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I think its been forever now that I have been saying to drop our internal systems and engage with the real stuff… I wonder if I could stretch the message in this research pointed to by SD. Corporate Social Networks a Waste of Money, Study Finds. Guess I better read it…

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Audio

Last night Desire2Learn flew me up to Wellington to meet with a group of “eLearning thought leaders” from Australia and New Zealand. I didn’t know what to expect (and clearly D2L didn’t either!) and was more than a bit surprised to see myself giving a trade mark Leigh Blackall rant to a group of very experienced eLearning managers and directors from some big name Universities! I even saw one of the women who stabbed me in the back at a university I used to work at! That was a brief moment of horror.

I think it went well – I’m waiting on an audio recording to check that. Here’s the question I was asked to address and the notes I prepared on the plane up to Wellington (as a result it is very light on links and references). Thanks to James Neill for some help and feedback in the notes. Here’s the link to the wiki version.

The only thing I regret from the thing is that Desire2Learn perhaps didn’t get what they were looking for and I didn’t get a chance to shake that woman’s hand 🙂

Desire2Learn Roundtable Event 18 June 2008

Question: The use of easily accessible and, in many cases, free social software tools such as MSN, Skype, Facebook, MySpace, YouTube, Second Life and a wide range of blogs and wikis, has become almost ubiquitous among the so-called ‘Net Generation’. In the context of a growing emphasis on eLearning, most commonly facilitated by enterprise-scale Learning Management System and a range of institutionally managed and supported communication and collaboration software tools, and in an environment of increasing emphasis on intellectual property rights management and quality assurance, how do universities (and other educational institutions) respond to the use of free, open-access tools in common use by their students? What are the potential educational uses of such tools? What are the current practices of use of these tools within educational institutions? What are the issues, risks and hidden costs? What are the advantages and benefits?

Understanding the question

Such a long and complex question needs a little unpacking..

Is the use of “free social software” almost ubiquitous in New Zealand?

Statistics from 2007

Statistics from 2007

Statistics released in November 2007 revealed that 67% of New Zealand homes are not connected to the Internet. Precisely: 33% have no connection what so ever, 34% have connections of 25kbps or less, and 33% have connections of 200kbps or more. Considering that a connection of 25kbps or less can not satisfactorily work with the range of free social media we are talking about, and considering that type of media is increasingly defining the Internet today, and with an expectation that its development will continue to demand more bandwidth into and out of homes – New Zealand households with connections of 25kbps or less should probably be considered as not being connected at all. Therefore a vast majority of New Zealanders are not able to share in the rich social media scape we are considering as ubiquitous.

Non-the-less, what is being documented in more developed regions of the world 9including 1/3 of New Zealand homes), through some research and a seemingly over whelming quantity of cultural output, it is probably fare to say that a certain level of ubiquity is the case in those regions. If New Zealand does address its issues of social equity in terms of connectivity and access, it should follow that we too will share in the experience and social development that is being observed in developed regions.

Is eLearning really growing in New Zealand?

Considering the New Zealand Government believes that digital literacy and basic computing skills are needed by everyone in New Zealand, most people with experience in the field of eLearning would probably prefer that it was by now considered a normal and integrated practice of learning generally, and that a specialist understanding with specialist services be no longer needed to support its development. However, most people in New Zealand would probably agree that eLearning is not an integrated practice, and that the digital literacy and basic computing skills that go with it are far from integrated (surmised from the connection statistics for NZ, and my own personal experience introducing computing and social media to people in Otago).

Most educational institutions still house something like a specialist unit for eLearning related development, and continue to invest in their worker’s developing digital literacy and basic computing skills, and most of the institutions have invested heavily in hardware and software that is believed to facilitate the development of eLearning practice. The fact that these specialist services exist is evidence that eLearning is still considered something beyond ‘normal’ practice in education, and that integration of eLearning and digital literacy and computer skills (like the book, projector, or photocopier) has some way to go yet.

What is an appropriate response from our educational institutions, to a forecasted social media scape?

This question is the focus of our discussion and what follows is an attempt to address the problem through a breakdown of some of the key elements I believe are in play. I propose we start by reviewing the underpinning theories that constitute educational practices – namely the constructivist, behaviorist and cognitivist learning theories; and then follow with a brief critique of educational attempts at adopting social constructivism into behaviorist practices; and then to relate the idea that social media is a product of social constructivism and should be considered in those terms. I will finish with my own view that educational institutions consistently go about their business in predominantly behaviorist modes of practice which is ill suited to any attempt at adopting social constructivist practices, and that we should reconsider education’s relationship to society and learning both historically and in the foreseeable future.

Learning theory

There are 3 pillars to education that can be found in learning theory:

  1. Constructivism
  2. Behaviourism
  3. Cognitivism

These 3 theories are generally believed to be the guiding lights to professional teaching. They are the primary learning objectives in teacher training, and knowing them is proof of your socialisation into the education profession.

In short, the application of these theories might be explained as such:

Social conditions help an individual to construct self awareness and learning through any number of experiences and interactions. Some of those experiences and interactions are designed (such as school) to condition specific behavioral changes that can be measured as learning. An understanding of how minds process information (cognitivism) is what informs the design of those experiences and interactions.

