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Free from Freelance

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For my Happiness Anniversary, this year, I got myself a brand new job.

Ok, it was two days late and a job isn’t really a gift. But it’s the thought that counts.

We’ll see how things go, but the position (Learning Technology Advisor) is right in line with things I already enjoy doing. Such as enabling technological appropriation in learning contexts. And holding thoughtful group discussions on interesting issues. And trying out new tools. And discussing learning objects and learning objectives. All things I’d probably do, regardless of my employment status.

So the work itself is likely to be very satisfying.

It’s been a while since I’ve had a fulltime dayjob. Years. Not that I haven’t been employed fulltime during that period. I did cumulate quite a few hours of work, most years. But they were part of different jobs, contracts, contexts. Which means that very significant a part of my “bandwidth” had to do with professional development. It also meant that my status tended to fluctuate. Teaching part-time was a large part of it, but a major distinction between part-time workers and fulltime ones relates to identity, status, recognition. For instance, sharing an office with a few colleagues is quite different from having your own.

I start my new job Tuesday, so I’ll know more by then (such as the office situation). But I’m already getting different interactions with people, such as this one teacher who says that we now have good reasons to be even better friends.

What’s funny is that the onset of my 2008 Happiness Phase coincided with my shift to freelancing. Had been doing several different things before that, mostly revolving around teaching and learning. But, from that point on, I allowed myself to take on contracts as a freelancer. I was no longer a Ph.D. candidate trying to squeeze in some work opportunity in view of an academic job. I was in control of my professional life, despite all the difficulties associated with freelancing.

It was a nice run. Ebbs and flows. Had the opportunity to try out many different things, sometimes within the same period of time. Landed a part-time position at a startup/community organization where the fit wasn’t great. Struggled to find a balance between acting as my own self and looking for new opportunities at every occasion. Had slow periods which made me question things. Coped with health issues in ways which would have been impossible while working fulltime. Invested time and money in all sorts of things to improve my life as a self-employed individual…

Overall, I learnt a lot. Much of it will be useful in fulltime work.

Though the job is fulltime, it’s based on a renewable contract. When, during the job interview, the HR advisor asked me for my thoughts on this situation, my whole freelance experience was behind me. No, it’s not an issue. I’ll manage even if it’s not renewed. But I’m starting a new life.

Something else about this new life connects to 2008. It’s in a Cegep.

Cegeps are Quebec public colleges for both vocational and pre-university education. I care deeply enough about the Cegep system to defend it. More than once. It’s occasionally under attack by politicians who try to stir things up. But it’s a part of post-secondary education in Quebec which makes it unique. Having taught in diverse places, I find that it makes a significant improvement in university life here. It also enables the kinds of training and learning that  people really need, as “adulteens” (very young adults who are also “teen-aged”). In the past week, even before settling down in my new position, I got to see some impressive things happening in Cegeps. I sincerely think that cegeps are an example to follow, not an anomaly. Similar systems exist elsewhere (from “gymnasium” and “international baccalaureate” to “prep schools” and “community colleges”). But Quebec’s Cegep network is its own very specific thing, fully adapted to its own cultural and social context.

Surely, I’ll have a lot more to say about Cegeps as I work in one.

The connection to 2008 is much more personal. At the time, I was going through a difficult transition in my life. Questioning all sorts of things. Growing dissatisfied with the model for university careers (especially tenure-track professorships and what they entail). Thinking of “what I could do with my life”…

…when it suddenly hit me: I could work in a Cegep.

Can still remember the overwhelming feeling of comfort I experienced when that thought hit me. It was so obvious! So fitting! Sure, there’d be some difficulties, but nothing impossible. I was ready, then, to embark in a Cegep career.

It’s not what happened, right away. I came back to Quebec from Texas and applied to a few things in Cegeps. Was getting other contracts, including teaching contracts at Concordia (where I started teaching in 2006). Never abandoned the idea of working in a Cegep but “life had other plans”, at the time.

I did do several things which got me closer to the Cegep system. Including participations in every MoodleDay event at Dawson. And workshops with Cegep institutions. I even participated in a living lab on educational innovation with the very organization which just hired me (lab summary in French). Without really noticing it, I was preparing myself to join the Cegep World.

One obvious possibility was to add Cegep courses to my part-time teaching load or eventually becoming fulltime as a Cegep teacher. Cegep teaching has clear advantages over university teaching. Simply put, Cegep teachers are allowed to care about learning. University professors who care about pedagogical issues bump into lots of hurdles. Since I care a whole lot about teaching (and I can still do actual research without a tenured position), it sounded like the right place for me. Friends and acquaintances who work in Cegeps kept telling me things which made the fit even more obvious. Though grades do matter in Cegeps, the obsession with grades is much less of an issue in Cegeps than in universities. I care enough about this that I co-organized a public conversation on grades, back in November 2013. Of course, the Cegep population is quite different (and often younger) than the university population. Having taught in the US where people enter university or college directly from high school, I didn’t think it’d be an issue.

But teaching Cegep students directly wasn’t the only option. Having accumulated some expertise on post-secondary learning through 15 years of teaching experience, I was starting to think about being a learning advisor of some sort. This is finally happening, officially.

I’ve often acted as an informal advisor for people. Even during my M.Sc., I would discuss a Ph.D. student’s research in pretty much the way an advisor would. Not the advisor who focuses on logistics and rules and citation impact. But the person who challenges you to rethink a research question or brings you to think of your whole project in a completely new way. Since then, I’ve done the same thing numerous times without ever having an official title to go with it. I’d occasionally get a bit of (informal) credit for it, but I wasn’t aiming for that. I just enjoy helping people in this way.

I also became something of a mentor to some people. For instance, in  view of a pilot project at Concordia, I was able to mentor two teaching assistants who were holding classes in parallel with me. The mentoring included tips and tricks about classroom management along with deeper things on the meaning of university learning. It was still a limited scope, but it was in line with things I wanted to do.

What was even more fitting, given my new position, is that I became the “go-to person” for several things having to do with technology in learning and teaching. This all started in 2007 when, through the Spirit of Inquiry conference, I started collaborating with Concordia’s Centre for Teaching and Learning Services. Created workshops, did screencasts, experimented with some solutions, answered informal questions… Without being employed directly by CTLS, I think it’s fair to say (as several people have been saying) that I was playing a key role in terms of learning technology at Concordia.

There’s a pattern, here. From diverse activities as a freelancer, I now get to merge things to be Learning Technology Advisor at Vitrine technologie-éducation.

Good times!

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Yoga and Community in Contemporary North America

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Last night, Matthew Remski’s chapter on yoga “culture” served as the basis for a conversation on yoga and communities. Roseanne Harvey had invited some panelists and like-minded people to join her at Andrew Gordon Middleton’s and Michael O’Brien’s Studio Flow Space in Verdun.

After the conversation, I started reading Remski’s chapter in 21st Century Yoga: Culture, Politics, and Practice, the collected essays that Roseanne has edited with Carol Horton.

Several things transpired from this conversation and, though I’m still a yoga newbie, I thought I’d post a few thoughts.

Most important, to me, is the realization that yoga may be antithetical to community development. Remski’s chapter made some of this painfully clear and I had such a feeling of recognition while reading the first part of this chapter that I almost clapped. (It’d have been weird, since I was in the métro.)

Yoga, like transcendentalism, focuses on individualism. As Margaret Fuller with transcendentalism, I find something unsatisfying in this. While I can understand the value of therapeutic self-centredness, I can only handle it for short periods of time. As an extrovert, I need some level of social interaction, especially if I can help others. Navigating either Nietzsche or Thoreau, I quickly feel trapped in a limited world.

Which brings me to Catholicism. The topic ended up being a significant piece of the backdrop to last night’s conversation. Though I wasn’t baptized (and, therefore, not officially a member of the Catholic community), I was raised in a quickly-secularizing Catholic context (Québécois society during the Quiet Revolution). Culturally, I associate more directly with the Catholic Play Ethic (or with the Sensual Ethic) than with what Weber called the Protestant Work Ethic (PWE). Sounds like Remski may be in a similar situation. And so were some participants in last night’s conversation. Not that no Catholic subscribes to PWE or that all Protestants are caught in it. But it’s remarkable how “key scenarios” may differ along such lines. I’d rather have a picnic with Manet (or Monet) or a food fight with Gwen Stefani and the band than a success story written by Horatio Alger. Just don’t get me started about the difference between Fellini and Bergman.

What does this have to do with yoga? Precious little. Yoga is about self-improvement and introspection… until it becomes about interdependence, intersubjectivity, and projecting the mind outside the self. Only then does yoga reach a sense of community. But this sense of community isn’t local, social, cultural, spatial. It’s sense of universal community of mind, beyond such pesky little things as families, cities, countries, and social movements. In “loving kindness” meditation, the shift from individuals to the Whole Earth doesn’t sound very gradual. Sure, “the community” can be there as a target for meditation. But the difference in kind between a neighbourhood community and, say, the community of spirit between humans and locusts affords little discussion, in such a context.

Playing the social scientist during yesterday’s convo, I couldn’t help but point out two key features of communities, from a social science perspective: sense of belonging and interdependency. Though they apply to any community, they may be especially useful in the yoga context. I don’t know enough about yoga to be sure about this, but comments made after I mentioned these two dimensions did sound like they resonated with my simple description.

Interdependency is a recent addition to my definition of community. A student in my “Cyberspace Sociology” course added it as a key feature, and it really helps to bring things in focus. One aspect of this dimension is that community isn’t necessarily something we choose. We may choose some of our neighbours but we may be affected by many community members who’d otherwise have “nothing to do with us”. Also, given issues surrounding our natural environment, the ecological principles behind communities are easy to describe: we can “do our part” but the system can still be dysfunctional if some people don’t. As both victims of climate change and perpetrators of pollution which takes part in it, we can perceive the implications of being dependent on one another. Not to mention that interdependence is an important concept in yoga.

