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Actively Reading: OLPC Critique

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Critical thinking has been on my mind, recently. For one thing, I oriented an  “intro. to sociology” course I teach toward critical skills and methods. To me, it’s a very important part of university education, going much beyond media literacy.
And media literacy is something about which I care a great deal. Seems to me that several journalists have been giving up on trying to help the general population increase and enhance their own media literacy skills. It’s almost as if they were claiming they’re the only ones who can reach a significant level of media literacy. Of course, many of them seem unable to have a critical approach to their own work. I’m with Bourdieu on this one. And I make my problem with journalism known.
As a simple example, I couldn’t help but notice a number of problems with this CBC coverage of a new citizenship guidebook. My approach to this coverage is partly visible in short discussions I’ve had on Aardvark about bylines.
A bit over a week ago, I heard about something interesting related to “making technology work,” on WTP (a technology podcast for PRI/BBC/Discovery The World, a bit like Search Engine from bigger media outlets). It was a special forum discussion related to issues broader than simply finding the right tool for the right task. In fact, it sounded like it could become a broad discussion of issues and challenges going way beyond the troubleshooting/problem-solving approach favoured by some technology enthusiasts. Given my ethnographic background, my interest in geek culture, and my passion for social media, I thought I’d give it a try.
The first thing I noticed was a link to a critique of the OLPC project. I’ve personally been quite critical of that project, writing several blogposts about it. So I had to take a look.
And although I find the critical stance of this piece relatively useful (there was way too much groupthink with the original coverage of the OLPC), I couldn’t help but use my critical sense as I was reading this piece.
Which motivated me to do some Diigo annotations on it. For some reason, there are things that I wanted to highlight which aren’t working and I think I may have lost some annotations in the process. But the following is the result of a relatively simple reading of this piece. True to the draft aesthetics, I made no attempt to be thorough, clean, precise, or clear.
http://www.miller-mccune.com/business_economics/computer-error-1390.print
http://www.miller-mccune.com/business_economics/computer-error-1390.print
  • appealing
  • World Economic Forum
  • 50 percent of staff were being laid off and a major restructuring was under way
    • The dramatic version which sends the message: OLPC Inc. was in big trouble. (The fact that it’s allegedly a non-profit is relatively irrelevant.)
  • the project seems nearly dead in the water
    • A strong statement. Stronger than all those “beleaguered company” ones made about Apple in the mid90s before Jobs went back.
  • And that may be great news for children in the developing world.
    • Tadaa! Here’s the twist! The OLPC is dead, long live the Child!
  • lobbied national governments and international agencies
    • Right. The target was institutional. Kind of strange for a project which was billed as a way to get tools in the hands of individual children. And possibly one of the biggest downfalls of the project.
  • Negroponte and other techno-luminati
    • Oh, snap!
      It could sound relatively harmless an appellation. But the context and the piece’s tone make it sound like a rather deep insult.
  • Innovate
    • Ah, nice! Not “create” or “build.” But “innovate.” Which is something the project has been remarkably good at. It was able to achieve a number of engineering feats. Despite Negroponte’s repeated claims to the contrary, the OLPC project can be conceived as an engineering project. In fact, it’s probably the most efficient way to shed the most positive light on it. As an engineering project, it was rather successful. As an “education project” (as Negroponte kept calling it), it wasn’t that successful. In fact, it may have delayed a number of things which matter in terms of education.
  • take control of their education
    • Self-empowerment, at the individual level. In many ways, it sounds like a very Protestant ideal. And it’s clearly part of the neoliberal agenda (or the neoconservative one, actually). Yet it doesn’t sound strange at all. It sounds naturally good and pure.
  • technology optimists
    • Could be neutral in denotation but does connote a form of idealistic technological determinism.
  • Child
  • school attendance
    • “Children who aren’t in school can’t be learning anything, right?”
  • trending dramatically upward
    • Fascinating choice of words.
  • tens of millions of dollars
