Tag: Rolin Moe

Saturday scrubbings

This week on Thought Shrapnel I’ve been focused on messing about with using OBS to create videos. So much, in fact, that this weekend I’m building a new PC to improve the experience.

Sometimes in these link roundups I try and group similar kinds of things together. But this week, much as I did last week, I’ve just thrown them all in a pot like Gumbo.

Tell me which links you find interesting, either in the comments, or on Twitter or the Fediverse (feel free to use the hashtag #thoughtshrapnel)


Melting Ice Reveals a “Lost” Viking-Era Pass in Norway’s Mountains

About 60 artifacts have been radiocarbon dated, showing the Lendbreen pass was widely used from at least A.D. 300. “It probably served as both an artery for long-distance travel and for local travel between permanent farms in the valleys to summer farms higher in the mountains, where livestock grazed for part of the year,” says University of Cambridge archaeologist James Barrett, a co-author of the research.

Tom Metcalfe (Scientific American)

I love it when the scientific and history communities come together to find out new things about our past. Especially about the Vikings, who were straight-up amazing.


University proposes online-only degrees as part of radical restructuring

Confidential documents seen by Palatinate show that the University is planning “a radical restructure” of the Durham curriculum in order to permanently put online resources at the core of its educational offer, in response to the Covid-19 crisis and other ongoing changes in both national and international Higher Education.

The proposals seek to “invert Durham’s traditional educational model”, which revolves around residential study, replacing it with one that puts “online resources at the core enabling us to provide education at a distance.” 

Jack Taylor & Tom Mitchell (Palatinate)

I’m paying attention to this as Durham University is one of my alma maters* but I think this is going to be a common story across a lot of UK institutions. They’ve relied for too long on the inflated fees brought in by overseas students and now, in the wake of the pandemic, need to rapidly find a different approach.

*I have a teaching qualification and two postgraduate degrees from Durham, despite a snooty professor telling me when I was 17 years old that I’d never get in to the institution 😅


Abolish Silicon Valley: memoir of a driven startup founder who became an anti-capitalist activist

Liu grew up a true believer in “meritocracy” and its corollaries: that success implies worth, and thus failure is a moral judgment about the intellect, commitment and value of the failed.

Her tale — starting in her girlhood bedroom and stretching all the way to protests outside of tech giants in San Francisco — traces a journey of maturity and discovery, as Liu confronts the mounting evidence that her life’s philosophy is little more than the self-serving rhetoric of rich people defending their privilege, the chasm between her lived experience and her guiding philosophy widens until she can no longer straddle it.

Cory Doctorow (Boing Boing)

This book is next on my non-fiction reading list. If your library is closed and doesn’t have an online service, try this.


Cup, er, drying itself...

7 things ease the switch to remote-only workplaces

You want workers to post work as it’s underway—even when it’s rough, incomplete, imperfect. That requires a different mindset, though one that’s increasingly common in asynchronous companies. In traditional companies, people often hesitate to circulate projects or proposals that aren’t polished, pretty, and bullet-proofed. It’s a natural reflex, especially when people are disconnected from each other and don’t communicate casually. But it can lead to long delays, especially on projects in which each participant’s progress depends on the progress and feedback of others. Location-independent companies need a culture in which people recognize that a work-in-progress is likely to have gaps and flaws and don’t criticize each other for them. This is an issue of norms, not tools.

Edmund L. Andrews-Stanford (Futurity)

I discovered this via Stephen Downes, who highlights the fifth point in this article (‘single source of truth’). I’ve actually highlighted the sixth one (‘breaking down the barriers to sharing work’) as I’ve also seen that as an important thing to check for when hiring.