The sense of belonging part may afford more unpacking. Sure, hippies have reappropriated “kumbaya” as the mushy version of belonging. That one fits in the “community of spirits” model. In anthropology, we tend to focus on the “community of experience” model (if not on the “community of practise” one). To do so, some of us refer to Victor Turner’s communitas, based on the liminal phase in initiation rituals. Through this concept, we identify a space for intense relationships among equals, typical of people subjected to a difficult experience together. The concept also involves a separation from the rest of the social system.

By extension, we can think about the divisive nature of social identity: if there’s an us, there’s also a them. Quite frequently, this them is a particular group, with which the community entertains a rivalry. Montreal may be Quebec City’s “Other”, even though Montrealers care very little about the “national capital”. Fans of the Maple Leafs may also perceive Montreal as the other, although I’ve heard more anti-Boston sentiment in my youth than anything about Toronto.

Yoga’s communities are peculiar. It sounds like it may be possible to create a sense of belonging through yoga retreats and other occasions for shared experiences. Yet the embedded hierarchy of many yoga instruction models may shift the communitas away from “practice”. Bonding works remarkably well when people have a common foe (an initiator causing harm would be an appropriate figure, here). However authoritative they may be, yoga instructors may not desire this type of antagonism.

Though (as was clear from last night’s discussion) some yoga studios enter in direct competition as businesses, yoga communities may not be ideal places for impassioned rivalries. The “slippery slope” from opposition between groups and outright conflict may make peace-loving yoginis and yogis think twice about this type of chants and cheers.

Which isn’t to say that the yoga world lacks distinction. In fact, yoga sociology has a lot to explore. From the outside, the internal structure of the North American yogasphere is fascinating. But that structure, it sounds like, rarely made explicit. It also sounds like it’s inward-looking, to a fairly large extent. The yogasphere includes all sorts of yoga practitioners, but it’s focused on yoga teachers and other experts, not necessarily on the local embedding of yoga practice. Yoga studios, in this model, are like havens of peace in a fastpaced world. The them group comprises a large number of people who don’t get yoga.

Personally, I’m more interested in how communities can appropriate yoga. Yes, it involves the adaptation of yoga practice, which implies some level of inauthenticity. Thanks to the association between yoga and New Age (a drone under 21st Century Yoga), yoga specialists may shy away from this type of reappropriation. Yet, empowering communities through yoga-inspired practice could be a worthy cause for yogactivists.

Yoga needs space. A key theme during yesterday’s discussion was space: studio rent, overhead, location, sense of place, neighbourhoods as markets… In North American cities, yoga doesn’t own much space, and that’s the crux of the problem.

This is where we can go back to Catholicism, where Remski started his essay on yoga “culture”. It was an underlying theme through the discussion. (Funnily enough, the conversation was structured by a key figure who invited four “evangelists” and we were eight “disciples”.)

The Catholic Church does own space. In fact, a large part of the “business model” for the Catholic clergy relates to real estate. As many of these properties are being sold, there may be opportunities for community ownership of prime space. In fact, I’m a research associate for a community organization involved in a community-based project surrounding the reappropriation of a church. Wasn’t thinking about yoga in that space, but I’m sure some other people have been. Last summer, Yoga en rouge was happening (led by Audrey Béliveau) in Parc Molson, next door to that church. And it’s clearly a grassroots community affair.

I’m not (officially) Catholic and I’m a n00b to yoga. I’m finally grokking the difficulties to develop community membership through yoga. So I’ll continue doing my yoga practice at home, by myself, away from other people’s gaze. Still feels good.

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Future of Learning Content

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If indeed Apple plans to announce not just more affordable textbook options for students, but also more interactive, immersive ebook experiences…

Forecasting next week’s Apple education event (Dan Moren and Lex Friedman for Macworld)

I’m still in catchup mode (was sick during the break), but it’s hard to let this pass. It’s exactly the kind of thing I like to blog about: wishful thinking and speculation about education. Sometimes, my crazy predictions are fairly accurate. But my pleasure at blogging these things has little to do with the predictions game. I’m no prospectivist. I just like to build wishlists.

In this case, I’ll try to make it short. But I’m having drift-off moments just thinking about the possibilities. I do have a lot to say about this but we’ll see how things go.

Overall, I agree with the three main predictions in that MacWorld piece: Apple might come out with eBook creation tools, office software, and desktop reading solutions. I’m interested in all of these and have been thinking about the implications.

That MacWorld piece, like most media coverage of textbooks, these days, talks about the weight of physical textbooks as a major issue. It’s a common refrain and large bookbags/backpacks have symbolized a key problem with “education”. Moren and Friedman finish up with a zinger about lecturing. Also a common complaint. In fact, I’ve been on the record (for a while) about issues with lecturing. Which is where I think more reflection might help.

For one thing, alternative models to lecturing can imply more than a quip about the entertainment value of teaching. Inside the teaching world, there’s a lot of talk about the notion that teaching is a lot more than providing access to content. There’s a huge difference between reading a book and taking a class. But it sounds like this message isn’t heard and that there’s a lot of misunderstanding about the role of teaching.

It’s quite likely that Apple’s announcement may make things worse.

I don’t like textbooks but I do use them. I’m not the only teacher who dislikes textbook while still using them. But I feel the need to justify myself. In fact, I’ve been on the record about this. So, in that context, I think improvements in textbooks may distract us from a bigger issue and even lead us in the wrong direction. By focusing even more on content-creation, we’re commodifying education. What’s more, we’re subsuming education to a publishing model. We all know how that’s going. What’s tragic, IMHO, is that textbook publishers themselves are going in the direction of magazines! If, ten years from now, people want to know when we went wrong with textbook publishing, it’ll probably be a good idea for them to trace back from now. In theory, magazine-style textbooks may make a lot of sense to those who perceive learning to be indissociable from content consumption. I personally consider these magazine-style textbooks to be the most egregious of aberrations because, in practice, learning is radically different from content consumption.

So… If, on Thursday, Apple ends up announcing deals with textbook publishers to make it easier for them to, say, create and distribute free ad-supported magazine-style textbooks, I’ll be going through a large range of very negative emotions. Coming out of it, I might perceive a silverlining in the fact that these things can fairly easily be subverted. I like this kind of technological subversion and it makes me quite enthusiastic.

In fact, I’ve had this thought about iAd producer (Apple’s tool for creating mobile ads). Never tried it but, when I heard about it, it sounded like something which could make it easy to produce interactive content outside of mobile advertising. I don’t think the tool itself is restricted to Apple’s iAd, but I could see how the company might use the same underlying technology to create some content-creation tool.

“But,” you say, “you just said that you think learning isn’t about content.” Quite so. I’m not saying that I think these tools should be the future of learning. But creating interactive content can be part of something wider, which does relate to learning.

The point isn’t that I don’t like content. The point is that I don’t think content should be the exclusive focus of learning. To me, allowing textbook publishers to push more magazine-style content more easily is going in the wrong direction. Allowing diverse people (including learners and teachers) to easily create interactive content might in fact be a step in the right direction. It’s nothing new, but it’s an interesting path.

In fact, despite my dislike of a content emphasis in learning, I’m quite interested in “learning objects”. In fact, I did a presentation about them during the Spirit of Inquiry conference at Concordia, a few years ago (PDF).

A neat (but Flash-based) example of a learning object was introduced to me during that same conference: Mouse Party. The production value is quite high, the learning content seems relatively high, and it’s easily accessible.

But it’s based on Flash.

Which leads me to another part of the issue: formats.

I personally try to avoid Flash as much as possible. While a large number of people have done amazing things with Flash, it’s my sincere (and humble) opinion that Flash’s time has come and gone. I do agree with Steve Jobs on this. Not out of fanboism (I’m no Apple fanboi), not because I have something against Adobe (I don’t), not because I have a vested interested in an alternative technology. I just think that mobile Flash isn’t going anywhere and that. Even on the desktop, I think Flash-free is the way to go. Never installed Flash on my desktop computer, since I bought it in July. I do run Chrome for the occasional Flash-only video. But Flash isn’t the only video format out there and I almost never come across interesting content which actually relies on something exclusive to Flash. Flash-based standalone apps (like Rdio and Machinarium) are a different issue as Flash was more of a development platform for them and they’re available as Flash-free apps on Apple’s own iOS.

I wouldn’t be surprised if Apple’s announcements had something to do with a platform for interactive content as an alternative to Adobe Flash. In fact, I’d be quite enthusiastic about that. Especially given Apple’s mobile emphasis. We might be getting further in “mobile computing for the rest of us”.

Part of this may be related to HTML5. I was quite enthusiastic when Tumult released its “Hype” HTML5-creation tool. I only used it to create an HTML5 version of my playfulness talk. But I enjoyed it and can see a lot of potential.

Especially in view of interactive content. It’s an old concept and there are many tools out there to create interactive content (from Apple’s own QuickTime to Microsoft PowerPoint). But the shift to interactive content has been slower than many people (including educational technologists) would have predicted. In other words, there’s still a lot to be done with interactive content. Especially if you think about multitouch-based mobile devices.

Which eventually brings me back to learning and teaching.

I don’t “teach naked”, I do use slides in class. In fact, my slides are mostly bullet points, something presentation specialists like to deride. Thing is, though, my slides aren’t really meant for presentation and, while they sure are “content”, I don’t really use them as such. Basically, I use them as a combination of cue cards, whiteboard, and coursenotes. Though I may sound defensive about this, I’m quite comfortable with my use of slides in the classroom.

Yet, I’ve been looking intently for other solutions.

