Tag: Martin Weller

Friday flaggings

As usual, a mixed bag of goodies, just like you used to get from your favourite sweet shop as a kid. Except I don’t hold the bottom of the bag, so you get full value.

Let me know which you found tasty and which ones suck (if you’ll pardon the pun).


Andrei Tarkovsky’s Message to Young People: “Learn to Be Alone,” Enjoy Solitude

I don’t know… I think I’d like to say only that [young people] should learn to be alone and try to spend as much time as possible by themselves. I think one of the faults of young people today is that they try to come together around events that are noisy, almost aggressive at times. This desire to be together in order to not feel alone is an unfortunate symptom, in my opinion. Every person needs to learn from childhood how to spend time with oneself. That doesn’t mean he should be lonely, but that he shouldn’t grow bored with himself because people who grow bored in their own company seem to me in danger, from a self-esteem point of view.

Andrei Tarkovsky

This article in Open Culture quotes the film-maker Andrei Tarkovsky. Having just finished my first set of therapy sessions, I have to say that the metaphor of “puting on your own oxygen mask before helping others” would be a good takeaway from it. That sounds selfish, but as Tarkovsky points out here, other approaches can lead to the destruction of self-esteem.


Being a Noob

[T]here are two sources of feeling like a noob: being stupid, and doing something novel. Our dislike of feeling like a noob is our brain telling us “Come on, come on, figure this out.” Which was the right thing to be thinking for most of human history. The life of hunter-gatherers was complex, but it didn’t change as much as life does now. They didn’t suddenly have to figure out what to do about cryptocurrency. So it made sense to be biased toward competence at existing problems over the discovery of new ones. It made sense for humans to dislike the feeling of being a noob, just as, in a world where food was scarce, it made sense for them to dislike the feeling of being hungry.

Paul Graham

I’m not sure about the evolutionary framing, but there’s definitely something in this about having the confidence (and humility) to be a ‘noob’ and learn things as a beginner.


You Aren’t Communicating Nearly Enough

Imagine you were to take two identical twins and give them the same starter job, same manager, same skills, and the same personality. One competently does all of their work behind a veil of silence, not sharing good news, opportunities, or challenges, but just plugs away until asked for a status update. The other does the same level of work but communicates effectively, keeping their manager and stakeholders proactively informed. Which one is going to get the next opportunity for growth?

Michael Natkin

I absolutely love this post. As a Product Manager, I’ve been talking repeatedly recently about making our open-source project ‘legible’. As remote workers, that means over-communicating and, as pointed out in this post, being proactive in that communication. Highly recommended.


The Boomer Blockade: How One Generation Reshaped the Workforce and Left Everyone Behind

This is a profound trend. The average age of incoming CEOs for S&P 500 companies has increased about 14 years over the last 14 years

From 1980 to 2001 the average age of a CEO dropped four years and then from 2005 to 2019 the averare incoming age of new CEOs increased 14 years!

This means that the average birth year of a CEO has not budged since 2005. The best predictor of becoming a CEO of our most successful modern institutions?

Being a baby boomer.

Paul Millerd

Wow. This, via Marginal Revolution, pretty much speaks for itself.


The Ed Tech suitcase

Consider packing a suitcase for a trip. It contains many different items – clothes, toiletries, books, electrical items, maybe food and drink or gifts. Some of these items bear a relationship to others, for example underwear, and others are seemingly unrelated, for example a hair dryer. Each brings their own function, which has a separate existence and relates to other items outside of the case, but within the case, they form a new category, that of “items I need for my trip.” In this sense the suitcase resembles the ed tech field, or at least a gathering of ed tech individuals, for example at a conference

If you attend a chemistry conference and have lunch with strangers, it is highly likely they will nearly all have chemistry degrees and PhDs. This is not the case at an ed tech conference, where the lunch table might contain people with expertise in computer science, philosophy, psychology, art, history and engineering. This is a strength of the field. The chemistry conference suitcase then contains just socks (but of different types), but the ed tech suitcase contains many different items. In this perspective then the aim is not to make the items of the suitcase the same, but to find means by which they meet the overall aim of usefulness for your trip, and are not random items that won’t be needed. This suggests a different way of approaching ed tech beyond making it a discipline.