How the 5G coronavirus conspiracy theory tore through the internet

The level of interest in the coronavirus pandemic – and the fear and uncertainty that comes with it – has caused tired, fringe conspiracy theories to be pulled into the mainstream. From obscure YouTube channels and Facebook pages, to national news headlines, baseless claims that 5G causes or exacerbates coronavirus are now having real-world consequences. People are burning down 5G masts in protest. Government ministers and public health experts are now being forced to confront this dangerous balderdash head-on, giving further oxygen and airtime to views that, were it not for the major technology platforms, would remain on the fringe of the fringe. “Like anti-vax content, this messaging is spreading via platforms which have been designed explicitly to help propagate the content which people find most compelling; most irresistible to click on,” says Smith from Demos.

James temperton (wired)

The disinformation and plain bonkers-ness around this ‘theory’ of linking 5G and the coronavirus is a particularly difficult thing to deal with. I’ve avoided talking about it on social media as well as here on Thought Shrapnel, but I’m sharing this as it’s a great overview of how these things spread — and who’s fanning the flames.


A Manifesto Against EdTech© During an Emergency Online Pivot

The COVID-19 pandemic is an unprecedented moment in the history of social structures such as education. After all of the time spent creating emergency plans and three- or five-year road maps that include fail safe options, we find ourselves in the actual emergency. Yet not even a month into global orders of shelter in place, there are many education narratives attempting to frame the pandemic as an opportunity. Extreme situations can certainly create space for extraordinary opportunities, but that viewpoint is severely limited considering this moment in time. Perhaps if the move to distance/online/remote education had happened in a vacuum that did not involve a global pandemic, millions sick, tens of thousands dead, tens of millions unemployed, hundreds of millions hungry, billions anxious and uncertain of society’s next step…perhaps then this would be that opportunity moment. Instead, we have a global emergency where the stress is felt everywhere but it certainly is not evenly distributed, so learning/aligning/deploying/assessing new technology for the classroom is not universally feasible. You can’t teach someone to swim while they’re drowning.

Rolin Moe

Rolin Moe is a thoughtful commentator on educational technology. This post was obviously written quickly (note the typo in the URL when you click through, as well as some slightly awkward language) and I’m not a fan of the title Moe has settled on. That being said, the point about this not being an ‘opportunity’ for edtech is a good one.


Dishes washing themselves

NHS coronavirus app: memo discussed giving ministers power to ‘de-anonymise’ users

Produced in March, the memo explained how an NHS app could work, using Bluetooth LE, a standard feature that runs constantly and automatically on all mobile devices, to take “soundings” from other nearby phones through the day. People who have been in sustained proximity with someone who may have Covid-19 could then be warned and advised to self–isolate, without revealing the identity of the infected individual.

However, the memo stated that “more controversially” the app could use device IDs, which are unique to all smartphones, “to enable de-anonymisation if ministers judge that to be proportionate at some stage”. It did not say why ministers might want to identify app users, or under what circumstances doing so would be proportionate.

David Pegg & Paul Lewis (The Guardian)

This all really concerns me, as not only is this kind of technology only going be of marginal use in fighting the coronavirus, once this is out of the box, what else is it going to be used for? Also check out Vice’s coverage, including an interview with Edward Snowden, and this discussion at Edgeryders.


Is This the Most Virus-Proof Job in the World?

It’s hard to think of a job title more pandemic-proof than “superstar live streamer.” While the coronavirus has upended the working lives of hundreds of millions of people, Dr. Lupo, as he’s known to acolytes, has a basically unaltered routine. He has the same seven-second commute down a flight of stairs. He sits in the same seat, before the same configuration of lights, cameras and monitors. He keeps the same marathon hours, starting every morning at 8.

Social distancing? He’s been doing that since he went pro, three years ago.

For 11 hours a day, six days a week, he sits alone, hunting and being hunted on games like Call of Duty and Fortnite. With offline spectator sports canceled, he and other well-known gamers currently offer one of the only live contests that meet the standards of the Centers for Disease Control and Prevention.

David Segal (The New York Times)

It’s hard to argue with my son these days when he says he wants to be a ‘pro gamer’.

(a quick tip for those who want to avoid ‘free registration’ and some paywalls — use a service like Pocket to save the article and read it there)


Capitalists or Cronyists?