For instance, I used to create outlines in OmniOutliner that I would then send to LaTeX to produce both slides and printable outlines (as PDFs). I’ve thought about using S5, but it doesn’t really fit in my workflow. So I end up creating Keynote files on my Mac, uploading them (as PowerPoint) before class, and using them in the classroom using my iPad. Not ideal, but rather convenient.

(Interestingly enough, the main thing I need to do today is create PowerPoint slides as ancillary material for a textbook.)

In all of these cases, the result isn’t really interactive. Sure, I could add buttons and interactive content to the slides. But the basic model is linear, not interactive. The reason I don’t feel bad about it is that my teaching is very interactive (the largest proportion of classtime is devoted to open discussions, even with 100-plus students). But I still wish I could have something more appropriate.

I have used other tools, especially whiteboarding and mindmapping ones. Basically, I elicit topics and themes from students and we discuss them in a semi-structured way. But flow remains an issue, both in terms of workflow and in terms of conversation flow.

So if Apple were to come up with tools making it easy to create interactive content, I might integrate them in my classroom work. A “killer feature” here is if interaction could be recorded during class and then uploaded as an interactive podcast (à la ProfCast).

Of course, content-creation tools might make a lot of sense outside the classroom. Not only could they help distribute the results of classroom interactions but they could help in creating learning material to be used ahead of class. These could include the aforementioned learning objects (like Mouse Party) as well as interactive quizzes (like Hot Potatoes) and even interactive textbooks (like Moglue) and educational apps (plenty of these in the App Store).

Which brings me back to textbooks, the alleged focus of this education event.

One of my main issues with textbooks, including online ones, is usability. I read pretty much everything online, including all the material for my courses (on my iPad) but I find CourseSmart and its ilk to be almost completely unusable. These online textbooks are, in my experience, much worse than scanned and OCRed versions of the same texts (in part because they don’t allow for offline access but also because they make navigation much more difficult than in GoodReader).

What I envision is an improvement over PDFs.

Part of the issue has to do with PDF itself. Despite all its benefits, Adobe’s “Portable Document Format” is the relic of a bygone era. Sure, it’s ubiquitous and can preserve formatting. It’s also easy to integrate in diverse tools. In fact, if I understand things correctly, PDF replaced Display PostScript as the basis for Quartz 2D, a core part of Mac OS X’s graphics rendering. But it doesn’t mean that it can’t be supplemented by something else.

Part of the improvement has to do with flexibility. Because of its emphasis on preserving print layouts, PDF tends to enforce print-based ideas. This is where EPUB is at a significant advantage. In a way, EPUB textbooks might be the first step away from the printed model.

From what I can gather, EPUB files are a bit like Web archives. Unlike PDFs, they can be reformatted at will, just like webpages can. In fact, iBooks and other EPUB readers (including Adobe’s, IIRC) allow for on-the-fly reformatting, which puts the reader in control of a much greater part of the reading experience. This is exactly the kind of thing publishers fail to grasp: readers, consumers, and users want more control on the experience. EPUB textbooks would thus be easier to read than PDFs.

EPUB is the basis for Apple’s iBooks and iBookstore and people seem to be assuming that Thursday’s announcement will be about iBooks. Makes sense and it’d be nice to see an improvement over iBooks. For one thing, it could support EPUB 3. There are conversion tools but, AFAICT, iBooks is stuck with EPUB 2.0. An advantage there is that EPUBs can possibly include scripts and interactivity. Which could make things quite interesting.

Interactive formats abound. In fact, PDFs can include some interactivity. But, as mentioned earlier, there’s a lot of room for improvement in interactive content. In part, creation tools could be “democratized”.

Which gets me thinking about recent discussions over the fate of HyperCard. While I understand John Gruber’s longstanding position, I find room for HyperCard-like tools. Like some others, I even had some hopes for ATX-based TileStack (an attempt to bring HyperCard stacks back to life, online). And I could see some HyperCard thinking in an alternative to both Flash and PDF.

“Huh?”, you ask?

Well, yes. It may sound strange but there’s something about HyperCard which could make sense in the longer term. Especially if we get away from the print model behind PDFs and the interaction model behind Flash. And learning objects might be the ideal context for this.

Part of this is about hyperlinking.  It’s no secret that HyperCard was among HTML precursors. As the part of HTML which we just take for granted, hyperlinking is among the most undervalued features of online content. Sure, we understand the value of sharing links on social networking systems. And there’s a lot to be said about bookmarking. In fact, I’ve been thinking about social bookmarking and I have a wishlist about sharing tools, somewhere. But I’m thinking about something much more basic: hyperlinking is one of the major differences between online and offline wriiting.

Think about the differences between, say, a Wikibook and a printed textbook. My guess is that most people would focus on the writing style, tone, copy-editing, breadth, reviewing process, etc. All of these are relevant. In fact, my sociology classes came up with variations on these as disadvantages of the Wikibook over printed textbooks. Prior to classroom discussion about these differences, however, I mentioned several advantages of the Wikibook:

  • Cover bases
  • Straightforward
  • Open Access
  • Editable
  • Linked

(Strangely enough, embedded content from iWork.com isn’t available and I can’t log into my iWork.com account. Maybe it has to do with Thursday’s announcement?)

That list of advantages is one I’ve been using since I started to use this Wikibook… excerpt for the last one. And this is one which hit me, recently, as being more important than the others.

So, in class, I talked about the value of links and it’s been on my mind quite a bit. Especially in view of textbooks. And critical thinking.

See, academic (and semi-academic) writing is based on references, citations, quotes. English-speaking academics are likely to be the people in the world of publishing who cite the most profusely. It’s not rare for a single paragraph of academic writing in English to contain ten citations or more, often stringed in parentheses (Smith 1999, 2005a, 2005b; Smith and Wesson 1943, 2010). And I’m not talking about Proust-style paragraphs either. I’m convinced that, with some quick searches, I could come up with a paragraph of academic writing which has less “narrative content” than citation.

Textbooks aren’t the most egregious example of what I’d consider over-citing. But they do rely on citations quite a bit. As I work more specifically on textbook content, I notice even more clearly the importance of citations. In fact, in my head, I started distinguishing some patterns in textbook content. For instance, there are sections which mostly contain direct explanations of key concepts while other sections focus on personal anecdotes from the authors or extended quotes from two sides of the debate. But one of the most obvious sections are summaries from key texts.

For instance (hypothetical example):

As Nora Smith explained in her 1968 study Coming Up with Something to Say, the concept of interpretation has a basis in cognition.

…

Smith (1968: 23) argued that Pierce’s interpretant had nothing to do with theatre.

These citations are less conspicuous than they’d be in peer-reviewed journals. But they’re a central part of textbook writing. One of their functions should be to allow readers (undergraduate students, mostly) to learn more about a topic. So, when a student wants to know more about Nora Smith’s reading of Pierce, she “just” have to locate Smith’s book, go to the right page, scan the text for the read for the name “Pierce”, and read the relevant paragraph. Nothing to it.

Compare this to, say, a blogpost. I only cite one text, here. But it’s linked instead of being merely cited. So readers can quickly know more about the context for what I’m discussing before going to the library.

Better yet, this other blogpost of mine is typical of what I’ve been calling a linkfest, a post containing a large number of links. Had I put citations instead of links, the “narrative” content of this post would be much less than the citations. Basically, the content was a list of contextualized links. Much textbook content is just like that.

In my experience, online textbooks are citation-heavy and take almost no benefit from linking. Oh, sure, some publisher may replace citations with links. But the result would still not be the same as writing meant for online reading because ex post facto link additions are quite different from link-enhanced writing. I’m not talking about technological determinism, here. I’m talking about appropriate tool use. Online texts can be quite different from printed ones and writing for an online context could benefit greatly from this difference.

In other words, I care less about what tools publishers are likely to use to create online textbooks than about a shift in the practice of online textbooks.

So, if Apple comes out with content-creation tools on Thursday (which sounds likely), here are some of my wishes:

  • Use of open standards like HTML5 and EPUB (possibly a combination of the two).
  • Completely cross-platform (should go without saying, but Apple’s track record isn’t that great, here).
  • Open Access.
  • Link library.
  • Voice support.
  • Mobile creation tools as powerful as desktop ones (more like GarageBand than like iWork).
  • HyperCard-style emphasis on hyperlinked structures (à la “mini-site” instead of web archives).
  • Focus on rich interaction (possibly based on the SproutCore web framework).
  • Replacement for iWeb (which is being killed along with MobileMe).
  • Ease creation of lecturecasts.
  • Deep integration with iTunes U.
  • Combination of document (à la Pages or Word), presentation (à la Keynote or PowerPoint), and standalone apps (à la The Elements or even Myst).
  • Full support for course management systems.
  • Integration of textbook material and ancillary material (including study guides, instructor manuals, testbanks, presentation files, interactive quizzes, glossaries, lesson plans, coursenotes, etc.).
  • Outlining support (more like OmniOutliner or even like OneNote than like Keynote or Pages).
  • Mindmapping support (unlikely, but would be cool).
  • Whiteboard support (both in-class and online).
  • Collaboration features (à la Adobe Connect).
  • Support for iCloud (almost a given, but it opens up interesting possibilities).
  • iWork integration (sounds likely, but still in my wishlist).
  • Embeddable content (à la iWork.com).
  • Stability, ease of use, and low-cost (i.e., not Adobe Flash or Acrobat).
  • Better support than Apple currently provides for podcast production and publishing.
  • More publisher support than for iBooks.
  • Geared toward normal users, including learners and educators.

The last three are probably where the problem lies. It’s likely that Apple has courted textbook publishers and may have convinced them that they should up their game with online textbooks. It’s clear to me that publishers risk to fall into oblivion if they don’t wake up to the potential of learning content. But I sure hope the announcement goes beyond an agreement with publishers.

