practices and lifestyles. The design and delivery of online content increasingly privileges a narrow range of access criteria – the MEE Model – based on the assumption all users operate with a mouse, eyes and ears. This fails to reflect the diversity of ways people do use computers and access the internet but it is successfully excluding those who rely on assistive technology or non-standard methods.

Inclusive practice with digital content can directly challenge exclusive behaviours. The Web pioneers campaigned for accessibility “…if we succeed making web accessibility the norm rather than the exception, this will benefit not only the disability community but the entire population.” (Dardailler, 1997*)

I’ve been reflecting on increasingly exclusive web design and contemplating the failure of guidance from the WAI and Equality legislation; asking the question what lies at the root of exclusive digital practice? I’m coming to the conclusion its more to do with psychology than technology. We look for the quickest option, the easiest route, familiar ways of working. But as the social shift to digital ICT continues, so does the need to raise awareness of what digital exclusion looks like.

The new e-learning package Bribery Act and Anti Money Laundering on the HR Portal elearning page https://portal.lincoln.ac.uk/C11/C0/Online%20Training/default.aspx is an example of how commercial companies appear to be unaware of the principles of inclusive digital practice. Here are some examples.

The narration starts with no warning. There are no user controls to stop, pause, restart, move backwards or forwards. The narration is only on a few slides, each time starting unexpectedly. This sequential use of audio can’t be an alternative format so it’s not clear why it’s included. The audio can be toggled on or off in the Accessibility controls but you need to open the menu to find this. The volume can also be controlled here but the option is mouse operated (no sliding scale – one click for every number between 1 and 100). There is no ‘save settings’ button. The only way out of the Accessibility menu is to close the window. Close equates Exit more than Save.

The standard keyboard command Ctrl and + to increase magnification doesn’t work; it does reveal the zoom icon in the top right which runs up to 500x in digits but makes no difference to appearance. To customise appearance to preference is through line spacing and text size in the Accessibility panel. This was not successful. Images run over text

Buttons don’t resize.

Colour contrasts don’t all adapt to my choices as well as text frames not resizing.

Text boxes merge.

The background colour can be changed but this lost the content on certain slides offering a green screen.

bribery exp 1

There might be a clue on slide 28 which contained images and suggests the background layer may be positioned on top of the graphic layer – only a guess but something somewhere is not right.

The keyboard controls appear to be only for moving through the bottom bar buttons; not offering alternative navigation which should be standard practice.

There are no alternative ways to navigate through the slides nor click on text which is bold or part of an image and links to additional information

accessibility features

Tab and Shift highlight essential structures but moving from slide to slide in this way is slow and laborious. Shift also brings up the Contents menu which Esc doesn’t close – only a mouse click will do. These keyboard alternatives are unrealistic for navigation. There is no information about how to access the content without a mouse.

The accessibility window has an image of a wheelchair. I wonder why?

This image associates accessibility of digital content with disability and disability only with wheelchair users; neither fair nor accurate assumptions and going against the principle of inclusive practice which is achieving improved assess for all. It’s like saying transcripts are only for people with hearing difficulties – which ignores those with no speakers or headphones or who simply prefer text to audio.

There are other design issues which are questionable. External links take you into a new window with no warning and closing the window returns you to the elearning menu page – rather than the last slide.

Where a name is given as a source of further information, the name is hyperlinked to Outlook which assumes the user has Outlook installed; I don’t have Outlook on my home laptop – so without any details such as an email address or phone number there is no way of contacting the person.

The use of transitions to load pictures is reminiscent of death by PowerPoint. Slide 7 has an spelling mistake in the answer window. This suggests not only was the resource not piloted for alternative usage outside the dominant MEE model (Mouse, Eyes and Ears) it also hasn’t been proofed for errors.

I’m not responsible for this resource but it’s indicative of how inclusive practice with digital data is a dying art.

I wonder if anyone else caring about equality of digital opportunities is also contemplating failure.

Contemplating Failure Part One

Sue Watling / August 1, 2013August 15, 2013 / Uncategorized

Screech, scratch, scrape – this is the sound of the soap box being dragged out again. For years I’ve been a lonely voice for digitally inclusive practice. Advocating the TechdDis Accessibility Essential series for making electronic documents more readable http://www.jisctechdis.ac.uk/techdis/resources/ae Supporting the principles of inclusive practice as improving access for all. In the beginning I’d be encouraged by all the ‘I never thought of that’ comments but recently I’ve begun to feel a failure – because nothing’s changed.

