political and critical; a personal reflection #ALTC #femedtech

green nd white ALT logo

ALT and motherhood on the same page?

I didn’t see that coming!.

Last week Catherine Cronin and Frances Bell presented A personal, feminist and critical retrospective of Learning (and) Technology, 1994-2018 describing themselves as IT professionals, lecturers, community educators, postgraduate students, researchers, feminists, social activists, and mothers.

Since watching the live stream, I’ve been reflecting on political and critical perspectives and, following my last post Start the Week Backwards have written this response to the zeitgeist mood of the 25th ALTc.

My career’s been shaped by motherhood, divorcehood and resulting single-parenthood.  Built round term-times, it was one long juggling act, never stopping, never resting, life full on until the nest was empty and I woke up one day with the whole weekend ahead and no idea of what to do.

image showing the word start on a road

It’s been liberating to acknowledge a gendered perspective to my decades working with education technology. Last week in Start the Week Backwards I returned to 1989, to my first degree as a mature ‘widening participation’ student, my early encounter with DOS computers running Wordstar and Lotus. I cried during an ‘IT Test’ when I accidentally pressed the Insert key.  I didn’t know it existed, never mind why all my text was being overtyped.

I hope I never forget how that felt.

cartoon showing a person facing angry technology with the caption The Battle we all Face

My first degree was transformative in so many ways. It cost me my marriage.

Apparently, no one likes a clever git.

I moved from country to inner city. It was February 1991. The coldest winter with the heaviest snow. My student loan fixed the boiler and bought a cooker. The second-hand electric shop wanted £5 for delivery. I borrowed a sack barrow and delivered it myself.

The greatest life lesson I learned was this.

Regardless of gender, the parent with the least earning potential takes on most of the childcare. A salutary lesson.  A universal rule like Jane Austen on men and wives (note the primary identity!)

Before the start of the conversation started by Catherine and Frances, the last time I ‘outed’ myself as a parent was five years ago in Who will clean the toilets after the revolution This was my problem with feminism. The personal is political but it has to be practical too.

blue plasticine person leaning over a white toilet

Today I’m comfortable in my empty nest and appreciate my freedom of choice. I admire colleagues who juggle full-time work alongside small children, especially those with babies. Feminism and equality campaigns have made flexible working possible, although I suspect it’s an ongoing struggle, financially, emotionally and physically. The women who make it are stars!

gold stars

A personal and feminist lens shows gender affected me. Being a female of a certain age when I entered HE has influenced opportunities and choices.  During Catherine and Frances’s presentation, I looked for a photo of myself with the children, realising for the first time how few there are.  Lots of babies, with and without their father, but not with me. This was before the days of mobile phones and selfies – not that long ago – all I could find were two.

This is what happens to women in the home. They become invisible. It’s the public work versus the private ‘hearth and home’ binary all made real.

cut out images of domestic tools and tasks

I wouldn’t have it any different, but I do sometimes wonder how different it might have been.

My career in adult, community and higher education has been eclectic, like so many others. An  eclecticness shared so creatively in a timeline by Amber thomas, who gave a keynote at #ALTc. Throughout my working life, I’ve been a mother, step-mother, carer.  Constant but rarely discussed. Why? Is it because I’ve worked mostly alongside men?  I’ve never thought of this before. It shows the power of Catherine and Frances using the motherhood word in conjunction with technology, research, social activism. Been there. Done that. But it’s not often I’ve reclaimed gender in public.

Thank you women of ALTc, for giving us permission to do the same.

We need more stars!

gold starsgold starsgold stars

Like so many women, I’ve done life backwards. Much of my knowledge is experiential. This means I often feel I’m swimming against the tide.

Practice can disempower in the way assumptions discriminate.

Being a female of a certain age, I feel othered in ways I imagine are not shared by men. I write about the digital but have analogue roots The ‘O’ word is banned. I refuse to accept life as linear. For me, it’s circular and spiral, like a a labyrinth. Remember the labyrinths? This is another area of work I’d love to resurrect, but people move on and the early momentum of a movement looking at walking meditative practice for learning development and reflection feels faded. At least the blog and the photos remain Walking the Labyrinth

Women who do too much!

Why are we so driven?

Julian's Bower Turf Labyrinth at Alkeborough, North Lincolnshire
Julian’s Bower Turf Labyrinth at Alkeborough, North Lincolnshire

Age is discriminatory.

Socially, culturally, politically….