Martin Weller

At the start of this year, it became (briefly) fashionable among ageing (mainly North American) men to state that they had “never been an edtech guy”. Follwed by something something pedagogy or something something people. In this post, Martin Weller uses a handy metaphor to explain that edtech may not be a discipline, but it’s a useful field (or area of focus) nonetheless.


Why Using WhatsApp is Dangerous

Backdoors are usually camouflaged as “accidental” security flaws. In the last year alone, 12 such flaws have been found in WhatsApp. Seven of them were critical – like the one that got Jeff Bezos. Some might tell you WhatsApp is still “very secure” despite having 7 backdoors exposed in the last 12 months, but that’s just statistically improbable.

[…]

Don’t let yourself be fooled by the tech equivalent of circus magicians who’d like to focus your attention on one isolated aspect all while performing their tricks elsewhere. They want you to think about end-to-end encryption as the only thing you have to look at for privacy. The reality is much more complicated. 

Pavel Durov

Facebook products are bad for you, for society, and for the planet. Choose alternatives and encourage others to do likewise.


Why private micro-networks could be the future of how we connect

The current social-media model isn’t quite right for family sharing. Different generations tend to congregate in different places: Facebook is Boomer paradise, Instagram appeals to Millennials, TikTok is GenZ central. (WhatsApp has helped bridge the generational divide, but its focus on messaging is limiting.)

Updating family about a vacation across platforms—via Instagram stories or on Facebook, for example—might not always be appropriate. Do you really want your cubicle pal, your acquaintance from book club, and your high school frenemy to be looped in as well?

Tanya Basu

Some apps are just before their time. Take Path, for example, which my family used for almost the entire eight years it was around, from 2010 to 2018. The interface was great, the experience cosy, and the knowledge that you weren’t sharing with everyone outside of a close circle? Priceless.


‘Anonymized’ Data Is Meaningless Bullshit

While one data broker might only be able to tie my shopping behavior to something like my IP address, and another broker might only be able to tie it to my rough geolocation, that’s ultimately not much of an issue. What is an issue is what happens when those “anonymized” data points inevitably bleed out of the marketing ecosystem and someone even more nefarious uses it for, well, whatever—use your imagination. In other words, when one data broker springs a leak, it’s bad enough—but when dozens spring leaks over time, someone can piece that data together in a way that’s not only identifiable but chillingly accurate.

Shoshana Wodinsky

This idea of cumulative harm is a particularly difficult one to explain (and prove) not only in the world of data, but in every area of life.


“Hey Google, stop tracking me”

Google recently invented a third way to track who you are and what you view on the web.

[…]

Each and every install of Chrome, since version 54, have generated a unique ID. Depending upon which settings you configure, the unique ID may be longer or shorter.

[…]

So every time you visit a Google web page or use a third party site which uses some Google resource, this ID is sent to Google and can be used to track which website or individual page you are viewing. As Google’s services such as scripts, captchas and fonts are used extensively on the most popular web sites, it’s likely that Google tracks most web pages you visit.

Magic Lasso

Use Firefox. Use multi-account containers and extensions that protect your privacy.


The Golden Age of the Internet and social media is over

In the last year I have seen more and more researchers like danah boyd suggesting that digital literacies are not enough. Given that some on the Internet have weaponized these tools, I believe she is right. Moving beyond digital literacies means thinking about the epistemology behind digital literacies and helping to “build the capacity to truly hear and embrace someone else’s perspective and teaching people to understand another’s view while also holding their view firm” (boyd, March 9, 2018). We can still rely on social media for our news but we really owe it to ourselves to do better in further developing digital literacies, and knowing that just because we have discussions through screens that we should not be so narcissistic to believe that we MUST be right or that the other person is simply an idiot.

Jimmy Young

I’d argue, as I did recently in this talk, that what Young and boyd are talking about here is actually a central tenet of digital literacies.


Image via Introvert doodles


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Is edtech even a thing any more?

Until recently, Craig Taylor included the following in his Twitter bio:

Dreaming of a day when we can drop the e from elearning and the m from mobile learning & just crack on.