  • highly respected center
    • Formulas such as these are often a way to prevent any form of source criticism. Not sure Wikipedians would consider these “peacock terms,” but they don’t clearly represent a “neutral point of view.”
  • they don’t seem to be learning much
    • Nothing which can be measured with our tools, at least. Of course, nothing else matters. But still…
  • international science exam
    • Of course, these tend to be ideally suited for most learning contexts…
  • There’s no question that improving education in the developing world is necessary.
    • Although, there could be a question or two about this. Not politically expedient, perhaps. But still…
  • powerful argument
    • Tools in a rhetorical process.
  • instinctive appeal
    • Even the denotative sense is polarized.
  • precious little evidence
    • Switching to the “studies have shown” mode. In this mode, lack of proof is proof of lack, critical thinking is somewhat discouraged, and figures are significant by themselves.
  • circumstantial evidence
    • The jury isn’t out, on this one.
  • co-founder of J-PA
    • Did Esther co-write the article? Honest question.
  • the technology didn’t work any better than a normal classroom teacher
    • A very specific point. If the goal of tool use is to improve performance over “regular teaching,” it’s a particular view of technology. One which, itself, is going by the wayside. And which has been a large part of the OLPC worldview.
  • the goal is improving education for children in the developing world, there are plenty of better, and cheaper, alternatives.
    • A core belief, orienting the piece. Cost is central. The logic is one of “bang for the buck.”
  • the teachers simply weren’t using the computers
    • We’re touching on something, here. People have to actually use the computers for the “concept” to work. Funny that there’s rarely a lot of discussion on how that works. A specific version of “throwing money at a problem” is to “throw technology at” people.
  • few experimental studies to show a positive impact from the use of computers
    • Is the number of studies going one way or another the main issue, here? Can’t diverse studies look at different things and be understood as a way to describe a more complex reality than “technology is good and/or bad?”
  • substituting computers for teachers
    • Still oriented toward the “time to task” approach. But that’s good enough for cognitive science, which tends to be favourably viewed in educational fields.
  • supplement
    • Kept thinking about the well-known Hawthorne effect. In this case, the very idea that providing students with supplementary “care” can be seen as an obvious approach which is most often discussed in the field instead of at the higher levels of decision-making.
  • The OLPC concept has been pioneered in a number of school districts in the United States over the last decade
    • From a 2005 project targeting “countries with inconsistent power grids,” we get to a relatively long series of initiatives in individual school districts in the USofA since last century. Telescoping geographical and temporal scales. And, more importantly, assigning the exact same “concept” to diverse projects.
  • Negroponte has explicitly derided
    • Not the only thing Negroponte derides. He’s been a professional derider for a while, now.
      Negroponte’s personality is part of the subtext of any OLPC-related piece. It’d be interesting to analyse him in view of the “mercurial CEO” type which fascinates a number of people.
  • It must be said
    • Acknowledging the fact that there is more to the situation than what this piece is pushing.
  • academic
    • In this context, “academic” can have a variety of connotations, many of which are relatively negative.
  • teachers limited access to the computers
    • Typically, teachers have relatively little control in terms of students’ access to computers so it sounds likely that the phrase should have read “had limited access.” But, then again, maybe teachers in Hollow’s research were in fact limiting access to computers, which would be a very interesting point to bring and discuss. In fact, part of what is missing in many of those pieces about technology and learning is what access really implies. Typically, most discussions on the subject have to do with time spent alone with such a tool, hence the “one…per child” part of the OLPC approach. But it’s hard to tell if there has been any thought about the benefits of group access to tools or limited access to such tools.
      To go even further, there’s a broad critique of the OLPC approach, left unaddressed in this piece, about the emphasis on individual ownership of tools. In the US, it’s usually not ok for neighbours to ask about using others’ lawnmowers and ladders. It’s unsurprising that pushing individual ownership would seem logical to those who design projects from the US.
  • had not been adequately trained