Take the phrase Early Career Researcher. It ‘Others’ me. I feel excluded. My PhD is the biggest independent piece of research I’ve done but in terms of time it’s late rather than early. I have two degrees and two Masters. I hold CMALT plus SFHEA. If I’m not an Early Career Researcher, what am I?

Identity has been an issue for some time.

I was Senior Lecturer in Education Development. Now I’m a Teaching Enhancement Advisor in Professional Services.

a white building with the word university in silver

Take the word ‘academic’ off your employment contract and what does it mean?

Who am I within university tradition and practice?  Where do I fit?

Amber’s keynote was inspirational.  It spoke to all women with eclectic careers built round the public face of ed tech alongside the private space of hearth and home. Amber’s timeline reinforced how the industry continually transforms itself, creating new identities to solve the same old issues.

We know.

Our voices may have been silenced but we know what’s going on.

It’s not about the technology.

This is why the promised transformation hasn’t happened.

Like attracts like and technology determinist approaches won’t reach the non-digital whose doors are closed and habits fixed. This is not to belittle either but we need to talk. To everyone across borders and boundaries; to everyone involved in creating opportunities for students to learn.

We need to learn too.

I like an Appreciative Inquiry approach. This assumes the answers are in the room. Rather than investing in expensive external consultancy and the input of perceived ‘experts’,  we should invest in exploring ways of sharing what we already know.

I like Jung’s theory of collective unconscious. I believe in the possibility of univerisal memories, that shared expereinces create energy. It explains the attraction of an open fire and the awe of layng on a hill top below a night sky full of stars.

Memories are strange phenomena. They disappear when you want them then reappear for no apparent reason. Proust’s Madeleine has happened to us all. Sarsaparilla on your tongue. Electric shivers from a full moon.

full moon at night shining on dark waer

Pedagogic practice hasn’t really changed. My first experience of higher education was during A levels. I signed up for an evening class at the Universty of Hull. In the Wilberforce Building. Now I work there. The building has had a facelift but the rooms are fundamentally the same – small with no windows and rows of desks facing the front.

Last year I finished a part-time degree at Hull. Six years of attendance. Twelve modules taught in the same Wilberforce Building in rooms with rows of desks facing the front. No technology was used during the making of this degree. The only time the PC was switched on was student presentations where I used Powerpoint.

lassroom with rows of empty desks and chairs all facing the board at teh front

When is comes to teaching and leaning, technology is not the solution. There’s no magic tool to solve the problems but plenty of technology-based solutions which have added to them.

Learning and teaching is where we need to begin. The design of opportunities for learning with or without the tech. It’s 2018. It’s going to be in there somewhere, in the same way it’s at home and in the workplace.

So what are the problems?

Well, the status of being digitally literate for starters. This is a requirement which needs to be elevated alongside english and maths, but even so, technology is not the answer. Not on its own.

There are bigger issues.

Like widening participation; the opening up of university courses ‘… for all those who are qualified by ability and attainment to pursue them and who wish to do so.”  (Robbins Report, 1963)

The NSS arrived with promises it would not lead to league tables when it was clear this was exactly what would happen.  Today, the NSS combined with student fees, pose a potential (and predictable) perfect storm.

Despite it all, I still believe in the concept of higher education for the public good. The often quoted analogy of public good with lighthouses is – I think – apt. Shining light into darkness, warning of danger.

Danger?

light house on Isle of Skye at teh end f a long rocky prootary looking out to sea

Education can hurt and be uncomfortable. It should be full of liminal spaces and troublesome knowledge. Unfortunately, it can break relationships and create division – but also open hearts and minds, shine light on exclusion and discrimination, be a beacon for socially democratic thinking and provide opportunities for individuals to be transformed and thrive.

Why shouldnt it be for the public good?

person standing in front of the siplay boards in an airport

Across the country, thousands are preparing for arrival on campus. Diverse cohorts are packing bags and preparing to leave home. Others are sitting late at night juggling the school run on paper with nursery pickups and contingency plans for when the grandparents are ill. Those who’ve had unexpected life changes are looking to university with no idea of what lies ahead. To those who are unsure, I’d say feel the fear and do it.

image showing a erson leaping across a chasm at suset

In all of this, the women working in higher education, in partcular in ed tech and digital practice, have their own unique contribution to make. Accustomed to suppressing the maternal and personal, they can add hugely to the collaborative processes of teaching and learning.

We need a platform and a voice.

I hope the conversations started at ALTc are enabled to continue.

table discussion with an open laptop

images from ALT and pixabay

The Other Side of Lurking Part Two, searching for explanations, digital imposter syndrome or digital self-efficacy?

