//For all those Friday afternoon bloggers, check out http://blindinglygood.wordpress.com/ This is not only for an example of someone fighting to overcome the odds but is also a compliment to WordPress for producing an accessible digital environment.
//Following on from OU course blog post 1 the sum total of work in week 2 is close to zero. It would be easy to blame the lack of online communication. If I were an analogue learner I might find it alien to use a virtual environment, but accustomed to group collaboration through the OU forums, just me and my A4 printed pages are feeling a bit lonely.
There’s little stimulation from printed text. This is when the power of multimedia hits home but through its absence rather than its presence. I listen to the OU cd-rom but it’s only audio; I miss not just the visuals of video but the simple interaction with my laptop. Listening is all too passive. I want to be involved in my learning. All I can do is read and make notes which is way too texty, I’m a ‘words’ person but here I am surrounded by them and the learning isn’t happening.
So I’ve started drawing mind maps; breaking up the mass of text into more visual learning environments; the shapes and colours on the page really seem to help. Here are the main theorists: Saussure (pink square) who started the whole theory of language as a cultural phenomenon. Lacan (purple circle) who applied Saussure’s structuralism to his own brand of psychoanalysis devising the concept of the Symbolic and the Other but unable to explain the state of pre-awareness. Althusser (orange rectangle) applied structuralism to his Marxism through Ideological State Apparatus (ISAs), the means by which capitalist norms are consented to and reproduced. Finally Foucault (blue ellipse) who has us all situated within discursive practice, externally mediated by the institutions of the state which are disguised mechanisms of control – Phew! You wouldn’t believe how much chunking all the information into separately coloured shapes is helping. I wonder if a mind map will be acceptable as an alternative mode of assessment!
//Sometimes I think you have to get back to basics. The common digital denominator of everyone at the university has to be some form of PC or Mac, propriety or open source, Office suite. So why not look at how an eportfolio could be created using Office? Then you could focus on the benefits of creating electronic profiles rather than the digital learning curve required to produce them. Criteria such as portability and interoperability have value but if engagement is a key issue then familiarity with the software must be more important. Eportfolio documents could be uploaded to Google but does a URL have to be a crucial component? There are still cd-roms or data sticks. Storage is cheap. Employers wanting electronic profiles will prefer digital data in a format they’re familiar rather than not at all.
We’re not getting there with e-portfolios. Even if they were part of the assessment process or of CPD you’d still have a digital divide with the software. Give someone a tool they’re familiar with and they’ll use it. Give them one they’ve never seen before and you drastically cut the chances of it being utilized. At the end of the day the prime purpose of an e-porfolio is an electronic record of who you are, and what you have to offer, so surely it’s the content that matters rather than the packaging.
//I’ve got mixed feelings about the SimplicITy computer with its six-button desktop aimed at ‘people aged over 60 who are unfamiliar with PCs and the internet’. Part of me thinks what a great idea – not everyone can afford a Mac and the Windows OS has become so (unnecessarily?) complex. But what would the response be if the target audience were those classified as disabled or from a named country, class or culture. In an environment where everyday language is subject to the stringent tests to determine its political correctness, then it must be technically ageist to provide a product that implies those over 60 need something ‘simple’.
Regarding current website design – while it is far from perfect and I am continually frustrated by its inaccessibility – the direction remains ‘one web for all’. While some webs may be developed with a specific group in mind – e.g. high contrast/low image for the visually impaired – then this doesn’t deny access to anyone else. I wonder if a commercial move towards the provision of customised interfaces designed for specific groups in mind is beneficial to web equity or not. Shouldn’t we be working towards one web for all and one set of web skills for all too?
//I’ve been reflecting on the concept of Teaching in Public; the proposed theme of the second CERD book. Googling it only returned the C-SAP 2007 Conference Teaching in Public, the Future of HE . It looks like CERD have identified a gap in the market. So what does Teaching in Public mean? With so little out there then this is an opportunity to offer our own interpretations. Suggested strands are Education as a Public Good, The Student/Teacher Nexus and Teaching as a Public Activity; all retaining the student/teacher dichotomy.
My interest is the impact of the Internet and the development of OER. For example the Open University’s OpenLearn which includes a course on Creating OER and an OER wiki Other examples of what I would call Teaching in Public are MIT Open Courseware, TED Talks , Wiki Educator and Connextions. Add the P2P virtual university and there’s a lot out there. There are issues around assessment and accreditation but no doubt that the future of higher education is digital. Like it or not we live in a Web 2.0 world. Teaching in Public is a move from pedagogy to folksomony. Traditional educationalists should be feeling afraid. Those yet to engage with the technology should be feeling very afraid.
OER (via the Internet) does more than challenge the status quo of HEIs as the gatekeepers of knowledge. OER (and the Internet) open up communication and access to information; the keys to educational opportunities. The primary issues then become digital divides (ensuring equality of access) and digital controls (transmission via cables rather than humans). Is this where the future of HE lies? If the themes include ‘public good’ and ‘public activity’ then access issues are paramount. Digital data not only requires good bandwidth it’s notoriously inaccessible to anyone with sensory, motor and cognitive impairment. Along with the employability agenda, will the primary role of the HEI shift from the transmission of knowledge to the critical evaluation and correct acknowledgment of sources that are already freely available?
I’ve few political bones and even less economic ones so will leave those implications of OER on teaching in public to others more qualified, but will offer this; the move to a digital platform, as envisaged by Digital Britain is a mass imposition of change in practice, something notorious for creating resistance. If there should develop an underground movement of analogue protestors, what impact would that have on the future of higher education?