Social constructivism in education – the round shape in the square hole

It might be fare to say that social experiences and interactions are always helping an individual to construct self awareness and learning in just about all aspects of their life. The experience of school, or formalised learning is but one in many social interactions and experiences that form people’s learning. Unfortunately, perhaps due to the political significance we place in formalised learning and education, we focus a majority of our resources there, and do so with seemingly no understanding of informal learning throughout the rest of our lives. Naturally, the educator’s perspective and world view is all about their role in that small part of people’s lives, but in becoming aware of the importance of socially constructed learning they try remodel their behaviorist practices to encompass constructivist approaches.

Typically the approach involves a set number of people we quite rightly call a class. That class is brought into an environment that temporarily separates them from their normal social spheres of family, friends, public, familiar environments, community and society at large. They are expected to attend sessions and are rewarded or punished, either subtly or explicitly for behavior that reflects engagement and ability to express what the teacher has intended them to learn – an inescapable behaviorist reality, and in many cases quite appropriate, perhaps though, not at the scale we currently have it at.

However, along comes a well meaning teacher, perplexed by our understanding of socially constructed learning, who will attempt to design into their behaviorist reality – a sense of social learning! Typically it involves the design of activities such as “group work”, “discussion”, and “role play”. Some go as far as to reward this artificial social behavior with statements of it as learning objectives. This confusing effort to draw out learning within behaviorist realities with artificially social interaction must be causing stress for all involved. It is a crude attempt to develop a sense of social connection inside what is ultimately an anti social environment.

To my mind, the attempts so far – to break down traditional behaviorist approaches with ill conceived social constructivism has so far been crude and confusing. Formal learning is a small part of our socially constructed world, our socially constructed learning can not be squeezed into small, short term behaviorist experiences. It is much like trying to fit a very large round shape into a very small square hole. It is behaviorism over stepping its bounds in an attempt to be everything to everyone.

Web2 is socially constructed media and communications

It is a mistake to adopt the term Web2. It only serves a meaning to those already in the know, and for those who are not, it always needs further explanation. And because its meaning remains a mystery to those not in the know, we rely on inquisitive minds to ask for further explanation. More likely, the term simply turns people away and gives an easy ride for shallow critics, software merchants, and those threatened by what it actually entails. Web2 might more usefully and accurately be termed, socially constructed media and communications or social media for short. Social media as a term captures more meaning than Web2 and is more likely to be relevant to people interested in socially constructed learning.

Now that a connection should be evident between social constructivism and the media scape we have on hand today, it should be interesting to consider how objectionable it may actually be for education to be adopting social media inside its seemingly inescapable behaviorist contexts. If you can accept my argument that social constructivism can not be used in behaviorist methodologies, then with it I would argue that social media cannot be used inside behaviorist media – such as the prescribed media presently used (LMS, system email, content repositories etc).

Social media in education – more of the same

The effort to push large round shapes into small square holes has been a consistent feature in educational adoption of social trends. Most recently in the context of the Internet, Institutions have necessarily de-socialised the experience in an era known as dot com, by setting up its own systems of email, centralised websites, file servers, content management systems, and learning management systems – all reinforced by draconian firewalling, content censorship and ill conceived policy to restrict access and bandwidth. Arguably the initial motivations of this effort were needed, given the deep seeded behaviorist practices of education, and the very costly hardware and software being invested in. That said, the resulting monolithic and parochial services that have been set up at almost every institution were always going to be superseded by utility Internet services – once a suitably large enough market demand was established. That time is now, and many people are finding it more productive and rewarding to be using software and Internet services outside the Institutions.

But with the establishment of a large workforce employed to maintain the local and parochial services, the adoption of so called “Web2” or “Social Tools” – to quote the question, into education is yet more forcing of even larger round shapes into even smaller square holes. The agents who continue this retro-fitting have not spotted the oxymoronic aspect of the idea, nor stopped to consider the wider problem of social constructivism inside institutions of behaviorism. Perhaps even more concerning is that the IT professionals did not factor in the inevitability utility scale provision of services once a market had been established, and did not design exit strategies for their now legacy systems.

Nor has anyone stopped to consider (in these terms) what the result may be in bringing social media into such environments, and how effective it will be or not. Making such a large and chaotic thing fit inside a restricted and limited operation is certain to fail more so than attempts to change the direction of the fitting and to bring education more appropriately out into socially constructed learning contexts and the social change it could entail. What I mean to say is, instead of retro fitting our systems and trying to add features of social media, education should occupy the social media scape. Store videos on Youtube, photos on Flick, and texts on Wikibooks; have teachers and lecturers editing Wikipedia, starting a blog, responding to questions, and generally participating in society’s media. Don’t try to squeeze society and social media into our limited way of going about learning.

That is not to say we should stop offering traditional behaviorist based services, We should! its a good way to learn, but its not the only way, its not even a significant way. If we are truly interested in learning, then we should be looking at ways to engage with the bigger picture.