    • In the OLPC context, it has been made as a case for the dark side of constructionism. The OLPC project might have been a learning project, but it wasn’t a teaching one. Some explicit comments from project members were doing little to dispel the notion that constructivism isn’t about getting rid of teachers. Even documentation for the OLPC XO contained precious little which could help teachers. Teachers weren’t the target audience. Children and governments were.
  • not silver bullets
    • Acknowledging, in an oblique way, that the situation is more complex.
  • surveys of students
    • With a clear Hawthorne effect.
  • parents rolling their eyes
    • Interesting appeal to parenting experience. Even more than teachers, they’re absent from many of these projects. Not a new pattern. Literacy projects often forget parents and the implications in terms of a generation gap. But what is perhaps more striking is that parents are also invisible in coverage of many of these issues. Contrary to “our” children, children in “those poor countries over there” are “ours to care for,” through development projects, adoptions, future immigration, etc.
  • evaluation of an OLPC project in Haiti
    • Sounds more like a pilot project than like field research. But maybe it’s more insightful.
  • Repeated calls and e-mails to OLPC and Negroponte seeking comment on OLPC did not receive a response
    • Such statements are “standard procedure” for journalists. But what is striking about this one is where it’s placed in the piece. Not only is it near the end of the argumentation but it’s in a series of comments about alternative views on the OLPC project. Whether or not it was done on purpose, the effect that we get is that there are two main voices, pro and con. Those on the con side can only have arguments in the same line of thought (about the project’s cost and “efficacy,” with possible comments about management). Those on the pro side are put in a defensive position.
      In such cases, responsiveness is often key. Though Negroponte has been an effective marketer of his pet project, the fact that he explicitly refuses to respond to criticisms and critiques makes for an even more constrained offense/defense game.
  • ironic
    • Strong words, in such a context. Because it’s not the situation which is ironic. It’s a lack of action in a very specific domain.
  • the Third World
    • Interesting that the antiquated “Third World” expression comes in two contexts: the alleged target of the OLPC project (with little discussion as to what was meant by that relationship) and as the J-PAL field of expertise.
  • a leader in
    • Peacock terms or J-PAL are on the Miller-McCune lovelist?
  • There are
    • This is where the piece switches. We’re not talking about the OLPC, anymore. We reduce OLPC to a single goal, which has allegedly not been met, and propose that there are better ways to achieve this goal. Easy and efficient technique, but there still seems to be something missing.
  • etting children in developing countries into school and helping them learn more while they are there
    • A more specific goal than it might seem, at first blush.
      For a very simple example: how about homeschooling?
  • proven successful
    • “We have proof!”
  • cheap
    • One might have expected “inexpensive,” here, instead of “cheap.” But, still, the emphasis is on cost.
  • deworming
    • Sounds a little bit surprising a switch from computer tech to public health.
  • 50 cents per child per year
  • $4 per student per year
  • 30 percent increase in lifetime earnings
  • technology-based approaches to improving student learning in the developing world
    • Coming back to technology, to an extent, but almost in passing. Technology, here, can still be a saviour. The issue would be to find the key technology to solve that one problem (student learning in the developing world needs calls for improvement). Rather limited in scope, depth, insight.
  • show more promise than one laptop per child
    • Perhaps the comment most directly related to opinions. “Showing promise” is closer to “instinctive appeal” but, in this case, it’s a positive. We don’t need to apply critical thinking to something which shows promise. It’s undeniably good. Right?
  • the J-PAL co-founder
    • There we are!
  • $2.20
  • Remedial education
  • A study in Kenya
    • Reference needed.
  • it didn’t matter
    • Sounds like a bold statement, as it’s not expressly linked to the scope of the study. It probably did matter. Just not in terms of what was measured. Mattering has to do with significance in general, not just with statistical significance.
  • expensive
    • Cost/benefits are apparently the only two “factors” to consider.
  • quarter of the cost
  • cheaper
  • $2 per month
  • $3 per month
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Actively Reading: "Teach Naked" sans PowerPoint

