Tag: Forbes

Friday fizzles

I head off on holiday tomorrow! Before I go, check out these highlights from this week’s reading and research:

  • “Things that were considered worthless are redeemed” (Ira David Socol) — “Empathy plus Making must be what education right now is about. We are at both a point of learning crisis and a point of moral crisis. We see today what happens — in the US, in the UK, in Brasil — when empathy is lost — and it is a frightening sight. We see today what happens — in graduates from our schools who do not know how to navigate their world — when the learning in our schools is irrelevant in content and/or delivery.”
  • Voice assistants are going to make our work lives better—and noisier (Quartz) — “Active noise cancellation and AI-powered sound settings could help to tackle these issues head on (or ear on). As the AI in noise cancellation headphones becomes better and better, we’ll potentially be able to enhance additional layers of desirable audio, while blocking out sounds that distract. Audio will adapt contextually, and we’ll be empowered to fully manage and control our soundscapes.
  • We Aren’t Here to Learn What We Already Know (LA Review of Books) — “A good question, in short, is an honest question, one that, like good theory, dances on the edge of what is knowable, what it is possible to speculate on, what is available to our immediate grasp of what we are reading, or what it is possible to say. A good question, that is, like good theory, might be quite unlovely to read, particularly in its earliest iterations. And sometimes it fails or has to be abandoned.”
  • The runner who makes elaborate artwork with his feet and a map (The Guardian) — “The tracking process is high-tech, but the whole thing starts with just a pen and paper. “When I was a kid everyone thought I’d be an artist when I grew up – I was always drawing things,” he said. He was a particular fan of the Etch-a-Sketch, which has something in common with his current work: both require creating images in an unbroken line.”
  • What I Do When it Feels Like My Work Isn’t Good Enough (James Clear) — “Release the desire to define yourself as good or bad. Release the attachment to any individual outcome. If you haven’t reached a particular point yet, there is no need to judge yourself because of it. You can’t make time go faster and you can’t change the number of repetitions you have put in before today. The only thing you can control is the next repetition.”
  • Online porn and our kids: It’s time for an uncomfortable conversation (The Irish Times) — “Now when we talk about sex, we need to talk about porn, respect, consent, sexuality, body image and boundaries. We don’t need to terrify them into believing watching porn will ruin their lives, destroy their relationships and warp their libidos, maybe, but we do need to talk about it.”
  • Drones will fly for days with new photovoltaic engine (Tech Xplore) — “[T]his finding builds on work… published in 2011, which found that the key to boosting solar cell efficiency was not by absorbing more photons (light) but emitting them. By adding a highly reflective mirror on the back of a photovoltaic cell, they broke efficiency records at the time and have continued to do so with subsequent research.
  • Twitter won’t ruin the world. But constraining democracy would (The Guardian) — “The problems of Twitter mobs and fake news are real. As are the issues raised by populism and anti-migrant hostility. But neither in technology nor in society will we solve any problem by beginning with the thought: “Oh no, we put power into the hands of people.” Retweeting won’t ruin the world. Constraining democracy may well do.
  • The Encryption Debate Is Over – Dead At The Hands Of Facebook (Forbes) — “Facebook’s model entirely bypasses the encryption debate by globalizing the current practice of compromising devices by building those encryption bypasses directly into the communications clients themselves and deploying what amounts to machine-based wiretaps to billions of users at once.”
  • Living in surplus (Seth Godin) — “When you live in surplus, you can choose to produce because of generosity and wonder, not because you’re drowning.”

Image from Dilbert. Shared to make the (hopefully self-evident) counterpoint that not everything of value has an economic value. There’s more to life than accumulation.

Educational institutions are at a crossroads of relevance

One of the things that attracted me to the world of Open Badges and digital credentialing back in 2011 was the question of relevance. As a Philosophy graduate, I’m absolutely down with the idea of a broad, balanced education, and learning as a means of human flourishing.

However, in a world where we measure schools, colleges, and universities through an economic lens, it’s inevitable that learners do so too. As I’ve said in presentations and to clients many times, I want my children to choose to go to university because it’s the right choice for them, not because they have to.

In an article in Forbes, Brandon Busteed notes that we’re on the verge of a huge change in Higher Education:

This shift will go down as the biggest disruption in higher education whereby colleges and universities will be disintermediated by employers and job seekers going direct. Higher education won’t be eliminated from the model; degrees and other credentials will remain valuable and desired, but for a growing number of young people they’ll be part of getting a job as opposed to college as its own discrete experience. This is already happening in the case of working adults and employers that offer college education as a benefit. But it will soon be true among traditional age students. Based on a Kaplan University Partners-QuestResearch study I led and which was released today, I predict as many as one-third of all traditional students in the next decade will “Go Pro Early” in work directly out of high school with the chance to earn a college degree as part of the package.