Being resilient is what matters. Equality of access to communication and information technologies matters. I’ve tried to adapt. One of the learning outcomes of the new Teaching and Learning in a Digital Age online course (TELEDAPG http://www.lincoln.ac.uk/home/cerd/teaching/teachingpractice/) is

‘Reflect on and demonstrate a critical awareness of inclusive practice on relation to inline teaching and learning resources, communication and collaborative working with and between students.’

Here is an opportunity to give the soapbox centre stage on a validated teacher education programme. My phd is moving towards the inclusive practice aspect of digital literacies and scholarship with the opportunity to develop a participatory action research project on, in and around the subject of digital inclusion.

But on the outside nothing’s changed.

The editorial from the Journal Research in Learning Technology’s special edition on digital inclusion (Vol 20 2012 available free online http://www.researchinlearningtechnology.net/index.php/rlt/issue/view/1432) starts optimistically. It identifies how ‘current digital inclusion research has failed to produce a detailed critique of what constitutes empowering support from educational institutions and their staff’. How the ‘lack of open and reflexive accounts of practice’ is hindering identification and understanding of the ‘essential empowering practices’ which are so necessary for challenging the prejudice, stereotypes and risk-aversiveness – all of which contributes to digital exclusion. Here is the language of my sessions with staff and students on the values and ethics of a digital society but the ultimately the Journal only points out old problems and suggesting new solutions – calling for a ‘bolder approach’ by policy makers and funding agencies – precisely because so far nothing has changed!

The reason for this blog is the UL HR elearning packages. It got off to a bad start with the image on the Portal page https://portal.lincoln.ac.uk/C11/C0/Online%20Training/default.aspx Here is an example about nothing changing. Text over images is never good practice – especially when advertising ‘e-learning!

Looking at the Staff Learning and Development Poster page http://posters.lincoln.ac.uk/group/sld it seems this one slipped through – or looking at the dates on the poster archive page – may be the sign of things to come.

Could I suggest the use fo text over images quietly slips out again or the new designer visits http://odi.dwp.gov.uk/inclusive-communications/channels/publishing.php for some useful guidance on creating accessible posters.

My sense of failure was heightened with the new e-learning package Bribery Act &/and Anti Money Laundering (I hate ampersands!) Faced with the question of taking time to highlight the issues or ignoring them – I decided to take time out to climb on the lonely soapbox and register another solitary protest.

See Contemplating Failure Part Two…https://suewatling.blogs.lincoln.ac.uk/2013/08/01/contemplating-failure-part-two/

Pragmatist and Proud

Sue Watling / July 27, 2013 / PhD

I’ve been criticised for calling myself a pragmatist. It has connotations of neutrality. It isn’t political enough. Politics is my weakness. I don’t really have any. It’s not I don’t care about social justice or equality of opportunity. It’s just I’ve adopted a practical philosophy. My approach to life is ‘I can’t change the world but I can work to change my little part of it’.

I didn’t think I needed politics to do a phd. I expected to have to think about knowledge, learn the difference between epistemology and ontology. I thought I’d have to locate myself on the educational spectrum but I didn’t expect my lack of political acumen to be such a barrier to progress.

It’s not enough to want to research my own practice using virtual learning environments, to better support others use of education technology. I have to demonstrate I’m against those with vested interests in automating teaching. It’s not enough to be aware of hidden power structures and work to raise awareness in others so they can adapt their practice accordingly. I have to advocate the failure of education technology in the first place. Which is a bit like telling me the past 25 years of my working life have been misguided and misplaced.

Not everyone has political bones. My political apathy doesn’t come from privilege. My background is economically poor and socially marginalised. I know how capitalism creates inequality, how it privileges those with financial security and disempowers the poor. I’ve seen how capitalist systems replicate disadvantage, how they construct social ghettos of low opportunity and aspiration. I believe higher education offers opportunities to raise awareness of inequality, to understand the construction of power and control, to uncover the replication and reinforcement of inequality, to support social justice. This is as political as I get. But it’s not enough.

My theory is not deep enough. My criticisms not founded, my arguments too weak and my opinion not important. Without being grounded in theory, I haven’t earned the right to speak. I thought where I was and what I did was enough. Actions speaking louder than words and so on. Unless it’s for a phd. Where it seems the words matter more than the actions.