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//This week I officially begin Year 3 and Unit 5 of my MA in Open and Distance Education. The subject has enhanced and deepened my engagement with my work, given me a theoretical background and opportunities to meet and debate relevant issues with a wider audience; I couldn’t have had a better subject to work with. Unit 5 is Identity in Question. This takes me back to the research of my first MA in Gender Studies and forward to issues I want to research in the future; social and cultural attitudes towards difference. I’m looking forward to re-engaging with the theoretical baselines and testing their application to issues around to student’s perceptions of themselves in relation to higher education.
The first four Units were delivered online but this is a traditional distance learning course and already I feel isolated. I’ve got used to the textual introductions and emoticons, the sharing of photographs, of where we are and what we do. I’ve actively taken part in the creation of Wenger’s community of practice, the first stages in Salmon’s 5step model, constructing Laurillard’s conversational framework, building Garrison and Anderson’s Social Presence. I’ve experienced, tried and tested, all these theories over the past two years but this is going to be different. I’ve had one email from my tutor about dates for ‘telephone tutorials’ but no reference to how this will take place. I’m assuming Skype but I don’t know for sure. In previous units we used First Class but have no software this time. I don’t like telephones. I don’t even have one at home. I prefer the keyboard. In previous units we’ve been encouraged to blog, to build an electronic portfolio and collaborate through wikis as well as use the traditional discussion forum. Suddenly all of that is missing. How can I ‘learn’ interactively with my colleagues when we are not virtually connected? The loneliness of the distance learner will be exacerbated by the lack of digital engagement. It feels like a backward step into a pre-internet world. Without the regular logging on to see what others are saying about the week’s subject matter, how will I stay motivated and engaged?
The benefit of blogging is the provision of a unique forum for reflection. The reality is it takes time. I know that multiple blogs will not work so this blog will become my work and my study blog. The integration will be interesting process.
//Reloaded all images but still taking too long to download – could be karoo connection – could be too large an original filesize. Will return to this later with optimised pictures. Nice plugin.
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//Why offline? It’s very personal in the THES by Janet Hanson, head of education enhancement at Bournemouth University, resurrects the ‘should they shouldn’t they’ debate over teacher engagement with technology. In 2007 Karl Fisch suggested that digital literacy was the responsibility of the individual and that refusal to engage with technology was on a par with refusing to learn to read or write;
The article “Displaced but not replaced: the impact of e-learning on academic identities in higher education” in the journal Teaching in Higher Education, appears to suggest that some staff are threatened by technology to a degree where one describes feeling “out of control” when she started to use PowerPoint in her lectures, with her academic presence “reduced to a mechanical process of pressing a key on the PC to change the slides”. Comments from readers pick up and challenge this resistance to technology; one of which links to David Warlick’s online article ‘If you can’t use technology get out of teaching!’ Harsh words but I remain convinced that rather than pushing virtual boundaries forwards, it’s non-engagement that is the key issue I suspect that the more the label Web 2.0 is used to influence institutional practice then the more those who are not yet blogging or tweeting will switch off. The debate is far from being over. We are quick to praise pockets of good practice but it’s the pockets of resistance that need addressing.
p.s. never mind PowerPoint; take a look at Prezi instead!
//The final keynote on the Friday was by Jon Bowermaster; traveller and writer for National Geographic, who justifies his carbon footprint by giving talks on the damage done to the world by over-fishing and poisoning wildlife with plastic pollution.
(Can the carbon footprint of an international conference be justified? On reflection I think the answer is yes. It’s an opportunity to bring back stories from different perspectives which in turn help you to view your own work and institution with different eyes. The impetus for change rarely comes from within; it more often derives from experience of other ways of doing things. There is real value is stepping outside of your comfort zones; there is even more value in viewing your work through not just a national but a global perspective).
Bowermaster says everyone who travels should bring back a story. Well, this is mine. Vancouver is a new, clean city; on a clear day you can see the Rockies although it’s mostly rained this week and even the tops of the tallest skyscrapers have been shrouded in cloud. Vancouver is gearing up for the 2010 Olympics and understandably wants its city to be seen in the best possible light. On the surface that shouldn’t be too difficult with its glass skyscraper skyline and surrounding waters ringed with snow capped mountains. Vancouver has the most expensive real estate in the world. It also has a population that is homeless. There are beggars on every street corner; many amputees laid out on cold wet pavements, some in wheelchairs, all with an outstretched cup asking you so politely for your spare change. There’s currently a plan to make it compulsory to put the homeless into shelters; allegedly for protection from the cold but it’s being seen as a rouse to hide them for the Olympics. Either way Vancouver is not what it seems. While we’ve been in the warmth of a modern hotel presenting on the advantages of education outside on the streets is evidence of social and economic inequalities where education is irrelevant. There’s an advert for welfare food halls on Canadian tv which says you are only ever one paycheck away from destitution and that’s a sobering thought. Homelessness and poverty here in Vancouver is very much in evidence. In Britain people complain about the welfare state but you don’t see as many destitute people on the streets of Hull (or Lincoln) as you do here. While we debate the future of higher education it’s worth bearing in mind how fortunate a situation that is.
Finally – the quote of the week for me came from Chui Woo Kim from South Korea. Speaking on virtual interaction he tells us that the instructor may trigger sound effects (applause) to create a more joyful learning environment.
May we all aim to create a more joyful learning environment.