“…We don’t need no education…”

Obviously a thinking person would not make such a statement without wondering what would become of training doctors, pilots, engineers, trades, researchers, and services; or how to ensure that as many members of society as possible are literate and numerate and have the skills to discover and make the most of learning pathways. Those words are more a challenge to the simple ways in which we in education go about our business – a challenge to behaviorism within industrial scale education systems, that tries to encompass social learning. An appeal to stop and think what is actually happening. Perhaps we don’t need education!

What then might a future look like? A society empowered through social media to more fully develop their own learning along the lines of Ivan Illich’s visions? Workers in tune to informal learning and how to leverage such learning for professional gains? Children permitted to follow their interests and develop at their own pace, under the guidance of trusted and respected adults and peers?

Once again, well meaning teachers will attempt to push these large round shapes into their small square holes because in the absence of a tangible alternative, this is all they can do! Perhaps opportunities should be explored more between the different approaches. How can mainstream schools relate more to homeschooling and the various extra curricula that children do outside of school? Again, this is not to say school should take on those activities – quite the opposite, it is a suggestion that schools (as gate keepers) should look at ways they can recognise and enhance the learning that goes on everywhere else. Perhaps as Jay Cross says, workplaces should invest 80% of its training budgets in supporting informal learning? And what if teachers (of all types) started to occupied space outside their institutions more, and into the social media scape, they would benefit from a fresh perspective of the world – one from within instead of without.

Notes:

This roundtable event will provide an opportunity for eLearning leaders in Australia and New Zealand to discuss these issues. Date: June 18th, the evening before the ACODE conference at Victoria University of Wellington Place: TBD, but will be located centrally to where conference guests are staying Agenda: 5:30 – 6:00pm Welcome 6:00 – 6:45pm Dinner 6:45 – 7:15pm Speaker 7:15 – 8:15pm Facilitated group discussion 8:15 – 8:45pm Large group sharing/Wrap-up Speaker and Facilitators are TBD. Outcomes: A foundational discussion on the current advantages and pitfalls of free social software tools as well as an understanding of how peers are taking advantage of these tools. There will be an opportunity to continue the dialogue through co-authored whitepapers. More details to follow. For questions please contact Kristin Greene

Links

The Dawn of Epimethean Man by Ivan Illich

From the ancient Greeks to a modern New York City child, Illich in 1970 critiques modern society and the drivers of progress as replacing Hope with Expectation. http://www.scribd.com/doc/12437/The-Dawn-of-Epimethean-Man-by-Ivan-Illich

PBS Frontline Special: “Growing Up Online”

A new series from PBS where viewers get an inside look into the worlds kids enter and create online, focusing on the important ways the Internet is transforming childhood and development. The documentary also notes a profound generational disconnect, perhaps the greatest American generation gap since rock ‘n’ roll. Another interesting aspect of the use of technology is the way educators respond to it. The documentary is informative, available for viewing online and provides teaching guides and a discussion forum. http://www.pbs.org/wgbh/pages/frontline/kidsonline/

The Idea of the University

Australian universities are among the least well-funded in the developed world, and behind the decline in federal funding there can be detected a confusion of purpose – what exactly is the university for in today’s world? Are they primarily about training workers to enter the modern skills economy, or is there another kind of role that the university plays in a democracy?

Downloadable audio from ABC’s Late Night Live with Phillip Adams for the next week or so: http://www.abc.net.au/rn/latenightlive/stories/2008/2272988.htm


Leigh Blackall

+64(0)21736539

skype – leigh_blackall

SL – Leroy Goalpost

https://learnonline.wordpress.com


Mike Caulfield alerted me to Edupunk. I notice Google alerts of my name before I can make time to catch up on my news reader – how sad is that! How my brain has come to a grinding hault working on the ‘inside’ 😦 so.. am I an edupunk?

If I was born 10 years earlier I would have most certainly been a punk.

If I was born 20 years earlier I would have been in the Weather Underground

But I was born in 1975 (great year it was too!) and I’m still looking for an identity… I think, I feel, .. maybe… perhaps I’m a neo anarchist with Derek Jenson. Oh dear, I think I just lost my job and popped myself on the CIA, FBI and ASIO lists.

And so, I am in my mid 30’s and increasingly career concious 😦 living in an era that many believe to be a very significant time, but I have this feeling all of a sudden, that it is all passing me by. Is this what they call aging? Is it a bit sad to wanna be an edupunk?

Mike’s older than me and he’s up with the play, and Stephen Downes is older than me and he doesn’t miss a beat! Edupunk!? WTF is that! Is Mike right, am I included without having to do anything like sign up or register?

Stephen summarises it nicely, and I can’t think of anyone more Edupunk than Blamb! Do I wanna hang out with people like this? Hell yes! Even if does mean ignoring oximoronic elephant in the corner, Education and Punk – as one of the commenters to Downes points out:

Oh, please. What’s next, governpunk? Religipunk? I can’t think of anything less punk than education. No matter how you slice it, most of these people are trying to find more creative and cutting-edge ways to help students conform to the needs of the institutions that employ them.