9mage of a duck peeping over the edge of a cliff

In Part One of The Other Side of Lurking, I wrote about the #HEdigID #OEP discussion (13/07/18) on Twitter. Every day this week something new has been added to the debate. It’s good to talk.  Lurking risks being side-lined by the rhetoric of innovation and transformation. Let’s face it – digital shyness or resistance are usually less attention grabbing headlines.

Conclusions validate lurking as learning. It’s a valid strategy. So lurking’s not a problem, right?

…but if it’s your virtual environment and you’re dealing with silence, it can’t be ignored. Lurking flies in the face of everything we’re told 21st century education should be, namely active. We’re well versed in communities of practice and inquiry, zones of proximal development, social, cognitive and teaching presences, and so on – and they all require interaction.

Networks need people, don’t they?

We’re schooled to see communication and collaboration as the heart of active learning yet the data says otherwise. Whether we measure with Nielsen’s 90% or Pareto’s 80% non-participation rates – consumption without contribution is rife and suggests most of us are comfortable with digital isolation.

Are we creating a problem which doesn’t exist?

an office full of empty chairs

The scenario is familiar. I set up an online discussion, but no one used it, so I didn’t do it again.

Lurking can’t be ignored. Digital silence speaks but what is it saying?

Are the students ok or have they disappeared?

Are they managing their learning or are they struggling?

We wouldn’t run a seminar in silence.

image showing a group of sparrows

I need to know lurking better.

My research is about digital shifts. How staff who teach and support learning conceptualise their practice in a digital age. What influences individual attitudes and behaviours.  Data suggests the permanence of digital publication is frequently feared. Once words are in the public domain, they’re gone. No longer under control, let loose in an open arena, exposed to the responses of others and risking – many people believe – potential ridicule.

Damn Twitter’s lack of an Edit function. But its more than seeing carefully crafted ideas spoiled by typos. What if the ideas themselves are flawed in some way. What if you’ve used an incorrect reference, or inappropriate word or phrase. Worse, what if you’ve misunderstood the question or the reading, Suppose, just suppose, your thoughts are deemed incorrect and you’ve exposed your lack of knowledge about key concepts to the world.

image of a goldfish flying out of a glass of waer

From data collected over the years:

…what if I look foolish.

…what if I’m wrong.

…what if people think I’m stupid

The fear is once your words are out there you can’t get them back.

Sun, Rau, and Ma, (2014) categorise lurkish behaviours and under ‘personal dispositions’ they cite self-efficacy.  This is the inner turmoil which influences attitudes and behaviours. Jerome Bruner described it as ‘people’s beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives” (1994: 2)

Self-efficacy is our individual motivation driver. High self-efficacy fires you into action, underpinned by the ability to push yourself forward, believing you can achieve whereas low self-efficacy results in fear. It will come as no surprise, those with low self-efficacy have more self-doubt, spending inordinate amounts of time imagining 101 obstacles and 1001 possibilities of error.

They feel the fear and don’t do it.

person hiding underneath cushions

A quick google search brings up connections between self-efficacy and technology. Where there’s tech there’s emotion. Liz Bennett at the University of Huddersfield has written about the emotional work involved when adopting digital practices.  Technophobia might not be a top ten phobia  but fear of public embarrassment before students is a common deterrent.

cartoon showing a person facing angry technology with the caption The Battle we all Face

I’ve heard of academics not using PowerPoint in case the computer won’t switch on, and how many times have you seen a presenter unable to open their presentation because the file’s on their desktop, 100 miles away, or they can’t find it on their data stick.

It happens. Don’t laugh. Fear is real.

Lurking may be a valid learning strategy for some, but for others it’s looking like digital shyness.

In popular psychology there’s a condition called Imposter Syndrome (IS). This is about successful people feeling they’re frauds, believing it’s luck rather than skill or ability that’s got them where they are, and it’s only a matter of time before someone finds out. People with IS live in continual dread of making mistakes which they fear will expose them.

triangle with the words Fraud Alert in the centre

Imposter Syndrome sounds like self-efficacy by another name. First identified in 1978 (Clance and Imes) there’s an Impostor Phenomenon Scale (test yourself here) and while not an officially recognised disorder (IS is absent from any psychiatric diagnostic manuals) a whole IS business has emerged based on self-help and therapeutic interventions. Imposter Syndrome appears to provide a popular conceptual understanding of the underlying psychology. The phrase is in common use and I wondered if Digital Imposter Syndrome (DIS) could exist.