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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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Nailed It! Keyboard-Less OLPC XO (Update)

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It’s a strange feeling that I get fairly frequently. I dream up some tech “thing” (hardward device, software tool, service) and it’s unveiled shortly thereafter. At the risk of sounding boastful, it feels as if I have my pulse on the “industry.”

Of course, there are other explanations. One is that I dream up so many things that some of them are bound to come through at some point. Another is that I may have internalized some information about those products ready to be unveiled from some source and that I forget that I got this information. Or maybe what I’m dreaming up is so obvious that just everybody predicted it.

Still, it’s a strange feeling. I feel prescient.

Latest case in point, the OLPC’s XOXO (XO-2), will be keyboard-less, just as I dreamt about on another blog and just as I described here, yesterday. As could be expected, some people are already expressing negative opinions about the keyboard-less design. Maybe they’re just surprised. But I can’t help but think that designing the device without a hardware keyboard is an important step toward radically creative thinking. Several aspects of the XO-1 were very innovative and could be described as “creative solutions to important problems.” But the shift to a keyboard-free device is closer to “creating a new device category.” Of course I’m biased but I do think this new device category can have game-changing implications. The fact that the device is much smaller and more specifically designed as an eBook also goes with this “new device category” idea. At the risk of belabouring the point, the XOXO is almost exactly what I had in mind last night as “handheld for the rest of us.”

I’m also glad that this radical shift in design explicitly relates to cultural awareness. What I mean is, the OLPC team is actually saying that the double-screen will be used for diverse (on-screen) “keyboards.” If I hadn’t thought of the same thing myself, I would call it “genius!” 🙂

Now, to go back to the notion of feeling eerily prescient. I can wash the feeling away by myself. I’ve written a number of things about possible features for the OLPC or other devices and the lack of keyboard seems to be the only one which stuck. In fact, although I did think about a Nintendo-like dual-screen system at several points, I didn’t write it down as a prediction or even a part of my wishlist.

Keyboard-less devices are rather common, these days. Apart from the Nintendo DS and DS Lite that people are using as a point of comparison for the XOXO, there are several (multi-)touch based devices out there which may have served as inspiration for both the OLPC redesign and my own dream. In fact, some rumours seem to indicate that Apple might release a dual-screen portable at some point, maybe with double-sided panels. I, for one, would say that such a design would make the long-rumoured Apple tablet much more practical. In other words: I wasn’t prescient, in the OLPC case, I just dreamt up what was the most logical next step.

Also, it’s possible that I read or heard something which made me think specifically of a keyboard-less OLPC. I kind of doubt it and I don’t really want to look for such an occurrence, but now that I know that it was already planned, I admit that I may have seen some mention of the keyboard-less design.

[Edit, May 21, 1:20 a.m.: Apparently, the International Herald Tribune had already published a preview of the device by Friday, May 16. I’m pretty sure I had seen nothing of that IHT preview and I really don’t think I was able to see any description of a dual-screen XO by the time I posted my blog entry and other comments about a keyboard-less XO. But the fact that it was, somehow, in the open makes me more suspicious of my own intuitions.]

Sheesh!

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OLPC Linkfest

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I’m still giving Diigo.com a try, so this is partly an excuse to try out the “send to blog” feature.
These are selected links to blogposts and articles about issues related to the One Laptop Per Child project, with my embedded annotations.

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Handhelds for the Rest of Us?

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Ok, it probably shouldn’t become part of my habits but this is another repost of a blog comment motivated by the OLPC XO.

This time, it’s a reply to Niti Bhan’s enthusiastic blogpost about the eeePC: Perspective 2.0: The little eeePC that could has become the real “iPod” of personal computing

This time, I’m heavily editing my comments. So it’s less of a repost than a new blogpost. In some ways, it’s partly a follow-up to my “Ultimate Handheld Device” post (which ended up focusing on spatial positioning).

Given the OLPC context, the angle here is, hopefully, a culturally aware version of “a handheld device for the rest of us.”

Here goes…

I think there’s room in the World for a device category more similar to handhelds than to subnotebooks. Let’s call it “handhelds for the rest of us” (HftRoU). Something between a cellphone, a portable gaming console, a portable media player, and a personal digital assistant. Handheld devices exist which cover most of these features/applications, but I’m mostly using this categorization to think about the future of handhelds in a globalised World.

The “new” device category could serve as the inspiration for a follow-up to the OLPC project. One thing about which I keep thinking, in relation to the “OLPC” project, is that the ‘L’ part was too restrictive. Sure, laptops can be great tools for students, especially if these students are used to (or need to be trained in) working with and typing long-form text. But I don’t think that laptops represent the most “disruptive technology” around. If we think about their global penetration and widespread impact, cellphones are much closer to the leapfrog effect about which we all have been writing.