Last week, I noticed that Stephen Downes, in reply to Scott Leslie on Mastodon, had mentioned that he didn’t even think that ‘e-learning’ or ‘edtech’ was really a thing any more, so perhaps Craig dropping that from his bio was symptomatic of a wider shift?

I’m not sure anyone has any status in online learning any more. I’m wondering, maybe it’s not even a discipline any more. There’s learning analytics and open pedagogy and experience design, etc., but I’m not sure there’s a cohesive community looking at what we used to call ed tech or e-learning.

His comments were part of a thread, so I decided not to take it out of context. However, Stephen has subsequently written his own post about it, so it’s obviously something on his mind.

Reflecting on what he covers in OLDaily, he notes that, while everything definitely falls within something broadly called ‘educational technology’, there’s very few people working at that meta level — unlike, say, ten years ago:

[I]n 2019 there’s no community that encompasses all of these things. Indeed, each one of these topics has not only blossomed its own community, but each one of these communities is at least as complex as the entire field of education technology was some twenty years ago. It’s not simply that change is exponential or that change is moving more and more rapidly, it’s that change is combinatorial – with each generation, the piece that was previously simple gets more and more complex.

I think Stephen’s got what Venkatesh Rao might deem an ‘elder blog’:

The concept is derived from the idea of an elder game in gaming culture — a game where most players have completed a full playthrough and are focusing on second-order play.

In other words, Stephen has spent a long time exploring and mapping the emerging territory. What’s happening now, it could be argued, is that new infrastructure is emerging, but using the same territory.

So, to continue the metaphor, a new community springs up around a new bridge or tunnel, but it’s not so different from what went before. It’s more convenient, maybe, and perhaps increases capacity, but it’s not really changing the overall landscape.

So what is the value of OLDaily? I don’t know. In one sense, it’s the same value it always had – it’s a place for me to chronicle all those developments in my field, so I have a record of them, and am more likely to remember them. And I think it’s a way – as it always has been – for people who do look at the larger picture to stay literate. Not literate in the sense of “I could build an educational system from scratch” but literate in the sense of “I’ve heard that term before, and I know it refers to this part of the field.”

I find Stephen’s work invaluable. Along with the likes of Audrey Watters and Martin Weller, we need wise voices guiding us — whether or not we decide to call what we’re doing ‘edtech’.

Source: OLDaily

The Digital Knowledge Loop

I’ve featured the work of Albert Wenger a few times before on Thought Shrapnel. He maintains a blog called Continuations and is writing a book called World After Capital.

In this post, he expands on a point he makes in his book around the ‘Digital Feedback Loop’ which, Wenger says, has three components:

  1. Economic freedom. We must let everyone meet their basic needs without being forced into the Job Loop. With economic freedom, we can embrace automation and enable everyone to participate in and benefit from the Digital Knowledge Loop.
  2. Informational freedom. We must remove barriers from the Digital Knowledge Loop that artificially limit learning from existing knowledge, creating new knowledge based on what we learn and sharing this new knowledge. At the same time must build systems that support the operation of critical inquiry in the Digital Knowledge Loop.
  3. Psychological freedom. We must free ourselves from scarcity thinking and its associated fears and other emotional reactions that impede our participation in the Digital Knowledge Loop. Much of the peril of the Digital Knowledge Loop arises directly from a lack of psychological freedom.

Wenger is a venture capitalist, albeit a seemingly-enlightened one. Interestingly, he’s approaching the post-scarcity world through the lens of knowledge, economics, and society. As educators, I think we need to be thinking about similar things.

In fact, this reminds me of some work Martin Weller at the Open University has done around a pedagogy of abundance. After reviewing the effect of the ‘abundance’ model in the digital marketplace, looks at what that means for education. He concludes:

The issue for educators is twofold I would suggest: firstly how can they best take
advantage of abundance in their own teaching practice, and secondly how do we best equip learners to make use of it? It is this second challenge that is perhaps the most significant. There is often consideration given to  transferable or key skills in
education (eg Dearing 1997), but these have not been revisited to take into account
the significant change that abundant and free content offers to learners… Coping with abundance then is a key issue for higher education, and one which as yet, it has not made explicit steps to meet, but as with many industries, adopting a  response which attempts to reinstate scarcity would seem to be a doomed enterprise.