Rumour has it that part of the announcement might have to do with bypassing state certification processes, in the US. That would be a big headline-grabber because the issue of state certification is something of wedge issue. Could be interesting, especially if it means free textbooks (though I sure hope they won’t be ad-supported). But that’s much less interesting than what could be done with learning content.

“User-generated content” may be one of the core improvements in recent computing history, much of which is relevant for teaching. As fellow anthro Mike Wesch has said:

We’ll  need to rethink a few things…

And Wesch sure has been thinking about learning.

Problem is, publishers and “user-generated content” don’t go well together. I’m guessing that it’s part of the reason for Apple’s insufficient support for “user-generated content”. For better or worse, Apple primarily perceives its users as consumers. In some cases, Apple sides with consumers to make publishers change their tune. In other cases, it seems to be conspiring with publishers against consumers. But in most cases, Apple fails to see its core users as content producers. In the “collective mind of Apple”, the “quality content” that people should care about is produced by professionals. What normal users do isn’t really “content”. iTunes U isn’t an exception, those of us who give lectures aren’t Apple’s core users (even though the education market as a whole has traditionally being an important part of Apple’s business). The fact that Apple courts us underlines the notion that we, teachers and publishers (i.e. non-students), are the ones creating the content. In other words, Apple supports the old model of publishing along with the old model of education. Of course, they’re far from alone in this obsolete mindframe. But they happen to have several of the tools which could be useful in rethinking education.

Thursday’s events is likely to focus on textbooks. But much more is needed to shift the balance between publishers and learners. Including a major evolution in podcasting.

Podcasting is especially relevant, here. I’ve often thought about what Apple could do to enhance podcasting for learning. Way beyond iTunes U. Into something much more interactive. And I don’t just mean “interactive content” which can be manipulated seamless using multitouch gestures. I’m thinking about the back-and-forth of learning and teaching, the conversational model of interactivity which clearly distinguishes courses from mere content.

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Actively Reading: "Teach Naked" sans PowerPoint

1 Comment

Some Diigo comments on a Chronicle piece on moving lectures out of the classroom. (Or, if you ask the piece’s author and some commenters, on PowerPoint as a source of boredom.)

I’d like to transform some of my own comments in a standalone blog entry, especially given the discussions Pamthropologist and I have been having through comments on her blog and mine. (And I just noticed Pamthropologist had written her own blogpost about this piece…) As I’m preparing for the Fall semester, I tend to think a lot about learning and teaching but I also get a bit less time.

Semi-disclaimer: John Bentley, instructional developer and programme coordinator at Concordia’s CTLS pointed me to this piece. John used to work for the Open University and the BBC. Together, John and I are currently developing a series of workshops on the use of online tools in learning and teaching. We’ve been discussing numerous dimensions of the connection between learning, teaching, and online tools. Our current focus is on creating communities of learners. One thing that I find especially neat about this collaboration is that our perspectives and spheres of expertise are quite different. Makes for interesting and thoughtful discussions.

‘Teach Naked’ Effort Strips Computers From Classrooms – Technology – The Chronicle of Higher Education