So, why not just talk about a cellphone or smartphone? Well, I’m trying to think both more broadly and more specifically. Cellphones are already helping people empower themselves. The next step might to add selected features which bring them closer to the OLPC dream. Also, since cellphones are widely distributed already, I think it’s important to think about devices which may complement cellphones. I have some ideas about non-handheld tools which could make cellphones even more relevant in people’s lives. But they will have to wait for another blogpost.

So, to put it simply, “handhelds for the rest of us” (HftRoU) are somewhere between the OLPC XO-1 and Apple’s original iPhone, in terms of features. In terms of prices, I dream that it could be closer to that of basic cellphones which are in the hands of so many people across the globe. I don’t know what that price may be but I heard things which sounded like a third of the price the OLPC originally had in mind (so, a sixth of the current price). Sure, it may take a while before such a low cost can be reached. But I actually don’t think we’re in a hurry.

I guess I’m just thinking of the electronics (and global) version of the Ford T. With more solidarity in mind. And cultural awareness.

Google’s Open Handset Alliance (OHA) may produce something more appropriate to “global contexts” than Apple’s iPhone. In comparison with Apple’s iPhone, devices developed by the OHA could be better adapted to the cultural, climatic, and economic conditions of those people who don’t have easy access to the kind of computers “we” take for granted. At the very least, the OHA has good representation on at least three continents and, like the old OLPC project, the OHA is officially dedicated to openness.

I actually care fairly little about which teams will develop devices in this category. In fact, I hope that new manufacturers will spring up in some local communities and that major manufacturers will pay attention.

I don’t care about who does it, I’m mostly interested in what the devices will make possible. Learning, broadly speaking. Communicating, in different ways. Empowering themselves, generally.

One thing I have in mind, and which deviates from the OLPC mission, is that there should be appropriate handheld devices for all age-ranges. I do understand the focus on 6-12 year-olds the old OLPC had. But I don’t think it’s very productive to only sell devices to that age-range. Especially not in those parts of the world (i.e., almost anywhere) where generation gaps don’t imply that children are isolated from adults. In fact, as an anthropologist, I react rather strongly to the thought that children should be the exclusive target of a project meant to empower people. But I digress, as always.

I don’t tend to be a feature-freak but I have been thinking about the main features the prototypical device in this category should have. It’s not a rigid set of guidelines. It’s just a way to think out loud about technology’s integration in human life.

The OS and GUI, which seem like major advantages of the eeePC, could certainly be of the mobile/handheld type instead of the desktop/laptop type. The usual suspects: Symbian, NewtonOS, Android, Zune, PalmOS, Cocoa Touch, embedded Linux, Playstation Portable, WindowsCE, and Nintendo DS. At a certain level of abstraction, there are so many commonalities between all of these that it doesn’t seem very efficient to invent a completely new GUI/OS “paradigm,” like OLPC’s Sugar was apparently trying to do.

The HftRoU require some form of networking or wireless connectivity feature. WiFi (802.11*), GSM, UMTS, WiMAX, Bluetooth… Doesn’t need to be extremely fast, but it should be flexible and it absolutely cannot be cost-prohibitive. IP might make much more sense than, say, SMS/MMS, but a lot can be done with any kind of data transmission between devices. XO-style mesh networking could be a very interesting option. As VoIP has proven, voice can efficiently be transmitted as data so “voice networks” aren’t necessary.

My sense is that a multitouch interface with an accelerometer would be extremely effective. Yes, I’m thinking of Apple’s Touch devices and MacBooks. As well as about the Microsoft Surface, and Jeff Han’s Perceptive Pixel. One thing all of these have shown is how “intuitive” it can be to interact with a machine using gestures. Haptic feedback could also be useful but I’m not convinced it’s “there yet.”

