Category Archives: learning and teaching

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Finally! A Drinking Age Debate

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This may be more significant than people seem to assume: university and college administrators in the United States are discussing the potential effects of reverting the drinking age back to the age of maturity in their country (18 years-old). This Amethyst Initiative (blog), which was launched last month, may represent a turning point in not only alcohol policy but campus life in the United States.

This “story” has started to go around recently. And it happens to be one I care about. Read about this on Tuesday, while doing some random browsing.

College presidents seek drinking age debate – Life- msnbc.com.

And it’s coming back as a source of jokes:

College Presidents Rethinking Drinking Age | The Onion – America’s Finest News Source.

Though I may be a big fan of humour, I really hope that people can also take this issue seriously. For some reason, people in the United States tend to react to alcohol-related discussions with (possibly uneasy) humour. Fair enough, but there’s clearly a need for dispassionate, thoughtful, and serious discussion about the effects of current laws or the potential effects of new laws.

I have a lot of things to say about the issue but I’lll try to RERO it.

Now, obviously, the media coverage is typical “wedge issue” journalism. Which might well be working. In a way, I don’t care so much about the outcome of this journalistic coverage.

What I do care about, though, is that people may start discussing the social implications of alcohol prohibitions. It’s a much larger issue than the legal drinking age in the United States. I sincerely hope that it will be addressed, thanks in part to these administrators at well-known academic institutions.

Possibly the best person to talk about this is Indiana University’s Ruth Engs, professor of Applied Health Science. Engs has written extensively on the health effects of alcohol, with a special emphasis on the negative effects of the raised legal drinking age in the United States. She also has fascinating things to say about cultural dimensions of alcohol consumption, which happens to be a topic that I have been exploring on my own.

According to Engs, discussion of responsible drinking are quite rare in public events related to alcohol research in the United States. I personally get the impression that responsible drinking has become a taboo subject in those contexts. I certainly noticed this while living (as full-time faculty) on a “dry campus.”

It’s no secret that I care about responsible drinking. Part of this might have to do with the Éduc’alcool message which has been engrained in Quebeckers over the years: «la modération a bien meilleur goût» (“responsible drinking is more tasteful”). My strong impression is that at least some of those who wish for the drinking age in the United States to remain high share the opinion that, for adults, responsible drinking is more appropriate than binge drinking. They may think that any type of alcohol consumption has negative effects, but it’d be quite surprising if they actually preferred binge drinking over responsible drinking.

Where we seem to disagree is on the most effective strategies to reach the goal of responsible drinking among adults. IMHO, there is at the very least strong anecdotal evidence to show that increasing legal drinking age does very little to encourage responsible drinking. Unfortunately, with issues such as these, there’s a strong tendency for advocates of any position to dig for data supporting their claims. Stephen Jay Gould called this “advocacy masquerading as objectivity.” I may care strongly about the issue but I’m not really taking sides. After all, we’re talking about a country in which I’ve lived but in which I don’t have citizenship.

Let’s call a spade a “spade.” What’s at stake here is the National Minimum Drinking Age Act of 1984, which was pushed by the MADD lobby group (Mothers Against Drunk Driving). With all due respect to people involved in MADD and similar anti-alcohol advocacy groups, I have strong reservations as to some of their actions.

As a group, MADD is a “textbook example” of what sociologist Howard Becker has called “moral entrepreneurs.” In the United States, these moral entrepreneurs seem to be linked to what Ruth Engs calls clean living movements. What’s funny is that, though these movements may be linked to puritanism, Puritans themselves did use alcohol in their diet. So much so that the Mayflower landed in Plymouth Rock partly because of beer.

There’s a lot to say about this. From diverse perspectives. For instance, libertarians surely have interesting points about the NMDAA’s effects on state laws. Health researchers may talk about the difficulty of alcoholism prevention when responsible drinking is left undiscussed. Teetotalers and Muslims may see this as an opportunity to encourage complete abstinence from drinking. Road safety specialists may have important points to make about diverse ways to prevent drunk driving. Law researchers may warn us about the dangers to the legal system inherent to laws which are systematically broken by the majority of the population. Border officers may have some interesting data as to the “alcohol tourism” related to college drinking. University and college students clearly have diverse approaches to the subject, contrary to what the media coverage (especially the visuals used) seem to indicate.

My own perspective is quite specific. As a very responsible drinker. As a Quebecker of recent European origin. As a compulsive pedestrian. As an ethnographer interested in craft beer culture in North America. As a homebrewer. And, more importantly, as a university instructor who, like Barrett Seaman, has noticed widely different situations on university campuses in the United States and Canada.

Simply put, it seems quite likely that widespread binge drinking on university campuses has originated on U.S. campuses since 1984 and that the trend is currently spilling over to affect some campuses outside of the United States. College binge drinking is not a global problem. Nor is it a problem entirely specific to the United States. But the influence of U.S. college and university campus culture in other parts of the world often comes with binge drinking.