  • Not to be too snarky but… I can’t help but feel this is typical journalism. Take a complex issue, get a diverse array of comments on it, boil it down to an overly simplistic point about some polarizing question (PPT: is it evil?). Tadaa! You got an article and you’ve discouraged critical thinking.Sorry. I’m bad. I really shouldn’t go there.But I guess I’m disappointed in myself. When I first watched the video interview, I was reacting fairly strongly against Bowen. After reading (very actively!) the whole piece, I now realize that Jeff Young is the one who set the whole thing up.The problem with this is that I should know better. Right?Well, ok, I wasn’t that adamantly opposed to Bowen. I didn’t shout at my computer screen or anything. But watching the video interview again, after reading the piece, I notice that I interpret as much more open a discussion than the setup made it sound like. In other words, I went from thinking that Bowen was imposing a radical view on members of his faculty to hearing Bowen proposing ideas about ways to cope with social changes surrounding university education.The statement about most on-campus lectures being bad is rather bold, but it’s nothing we haven’t heard and it’s a reasonable comment to make in such a context. The stronger statement against PPT is actually weakened by Bowen himself in two ways: he explicitly talks about using PPT online and he frames his comment in comparison with podcasts. It then sounds like his problem isn’t with PPT itself. It’s with the use of PPT in the classroom by comparison to both podcasts and PPTs online. He may be wrong about the relative merits of podcasts, online “presentations,” and classroom lectures using PPT. But his opinion is much less radical than what I originally thought.Still, there’s room for much broader discussion of what classroom lectures and PPT presentations imply in teaching. Young’s piece and several Diigo comments on it focus on the value of PPT either in the abstract or through appropriate use. But there’s a lot more ground to cover, including such apparently simple issues as the effort needed to create compelling “presentation content” or students’ (and future employers’) expectations about PPT presentations.
  • Mr. Bowen wants to discourage professors from using PowerPoint, because they often lean on the slide-display program as a crutch rather using it as a creative tool.
    • damn you got there first! comment by dean groom
    • I think the more important point that’s being made by the article – is something that many of us in edtech world realised very quickly – that being able to teach well is a prerequisite to being able to effectively and creatively engage technology to help others learn…Powerpoint is probably the most obvious target because oif its ubiquity – but I suspect that there will also be a backlash when the masses start adopting other technologies… they’ll be misused just as effectively as PPT is.When we can assume that all university lecturers/tutors are effective teachers then the argument will be moot… until then we’ll continue to see death by powerpoint and powerpointlessness…I’m a drama teacher and love the idea of active rooms filled with proactive engaged learners… and if we have proactive engaged learners we can more effectively deploy technology in the mix…The world of teaching and learning is far from perfect and expectations seem to be geared towards a paradigm that says : “professors should tell me every last thing I need to know in order to get good grades and if students sat still and shut up long enough they might just learn something useful.”I even had one “lecturer” recently tell me “I’m a subject specialist, why do I need to know about pedagogy?” – sadly he was serious. comment by Kim FLINTOFF
    • On the subject specialist uninterested in pedagogy…It’s not an uncommon perspective, in university teaching. In fact, it might be more common among French-speakers, as most of those I’ve heard say something like this were French-speakers.I reacted quite negatively when I first heard some statement about university teachers not needing pedagogy. Don’t they care about learning?But… Isn’t there a point to be made about “non-pedagogy?”Not trying to be contrarian, here. Not playing devil’s advocate. Nor am I going on the kind of “anti-anti” PoMo mode which seems not to fit too well in English-speaking communities. I’m just thinking about teacher-less learning. And a relativist’s attitude to not judge before I know more. After all, can we safely assume that courses given by someone with such a reluctant attitude to learning pedagogy are inherently bad?There are even some people out there who take constructivism and constructionism to such an extreme that they’d say teachers aren’t needed. To an extent, the OLPC project has been going in that direction. “Students will teach themselves. We don’t need to train teachers or to engage with them in building this project.”There’s also a lot of discussion about learning outside of formal institutions. Including “on-the-job training” but also all sorts of learning strategies which don’t rely on the teacher/student (mentee, apprentice, pupil…) hierarchy. For instance, actual learning occurs in a large set of online activities. Enthusiastic people learn about things that passion them by reading about the subject, participating in online discussions, presenting their work for feedback, etc. Oftentimes, there is a hierarchy in terms of prestige, but it’s mostly negotiated through actions and not set in advance. More like “achieved status” than “ascribed status” (to use a convenient distinction from SOC101 courses). As this kind of training not infrequently leads to interesting careers, we’d be remiss to ignore the trend.Speaking of trends… It’s quite clear that many universities tend toward a more consumer-based approach. Students register and pay tuition to get “credentials” (good grades and impressive degrees). The notion that they might be there to do the actual learning is going by the wayside. In some professional contexts, people are quite explicit about how little they learnt in classrooms. It makes for difficult teaching contexts (especially at prestigious universities in the US), but it’s also something with which people learn to cope.My personal attitude is that “learning happens despite teachers.” I still think teachers make a difference, that we should learn about learners and learning, that pedagogy matters a whole lot. In fact, I’m passionate about pedagogy and I do what I can to improve my teaching.Yet the bottomline is: do people learn? If they do, does it matter what pedagogical training the teacher has? This isn’t a rhetorical question. comment by Alexandre Enkerli
  • A study published in the April issue of British Educational Research Journal
    • http://www.informaworld.com/smpp/content~db=all~content=a902053143 comment by Alexandre Enkerli
  • PowerPoint was one of the dullest methods they saw.
    • Can somebody post links to especially good PowerPoint files? comment by Bill Chapman
    • I don’t think this is really about PPT, but more about blind use of technology. It’s not the software to blame but the user.Also if you’re looking for great PPT examples, check out slideshare.net comment by Dean Shareski
    • Looking forward to reading what their criteria are for boredom.And the exact justification they give for lectures needing not to be boring.Or if they discuss the broad implications of lecturing, as opposed to the many other teaching methods that we use.Now, to be honest, I do use PPT in class. In fact, my PPT slides are the very example of what many people would consider boring: text outlines transformed into bullet points. Usually black on white, without images.But, overall, students seem to find me engaging. In student evaluations, I do get the occasional comment about the course being boring, but that’s also about the book and the nature of what we discuss.I upload these PPT files to Slideshare before going to class. In seminars, I use the PPT file to outline some topics, themes, and questions brought up by students and I upload the updated file after class.The PPT files on Slideshare are embedded into Moodle and serve as “course notes,” in conjunction with the audio recordings from the class meetings. These slides may include material which wasn’t covered in class.During “lecture,” I often spend extend periods of time discussing things with the class as a whole, leaving a slide up as a reminder of the general topic. Going from a bullet point to an extended discussion has the benefit of providing context for the discussion. When I started teaching, several students were saying that I’m “disorganized.” I still get a few comments like that but they’re much less frequent. And I still go on tangents, based on interactions with the group.Once in a while, I refrain from using PPT altogether. Which can lead to interesting challenges, in part because of student expectations and the fact that the screen becomes an indicator that “teaching is going on.”Perhaps a more important point: I try to lecture as little as possible. My upper-level courses are rapidly transformed into seminars. Even in large classes, the last class meetings of the semester involve just a few minutes of lecturing.This may all sound like a justification for my teaching method. But it’s also a reaction to the frequent discussions about PPT as evil. I do hate PPT, but I still use it.If only Google Wave could be released soon, we could use it to replace PPT. Wikis and microblogging tools are good and well, but they’re not as efficient in terms of real-time collaboration on complex material. comment by Alexandre Enkerli
  • seminars, practical sessions, and group discussions
  • In other words, tech-free classrooms were the most engaging.
    • Does it follow so directly? It’s quite easy to integrate technology with “seminars, practical sessions, and group discussions.” comment by Alexandre Enkerli
  • better than many older classroom technologies, like slate chalkboards or overhead transparencies
    • Which seems to support a form of technological determinism or, at least, a notion of a somewhat consistent improvement in the use of tools, if not in the tools themselves. comment by Alexandre Enkerli
  • But technology has hardly revolutionized the classroom experience for most college students, despite millions of dollars in investment and early predictions that going digital would force professors to rethink their lectures and would herald a pedagogical renaissance.
    • If so, then it’s only because profs aren’t bringing social technologies into their classrooms. Does the author of this article understand what’s current in ed tech? comment by Shelly Blake-Plock
    • the problem here is that in higher education, student satisfaction drives a service mentality – and students WANT summised PPTs and the want PODCASTS. Spoooon feeeeeed me – for I am paying. comment by dean groom
    • A rather broad statement which might be difficult to support with evidence.If we look at “classroom experience” in different contexts, we do notice large differences. Not necessarily in a positive sense. Technology is an integral part of all sorts of changes happening in, around, and away from the classroom.It would be quite different if that sentence said: “But institutional programs based on the adoption of specific tools in the classroom have hardly revolutionized…” It’s still early to assess the effectiveness of these programs, especially if we think about lifelong learning and about ongoing social changes related to technology use. But the statement would make more sense if it were more directly tied to specific programs instead of being a blanket critique of “technology” (left undefined). comment by Alexandre Enkerli
  • dream of shaking up college instruction
    • One of the most interesting parts of the interview with Bowen has to do with the notion that this isn’t, in fact, about following a dream. It’s about remaining relevant in a changing world. There’s a lot about Bowen’s perspective which sounds quite strange, to me. But the notion that universities should “wake up and smell the coffee” is something I wish were the object of more discussion in academic circles. comment by Alexandre Enkerli
  • Here’s the kicker, though: The biggest resistance to Mr. Bowen’s ideas has come from students, some of whom have groused about taking a more active role during those 50-minute class periods.
    • Great points, here. Let’s wish more students were involved in this conversation. It’s not just “about” them.One thing we should probably not forget about student populations is that they’re diverse. Chances are, some students in Meadows are delighted by the discussion focus. Others may be puzzled. It’s likely an adaptation for most of them. And it doesn’t sound like they were ever consulted about those changes. comment by Alexandre Enkerli
  • lecture model is pretty comfortable
    • And, though many of us are quick to criticize it, it’s difficult to avoid in the current systems of formal education in which we work. comment by Alexandre Enkerli
  • cool gadgets
    • The easiest way to dismiss the social role of technology is to call tools “gadgets.” But are these tools really just gadgets? In fact, some tools which are put to good use really aren’t that cool or even new. Are we discussing them enough? Are we aware of how they fit in the grand scheme of things?An obvious example would be cellphones. Some administrators and teachers perceive them as a nuisance. Rather few people talk about educational opportunities with cellphones, even though they already are used by people in different parts of the World to empower themselves and to learn. Negroponte has explicltly dimissed the educational potential of cellphones but the World isn’t waiting for approval from designers. comment by Alexandre Enkerli
  • seasoned performer,
    • There’s a larger point to be about performance in teaching. Including through a reference to Dick Bauman’s “Verbal Art as Performance” or other dimensions of Performance Theory.There’s also a more “mundane” point about a kind of conflict in universities between academic material and performance. In French-speaking universities, at least, it’s not uncommon to hear teachers talk about the necessity to be a “performer” as something of a distraction in teaching. Are teachers in front of the class to entertain students or is the classroom an environment in which to think and learn about difficult concepts? The consumer approach to universities, pushed in part by administrators who run universities like businesses, tends to emphasize the “entertainment paradigm,” hence the whole “boredom” issue.Having said all of this, Bowen’s own attitude goes beyond this simplistic “entertainment paradigm.” In fact, it sounds like he’s specifically not advocating for lectures to become a series of TEDtalks. Judging from the interview, it sounds like he might say that TEDtalk-style presentation should be put online and classroom-time should be devoted to analyzing those presentations.I do consider myself a performer, as I’ve been playing saxophone in a rather broad range of circumstances, from outdoor stages at festivals to concert halls. And my experience as a performer does influence the way I teach large classes. At the same time, it probably makes more salient the distinction between teaching and performing. comment by Alexandre Enkerli
  • The goateed administrator sported a suit jacket over a dark T-shirt
    • Though I’d be the first one to say that context is key, I fail to see what Bowen’s clothes contribute to the discussion. comment by Alexandre Enkerli
  • philosophical argument about the best way to engage students, he grounded it
  • information delivery common in today’s classroom lectures should be recorded and delivered to students as podcasts or online videos before class sessions
    • Fully agreed. Especially if we throw other things in the mix such as journal articles and collaboratively-created learning material. comment by Alexandre Enkerli
  • short online multiple-choice tests.
    • I don’t think he’s using the mc tests with an essessment focus rather an engagement focus – noit necessarily the most sophisticated but done playfully and creatively it can be a good first step to getting reluctatnt students to engage in first instance… comment by Kim FLINTOFF
    • I would also “defend” the use of MCTs in this context. Especially if the stakes are relatively low, the questions are well-crafted, and students do end up engaging.Like PPT, MCTs have some advantages, including because of student expectations.But, of course, it’s rather funny to hear Bowen talk about shaking things up and find out that he uses such tools. Still, the fact that these tests are online (and, one would think, taken outside of class time) goes well with Bowen’s main point about class time vs. tech-enabled work outside of class. comment by Alexandre Enkerli
  • Introduce issues of debate within the discipline and get the students to weigh in based on the knowledge they have from those lecture podcasts, Mr. Bowen says.
    • This wouldn’t be too difficult to do in social sciences and there are scenarios in which it would work wonderfully for lab sciences (if we think of “debate” as something similar to “discussion” sections in scientific articles).At the same time, some people do react negatively to such approaches based not on discipline but on “responsibilities of the university.” Some people even talk about responsibilities toward students’ parents! comment by Alexandre Enkerli
  • But if the student believes they can contribute, they’re a whole lot more motivated to enter the discourse, and to enter the discipline.
    • Sounds a bit like some of the “higher” positions in William Perry’s scheme. comment by Alexandre Enkerli
  • don’t be boring
    • Is boredom induced exclusively by the teacher? Can a student bored during a class meeting still be motivated and engaged in the material at another point? Should we apply the same principle to the readings we assign? Is there a way to efficiently assess the “boredom factor” of an academic article? How can we convince academic publishers that fighting boredom isn’t necessarily done through the addition of pretty pictures? comment by Alexandre Enkerli
  • you need a Ph.D. to figure it out
    • While I agree that these panels are difficult to use and could afford a redesign, the joke about needing a PhD sounds a bit strange in context. comment by Alexandre Enkerli
  • plug in their laptops
    • There’s something of a more general move toward getting people to use their own computers in the workplace. In fact, classroom computers are often so restricted as to be quite cumbersome to use in teaching. comment by Alexandre Enkerli
  • allow students to work in groups more easily
    • Not a bad idea. A good number of classrooms are structured in a way that makes it very hard to get students to do group work. Of course, it’s possible to do group work in any setting, but it’s remarkable how some of these seemingly trivial matters as the type of desk used can be enough to discourage some teachers from using certain teaching strategies. comment by Alexandre Enkerli
  • The classroom computers were old and needed an upgrade when Mr. Bowen arrived, so ditching them instead saved money.
    • Getting into the core of the issue. The reason it’s so important to think about “new ways” to do things isn’t necessarily that “old ways” weren’t conducive to learning. It’s because there are increased pressures on the system and some seem to perceive that cost-cutting and competition from online learning, making the issue so pressing. comment by Alexandre Enkerli
  • eliminate one staff position for a technician
    • Sounds sad, especially since support staff is already undervalued. But, at the same time, it does sound like relatively rational cost-cutting. One would just wish that they replaced that position with, say, teaching support. comment by Alexandre Enkerli
  • gave every professor a laptop
    • Again, this is a rather common practise outside of universities. Knowing how several colleagues think, this may also function as a way to “keep them happy.” comment by Alexandre Enkerli
  • support so they could create their own podcasts and videos.
    • This is where the tech support position which was cut could be useful. Recording and podcasting aren’t difficult to set up or do. But it’s an area where support can mean more than answering questions about which button to press. In fact, podcasting projects are an ideal context for collaboration between tech, teach, and research. comment by Alexandre Enkerli
  • lugging their laptops to class,
    • It can be an issue, especially if there wasn’t a choice in the type of laptop which could be used. comment by Alexandre Enkerli
  • She’s made podcasts for her course on “Critical Scholarship in Communication” that feature interviews she recorded with experts in the field.
    • One cool thing about these podcasting projects is that people can build upon them, one semester after the other. Interviews with practitioners do help provide a multiplicity of voices. And, yes, getting students to produce their own content is often a good way to go, especially if the topic is somehow related to the activity. Getting students in applied communication to create material does sound appropriate. comment by Alexandre Enkerli
  • they come in actually much more informed
    • Sounds effective. Especially since Bowen’s approach seems to be oriented toward pre-class preparation. comment by Alexandre Enkerli
  • if they had been assigned a reading.
    • There’s a lot to be said about this. One reason this method may be more efficient than reading assignments could have to do with the particularities of written language, especially the very formal style of those texts we often assign as readings. Not that students shouldn’t read, of course! But there’s a case to be made for some readings being replaced by oral sources, especially those which have to do with people’s experience in a field. Reading primary source material, integrating some reference texts, and using oral material can all be part of an appropriate set of learning strategies. comment by Alexandre Enkerli
  • created podcast lectures
    • An advantage of such “lecturecasts,” “profcasts,” and “slidecasts” is that they’re relatively easy to build and can be tightly structured. It’s not the end-all of learning material, but it’s a better substitute for classroom lectures than one might think.Still, there’s room for improvement in the technology itself. For instance, it’d be nice to have Revver-style comments in the timeline. comment by Alexandre Enkerli
  • shows movie clips from his laptop
    • This one is slightly surprising because one would expect that these clips could easily be shown, online, ahead of class. It might have to do with the chilling effect of copyright regulation or Heffernan’s strategy of getting “fresh” feedback. There would have been good questions to ask Heffernan in preparation for this piece. comment by Alexandre Enkerli
  • “Strangely enough, the people who are most resistant to this model are the students, who are used to being spoon-fed material that is going to be quote unquote on the test,” says Mr. Heffernan. “Students have been socialized to view the educational process as essentially passive. The only way we’re going to stop that is by radically refiguring the classroom in precisely the way José wants to do it.”
    • This interpretation sounds a tiny bit lopsided. After all, aren’t there students who were already quite active and engaged in the “old system” who have expressed some resistance to the “new system?” Sounds likely to me. But maybe my students are different.One fascinating thing is the level of agreement, among teachers, about the necessity to have students who aren’t passive. I certainly share this opinion but there are teachers in this World who actually do prefer students who are somewhat passive and… “obedient.” comment by Alexandre Enkerli
  • The same sequence of events
    • That part is quite significant: Bowen was already a reformer and already had gone through the process. In this case, he sounds more like one of those CEOs who are hired to save a company from a difficult situation. He originally sounded more like someone who wanted to impose specific views about teaching. comment by Alexandre Enkerli
  • ‘I paid for a college education and you’re not going to lecture?'”
    • A fairly common reaction, in certain contexts. A combination of the infamous “sense of entitlement,” the “customer-based approach to universities,” and student expectations about the way university teaching is supposed to go.One version I’ve had in student evaluations is that the student felt like s/he was hearing too much from other students instead of from me. It did pain me, because of the disconnect between what I was trying to do and that student’s notion of what university courses are supposed to bring her/him. comment by Alexandre Enkerli
  • PowerPoint lecture
    • As a commenter to my blog was saying about lectures in general, some of us (myself included) have been building a straw man. We may have negative attitudes toward certain teaching strategies, including some lecturing techniques. But that shouldn’t prevent us from discussing a wide array of teaching and learning strategies.In this case, it’s remarkable that despite the radical nature of Bowen’s reform, we learn that there are teachers who record PPT-based presentations. It then sounds like the issue isn’t so much about using PPT as it is about what is done in the classroom as opposed to what is done during the rest of the week.Boring or not, PPT lectures, even some which aren’t directly meant to engage students, can still find their place in the “teaching toolbox.” A dogmatic anti-PPT stance (such as the one displayed by this journalist) is unlikely to foster conversations about tools and learning. Based on the fact that teachers are in fact doing PPT lectures to be used outside the classroom, one ends up seeing Bowen’s perspective as much more open than that of the Chronicle’s editorial staff. comment by Alexandre Enkerli
  • Sandi Mann, the British researcher who led the recent study on student attitudes toward teaching, argues that boredom has serious implications in an educational setting.
    • Unsurprising perspective. Wonder if it had any impact on Mann’s research results. Makes the research sound more oriented than one might hope. comment by Alexandre Enkerli
  • according to some studies
  • low-cost online alternatives to the traditional campus experience
    • This could have been the core issue discussed in an article about Bowen. Especially if we are to have a thoughtful conversation about the state of higher education in a changing context. Justification for high tuition fees, the latent functions of “college life,” the likely outcome of “competing with free,” the value of the complete learning experience as opposed to the value of information transmission… comment by Alexandre Enkerli
  • give away videos
    • This is the “competing with free” part, to which record companies have been oblivious for so long but which makes OCW appear like quite a forward-looking proposition. comment by Alexandre Enkerli
  • colleges must make sure their in-person teaching really is superior to those alternatives
    • It’s both a free-market argument, which goes so well with the customer-based approach to learning, and a plea to consider learning in a broader way than the mere transmission of information from authoritative source to passive mass. An old saw, for sure, but one which surprisingly hasn’t been heard by everyone. comment by Alexandre Enkerli
  • add value
    • This might be appropriate language to convince trustees. At some institutions, this might be more important than getting students’ or teachers’ approval. comment by Alexandre Enkerli
  • not being online
    • Although, they do have an online presence. The arguments used have more to do with blended learning than with exclusively face-to-face methods. comment by Alexandre Enkerli
  • might need to stay a low-tech zone to survive.
    • Rubbish there is no reason to dumb down learning; and he obviously is not teaching 2500 students at one time. PPT is not the problem here, and this really is a collection of facile arguements that are not ironically substantiated. Lowering his overhead does not increase student learning – wheres the evidence? comment by dean groom
    • Come to think of it, it sounds like the argument was made more forcefully by Young than by Bowen himself. Bowen is certainly quite vocal but the “need… to survive” sounds a tad bit stronger than Bowen’s project.What’s funny is that the video made Bowen sound almost opinionated. The article makes Young sound like he has his own axe to grind comment by Alexandre Enkerli
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Student Engagement: The Gym Analogy (Updated: Credited)