I’m really not sure a keyboard is very important. In fact, I think that keyboard-focused laptops and tablets are the wrong basis for thinking about “handhelds for the rest of us.” Bear in mind that I’m not thinking about devices for would-be office workers or even programmers. I’m thinking about the broadest user base you can imagine. “The Rest of Us” in the sense of, those not already using computers very directly. And that user base isn’t that invested in (or committed to) touch-typing. Even people who are very literate don’t tend to be extremely efficient typists. If we think about global literacy rates, typing might be one thing which needs to be leapfrogged. After all, a cellphone keypad can be quite effective in some hands and there are several other ways to input text, especially if typing isn’t too ingrained in you. Furthermore, keyboards aren’t that convenient in multilingual contexts (i.e., in most parts of the world). I say: avoid the keyboard altogether, make it available as an option, or use a virtual one. People will complain. But it’s a necessary step.

If the device is to be used for voice communication, some audio support is absolutely required. Even if voice communication isn’t part of it (and I’m not completely convinced it’s the one required feature), audio is very useful, IMHO (I’m an aural guy). In some parts of the world, speakers are much favoured over headphones or headsets. But I personally wish that at least some HftRoU could have external audio inputs/outputs. Maybe through USB or an iPod-style connector.

A voice interface would be fabulous, but there still seem to be technical issues with both speech recognition and speech synthesis. I used to work in that field and I keep dreaming, like Bill Gates and others do, that speech will finally take the world by storm. But maybe the time still hasn’t come.

It’s hard to tell what size the screen should be. There probably needs to be a range of devices with varying screen sizes. Apple’s Touch devices prove that you don’t need a very large screen to have an immersive experience. Maybe some HftRoU screens should in fact be larger than that of an iPhone or iPod touch. Especially if people are to read or write long-form text on them. Maybe the eeePC had it right. Especially if the devices’ form factor is more like a big handheld than like a small subnotebook (i.e., slimmer than an eeePC). One reason form factor matters, in my mind, is that it could make the devices “disappear.” That, and the difference between having a device on you (in your pocket) and carrying a bag with a device in it. Form factor was a big issue with my Newton MessagePad 130. As the OLPC XO showed, cost and power consumption are also important issues regarding screen size. I’d vote for a range of screens between 3.5 inch (iPhone) and 8.9 inch (eeePC 900) with a rather high resolution. A multitouch version of the XO’s screen could be a major contribution.

In terms of both audio and screen features, some consideration should be given to adaptive technologies. Most of us take for granted that “almost anyone” can hear and see. We usually don’t perceive major issues in the fact that “personal computing” typically focuses on visual and auditory stimuli. But if these devices truly are “for the rest of us,” they could help empower visually- or hearing-impaired individuals, who are often marginalized. This is especially relevant in the logic of humanitarianism.

HftRoU needs a much autonomy from a power source as possible. Both in terms of the number of hours devices can be operated without needing to be connected to a power source and in terms of flexibility in power sources. Power management is a major technological issue, with portable, handheld, and mobile devices. Engineers are hard at work, trying to find as many solutions to this issue as they can. This was, obviously, a major area of research for the OLPC. But I’m not even sure the solutions they have found are the only relevant ones for what I imagine HftRoU to be.

GPS could have interesting uses, but doesn’t seem very cost-effective. Other “wireless positioning systems” (à la Skyhook) might reprsent a more rational option. Still, I think positioning systems are one of the next big things. Not only for navigation or for location-based targeting. But for a set of “unintended uses” which are the hallmark of truly disruptive technology. I still remember an article (probably in the venerable Wired magazine) about the use of GPS/GIS for research into climate change. Such “unintended uses” are, in my mind, much closer to the constructionist ideal than the OLPC XO’s unified design can ever get.

Though a camera seems to be a given in any portable or mobile device (even the OLPC XO has one), I’m not yet that clear on how important it really is. Sure, people like taking pictures or filming things. Yes, pictures taken through cellphones have had a lasting impact on social and cultural events. But I still get the feeling that the main reason cameras are included on so many devices is for impulse buying, not as a feature to be used so frequently by all users. Also, standalone cameras probably have a rather high level of penetration already and it might be best not to duplicate this type of feature. But, of course, a camera could easily be a differentiating factor between two devices in the same category. I don’t think that cameras should be absent from HftRoU. I just think it’s possible to have “killer apps” without cameras. Again, I’m biased.