And that’s just it, the institutions that employ us. Sure! We can get away with being anarchic and brute punk – online (only just), but the brakes apply almost immediatly when you swivel around on your corporate office chair, to face the corporate open plan, in search of no one to share your regular ah ha moments with… so you swivel back around and blog it instead, in the vein hope that someone you work with is actually interested in what you think, let alone a boss! and in the weak sense of security in virtual numbers.

Am I sounding pesimistic? Of course I am, and I’m probably being very unfare to those around me again. Of course they care! Of course they’re interested! But boy are we institutionalised!

Edupunk is one of those terms that helps and hinders. Its like Web2.0 – technically incorrect, a term that widens the gap between our IT ‘supports’ and educationalists, but a sound bite that is easier to spread than something more accurate like “social constructivist media and communications”. Like Web2, Edupunk could help to reinvigorate those of us that can relate to what underpins it, and give us a new banner to rewrite papers on socialist principles, models and case studies, it could become a new battle cry in an age old campaign between industrialists and socialists.

But it could hinder us as well. In our neoliberal educational settings, where Reaganomics and Thatcherismis alive and well and deeply embedded, a punk has no place inside such institution. A label like Edupunk could become a sword we fall on when it comes to performance reviews and service feedback… “Leigh’s an Edupunk, very passionate about Web2..” = “Leigh’s a socialist and needs to wake up to reality..”

But I like it! If it gives us something to dance around for a bit, then great. I need a bit of a thrash and lash out. I see David Warlick has cranked the Wikipedia entry already? Someone add the image above! I gotta drop into reality for the day…

New Zealand’s collective student debt is approaching NZ$10 billion!!

Lets take a look at the cost of living for a student in Dunedin per week and get an idea of how crappy this situation is.

Weekly cost of living

Rent = $100 p/w

Energy, Internet and telephone = $75 p/w

Health = $20 p/w

Food = $100 p/w

Car = $80 p/w

Furnishings = $20 p/w

Clothing = $20 p/w

Social = $50 p/w

3 trips home per year = $30 p/w

Savings = $50 p/w

Stationary, computing and text books = $30 p/w

Student fees = $50 p/w + 40 hours p/w

TOTAL COST OF LIVING PER WEEK = $625 per week

Weekly income

Student allowance (if eligible) = $150 p/w

20 hours casual work @ $12 minimum per hour (resulting in a 60 hour week when combined with study time) = $240 p/w

TOTAL INCOME PER WEEK = $390 p/w (Gross!)

Weekly short fall of $235 per week. Totaling $12220 annually!!

So, let’s drop the car and savings… weekly short fall now = $105. Totaling $5460 short fall annually.

I guess we could keep chipping away at some of those weekly expenses.. who needs a social life, or trips home (or away), or health… and I guess they could work harder than 60 hours per week, or sacrifice some of that study time to work more, or find a job during the semester breaks to pay back some of that short fall (provided your landlord, food market, and all the others can stomach giving you credit until then. What about student fees? Let’s take a look at that…

Looking at student fee in relation to cost of course

A 3 year course at $12000.. what is the cost of running a course for 16 people per year? (Class sizes are one of the big reasons you would study at a Polytechnic btw.. imagine 350 people or more in a class, I struggle to see the value in university fees..)

Teacher @ $60 p/hr x 20 hrs p/w x 40 weeks = $48000 per year

Classroom and amenities = $4000 p/y

Internet and 16 computers = $32000 p/y

Other specialist learning resource fittings = $6000 p/y

Administration = $4000 p/y

Library = $6000 p/y

SUBTOTAL ANNUAL COURSE COSTS = $100 000

Less Government subsidy of around 70 – 80% = $30 000

Divided between 16 students = $1875 That’s less than half their fee!
(that subsidy figure needs checking.. it is really had to find)

Now, if we consider that in the breakdown of weekly student living costs – included in that is a computer and Internet. That might suggest that we could scale back our provision of such things (ignoring for now the fact that most students probably choose to forgo that cost in their struggle to survive here) and reduce the cost of the course considerably further (especially if I am out with that subsidy and course cost estimate).

But students would still be being forced into debt.

So what could we do in the way of free learning, fee education to afford more flexibility – save another $40 per week? And what could we do with other Government grant money to provide computers and Internet at affordable prices for students – save another $50 p/w? And what could we do with Open Educational Resources to reduce text books and library costs – save another $20 p/w? And what could we do with distance education so as to offer options for avoiding Dunedin costs of living – save another $100 p/w?

I don’t think we are thinking hard enough on what we can be doing to help address this serious social problem affecting the quality of learning in NZ. We have students who have little choice but to study and work 60 hour weeks, racking up and worrying about debt, and/or reducing their standard of living well below what I would call acceptable. I dare anyone to take a tour of rental properties in Dunedin.

Ah yes Graham, I share your.. story.

As  Alahka puts it in your comments, you can lead a horse to water… or as I have exhaled from time to time, flogging the dead horse that died in the trough!

I think though, it is incentives and time we need to encourage and support those teachers to first use the tools for their own learning. If they can’t do that, then I’m not sure we should be risking their incompetence on the lives of others who are either coerced into their charge, or pay huge fees for their services.

Movember – raising awareness of men’s health

Movember – Changing the face of Men’s Health. Movember (the month formerly known as November) is a charity event held during November each year.