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Heard about this recently and probably heard it before. It’s striking me more now than before, for some reason.

[Update: I heard about this analogy through Peace Studies scholar Laurie Lamoureux Scholes (part-time faculty and doctoral candidate in Religion at Concordia University). Lamoureux Scholes’s colleague John Bilodeau is the intermediate source for this analogy and may have seen it on the RateYourStudents blog. There’s nothing like giving credit where credit is due and I’m enough of a folklorist to care about transmission. Besides, the original RYS gym-themed blog entry can be quite useful.]

Those of us who teach at universities and colleges (especially in North America and especially among English-speakers, I would guess) have encountered this “sense of entitlement” which has such deep implications in the ways some students perceive learning. Some students feel and say that, since they (or their parents) pay large sums for their post-secondary education, they are entitled to a “special treatment” which often involves the idea of getting high grades with little effort.

In my experience, this sense of entitlement correlates positively with the prestige of the institution. Part of this has to do with tuition fees required by those universities and colleges. But there’s also the notion that, since they were admitted to a program at such a selective school, they must be the “cream of the crop” and therefore should be treated with deference. Similarly, “traditional students” (18-25) are in my experience more likely to display a sense of entitlement than “non-traditional students” (older than 25) who have very specific reasons to attend a college or university.

The main statements used by students in relation to their sense of entitlement usually have some connection to tuition fees perceived to transform teaching into a hired service, regardless of other factors. “My parents pay a lot of money for your salary so I’m allowed to get what I want.” (Of course, those students may not realize that a tiny fraction of tuition fees actually goes in the pocket of the instructor, but that’s another story.) In some cases, the parents can easily afford that amount paid in tuitions but the statements are the same. In other cases, the statements come from the notion that parents have “worked very hard to put me in school.” The results, in terms of entitlement, are quite similar.

Simply put, those students who feel a strong sense of entitlement tend to “be there for the degree” while most other students are “there to learn.”

Personally, I tend to assume students want to learn and I value student engagement in learning processes very highly. As a result, I often have a harder time working with students with a sense of entitlement. I can adapt myself to work with them if I assess their positions early on (preferably, before the beginning of a semester) but it requires a good deal of effort for me to teach in a context in which the sense of entitlement is “endemic.” In other words, “I can handle a few entitled students” if I know in advance what to expect but I find it demotivating to teach a group of students who “are only there for the degree.”

A large part of my own position has to do with the types of courses I have been teaching (anthropology, folkloristics, and sociology) and my teaching philosophy also “gets in the way.” My main goal is a constructivist one: create an appropriate environment, with students, in which learning can happen efficiently. I’m rarely (if ever) trying to “cram ideas into students’ heads,” though I do understand the value of that type of teaching in some circumstances. I occasionally try to train students for a task but my courses have rarely been meant to be vocational in that sense (I could certainly do vocational training, in which case I would adapt my methods).

So, the gym analogy. At this point, I find it’s quite fitting as an answer to the “my parents paid for this course so I should get a high grade.”

Tuition fees are similar to gym membership: regardless of the amount you pay, you can only expect results if you make the effort.

Simple and effective.

Of course, no analogy is perfect. I think the “effort” emphasis is more fitting in physical training than in intellectual and conceptual training. But, thankfully, the analogy does not imply that students should “get grades for effort” more than athletes assume effort is sufficient to improve their physical skills.

One thing I like about this analogy is that it can easily resonate with a large category of students who are, in fact, the “gym type.” Sounds irrelevant but the analogy is precisely the type of thing which might stick in the head of those students who care about physical training (even if they react negatively at first) and many “entitled students” have a near Greek/German attitude toward their bodies. In fact, some of the students with the strongest sense of entitlement are high-profile athletes: some of them sound like they expect to have minions to take exams for them!

