TES – Doug Belshaw's Thought Shrapnel

10 July 2020

Friday fadings

I’m putting this together quickly before heading off to the Lake District camping with my son for a couple of nights. I’m pretty close to burnout with all of the things that have happened recently, so need some time on top of mountains and under the stars 🏕️

The Slack Social Network

Slack Connect is about more than chat: not only can you have multiple companies in one channel, you can also manage the flow of data between different organizations; to put it another way, while Microsoft is busy building an operating system in the cloud, Slack has decided to build the enterprise social network. Or, to put it in visual terms, Microsoft is a vertical company, and Slack has gone fully horizontal.
Ben Thompson (Stratechery)

The difference between consulting full-time now versus when I last did it in 2017 is that everyone adds you to their Slack workspace. This is simultaneously fantastic and terrible. What’s being described here is more on the ‘Work OS’ stuff I shared in last week’s link roundup.

See also Stephen Downes’ commentary on mini-apps that perform particular functions inside other apps.

Only 9% of visitors give GDPR consent to be tracked

Advertising funded businesses are aware that the minority of visitors want to give consent.
They are simply riding the ad train and milking the cash cow for as long as they can get away with before GDPR gets enforced and they either shut down, adapt to a more sustainable business model or explore even more privacy invasive practices.
And the alternative to the advertising-funded web? Charge for services. And have your premium subscribers fund the free plans.
Marko Saric

This is interesting, and backs up the findings in this journal article about the ‘dark patterns’ prevalent around GDPR consent on the web. The author of this post found that only 48% of people clicked on the banner and, as the title states, only 9% of those gave permission to be tracked.

Oak National Academy: lockdown saviour or DfE tool?

There are some who are alarmed by the nature of the creature that the DfE has helped bring to life, seeing Oak as an enterprise established by a narrow strata of figures from DfE-favoured multi-academy trusts; and as a potential vehicle for the department to promote a “traditionalist” agenda in teaching, or even create the subject matter of a government-approved curriculum.
John Morgan (TES)

I welcome this critical article in the TES of Oak National Academy. My two children find the lessons ‘cringey’, not every subject is covered, and the more you look into it, the more it seems like a front for a pedagogical coup.

The More Senior Your Job Title, the More You Need to Keep a Journal

Journal entries should provide not only a record of what happened but how we reacted emotionally; writing it down brings a certain clarity that puts things in perspective. In other cases, it’s a form of mental rehearsal to prepare for particularly sensitive issues where there’s no one to talk with but yourself. Journals can also be the best way to think through big-bet decisions and test one’s logic.
Dan Ciampa (Harvard Business Review

When I turned 18, I decided to keep a diary of my adult life. After about a decade, that had become a sporadic record of times when things weren’t going so well. Now, 21 years later, I merely keep my #HashtagADay journal up-to-date.

But writing things down is really useful, as is having someone to talk to with whom you don’t have an emotion-based relationship. After nine sessions of CBT, I wish I’d had someone like my therapist to talk to at a much younger age. Not because I’m ‘broken’ but because I’m human.

Top 10 books about tumultuous times

There’s nothing like a crisis of survival to show people’s true natures. Though I’ve written a good deal about tumultuous times, both fiction (English Passengers) and non-fiction (Rome: a History in Seven Sackings), I can’t say I’m too interested in the tumult itself. I’m more interested in the decisions people make during such crises – how they ride the wave.
Matthew Kneale (THe GUardian)

I don’t think I’d heard of any of these books before reading this article! That being said, I’ve just joined Verso’s new Book Club so my backlog just got a lot longer…

Full Employment

Keynes once proposed that we could jump-start an economy by paying half the unemployed people to dig holes and the other half to fill them in.
No one’s really tried that experiment, but we did just spend 150 years subsidizing our ancestors to dig hydrocarbons out of the ground. Now we’ll spend 200-300 years subsidizing our descendants to put them back in there.
Cory Doctorow (Locus Online)

I’ve quoted the end of this fantastic article, but you should read the whole thing. Doctorow, in his own inimitable way, absolutely eviscerates the prediction that a ‘General Artificial Intelligence’ will destroy most jobs.