Wellington School orders a student and Movember participant to shave off moustache. (Wellington is the capital and political centre of New Zealand)

A Wellington private school boy has shaved his Movember moustache off after his school threatened to ban him from sitting his NCEA exams. Scots College says it is inappropriate for students to grow a moustache, even if it is done for charity.

Facism (sic) …has a new name and look.

Subdued in All Her Rage: The musings of an unemployed twenty-something undergrad – School: Preparing Us For More School

I’ve been doing a lot of thinking lately, and I’ve come to the conclusion that I have always been prepared for the pretend world — that is, school and school-like situations. I’ve always received good grades. I think I’ve had like 1 or 2 B’s, like 3 or 4 A-‘s and the rest A’s my entire college career. I’m well adjusted to the learning environment, and all that crap.


Bella and I have similar feelings about the school uniform

Culture Kitchen – Does School Teach Kids to Survive and Thrive?

And to carry the thought further, which kinds of education (if any) are best preparing future citizens to survive, and even help prevent, all manner of potential catastrophes to come? I’d put a high premium on self-reliant yet socially responsible technology, schedules, lifestyles, networking, world views and income generation. The kinds of learning based on intrinsic motivation, privacy and sustainability, learning that doesn’t require or prepare people to live and work in assigned dorms and barracks under constant public supervision and scrutiny.

Youtube – Despotism and Democracy

Archive.org “DespotismDeschooling Society discussion in Wikiversity

“The most radical alternative to school would be a network or service which gave each man the same opportunity to share his current concern with others motivated by the same concern.” — Ivan Illich.

As I teach and facilitate various online courses this year, a lot of the theories and concepts I subscribe to are getting some hard testing. The biggest challenge I am finding is the expectation for a teacher or instructor while everyone talks about a facilitator. I don’t think someone can be both, primarily because a teacher inherits a significant amount of power and traditional roles that counter act the more neutral and passive presence of a facilitator. This post will be a series of thoughts about this tension, and some ideas on how I can better manage my attempts at online learning community facilitation.

There’s a teacher at the party

I find it is all too easy to assume the role of a teacher if you are an expert in your field, but very difficult to adopt and maintain the role of facilitator to a group studying your field. Many things stack up against efforts to maintain a neutral and passive position of facilitation:

There is this blog and other artifacts that help to establish me as some sort of “expert” or someone with a few years of experience researching and testing the topic of online learning etc, and so a teacherly presence is hard to avoid, and there is an expectation that my experience and expertise should be used to help people find the answers more quickly and efficiently. Added to that are the student or participant expectations. People engaging in the courses I attempt to facilitate are typically vocational teachers and trainers by profession and people who have enrolled in a formal course, through traditional administration lines, via a professional development cycle and with very little background knowledge of me or the topic I am asked to facilitate, and that they intend to learn … about. And so, through this set up process they are encouraged to expect the familiar presence of a teacher or trainer, a formal learning venue and everything else that is familiar to a person who has been successful in the schooling experience. Ultimately they are unprepared for the facilitated and individually responsible and self motivated learning environment I try to encourage.

I can understand the expectation for a teacher in a course. Naturally a student who has enrolled in a formal course, following traditional administration channels, paying fees etc and who is of an age and professional experience that is very used to the idea of taught and instructed learning, would expect a similarly efficient, industrial strength, structured learning pathway within the course. But this is at odds with my understanding of facilitation and my principals around individual responsibility, networked learning, and a belief in the importance of deschooling.

So I have a problem.

Either I yield to the tradition of schooled learning and assume the role of teacher, instructor and assessor and forgo the role of facilitator, or I invest a lot more time with these courses and develop my skills as a communicator and become more sophisticated in ways of moving expectations towards a facilitated and individualised learning environment. At the moment, I can’t say I have been very successful at that, there are some things I can see I can do better, other things I have no control over, and then there are things that allude me all together. I am myself caught in a twilight zone between teacher and facilitator. I have years of experience being taught and then some teaching. I’m actually quite comfortable being the know it all teacher, instructing people on what to do with their time 😉 I even know a bit about controlling people’s behaviour so as to reflect something I can assess as learning.. but facilitation, that continues to allude me.

When I act as a facilitator I generally ignore all the lead up that the people who engage in these courses go through before they meet me. Mystake number 1. Then I assume an equal role with and between the participants and expect individual responsibility for motivated and expert learning. Mystake number 2. I actively fend off teacherly roles, keeping the structure and prescribed content to a bare minimum. Mystake number 3. Inevitably the frustrations from the people engaging in the courses are expressed, calling for more structure and direction and a more efficient pathway to a learning fix. It is not sufficient to simply establish and maintain communication channels, arrange and negotiate content like guest lectures etc, and assist individuals and groups with their research. The move from teacherly/taught to facilitated learning is complex and time consuming. So much so that I doubt these courses have much of a chance at succeeding at developing a individualised and facilitated learning experience.