I understand the rationale for theory. The need to avoid the risk of applying theory rather than critically engaging with it. I knew a phd was about questioning, about accepting or rejecting theoretical approaches. But I thought my reading and reflection was enough to get started on my data collection. It seems not. I’m still floating. Not grounded enough. All of which makes it feel like I’ve hardly begun. So if I stop now, while I’m closer to the starting point than I realised, it won’t be such a waste will it? I could keep the politics in a box. Stay pragmatist and proud. Alternatively, I could investigate the possibility of being both pragmatist and political at the same time.

When the only sense of direction is backwards…

Sue Watling / July 26, 2013July 26, 2013 / PhD

‘We become what we behold. We shape our tools and then our tools shape us.’ This sounds like Marshall McLuhan (The Medium is the Message,1967) but was written McLuhan’s friend, John Culkin, who also said ‘a lot of things have happened in this century and most of them plug into walls.’ (quoted in Teaching as a Subversive Activity by Neil Postman Charles Weingartner, 1971 p 10)

The plug referred to television. Today we plug into the internet, taking for granted all the multiple channels of mass media which so concerned McLuhan, Culkin and Postman et. al. 40-50 years ago. The process of logging on may be shaping our working practice but any modification of behaviour can’t be directly attributed to the technology. The development and integration of machines in our daily lives ultimately derives from the external social landscape, one which positions us within the dominant political economy of the time.

Postman and Weingartner called for education to be subversive. Young people should ‘…question, doubt, or challenge any part of the society in which they live, especially those parts which are most vulnerable…schools must serve as the principal medium for developing in youth the attitudes and skills of social, political and cultural criticism.’ Schools should also be capable of instilling in students – a la Hemmingway – a built-in, shockproof crap detector! I guess that’s one way of describing critical pedagogy which sets out to uncover the power structures disguised as ideology and culture.

One of my favourite words is resonance. It describes universal significance but resonance can also be personal; a poem has resonance when it ‘hits home’ and reader ‘hears’ what is being said. The stab of recognition might not be shared by all. The act of naming is individual. Althusser wrote about appellation and identity; how cultural discourse offers a variety of subject positions which ‘hail’ us; we recognise what fits and adopt.

Education needs the principle of resonance. To learn requires the application of new to existing knowledge in order to integrate and understand. Resonance happens when something makes sense. Resonance can be applied to crap as well as to meaningful synchronicity and validated knowledge. What matters is distinguishing between them and knowing what matters to you as an individual.

All roads lead to my PhD and this is no exception. Where there’s no resonance there’s less interest. Part-time doctoral research is a tough choice and it doesn’t get any easier. I’m having an existential moment. I know what I want to research and how I want to manage the process but I feel the tools are shaping me in directions I don’t want to go – where there’s no resonance. I’m being positioned in the wrong place. I don’t want to change the world, just my own tiny little part of it. I’m thinking I might give up. The only sense of direction is backwards.

Academic culture shock; the VLE and resistance to learning online

Sue Watling / July 22, 2013January 18, 2014 / social impact of the Internet, Teaching and Learning in a Digital Age (TELEDA), Virtual Learning Environment

I’m still reflecting on the issue of power, since the lack of it was commented on in my EA2 (see politics and power) This weekend I revisited ‘All Watched Over by Machines of Loving Grace’ (Adam Curtis, 2011). The 3-part documentary examines how power is perceived and distributed. I’m writing about resistance to virtual learning. Both are connected to the 1990’s. Curtis revisits late 20th century dreams of a cybernetic utopia with freedom from social controls and conventions. Dearing’s 1997 landmark report into the future of higher education claimed the internet would transform the university. There is more…

Underneath, I’m interested in the social construction of identity; how society controls gender expectations opposed to how we interpret ourselves and ways of resistance. The commodification of gender expectations is a powerful and invisible social control. I’m drawn to Edward Bernays application of his uncle Sigmund’s psychoanalytic ideas to public relations and marketing. I also like postmodernist ideas on subjectivity, in particular Baudrillard on simulation and social manipulation of confusion between the Sign and the Real. Power is the thread which pulls this altogether and digital media the channel where power operates most persuasively. In Propaganda, Bernays describes PR as the ‘conscious and intelligent manipulation of the organized habits and opinions of the masses’. He claims this is an important aspect of democracy and ‘‘Those who manipulate this unseen mechanism of society constitute an invisible government which is the true ruling power of our country.’