To be clear, socialism may be a better way to go, as evidenced by the study showing 4 of the 5 happiest nations are socialist democracies. However, unless we’re going to provide universal healthcare and universal pre-K, let’s not embrace The Hunger Games for the working class on the way up, and the Hallmark Channel for the shareholder class on the way down. The current administration, the wealthy, and the media have embraced policies that bless the caching of power and wealth, creating a nation of brittle companies and government agencies.

Scott Galloway

A somewhat rambling post, but which explains the difference between a form of capitalism that (theoretically) allows everyone to flourish, and crony capitalism, which doesn’t.


Header image by Stephen Collins at The Guardian

On ‘academic innovation’

Rolin Moe is in a good position to talk on the topic of ‘academic innovation’. In fact, it’s literally in his job title: ‘Assistant professor and Director of the Institute for Academic Innovation at Seattle Pacific University”.

Moe warns, however, that it’s not necessarily a great idea to create a new discipline out of academic innovation. Until fairly recently, being ‘innovative’ was a negative slur, something that could get you in some serious trouble if you were found guilty.

[T]he historical usage of innovation is not as a foundational platform but a superficial label; yet in 2018 the governing bodies of societal institutions wield “innovation” in setting forth policy, administration and funding. Innovation, a term we all know but do not have a conceptual framework for, is driving change and growth in education. As regularly used without context, innovation is positioned as the future out-of-the-box solution for the problems of the present.

This makes the term a conduit of power relationships despite many proponents of innovation serving as vocal advocates for diversity, equity and inclusion in higher education. Thinking about revenue shortfalls in a time of national economic prosperity, the extraction of arts and humanities programs at a time when industry demands critical thinking from graduates, and the positioning of online learning as a democratizing tool when research shows the greatest benefit is to populations of existing privilege, the solutions offered under the innovation mantle have at best affected symptoms, at worst perpetuated causes.

Words and terms, of course, change over time. But, as Moe points out, if we’re to update the definition of innovation, we need a common understanding of what it means.

Coalescing around a common understanding is vital for the growth of “academic innovation,” but the history of innovation makes this concept problematic. Some have argued that innovation binds together disciplines such as learning technologies, leadership and change, and industrial/organizational psychology.

However, this cohesion assumes a “shared language of inquiry,” which does not currently exist. Today’s shared language around innovation is emotive rather than procedural; we use innovation to highlight the desired positive results of our efforts rather than to identify anything specific about our effort (products, processes or policies). The predominant use of innovation is to highlight the value and future-readiness of whatever the speaker supports, which is why opposite sides of issues in education (see school choice, personalized learning, etc.) use innovation in promoting their ideologies.

It seems to me that the neoliberal agenda has invaded education, as it does with any uncommodified available space, and introduced the language of the market. So we get educators using the language of Silicon Valley and attempting to ‘disrupt’ their institution.

If the goal of academic innovation is to be creative and flexible in the development, discovery and engagement of knowledge about the future of education, the foundation for knowledge accumulation and development needs to be innovative in and of itself. That must start with an operational definition of academic innovation, differentiating what innovation means to education from what it means to entrepreneurial spaces or sociological efforts.

That definition must address the negotiated history of the term, from the earliest application of the concept in government-funded research spurred by education policy during the 1960s, through overlooked innovation authors like Freeman and Thorstein Veblen. Negotiating the future we want with the history we have is vital in order to determine the best structure to support the development of an inventive network for creating research-backed, criticism-engaged and outside-the-box approaches to the future of education. The energy behind what we today call academic innovation needs to be put toward problematizing and unraveling the causes of the obstacles facing the practice of educating people of competence and character, rather than focusing on the promotion of near-future technologies and their effect on symptomatic issues.

While I’m sympathetic to the idea that educational institutions can be ‘stodgy’ places that can often need a good kick up the behind, I’m not entirely sure that academic innovation as a discipline will do anything other than legitimise the capitalist takeover of a public good.

Source: Inside Higher Ed (via Aaron Davis)

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