Needless to say, teaching and instruction is the much easier path for all involved. Teaching and instruction are well established practices with numerous resources in place to support all involved in the exercise, including implicit and culturally embedded practices like narrative, closure, authority, partitioned knowledge, economy of scale, industrial strength admin processes etc). And almost everyone who is involved has experienced this type of schooled learning so we’re all on the same page in more ways than one. It is very difficult to socially learn in any other way, especially in a formal, traditional, schooled environment. The teach and instruct methods are a safe bet.

But I have been asked to facilitate a learning community. And although I know the word facilitate is being used more than a little loosely by institutions these days, and that the majority of the participants are encouraged to bring with them expectations AND needs of being taught and instructed, I have this idealist expectation to build and facilitate a learning community. All this relates specifically to a course I am attempting to co facilitate at the moment. It is called funnily enough, Facilitating Online Learning Communities. I share the facilitation role with Bronwyn Hegarty and we both struggle with each other and each internally with this tension between facilitation and instruction, cognitive and behaviorist practices and socially constructed ideals… We each have 4 hours per week to do this job, and only a small number of people engaged.

For the most part I think we have been successful given all the challenges. We have managed to move the course out from the limits of the Learning Management System so as to demonstrate the existence of learning communities in online contexts other than managed learning. So far we have looked at discussion forums, email lists, blogs and RSS, wikis and web conferencing. We are beginning to consider social networking sites, virtual worlds and gaming communities… all the participants have a blog, but only 1/2 – 2/3 are active with it, we have curated a series of what we call “10 minute lectures” that include about an hour of discussion, and we have attempted to down play our own presence as experts or specialists.

Unfortunately frustrations are expressed from time to time that relate to the seeming lack of structure and direction in the facilitation of the course, and the apparent over whelming amount of information and technical skills needed to participate. I can’t help but think that a lot of this frustration can be attributed to the confusion between teacher and facilitator, and the expectation of instructed learning that the course admin has encouraged. However, in the apparent absence of a structured course I think it is far to say significant learning is occurring in this online course. Most of the participants had not heard of a blog or RSS before this course, and did not know of the distinctions between social networking sites and blogs and wikis.. etc, none had used a web conferencing facility like Elluminate or Skype, and very few had heard of the world class people we have in for the 10 minute lectures, and we have successfully embraced a number of others late drop ins from around the world who have participated with us along the way. So the learning curve must indeed be steep for many of the participants. There are totally new technologies, new and immature methods, far from mainstream ideals, and very open and transparent communication channels – all 100% online. But dissatisfaction is very present 😦

I find David Wiley’s course an inspiration and a model for those like me who are suspended in the twilight zone of how to teach and facilitate all at the same time. His course is targeted at people who are already experienced with online communication, and David’s reputation attracts a wide variety of people from around the world. His participants are highly self motivated and network learners before they engage in his topics. The course is initially presented instructionally with clearly articulated schedule and expectations in a wiki format. Each topic in the schedule asks the participants to read, reflect and then write to their blog. David then demonstrates facilitation practices once the participants are under way with this. He summarises their work, comments and links people’s posts to each other. It helps that he has some farely well known edu bloggers participating in his course and so the topics and discussions go further and wider than the course participants themselves. I don’t have intimate knowledge of David’s course however, and he may be grappling with his own demons, but it is useful at least for me to see his approach to structure and conduct.

I think, if I am asked to “facilitate” another instance of Facilitating Online Learning Communities, I will follow David’s model initially, and either strongly suggest prerequisite experience, or a pre course for instruction on how to use various forms of core technology, but this doesn’t solve the problem of needing self motivated learners to participate in a facilitated learning environment. It is generally assumed that this ethic emerges after a participant practices blogging and experiences networked connections. This is true for approximately 10 – 20% of the participants I have had contact with, so what of the 80 – 90%? Perhaps this number will decrease as more and more people experience this type of expectation and meet others who have experienced it before.. a bit like the take up of email… or perhaps social networking sites like Facebook or Ecto will replace the idea of blogging and bring us back to group work, which seems to be what we are all schooled to being more comfortable with.. sadly

Plane home to Dunedin is about to board, so I’ll end this here. Just some notes to continue with later.

Long time no chat with Teemu Leinonen. Tonight he skyped me out of the blue and in no time has me signed up to Jaiku – another group IM system, but seems to have more features than Twitter such as intergration with mobile phones..

We also got to chatting about various stuff in the world, flicking links to movies back and forth before we settled down to watch the first part of the BBC series Century of the Self. More info about this BBC series here.

Its another very thought provoking film in what seems to be a series of stuff I’m just happening across, such as Newman’s History of Oil and Zeitgeist. Apart from being interesting in that this BBC series seems to support in some way the general ideas coming out of the more “conspiracy” minded films like Zeitgeist and History of Oil, Teemu and I kept the skype chatgoing through out the 1 hour movie. We chatted to each other, summarised what was being said, grabbed links to some of the names etc. It was quite an enjoyable way to watch this film.