An important advantage of the gym analogy, in a North American context, is that it focuses on individual responsibility. While not always selfish, the sense of entitlement is self-centred by definition. Given the North American tendency toward independence training and a strong focus on individual achievement in North American academic institutions, the “individualist” character of the sense of entitlement shouldn’t surprise anyone. In fact, those “entitled students” are unlikely to respond very positively to notions of solidarity, group learning, or even “team effort.”

Beyond individual responsibility, the gym analogy can help emphasise individual goals, especially in comparison to team sports. In North America, team sports play a very significant role in popular culture and the distinction between a gym and a sports team can resonate in a large conceptual field. The gym is the locale for individual achievement while the sports team (which could be the basis of another analogy) is focused on group achievement.

My simplest definition of a team is as “a task-oriented group.” Some models of group development (especially Tuckman’s catchy “Forming, Storming, Norming, Performing“) are best suited in relation to teams. Task-based groups connect directly with the Calvinistic ideology of progress (in a Weberian perspective), but they also embed a “community-building” notion which is often absent from the “social Darwinism” of some capital-driven discourse. In other words, a team sports analogy could have some of the same advantages as the gym analogy (such as a sense of active engagement) with the added benefit of bringing into focus the social aspects of learning.

Teamwork skills are highly valued in the North American workplace. In learning contexts, “teamwork” often takes a buzzword quality. The implicit notion seems to be that the natural tendency for individuals to work against everybody else but that teams, as unnatural as they may seem, are necessary for the survival of broad institutions (such as the typical workplace). In other words, “learning how to work well in teams” sounds like a struggle against “human nature.” This implicit perspective relates to the emphasis on “individual achievement” and “independence training” represented effectively in the gym analogy.

So, to come back to that gym analogy…

In a gym, everyone is expected to set her or his own goals, often with the advice of a trainer. The notion is that this selection of goals is completely free of outside influence save for “natural” goals related to general health. In this context, losing weight is an obvious goal (the correlation between body mass and health being taken as a given) but it is still chosen by the individual. “You can only succeed if you set yourself to succeed” seems to be a common way to put it. Since this conception is “inscribed in the mind” of some students, it may be a convenient tool to emphasise learning strategies: “you can only learn if you set yourself to learn.” Sounds overly simple, but it may well work. Especially if we move beyond the idea some students have that they’re so “smart” that they “don’t need to learn.”

What it can imply in terms of teaching is quite interesting. An instructor takes on the role of a personal trainer. Like a sports team’s coach, a trainer is “listened to” and “obeyed.” There might be a notion of hierarchy involved (at least in terms of skills: the trainer needs to impress), but the main notion is that of division of labour. Personally, I could readily see myself taking on the “personal trainer” role in a learning context, despite the disadvantages of customer-based approaches to learning. One benefit of the trainer role is that what students (or their parents) pay for is a service, not “learning as a commodity.”

Much of this reminds me of Alex Golub’s blogpost on “Factory, Lab, Guild, Studio” notions to be used in describing academic departments. Using Golub’s blogpost as inspiration, I blogged about departments, Samba schools, and the Medici Effect. In the meantime, my understanding of learning has deepened but still follows similar lines. And I still love the “Samba school” concept. I can now add the gym and the sports teams to my analogical apparatus to use in describing my teaching to students or anybody else.

Hopefully, any of these analogies can be used to help students engage themselves in the learning process.

That’s all I can wish for.

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Enthused Tech

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Yesterday, I held a WiZiQ session on the use of online tech in higher education:

Enthusing Higher Education: Getting Universities and Colleges to Play with Online Tools and Services

Slideshare

[slideshare id=528283&doc=enthusinghighered-1217010739916970-8&w=425]

(Full multimedia recording available here)

During the session, Nellie Deutsch shared the following link:

Diffusion of Innovations, by Everett Rogers (1995)

Haven’t read Rogers’s book but it sounds like a contextually easy to understand version of ideas which have been quite clear in Boasian disciplines (cultural anthropology, folkloristics, cultural ecology…) for a while. But, in this sometimes obsessive quest for innovation, it might in fact be useful to go back to basic ideas about the social mechanisms which can be observed in the adoption of new tools and techniques. It’s in fact the thinking behind this relatively recent blogpost of mine:

Technology Adoption and Active Reading

My emphasis during the WiZiQ session was on enthusiasm. I tend to think a lot about occasions in which, thinking about possibilities afforded technology relates to people getting “psyched up.” In a way, this is exactly how I can define myself as a tech enthusiast: I get easy psyched up in the context of discussions about technology.

What’s funny is that I’m no gadget freak. I don’t care about the tool. I just love to dream up possibilities. And I sincerely think that I’m not alone. We might even guess that a similar dream-induced excitement animates true gadget freaks, who must have the latest tool. Early adopters are a big part of geek culture and, though still small, geek culture is still a niche.

Because I know I’ll keep on talking about these things on other occasions, I can “leave it at that,” for now.

RERO‘s my battle cry.

TBC

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Visualizing Touch Devices in Education

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Took me a while before I watched this concept video about iPhone use on campus.

Connected: The Movie – Abilene Christian University

Sure, it’s a bit campy. Sure, some features aren’t available on the iPhone yet. But the basic concepts are pretty much what I had in mind.

Among things I like in the video:

  • The very notion of student empowerment runs at the centre of it.
  • Many of the class-related applications presented show an interest in the constructivist dimensions of learning.
  • Material is made available before class. Face-to-face time is for engaging in the material, not rehashing it.
  • The technology is presented as a way to ease the bureaucratic aspects of university life, relieving a burden on students (and, presumably, on everyone else involved).
  • The “iPhone as ID” concept is simple yet powerful, in context.
  • Social networks (namely Facebook and MySpace, in the video) are embedded in the campus experience.
  • Blended learning (called “hybrid” in the video) is conceived as an option, not as an obligation.
  • Use of the technology is specifically perceived as going beyond geek culture.
  • The scenarios (use cases) are quite realistic in terms of typical campus life in the United States.
  • While “getting an iPhone” is mentioned as a perk, it’s perfectly possible to imagine technology as a levelling factor with educational institutions, lowering some costs while raising the bar for pedagogical standards.
  • The shift from “eLearning” to “mLearning” is rather obvious.
  • ACU already does iTunes U.
  • The video is released under a Creative Commons license.

Of course, there are many directions things can go, from here. Not all of them are in line with the ACU dream scenario. But I’m quite hope judging from some apparently random facts: that Apple may sell iPhones through universities, that Apple has plans for iPhone use on campuses,  that many of the “enterprise features” of iPhone 2.0 could work in institutions of higher education, that the Steve Jobs keynote made several mentions of education, that Apple bundles iPod touch with Macs, that the OLPC XOXO is now conceived more as a touch handheld than as a laptop, that (although delayed) Google’s Android platform can participate in the same usage scenarios, and that browser-based computing apparently has a bright future.

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One Laptop Per Child Was a Success

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Repost of a comment to Bruce Nussbaum’s September, 2007 article about the OLPC project.

NussbaumOnDesign It’s Time To Call One Laptop Per Child A Failure, – BusinessWeek

While my comment is held for moderation, I thought I might post it here. I still have a lot more to say about these issues (and about the OLPC), and I should group everything I’ve written about that project and its outcomes. But it will have to wait for another time.

Isn’t it time to revisit this issue, now that the OLPC team and XO device are undergoing major changes?
Isn’t it time to call OLPC something?

I think the OLPC project was, indeed, a success. Negroponte was successful at giving exposure to the idea of low-cost laptops. The design team has succeeded in finding solutions to a number of technological issues, including Bitfrost security and Pixel Qi’s screen. Pilot projects have paved the way for projects by other teams. The G1G1 program brought fairly convenient subnotebooks to technology enthusiasts in the United States. And the multiple discussions we’re having about the OLPC contain a number of insightful comments about constructivist learning, constructionist teaching, the need for careful research in design projects, global inequalities, and the ways people empower themselves through the use of diverse tools.
As an education project, the OLPC worked.

But I also think the XO-1 should not, in fact, be purchased by education systems in different parts of the world.
No, I really don’t think I’m being stubborn or opinionated. I just think that this part of the OLPC project may distract us from the OLPC success.
After crash testing the XO-1 for a week and looking at a broad range of issues surrounding the machine, I would say that it’s a decent prototype to get people thinking about some interesting features (like ubiquitous mesh networking, journaling, and collaborative activities). But that laptop is too flawed to be the standard electronic device to make available to “children abroad,” let alone forced upon them through massive government purchases.
I could expand but I feel there is too much focus on the XO-1 already.