It’s a small step to social controls through corporations and governments. These excursions into power soon encounter Foucault who explored the power and authority of institutions and the state, how it became anonymous and embedded in bureaucracies. For all his ideas have been supported or critiqued, the Foucaultian view of hierarchical surveillance is alive and well and living in Google.

We have become accustomed to digital ways of working, but resist digital pedagogic practice. The lecture and seminar remain the most popular form of transmission and debate. The virtual in learning environment remains largely invisible.

Visions are rarely neutral and with technology they are mostly utopian or dystopian. In 1999 Daniel Nobel wrote Digital Diploma Mills attacking the distribution of digitized course material online, seeing this as a regressive trend towards mass production and standardization in the favour of commercial interests. In 2005 the HEFCE first elearning strategy promoted technology enhanced learning as leading to transformation through radical and positive change. In 2011, Feenburg (author of Questioning Technology, 2001) claimed the promise of virtual learning in the 1990s has come to nothing – and ‘the automation of learning has failed’

The embedding of the university VLE affects everyone who works or studies there but it is not universally loved; more tolerated or even hated. It’s possible the sector is still in a state of transition. Socrates complained the written word would damage education if people no longer needed to meet up and discuss philosophical ideas. After Gutenberg, there was concern the book would harm the educational imperative. Resistance to teaching and learning online may be an extension of academic culture shock. Or resistance may run deeper, indicative of caution from critical thinkers and reflective practitioners.

Digital education; more brown-ground than blue-sky approaches

Sue Watling / July 19, 2013January 18, 2014 / digital divide, Teaching and Learning in a Digital Age (TELEDA)

The joy of a digital education strategy is the potential to enhance teaching and learning. The recognition we are under-resourced to support digital engagement is welcome. The fear is the starting place. Blue sky thinking is visionary. Before looking to something out of reach, some brown ground work is needed first.

When the word transformative is applied to technology I get nervous. In the beginning, twenty years ago, transformative was common. HEFCE’s first elearning strategy (2005) promoted the ‘transformative potential of technology’, following government ambitions for the internet to transform society – no less. In 2009 HEFCE published a revised strategy. Transformative is still in there but the word enhancing dominates. Enhance is a better ambition. The TQEF of those times was aptly named – Teaching Quality Enhancement Fund. The university’s Best Practice Office, renamed Teaching and Learning Development Office, was funded through the TQEF and its Teacher Fellow Scheme a great example of how education development funds support innovative digital practices in teaching and learning, led by teachers not technologists, who sought to enhance not transform.

HEFCE have stuck to their 2009 definitions of ‘transform’ and ‘enhance’ in their triple ambitions for technology enhanced learning. They see TEL leading to:

efficiency (existing processes carried out in a more cost-effective, time-effective, sustainable or scalable manner)
enhancement (improving existing processes and the outcomes)
transformation (radical, positive change in existing processes or introducing new processes).

I think we need to be positioned on the middle ground of enhancement where technology is an additional pedagogic layer – not a replacement. Virtual learning cannot automate the higher education experience. Blue sky thinking is not the way forward at the present time. We need to ground strategic thinking in what we have and what we know.

I’ve always worked where nervousness and excitement combine. Fear of technology is a serious condition. We should take more notice of it. There’s much to learn from resistance. Nervousness has many forms; you might not even see it’s there. Quite often, the realisation of how technology can support/enhance existing practice pushes the nervousness away. But like an addiction, it always back. In particular it strikes when you’re alone in front of the computer and something doesn’t work as you expected or you’ve forgotten what to do next. This is the point the technology gets put to aside and traditional methods of working re-emerge. Most people prefer the comfort of the familiar and the secure. The danger/thrill seekers are the minority. Digital practices are much less about the hardware/software/workshops – they are human and individual – and as such there is no one-size-fits-all solution.

A digital education strategy has to recognise the person behind the machine, the pedagogic differences between subject disciplines, the diversity of ways people use computers and access the internet and above all the nature of help. This is brown ground stuff. It’s the bottom line. The starting point. Unless we have empathy for resistance, digital divides can’t be seen. Unless we acknowledge the work to be done in encouraging, supporting and resourcing the late adopters, digital education will always be unequal and exclusive.