I googled but nothing came up. Not even a googlewhack.  DIS returned zero.

word nothing written in chalk on a board

Woo hoo! Was this a conceptual gap? Should I push the digital imposter syndrome idea a bit further or return to Bruner?

I went back to Jerome. In the Narrative Construction of Reality (1991) Bruner writes about the situated nature of knowledge, via cultural tool kits and distributed networks.  Long ago, in a different university, I wrote about digital literacies being best understood as socially situated practices. They were personal, as individual as fingerprints, and determined how we operated online, but we all have differing amounts of digital capital, depending on socio/cultural/material locations. Maybe part of the solution to encouraging online engagement is to refocus on the development of literacies of the digital kind.

image showing the word start on a road

While competencies type training focusing on which button to click may have value, any change it effects can only ever be surface. We know learning requires deeper approaches so let’s start with building and supporting digital confidence in safe environments. Experiential digital practice can be transformative for both staff and students.

Where does this leave us with us lurking?

It’s a problem. We need to reduce the 90% and 80% consumption models.

Or do we?

If lurking is simply a reflection of ourselves, should we leave lurkers alone to do what they do best.

Assimilation in their own preferred way; to listen, watch, consume, absorb…. to learn.

Are effective online environments not about building and sustaining interaction after all? Should we rethink pedagogy and practice to support less active forms of learning? Or would that be a huge mistake?

This might need a Part Three, What do we do about lurking?


References

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press,  1998)  https://www.uky.edu/~eushe2/Bandura/Bandura1994EHB.pdf .

Bennett, L. (2014) Putting in more: emotional work in adopting online tools in teaching and learning practices. Teaching in Higher Education 19 (8), 919-930

Clance, P. and Imes, S. A. (1978) The Impostor Phenomenon in High Achieving Women: Dynamics and Therapeutic Intervention”  Psychotherapy Theory, Research and Practice.

Sun, N., Rau, P. P. L., & Ma, L. (2014). Understanding lurkers in online communities: A literature review. Computers in Human Behavior, 38, 110-117.

be the change

laptop with the countries of the world

The end of 2017 has been marked by a two incidents. First was the laptop. A complaint was made about me using one in a meeting – ergo I was not paying attention. A week later the issue of devices in meetings came up again. Different context but same person who clearly feels strongly about the subject. I have some sympathy. Over the years presenting/lecturing has changed. These days we look over a sea of bent heads rather than people’s faces but I believe banning devices is not the answer. We need to find ways to work with them rather than deny their presence and affordances.

pink and green direction arrows

This time I spoke up. Explained a laptop need not signify Facebook or catching up with email – for me it was like a reasonable adjustment – when my eyes are bad it’s easier to make notes in a strong, bold font than to write by hand.

Hold that thought…

The second incident was a conversation with a lecturer who said it isn’t the job of academics to show students how to use the VLE or develop digital literacy.  This explained a lot. Here I was face-to-face with the on-campus digital divide.

Again, I have sympathy. Academics have seen big changes in HE.  The spectre of  the internet lurks in dark corners. There’s no avoiding digitisation and not everyone lives comfortably in the digital world.

digital divide with a page and an ipad

There are those who blog, tweet, join #lthechat, network online, and generally support the use of education technologies in a variety of ways and means.

There are those who object to the use of mobile devices and don’t see developing digital graduate attributes as part of their remit.

book, phone and keyboard

This takes us back to the tribes and territories of the TEL People. How like attracts like and if your role is about technology, the chances are you  tend to work with staff who use it willingly. The more digitally shy won’t come to your lands or speak your language and on those rare occasions we venture into their worlds, we’re often viewed with suspicion. We’re the techies, geeks, magicians of code with esoteric skills. We are Othered.

This digital divide – cue lightbulb – means embedding digital graduate attributes into modules, or using VLE tools which support collaborative online working, is not going to happen without structural change.

Right?

It’s not going to happen if things stay the way they are.

image of keyboard and social media icons from pixabay

This is where we are:

  • 30 years of computers in education.
  • 20 years of VLE at universities.
  • 10 years of Web 2.0 style social media supporting user-generated content and file sharing.

In the second decade of 21st century, I get a complaint about using a laptop in a meeting.

Christmas is coming and mobile devices are high on present lists. The age at which children get connected drops every year.  For all its critique, the phrase ‘digital native’ actually fits because they’ve never known an analogue world.