Header image by Patrick Hendry

29 April 2020

The old is dying and the new cannot be born

Education for a post-pandemic future

Welcome to the fourth instalment in this blog chain about post-pandemic society:

This time, I want to talk about education. It’s been a decade since I left the classroom as a school teacher and senior leader but, just after doing so, I co-kickstarted a project called Purpos/ed: what’s the purpose of education? While the original website has long since gone the way of all digital bits and bytes, it can still be accessed via the Internet Archive’s Wayback Machine (which may take significantly longer to load than most websites, so be patient!)

There were some fantastic contributions to that project, each of which were 500 words long. We followed that up with image remixes, audio contributions, and even a one-day unconference at Sheffield Hallam university! All of the written contributions were compiled into a book that was published by Scholastic (I’ve still got a few copies if anyone wants one) and the campaign ended up being featured on the front page of the TES.

My reason for returning to this project is that it seems that many people, especially parents and educators, are once again thinking about the purpose of education. There is even a UNESCO Commission on the Futures of Education to which you can add your voice.

Below are some of my favourite responses to the Purpos/ed campaign, right after a video clip from Prof. Keri Facer, whose work (especially Learning Futures) served as our inspiration.

Before the first Purpos/ed post was written, I jotted down my own off-the-cuff answer: “the purpose of education is to aid our meditation on purposes — what should we do, why and how?”. I know that’s a bit glib, but it adds a reflexive twist to this debate: how sophisticated and sensitive to changing context are our education systems and discourse? I worry we may be in for a rude awakening when the education squabbles of the Easy Times are shown up as an irrelevant sideshow when the Hard Times bite.
David Jennings

Education should not be just be about the ‘system’ or the schools, it should be about the community and drawing on the skills and knowledge that is within our local communities. Enabling our children to learn from what has gone before to ensure that they enhance their own future. For many education provides an escape, a way out that broadens their horizons and provides them with opportunities that they did not realize existed, that can ultimately provide them with richness and most importantly happiness.
Dawn Hallybone

The internet provides us with rich and free spaces for expansive learning. The institutions only have left their monopoly on funding and on certification. And so capitalism has begun a new project. The first aim is to strike out at democratization of learning by privatizing education, by deepening barriers to equality and access. And the second more audacious aim is to privatize knowledge itself, to turn knowledge and learning into a commodity to be bought and sold like any other consumer good.
Thus we find ourselves at a turning point for the future of education. The contradictions inherent in the different views of the purpose of education do not allow any simple compromise or reform minded tinkering with the system. For those that believe in education as the practice of freedom there are two challenges: to develop a societal discourse around the purpose of education and secondly to develop transformative practice, as teacher students and student teachers.
Graham Attwell

"Education should disrupt as much as it builds" (David White) — CC BY-NC-SA Josie Fraser

Education should critically ensure children, young people and adults are equipped to be unsettled, to be confronted by difference, to be changed, and to effect change. Education is a conduit to different cultures, different places, different times – to different ways of thinking about things and doing things. Education provides us with an introduction to things unimagined and unencountered. It should provide the critical challenge to examine our beliefs, interpretations and horizons, the ability to reexamining ourselves in new contexts, to develop new interests, to review the ways in which we understand ourselves and our place in the world. The purpose of education should be to expand expectations, not to confine them – to support our learners in understanding the impact they can and do have on their world. We cannot expect education built upon, and educators who model, a fixation with certainty and inflexibility to meet the urgent and ongoing needs of pressing social, economic and political change.
Josie Fraser

For me, the purpose of education is to become a better human being; recognising that we share a commonality with others around us and that we are bound to the ones who walked before and the ones to come. It allows us to draw on the experiences of the past and help prepare us to face the future (with all its attendant opportunities and issues). Conceived in this sense, it allows us to remove the primacy of the veneer (worker, teacher, student, friend) and reinstates these (important) roles within the context that they form part of a larger whole. Doing so would also allow us to rethink the relationship of means and ends and unlock the powerful impact this reconfiguration can have for the lives of people around us when we do treat them as they should be.
Nick Dennis