Apart from the fact that I find binge drinking to be extremely detrimental to physical and mental health, my observation is about campus life in general. AFAICT, on university and college campuses where alcohol consumption by a significant proportion of the student population is illegal, illicit alcohol consumption pushes younger students outside of the broader campus life. This self-segregation makes for a very uncomfortable learning and teaching context. In other words, the fact that students hide in fraternity houses or off-campus locations to binge drink may have the same socialization effects as regular campus life elsewhere on the planet, but the isolation of these people is a net loss in terms of generating an academic environment which is nurturing and tolerant.

To be clear: I’m not saying that the legal drinking age in the United States needs, of necessity,  be brought back to 18 years-old as it was in several States until fairly recently. I’m not even saying that States should necessarily be allowed to set their own drinking age laws. I simply wish for this debate on legal drinking age to happen. Actually, I hope that there will be real, thoughtful dialogue on the issue.

Really, it’s the tasteful thing to do.

cellphones, computers, constructivism, Education, education systems, educational technology, Empowerment, globalization, informal learning, learners, Learning, learning and teaching, learning materials, OLPC, One Laptop Per Child, Teaching, teaching and learning, textbooks

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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And We're Still Lecturing

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Forty years ago this month, students in Paris started a movement of protests and strikes. May ’68.

Among French-speakers, the events are remembered as the onset of a cultural revolution of sorts (with both negative and positive connotations). As we reached the 40 year anniversary of those events, some journalists and commentators have looked back at the social changes associated with the Paris student revolts of May, 1968.

The May ’68 movement also had some pedagogical bases. Preparing an online course, these days, I get to think about learning. And to care about students.

As I was yet to be born at the time, May ’68 resonates more for generational reasons than pedagogical ones. But a Montreal journalist who observed some of those events 40 years ago has been talking about what she perceived as irrationality surrounding such issues as abolishing lecture-based courses («cours magistraux»).

This journalist’s reaction and a cursory comparison of the present situation with what I’ve heard of pre-1968 teaching both lead me on a reflection path about learning. Especially in terms of lecturing.

As a social constructivist, I have no passion for “straight lectures.” On occasion, I bemoan the fact that lecturing is (still) the primary teaching mode in many parts of the world. The pedagogical ideas forcefully proposed more than a generation ago are apparently not prevalent in most mainstream educational systems.

What happened?

This is an especially difficult question for an idealist like me. We wish for change. Change happens. Then, some time later, changes have been reversed. Maybe more progressively. But, it seems, inexorably.

Sisyphean. Or, maybe, buddhist.

Is it really the way things work?

Possibly. But I prefer to maintain my idealism.

So… Before I was born, some baby-booming students in Paris revolted against teaching practises. We still talk about it. Nowadays, these teaching practises against which students revolted are apparently quite common in Paris universities. As they are in many other parts of the world. But not exactly everywhere.

Online learning appears more compatible with teaching methods inspired by social constructivism (and constructionism) than with “straight lecturing.” My idealism for alternative learning methods is fed partly by online learning.

Online lectures are possible. Yet the very structure of online communication implies some freedoms in the way lecture attendees approach these “teachings.”

At the very least, online lectures make few requirements in terms of space. Technically, a student could be watching online lectures while laying down on a beach. Beaches sound like a radically different context from the large lecture halls out of which some ’68ers decided to “take to the streets.”

Contrary to classroom lectures, online lectures may allow time-shifting. In some cases, prerecorded lectures (or podcasts) may be paused, rewinded, fastforwarded, etc. Learning for the TiVo generation?

Online lectures also make painfully obvious the problems with straight lecturing. The rigid hierarchy. Students’ relative facelessness. The lack of interactivity. The content focus. All these work well for “rote learning.” But there are other ways to learn.

Not that memorization plays no part in learning or that there is no value in the “retention of [a text’s] core information” (Schaefer 2008: xxi). It’s just that… Many of us perceive learning to be more than brain-stuffing.

As should be obvious from my tone and previous posts, I count myself as one of those who perceive lectures to be too restrictive. Oh, sure, I’ve lectured to large and medium-sized classrooms. In fact, I even enjoy lecturing when I get to do it. And I fully realize that there are many possible approaches to teaching. In fact, my observation is that teaching methods are most effective when they are adapted to a specific situation, not when they follow some set of general principles. In this context, lecturing may work well when “lecturer and lecturees are in sync.” When students and teacher are “on the same page,” lectures can be intellectually stimulating, thought-provoking, challenging, useful. Conversely, alternative teaching methods can have disastrous consequences when they are applied haphazardly by people who were trained with “straight lecturing” in mind. In fact, my perception is that many issues with Quebec’s most recent education reform (the “competency based program” about which Quebec parents have been quite vocal) are associated with the indiscriminate application of constructivist/constructionist principles to all learning contexts in the province. IMHO, a more flexible application of the program coupled with considerate teacher training might have prevented several of the problems which plagued Quebec’s reform.