Cellphones have been mentioned several times in comments to this post and I sincerely think there’s something going on.
We need to keep an open mind, especially given the differences in how cellphones are used in diverse parts of the world.
Learners and teachers are, in fact, using cellphones in learning and teaching. For instance, cellphones are used for interactive quizzes (mobilestudy.org). Scholars at Sapporo Gakuin University and elsewhere have been using cellphones in connection with course management systems. A large part of what people throughout the world are doing with cellphones can easily be called “lifelong learning,” whether or not there is a formal structure with a teacher in front of a passive classroom.
Some people do write long-form texts (including novels) on cellphones. Some cellphones are, in fact, used to read textbooks and other (in my mind more appropriate) text formats. Making a digital drawing and putting together a music score are probably doable on several cellphones: they’re trivial tasks on a very basic smartphone. In fact, musicking with something like Bhajis Loops is as compatible with Papert-style constructionism as you can get. I dare say, even more so than Jean Piché’s TamTam on the OLPC XO (with all due respect to Jean and his team, of course).
It seems quite clear that a device design based on cellphones should at least be taken into consideration by people interested in “the rest of the world.”
Sure, some of the latest high-end smartphones can be quite costly, at retail. But even the difference between manufacturing costs for an OLPC XO-1 and an Apple iPhone is minimal. Clearly, there’s an economic logic behind the fact that global cellphone penetration already reached 3.3 billion.
I’m really not a cellphone fanboy. In fact, I’ve only been using cellphones for a few months and they have been very basic models lent by friends and relatives. But, as an ethnographer, I can’t help but notice that cellphones have a role to play, as “disruptive technology,” in helping people empower themselves. Especially in those parts of the world which were of interest to the old OLPC project.
Maybe cellphone-related devices aren’t the one solution to every child’s needs. But what evidence do we have that laptops were, indeed, the single device type to deploy to children in as diverse parts of the world as Nigeria, Peru, and Mongolia?
So, the naïve question is: if OLPC really was an education project, why did it focus so exclusively on a single electronic device? Why not plan a complete product line? Why not write a cross-platform application layer? Why not build appropriate factories in local communities? Why not build a consortium with local projects? Yes, all these things are being done now, including by former members of the OLPC team. But they weren’t part of the OLPC project. They can be potential outcomes of the OLPC project.

So, it’s time to call OLPC a success. And move on.
Let’s now look at other projects around the world which are helping kids learn, with or without some neat tools. Let’s not lose the momentum. Let’s not focus too much on the choice of an operating system or on the specific feature set the “educational technology version of the Ford T” may have. Sure, we can and probably should talk openly about these things.
But there are so many other important things to take into consideration…

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Learning Systems Wishlist

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In a blogpost, Learning Systems ’08 host Elliott Masie lists 12 features learning management systems could/should have.
Elliott Masie’s Learning TRENDS – Learning TRENDS – 12 Wishes for Our LMS and LCMS

A summary:

  1. Focus on the Learner
  2. Content, Content and Content
  3. Ratings, Please
  4. More Context
  5. Performance Support Tools
  6. Social Knowledge
  7. Learning Systems as Components
  8. Focus on the Role
  9. UserContent Authoring
  10. Learning Systems as Service
  11. The Lifecycle of Learning Systems
  12. Learning Systems as Human Capital/Talent Systems

While Masie’s focus is on training and learning in corporate situations, many of these ideas are discussed in other types of learning contexts, including higher education. Some of the most cynical of university professors might say that the reason this list could apply to both corporate and university environments is that university are currently being managed like businesses. Yet, there are ways to adapt to some of the current “customer-based” approaches to learning while remain critical of their effects.

Personally, I think that the sixth point (about “social knowledge”) is particularly current. Not only are “social” dimensions of technology past the buzzword phase but discussing ways to make learning technology more compatible with social life is an efficient way to bring together many issues relating to technology and learning in general.

Masie’s description of his “social knowledge” wish does connect some of these issues:

Learning Systems will need to include and be integrated with Social Networking Systems. Some of the best and most important knowledge will be shared person-to-person in an organization. The learner wants to know, “Who in this organization has any experience that could help me as a learner/worker?” In addition to the LMS pointing to a module or course, we need to be able to link to a colleague who may have the perfect, relevant experience based on their work from 2 jobs ago. The social dimension of learning needs to be harvested and accelerated by a new vision of our Learning Systems.

Throughout the past year, I’ve been especially intrigued about the possibilities opened by making a “learning system” like Moodle more of a social networking platform. I’ve discussed this at the end of a longish wishlist for Moodle’s support of collaborative learning:

  • Another crazy idea: groups working a bit like social networking sites (e.g. Facebook). You get “friends” with whom you can share “stuff” (images, comments, chats, etc.). Those groups can go beyond the limits of a single course so that you would use it as a way to communicate with people at school. The group could even have a public persona beyond the school and publish some information about itself and its projects. Moodle could then serve as a website-creator for students. To make it wackier, students could even maintain some of these contacts after they leave the school.
  • Or Moodle could somehow have links to Facebook profiles.

My curiosity was later piqued by fellow anthropologist Michael Wesch’s comments about the use of Facebook in university learning and teaching. And the relevance of social networking systems for learning strategies has been acknowledged in diverse contexts through the rest of 2007.
One thing I like about Masie’s description is the explicit connection made between social networking and continuity. It’s easy to think of social networks as dynamic, fluid, and “in the now.” Yet, one of their useful dimensions is that they allow for a special type of direct transmission which is different from the typical “content”-based system popular in literacy-focused contexts. Not only do large social networking systems allow for old friends to find another but social networks (including the Internet itself) typically emphasize two-way communication as a basis for knowledge transmission. In other words, instead of simply reading a text about a specific item one wants to learn, one can discuss this item with someone who has more experience with that item. You don’t read an instruction manual, you “call up” the person who knows how to do it. Nothing new about this emphasis on two-way transmission (similar to “collaborative learning”). “Social” technology merely helps people realize the significance of this emphasis.

I’m somewhat ambivalent as to the importance of ratings (Masie’s third point). I like the Digg/Slashdot model as much as the next wannabe geek but I typically find ratings systems to be less conducive to critical thinking and “polyphony” (as multiplicity of viewpoints) than more “organic” ways to deal with content. Of course, I could see how it would make sense to have ratings systems in a corporate environment and ratings could obviously be used as peer-assessment for collaborative learning. I just feel that too much emphasis on ratings may detract us from the actual learning process, especially in environments which already make evaluation their central focus (including many university programs).

Overall, Masie’s wishlist makes for a fine conversation piece.

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Even Teachers Get the Blues

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(With apologies to k.d. lang. Without apologies to  Gus Van Sant.)

In response to a forum discussion on teacher-rating sites, someone posted a link to this blog: Rate Your Students.

I also posted about disillusion. But the teacher in my post was meant more as a fictional character than as a personification of my own attitude.

Simply put,  despite some frustrations, I’m quite satisfied with my teaching life. Not necessarily because I get positive feedback from students. But because teaching is rewarding in many ways.

Been meaning to blog about the Spirit of Inquiry conference during which I presented on learning materials. It was quite interesting a context. Like-minded teachers from all over Canada, from many different disciplines and institutional backgrounds. Everyone pretty much in agreement on the necessity to think about teaching in a diversity of ways. A lot of thoughtful discussion about rather deep issues.  Almost as welcoming as the food and culture conference during which I talked about craft beer culture. So I’m thinking about teaching quite a bit.

I have been more impressed by students than by fellow teachers. Oh, some students are difficult to deal with, at times. But every single one of them has something interesting to contribute to any course they take. While I realise that this attitude sounds like the bursting blossom idealism decried by the aforementioned blog, I don’t mind saying it.

Here’s why: I don’t really feel disillusioned because I don’t recall ever being “illusioned.”

I’ve met a lot of teachers in my young life. My mother married two teachers and teachers do tend to connect with other teachers. My father (my mother’s second husband) transmitted part of his teaching philosophy to me. As [name-dropping]daddy was trained by Jean Piaget[/name-dropping], this teaching philosophy of his was quite specific. Yes, constructivism and all that. But also a certain dose of cynicism, especially toward blanket statements about student performance. This made me somewhat impervious to teaching disappointment.

In English-speaking parts of North America, there’s a lot of what I think of as “studies have shown” perspectives on learning. A good deal of blind trust for results of survey research on teaching effectiveness. These survey research projects often emphasize the most common responses to teaching. In the mind of some of these people, learning is something that the majority of students should do when a teacher is “good.” Teaching effectiveness is obvious when a majority of students have “learnt their lesson,” so to speak. As you might guess, I don’t relate very well to these views. I respect the people who hold them but I feel a disconnect between my views of teaching and their views of learning. Sure, I adapt to these views when I teach in an environment where they are held by a good number of people. But I wish to keep some distance from these views.

The part I don’t like is when we (as teachers) are told to use very specific methods in order to ensure student learning. I really don’t have a problem with tips and tricks for teaching. They’re very inspiring and can really enhance teaching experience. What I’m less enthusiastic about is the type of “you should teach in blocks of 20 minutes at a time because studies have shown that students tend to have a difficult time concentrating for more than 20 minutes at a time.” I understand the effects of the “change-up” (switching from one task to another during a class period) and I have started to implement a teaching strategy which does involve a variety of interaction modes during a given class period. Yet the notion that “The One Way to Teach” implies piecemeal development is quite foreign to me.

“Where I come from,” we could have seminars lasting for seven straight hours and everyone’s attention seemed quite focused. Oh, sure, I’m pretty sure many people were daydreaming when others were talking. But that daydreaming was quite relevant to the discussion. Kind of like the “drift-off moment” in a successful sales pitch. The whole “what you say makes me think of,” with surprising and satisfying results. For instance, it’s easy to imagine the response “your talking about aesthetics makes me think of baking.” Sounds absurd at first, but it can be very useful. We’re merging horizons, pushing inter-subjectivity. We’re not making sure everyone remembers everything that has been said. There are recording devices for that.

Am I ranting? Maybe. But not about people themselves. If I’m venting frustrations, it’s because I enjoy what I do in the classroom and want to go several steps forward.

I do dream about teaching fairly regularly. In fact, when I woke up this morning, I was thinking about my own concept of critical thinking as it relates to my teaching philosophy. I would assume that it means that I was dreaming about teaching, probably because of the conference. Unfortunately for those who really think about learning and teaching, many people merely use “critical thinking” or “skill transfer” as buzzphrases to convince administrators that what they do is trendy. Fortunately, most of the conference attendees were using such concepts as “social constructivism” and “inquiry-based learning” in non-buzzphrase ways.

Still lots to say about teaching. But true to my RERO resolution,  I will leave it at that, for now.