The desire to learn is woven into the concept of contentment and that, for me at least, is the basic purpose of any education system. Contentment can flourish into happiness, riches, recognition or any other myriad of emotional and material gain. But without a content society, with an ambition to continually discover and question the world around them throughout life, we end up with society’s biggest enemies: complacency, stagnancy, apathy and ambivalence.
Ewan mcintosh

An educated population is probably the least governable, the most likely to rebel, the most stubborn and the most critical. But it is a population capable of the most extraordinary things, because each person strides purposefully forward, and of their own volition, together, they seek a common destiny.
Stephen Downes

Education, it seems, is the method by which we attempt to make the world come out the way we want it to. It is about using our power to shape and control the world to come so that it comes into line with our own hopes and dreams. In any way we move it, even towards chaos and anarchy, we are still using our power to shape and control the future.
Dave Cormier

It is make or break time for humanity and we have a responsibility to draw a line in the sand, admit our mistakes and create a system of education that can begin to undo the harm that we have done to the world. For all the talk over the last twenty years of the ‘global village’, it has not stopped us continuing to destroy our planet, to wage wars and to continue to ignore the inequalities in society. What is the purpose of education? Surely, it is to create unity by helping future generation to recognise the values that humanity share.
James mIchie

As Purpos/ed was a non-partisan campaign, Andy Stewart and I didn’t give our views on the purpose of education. But perhaps, in a follow-up post, it’s time to explicitly state what, for me, it’s all about? I’d certainly like to read what others are thinking…

Quotation-as-title from Antonio Gramsci. Header image via Pixabay.

11 October 2019

Friday fawnings

On this week’s rollercoaster journey, I came across these nuggets:

Renata Ávila: “The Internet of creation disappeared. Now we have the Internet of surveillance and control” (CCCB Lab) — “This lawyer and activist talks with a global perspective about the movements that the power of “digital colonialism” is weaving. Her arguments are essential for preventing ourselves from being crushed by the technological world, from being carried away by the current of ephemeral divertemento. For being fully aware that, as individuals, our battle is not lost, but that we can control the use of our data, refuse to give away our facial recognition or demand that the privacy laws that protect us are obeyed.”
Everything Is Private Equity Now (Bloomberg) — “The basic idea is a little like house flipping: Take over a company that’s relatively cheap and spruce it up to make it more attractive to other buyers so you can sell it at a profit in a few years. The target might be a struggling public company or a small private business that can be combined—or “rolled up”—with others in the same industry.”
Forget STEM, We Need MESH (Our Human Family) — “I would suggest a renewed focus on MESH education, which stands for Media Literacy, Ethics, Sociology, and History. Because if these are not given equal attention, we could end up with incredibly bright and technically proficient people who lack all capacity for democratic citizenship.”
Connecting the curious (Harold Jarche) — “If we want to change the world, be curious. If we want to make the world a better place, promote curiosity in all aspects of learning and work. There are still a good number of curious people of all ages working in creative spaces or building communities around common interests. We need to connect them.”
Twitter: No, really, we’re very sorry we sold your security info for a boatload of cash (The Register) — “The social networking giant on Tuesday admitted to an “error” that let advertisers have access to the private information customers had given Twitter in order to place additional security protections on their accounts.”
Digital tools interrupt workers 14 times a day (CIO Dive) — “The constant chime of digital workplace tools including email, instant messaging or collaboration software interrupts knowledge workers 13.9 times on an average day, according to a survey of 3,750 global workers from Workfront.”
Book review – Curriculum: Athena versus the Machine (TES) — “Despite the hope that the book is a cure for our educational malaise, Curriculum is a morbid symptom of the current political and intellectual climate in English education.”
Fight for the planet: Building an open platform and open culture at Greenpeace (Opensource.com) — “Being as open as we can, pushing the boundaries of what it means to work openly, doesn’t just impact our work. It impacts our identity.”
Psychodata (Code Acts in Education) — “Social-emotional learning sounds like a progressive, child-centred agenda, but behind the scenes it’s primarily concerned with new forms of child measurement.”

Image via xkcd

Tag: TES (page 1 of 2)

Education for a post-pandemic future