This is true to some degree in the UK as well, through Higher Apprenticeships. University study becomes a part-time deal with the ‘job’ paying for fees. It’s easy to see how this could quickly become a two-tier system for rich and poor.

A “job-first, college included model” could well become one of the biggest drivers of both increasing college completion rates in the U.S. and reducing the cost of college. In the examples of employers offering college degrees as benefits, a portion of the college expense will shift to the employer, who sees it as a valuable talent development and retention strategy with measurable return on investment benefits. This is further enhanced through bulk-rate tuition discounts offered by the higher educational institutions partnering with these employers. Students would still be eligible for federal financial aid, and they’d be making an income while going to college. To one degree or another, this model has the potential to make college more affordable for more people, while lowering or eliminating student loan debt and increasing college enrollments. It would certainly help bridge the career readiness gap that many of today’s college graduates encounter.

The ‘career readiness’ that Busteed discusses here is an interesting concept, and one that I think has been invented by employers who don’t want to foot the bill for training. Certainly, my parents’ generation weren’t supposed to be immediately ready for employment straight after their education — and, of course, they weren’t saddled with student debt, either.

Related, in my mind, is the way that we treat young people as data to be entered on a spreadsheet. This is managerialism at its worst. Back when I was a teacher and a form tutor, I remember how sorry I felt for the young people in my charge, who were effectively moved around a machine for ‘processing’ them.

Now, in an article for The Guardian, Jeremy Hannay tells it like it is for those who don’t have an insight into the Kafkaesque world of schools:

Let me clear up this edu-mess for you. It’s not Sats. It’s not workload. The elephant in the room is high-stakes accountability. And I’m calling bullshit. Our education system actively promotes holding schools, leaders and teachers at gunpoint for a very narrow set of test outcomes. This has long been proven to be one of the worst ways to bring about sustainable change. It is time to change this educational paradigm before we have no one left in the classroom except the children.

Just like our dog-eat-dog society in the UK could be much more collaborative, so our education system badly needs remodelling. We’ve deprofessionalised teaching, and introduced a managerial culture. Things could be different, as they are elsewhere in the world.

In such systems – and they do exist in some countries, such as Finland and Canada, and even in some brave schools in this country – development isn’t centred on inspection, but rather professional collaboration. These schools don’t perform regular observations and monitoring, or fire out over-prescriptive performance policies. Instead, they discuss and design pedagogy, engage in action research, and regularly perform activities such as learning and lesson study. Everyone understands that growing great educators involves moments of brilliance and moments of mayhem.

That’s the key: “moments of brilliance and moments of mayhem”. Ironically, bureaucratic, hierarchical systems cannot cope with amazing teachers, because they’re to some extent unpredictable. You can’t put them in a box (on a spreadsheet).

Actually, perhaps it’s not the hierarchy per se, but the power dynamics, as Richard D. Bartlett points out in this post.

Yes, when a hierarchical shape is applied to a human group, it tends to encourage coercive power dynamics. Usually the people at the top are given more importance than the rest. But the problem is the power, not the shape. 

What we’re doing is retro-fitting the worst forms of corporate power dynamics onto education and expecting everything to be fine. Newsflash: learning is different to work, and always will be.

Interestingly, Bartlett defines three different forms of power dynamics, which I think is enlightening:

Follett coined the terms “power-over” and “power-with” in 1924. Starhawk adds a third category “power-from-within”. These labels provide three useful lenses for analysing the power dynamics of an organisation. With apologies to the original authors, here’s my definitions:

  • power-from-within or empowerment — the creative force you feel when you’re making art, or speaking up for something you believe in
  • power-with or social power — influence, status, rank, or reputation that determines how much you are listened to in a group
  • power-over or coercion — power used by one person to control another

The problem with educational institutions, I feel, is that we’ve largely done away with empowerment and social power, and put all of our eggs in the basket of coercion.


Also check out:

  • Working collaboratively and learning cooperatively (Harold Jarche) — “Two types of behaviours are necessary in the network era workplace — collaboration and cooperation. Cooperation is not the same as collaboration, though they are complementary.”
  • Learning Alignment Model (Tom Barrett) – “It is not a step by step process to design learning, but more of a high-level thinking model to engage with that uncovers some interesting potential tensions in our classroom work.”
  • A Definition of Academic Innovation (Inside Higher Ed) – “What if academic innovation was built upon the research and theory of our field, incorporating social constructivist, constructionist and activity theory?”