Unlike ’68ers, I don’t want to abolish lectures. I just hope we can adopt a diversity of methods in diverse contexts.

Back in 1968, my father was a student of Jean Piaget, in Geneva. Many of Piaget’s ideas about learning were quite compatible with what Parisian students were clamoring for.

Beyond the shameless name-dropping, my mentioning Piaget relates to something I perceive as formative. Both in my educational and in my personal lives. My mother had much more of an impact on my life. But my father supplied me with something of the Piaget spirit. And this spirit is found in different places. Including online.

The compatibility between online learning and lecture-less teaching methods seems to be a topic for frequent discussions among eLearning circles including LearnHub, Ning, and the Moodle community. Not that online technology determines pedagogical methods. But the “fit” of online technology with different approaches to learning and teaching is the stuff constructionist teachers’ dreams are made of.

One dimension of the “fit” is in terms of flexibility. Online, learners may (and are sometimes forced to) empower themselves using personal methods. Not that learners are left to their own devices. But the Internet is big and “wild” enough to encourage survival strategies in learning contexts. Perhaps more than the lecture hall, the online world makes critical thinking vital. And critical thinking may lead to creative and innovative solutions.
Another dimension to the fit, and one which may be more trivial than some EdTech enthusiasts seem to assume, is the “level of interactivity” afforded diverse online tools. You know, the Flash-based or other learning objects which should make learning fun and effective. I personally like the dancing mice a lot. But my impression is that these cool tools require too much effort for their possible learning outcomes. I do, however, have high hopes for the kind of interactivity common to the “social platform” sometimes known (perhaps abusively) as “Web 2.0.” Putting things online is definitely not a panacea for adequate pedagogical practise. And while “School 2.0” is an interesting concept, the buzzwordiness of some of these concepts makes me take pause. But, clearly, some students are using adequate learning strategies through the interactive character of online communication.

As I’ll be teaching online for several weeks, I’ll surely have many other things to say about these learning issues in a pseudo-historical context. In the meantime, I assume that this blogpost may bring me some thoughtful comments. 😉

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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.

Academia, Concordia University, constructivism, creativity, Digital Life, eLearning, Ethnography, informality, innovation, learning and teaching, Web 2.0

What to Rethink?

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Prepared a proposal for an upcoming Spirit of Inquiry conference at Concordia University.

In a recent video ethnography of the “Web 2.0” concept, anthropologist Michael Wesch invited the online audience to rethink a wide array of concepts, from copyright and authorship to identity and commerce. My session, if accepted, should follow these ideas along with specific emphasis on academic freedom, open access,  and flexible strategies for learning and teaching.

Here is my proposal:

Presenter Biography: An ethnographer as well as a blogger, Alexandre Enkerli has taught at diverse universities in the United States and in Canada. He currently teaches cultural anthropology and the anthropology of music at Concordia University. An avid Internet user since 1993, Alexandre has participated intensively in a large array of online activities, from mailing-list discussions in informal groups to creative uses of learning management systems such as Moodle, Sakai, Oncourse, Blackboard, and WebCT.
Title Of Session: Free, Open, Flexible: Rethinking Learning Materials Online
Session Learning Objective: This session seeks to help participants rethink the use of learning materials (such as textbooks and lecture notes) in view of opportunities for freedom, openness, and flexibility afforded recent information and communication technologies.
Session Approach: Facilitated discussion (45 minutes)
Abstract: Considered as a whole, learning materials such as textbooks and lecture notes constitute the “shoulders of giants” on which learners and teachers stand.

In this session, academic publishers, instructors, librarians, and administrators are all invited to rethink learning materials through their own experiences with online technologies.

A short, informal report on the principal presenter’s experience with podcasting and other online applications will be followed by a facilitated discussion.

This session will pay special attention to issues of open access, academic freedom, and flexible strategies for learning and teaching.

Together, session participants will construct a new understanding of the implications linking technological changes to the use of learning materials online.
Additional Room Needs: Preferred but not required: podcasting equipment.

Digital Ethnography » Blog Archive » The Machine is Us/ing Us Transcription

We’ll need to rethink copyrightWe’ll need to rethink authorship

We’ll need to rethink identity

We’ll need to rethink ethics

We’ll need to rethink aesthetics

We’ll need to rethink rhetorics

We’ll need to rethink governance

We’ll need to rethink privacy

We’ll need to rethink commerce

We’ll need to rethink love

We’ll need to rethink family

We’ll need to rethink ourselves.