Apart from networking/connectivity uses, Bluetooth seems like a luxury. Sure, it can be neat. But I don’t feel it adds that much functionality to HftRoU. Yet again, I could be proven wrong. Especially if networking and other inter-device communication are combined. At some abstract level, there isn’t that much difference between exchanging data across a network and controlling a device with another device.

Yes, I do realize I pretty much described an iPod touch (or an iPhone without camera, Bluetooth, or cellphone fees). I’ve been lusting over an iPod touch since September and it does colour my approach. I sincerely think the iPod touch could serve as an inspiration for a new device type. But, again, I care very little about which company makes that device. I don’t even care about how open the operating system is.

As long as our minds are open.

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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Optimism From OLPC

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To say the least, I’ve been ambivalent about the One Laptop Per Child project. And I was not alone in my OLPC discomfort.

But now, I feel optimistic. Not about the OLPC project. But because that project is enabling something important.

Continue reading Optimism From OLPC →

Anthropology, books, cellphones, development, Ethnography, globalisation, globalization, glocal, OLPC, One Laptop Per Child, Radio Open Source, technological determinism, United States

One Cellphone Per Child? Ethnographic Insight and Individualism

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Lots to mull over.

Haven’t read this report by Daniel Miller and Heather Horst (PDF) yet, but it does sound quite insightful:

The whole report is full of examples for ethnography’s ability to check (and often disprove) common-sense beliefs concerning the benefits of new technologies

Rich ethnographic reports about the uses of ICT in low-income communities « Culture Matters

Especially interesting to me is the discussion of the potential implications of cellphone use in “highly individualistic” Jamaica:

One promising way would be to provide limited internet access through the (highly popular) cell phone.

Rich ethnographic reports about the uses of ICT in low-income communities « Culture Matters

In some cases, Internet access through cellphones sounds more appropriate than Nicholas Negroponte‘s well-publicized brainchild, the One Laptop Per Child project. Like many others, I have been thinking about the implications of the OLPC project. And about the fact that cellphones might be a better tool than laptops in several of those contexts in which Euro-American technocrats try to empower others through technology.

On a Radio Open Source episode on the OLPC, cellphones were very briefly mentioned as an alternative to laptops. I really wish they had discussed the issue a tiny bit more.

After all, cellphones may be The Globalisation technology. And it can be very local. So “glocal” is the ugly but appropriate name.

One thing which makes me think cellphones may be more appropriate than laptops is the rate of penetration for cellphones in many parts of the world. Even in West Africa, where computer networks tend to be rather slow, cellphones seem quite appropriate.

A few months ago, I was discussing cellphone use in Africa with a Ghanaian professor of economics who made me realise that, contrary to what I thought, cellphones are quite compatible with African sociability. Yes, a cellphone can be the prototypical “individualistic device” but it can also be a way to integrate technology in social networks.

One problem with cellphones is the perception people may have of the technology, especially in educational contexts. Some school districts have banned the use of cellphones and such bans have led to intriguing discussions. Some people see cellphones as disruptive in learning environments but at least one teacher, Don Hinkelman, has found ways to use cellphones in the classroom. It seems relevant to point out that Don teaches in Japan, where cellphone technology seems to be “embedded in the social fabric” in ways which are quite distinct from the ways cellphones are used in North America.

Fellow anthropologist Mizuko Ito and others have published on cellphone use in Japan (see Savage Minds). Haven’t read the book but it sounds fascinating. Also interesting to note is the fact that books recommended by Amazon.com in relation to Ito’s Personal, Portable, Pedestrian mostly have to do with cellphone technology’s impact on social life. Yet anthropologists are typically anti-determinists, contrary to McLuhan followers.

Now, to loop this all back… Another book recommended for readers of Ito et al. is The Cell Phone: An Anthropology of Communication, written by Heather Horst and Daniel Miller. Yes, the authors of the article which sparked my interest.

Turns out, I should really learn more about what fellow anthropologists are saying about cellphones.

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