Here’s some of the transcript: [10:42:12 p.m.] Teemu Leinonen says: I am watching the movie too.
[10:42:21 p.m.] Leigh Blackall says: 🙂 me too
[10:42:33 p.m.] Teemu Leinonen says: I have this idea of having a TV with chat. We can do some quick user testing in here.
[10:42:44 p.m.] Leigh Blackall says: right 🙂
[10:43:27 p.m.] Leigh Blackall says: I have often tried to talk to my grand father about his life – but he does not talk about himself too well
[10:44:28 p.m.] Teemu Leinonen says: Where did he grow up?
[10:44:35 p.m.] Leigh Blackall says: Australia
[10:44:52 p.m.] Leigh Blackall says: through Depression WW2 etc
[10:45:48 p.m.] Teemu Leinonen says: My grandfather wrote down his memories.
[10:45:56 p.m.] Leigh Blackall says: good man
[10:46:34 p.m.] Leigh Blackall says: was common to keep journals in the 18 19th century hey
[10:46:35 p.m.] Teemu Leinonen says: I have this plan of “digitalizing” them. They are written with a typewriter.
[10:46:42 p.m.] Leigh Blackall says: great
[10:53:50 p.m.] Leigh Blackall says: hmm cigarettes
[10:54:02 p.m.] Leigh Blackall says: torches of freedom
[10:54:21 p.m.] Leigh Blackall says: bernays takes credit?
[10:54:27 p.m.] Leigh Blackall says: dunno about that/..
[10:54:37 p.m.] Leigh Blackall says: Bernays
[10:55:23 p.m.] Leigh Blackall says: Bernays = emotional connection to objects
[10:55:32 p.m.] Leigh Blackall says: emotional
[10:56:18 p.m.] Leigh Blackall says: I think functional virtues will come back
[10:56:30 p.m.] Teemu Leinonen says: http://en.wikipedia.org/wiki/Edward_Bernays
[10:56:46 p.m.] Leigh Blackall says: needs to desire culture
[10:57:03 p.m.] Leigh Blackall says: does this reflect a European experience?
[10:57:43 p.m.] Teemu Leinonen says: emotional connection to objects is good if the objects are good. 🙂
[10:57:54 p.m.] Leigh Blackall says: ah ha 🙂
[10:58:18 p.m.] Teemu Leinonen says: I don’t have anything agains good propaganda if the products are good.
[10:58:50 p.m.] Leigh Blackall says: cigarettes – torches of freedom – money – wealth – jobs = good in 1920
[10:59:03 p.m.] Leigh Blackall says: bad today
[10:59:12 p.m.] Teemu Leinonen says: hmm.. well…good for whom?
[10:59:32 p.m.] Leigh Blackall says: women freedom?
[10:59:39 p.m.] Teemu Leinonen says: good point.
[11:00:30 p.m.] Teemu Leinonen says: if you could jump right from the “smoking” to the “torches of freedom” and the rest will still follow it would be much better.
[11:01:06 p.m.] Teemu Leinonen says: smoking – torces of freedom – money – wealth – jobs.
[11:01:33 p.m.] Leigh Blackall says: well, money and jobs are good for others
[11:01:44 p.m.] Leigh Blackall says: wealth for the nation/community
[11:02:01 p.m.] Teemu Leinonen says: women freedom means money for women.
[11:02:02 p.m.] Leigh Blackall says: but all this just to question the notion of “good”
[11:02:36 p.m.] Teemu Leinonen says: “…and everybody was happy.”
[11:03:10 p.m.] Leigh Blackall says: this bernays is a demon
[11:03:13 p.m.] Leigh Blackall says: 🙂
[11:03:21 p.m.] Leigh Blackall says: he has horns
[11:03:28 p.m.] Teemu Leinonen says: hah..
[11:04:35 p.m.] Leigh Blackall says: bernays and co strike me as gloting arrogants
[11:04:46 p.m.] Leigh Blackall says: or just american>
[11:06:37 p.m.] Leigh Blackall says: freuds thinking = christian belief of inate sinfulness of men
[11:06:40 p.m.] Leigh Blackall says: ?
[11:08:01 p.m.] Leigh Blackall says: the mob and web2…
[11:08:09 p.m.] Teemu Leinonen says: unconsciousness = innate sin.
[11:08:17 p.m.] Leigh Blackall says: hmm
[11:09:21 p.m.] Leigh Blackall says: “engineered concent” – Bernays.. later Naom Chompsky
[11:10:55 p.m.] Teemu Leinonen says: Actually I mean: freud’s unconscious mind = the christian innate sin.
[11:11:42 p.m.] Leigh Blackall says: right
[11:14:54 p.m.] Teemu Leinonen says: It seems to be that Europe exports “ideas” to US and when they are “imported” back to Europe it is a catastrophe.
[11:15:00 p.m.] Leigh Blackall says: need to watch Zeitgeist for an idea about why the depression happened
[11:15:27 p.m.] Leigh Blackall says: indeed
[11:16:00 p.m.] Teemu Leinonen says: …just waiting when the nuclear bomb will be finally “imported” back to Europe.
[11:16:24 p.m.] Leigh Blackall says: freedom is impossible 😦
[11:22:41 p.m.] Leigh Blackall says: on archive.org there is a good film called Despotism – 1947 or something..
[11:25:28 p.m.] Teemu Leinonen says: yes. I have used the Despotism in some classes.
[11:26:51 p.m.] Leigh Blackall says: http://en.wikipedia.org/wiki/George_Gallup
[11:36:01 p.m.] Leigh Blackall says: not as active citizens but passive consumers
[11:36:15 p.m.] Leigh Blackall says: web2 = active citizens?
[11:36:24 p.m.] Teemu Leinonen says: hmm..
[11:40:06 p.m.] Leigh Blackall says: oh no.. the CIA
[11:40:15 p.m.] Teemu Leinonen says: Right..
[11:40:34 p.m.] Leigh Blackall says: good film
[11:40:43 p.m.] Leigh Blackall says: thanks to the google pirate

George Siemens has posted much needed rethinking on the role of teachers and experts in Networked Learning. He presents the idea of a curator as a central player in initiating a focus for a learning network.