Yesterday, during a break in our MoodleNet workshop with Outlandish, we were talking about the The Up Series of documentaries that showed just how much of a conveyer belt there is for children born into British society. I think part of the problem around that is we’re locked into outdated models, as Wenger and Weller point out in their respective work.

My children, for example, with a few minor updates, are experiencing the very same state education I received a quarter of a century ago. The world has moved on, yet the mindset of scarcity remains. They’re not going to have a job for life. They don’t need to selfishly hold onto their ‘intellectual property’. And they certainly don’t need to learn how to sit still within a behaviourist classroom.

Source: Continuations

Getting on the edtech bus

As many people will be aware, the Open University (OU) is going through a pretty turbulent time in its history. As befitting the nature of the institution, a lot of conversations about its future are happening in public spaces.

Martin Weller, a professor at the university, has been vocal. In this post, a response to a keynote from Tony Bates, he offers a way forward.

I would like to… propose a new role: Sensible Ed Tech Advisor. Job role is as follows:

  • Ability to offer practical advice on adoption of ed tech that will benefit learners
  • Strong BS detector for ed tech hype
  • Interpreter of developing trends for particular context
  • Understanding of the intersection of tech and academic culture
  • Communicating benefits of any particular tech in terms that are valuable to educators and learners
  • Appreciation of ethical and social impact of ed tech

(Lest that sound like I’m creating a job description for myself, I didn’t add “interest in ice hockey” at the end, so you can tell that it isn’t)

Weller notes that Bates mentioned in his his post-keynote write-up that the OU has a “fixation on print as the ‘core’ medium/technology”. He doesn’t think that’s correct.

I’m interested in this, because the view of an institution is formed not only by the people inside it, but by the press and those who have an opinion and an audience. Weller accuses Bates of being woefully out of date. I think he’s correct to call him out on it, as I’ve witnessed recently a whole host of middle-aged white guys lazily referencing things in presentations they haven’t bothered to research very well.

 It is certainly true that some disciplines do have a print preference, and Tony is correct to say that often a print mentality is transferred to online. But what this outdated view (it was probably true 10-15 years ago) suggests is a ‘get digital or else’ mentality. Rather, I would argue, we need to acknowledge the very good digital foundation we have, but find ways to innovate on top of this.

If you are fighting an imaginary analogue beast, then this becomes difficult. For instance, Tony does rightly highlight how we don’t make enough use of social media to support students, but then ignores that there are pockets of very good practice, for example the OU PG Education account and the use of social media in the Cisco courses. Rolling these out across the university is not simple, but it is the type of project that we know how to realise. But by framing the problem as one of wholesale structural, cultural change starting from a zero base, it makes achieving practical, implementable projects difficult. You can’t do that small(ish) thing until we’ve done these twenty big things.

We seem to be living at a time when those who were massive, uncritical boosters of technology in education (and society in general) are realising the errors of their ways. I actually wouldn’t count Weller as an uncritical booster, but I welcome the fact that he is self-deprecating enough to include himself in that crowd.

I would also suggest that the sort of “get on the ed tech bus or else” argument that Tony puts forward is outdated, and ineffective (I’ve been guilty of it myself in the past). And as Audrey Watters highlights tirelessly, an unsceptical approach to ed tech is problematic for many reasons. Far more useful is to focus on specific problems staff have, or things they want to realise, than suggest they just ‘don’t get it’. Having an appreciation for this intersection between ed tech (coming from outside the institution and discipline often) and the internal values and culture is also an essential ingredient in implementing any technology successfully.

This is a particularly interesting time in the history of technology in education and society. I’m glad that conversations like this are happening in the open.

Source: Martin Weller

Martin Weller on how algorithms feeding on engagement draw us towards ever more radical stuff online:
There are implications for this. For the individual I worry about our collective mental health, to be angry, to be made to engage with this stuff, to be scared and to feel that it is more prevalent than maybe it really is. For society it normalises these views, desensitises us to them and also raises the emotional temperature of any discussion. One way of viewing digital literacy is reestablishing the protective layer, learning the signals and techniques that we have in the analogue world for the digital one. And perhaps the first step in that is in recognising how that layer has been diminished by algorithms.
Source:
The zone of proximal depravity