I very much like this idea of the curator and I’d like to add more to it by describing and preserving the integrity of the teacher and the facilitator.

As many already know I try to reinvigorate questions and discussion on the role of teachers from time to time – all be it a little confrontational 🙂  Lately I have been broadly focusing on the integrity of a facilitator, especially as I reckon the teaching profession is [innocently] corrupting the integrity of facilitation with teachers calling themselves facilitators – but remaining teachers in every sense of the word. I guess teachers do this in response to the as yet illdefined roles needed in a networked learning. They are perhaps prematurely trying to redefine their role of teacher without yet fully understanding why or how, and engaging in the dialogue that George points to. I don’t think teaching needs redifining, it is fine as it is, it just needs to be deinstitutionalised and moved away from being the primary player in people’s learning. Artichoke is in my opinion the deepest and most thought provoking edublogger writing in this vein of thinking, and she is drawing very much from the thinking of Illich.

As George suggests, perhaps the expertise of a curator are more suited to becoming a central role in networked learning – someone that draws on an array of teachers and content to suit a particular purpose. I want to add the facilitator as another important role here, as someone or something that assists people to negotiate the exhibition that the curator has assembled. Not a teacher dressed up as a facilitator – someone who manages to remain impartial while at the same time engaging and interpretive; someone that can respond quickly to various and often unpredictable contributions from participants; and someone who does all this without asserting a sense of authority or even expertise over a topic, but instead calls on teachers and experts to engage when a teacher or an expert is needed. And that’s where networked learning and the Internet really help us. They give us access to a vast number of teachers and experts to call on at any given time!

But where can we find curators and facilitators? I don’t think we can reliably find good facilitators in the teaching sector.. perhaps we will find better facilitators from the fields of journalism, comedy, performance, talk back radio, speakers to the house of reps, etc. And as George points out, we will find curators from museums and art galleries (lets not forget the librarians!) I see the likes of Stephen Downes, George Siemens, David Wiley and so many other “A listers” – or most referenced contributors, primarily as teachers and content providers in this network. People and content that the curator might draw from. Modern day researchers who are available to be teachers and content providers in an exhibition, conference of course. They’re participants as well – especially in areas they are not recognised as experts, but the sustained focus, quality, popularity, experience and depth of their work makes them more teacherly than participants in their field. So it is not them that are the facilitators (although they are often capable as George showed with his facilitation of FOE). But one cannot be both an expert or teacher and facilitator at the same time.

I’m yet to come accross someone in our widened educational network that I would call a professional facilitator and/or curator.. perhaps like the teaching sector, the edublogging sector is not a reliable source for good facilitators. Perhaps the source for good facilitators and curators do not have an online presence and network yet…

But when they emerge I see the roles playing out like this: A curator finds resources and a space to bring together an “exhibition” of content, experts and teachers, then either adopts the different role of facilitator, or employs the services of a professional facilitator who will assist all the participants to negotiate the various aspects of the exhibition.

For example: Someone who organises a conference is essentially curating content, and will either facilitate that event themselves, or hire a professional conference facilitator to do it. The teachers and experts play a secondary role in these sorts of learning environments by providing the content and focus. In a sense, the people and content in this secondary layer are competing with each other for attention and recogniton.. they often choose to collaborate instead/or as well as compete (I mean compete in a very positive sense) for the attention and participation in their topic area. The tertiary level in this type of learning environment are the participants. They move around the content that is presented to them by the curator, and engage in various discussions, workshops and other events with assistance from the facilitator if needed. Often the curators, facilitators, teachers and experts join in and participate as well, but they unavoidably carry with them the status and isolation of their role, while the participants are free to move around unrestrained by an identity as fully formed as a teacher or expert at this “exhibition” that the curator has put on.

An art exhibition (and the opening in particular) is very similar. The artworks, the artists and the critics provide the content; the curator selects the content; and the participants develop the interpretation/learning. The more I think about it, so much of the world works like this. The old practice of classroom, captive audience teaching, and standard set fees is such an abused privilege!

So begins a new/or revisited thread of networked thought I hope… and we may at last be developing a clearer model for networked learning.

Konrad Glogowski (that’s him on the right) joined us for the 2nd in a series of 10 minute lectures relating to the facilitation of online learning communities. In this recording Konrad talks about developing a sense of community and individual presence before attempting formal learning. Konrad talks to his middle school teaching experiences but his research and insight is very applicable across many efforts to develop an online learning community.