Typical ‘fresh-from-school’ students arrive with a set of digital social practices, honed through their teenage years, replicated and reinforced by family and friends, taken advantage of by media advertisers. In short, their internet experience mirrors the society they live in.

a borken mirror with the text Black Mirror in white capital letters

Charlie Brooker’s Black Mirror is either prescient or stating the bleedin’ obvious. Of course this is what lies ahead. If you haven’t watched the series you should. Be scared, very scared – but at least be prepared for the future and understand the value of critique.

In the same way car engines have become more mysterious, people engage in digital life with no understanding of how it works. It just does. In the way the ignition fires the engine, our devices connect and our personalised digital landscape unfolds. But not for everyone.

Many working in HE don’t have digital footprints and rarely use the internet for anything other than email or access to university systems.

mobil phon with a landscape of trees and a castle emerging from the screen

They’re not alone. A recent Lloyds Bank report states “More than 11 million people in the UK do not have basic digital skills. One out of every 11 completely avoids the internet.”  while the House of Commons Science and Technology Committee reports a digital skills crisis. There’s more research about people not being online than how to encourage the critical skills and capabilities of those already there.

What can we do?

As learning technologists, as enhancers of learning and teaching – with or without technology (but in 2018 it’s likely to be there) – we have a responsibility to bridge on-campus digital divides. Its not just reaching the digitally shy and resistant, it’s promoting critical digital skills as being integral to other HE literacies and specialisms.

laptop wth screen showing the words Fake News

We have to find ways to start conversations about digital graduate attributes and digital CPD for staff. We need to leave our Territories of TEL and get into the heart of the university. Align our work with that of the learning development and academic practice teams, with those talking about learning gain, employability awards, TEF work and not forgetting the importance of the student voice in all of this.

Remember the thought from the top of the page – the one about reasonable adjustments?

TEL people need to talk about inclusive practice, how digital technologies can widen and support access but at the same create barriers. The sector is moving towards inclusion as the norm, reasonable adjustments as universal design. Watch this space. In January the Digital Academic soapbox will be out.

image showing a drawing of a bar of soap and a box representing a digital soapbox

Let’s be the change we want to see in the world.

Rethink the relationships between institutions, staff and students.

Revisit our digital lenses. They need a clean and polish every now and then and sometimes a shift in their focus.

The time has come.

Seasons greetings to one and all.

a merry christmas message

perfect academic storm

coffee cup, note pad and pen

Last week I wrote about the broken part time market in higher education.  The post referred to the new Degree Apprenticeship being developed at the University of Hull. Drawing on the experience of myself and colleagues it included this:

Without support from your employer, part time study risks being an unachievable goal. The new Degree Apprenticeships have to acknowledge the challenge of full time work/part time study.

This week we met again with the Degree Apprenticeship programme and module leaders. Initially these sessions were planned as CAIeRO at Hull. We were putting into practice the CAIeRO at Northampton model, alongside our own Design for Active Learning (D4AL) approach. Learning as we go, we’re realising CAIeRO at Hull is going to be more agile, more responsive and possibly different every time we run it.

It’s clear Degree Apprenticeships are great opportunities for D4AL conversations. Where else do you get a combination of university, employers and mature students all involved with a mix of on-campus/off-campus learning and teaching.

Full time work. Part time study. Distance learning. Virtual environments. Digital literacies. Add to the mix a non-traditional student base, many out of formal education for some time with multiple commitments in the workplace and home. It has all the makings of a perfect academic storm.

storm clouds

With Degree Apprenticeships local employers are footing the bill for three years of part-time study. They’ve asked for a fast, focused, blended route. The programme includes negotiable modules where students choose what they study alongside traditional business disciplines topics which will need applying to workplace practices.

Last week we ran the first two stages of a CAIeRO; writing a mission statement and deciding the look and feel of the course. This week we were faced with a room full of different faces. Of necessity the first half of the session was  informational. It was the first time all the module leaders from Year One had come together. Ao also the first time it was possible to create an overview of the course with the people who were going to be teaching it. The most powerful tool on the room was the table they all sat around. Closely followed by the flip chart paper and pens used to outline their modules and how they fit together but before moving onto storyboarding the activities students would do it was time to step back and consider the bigger issues.

jigsaw pieces

Too often the programme validation process is like a jigsaw. Still in its box, picture in pieces. A learning design session – be it Carpe Diem, CAIeRO, D4AL – should create an opportunity to take the pieces out of the box, turn them over, find the straight edges, start to put them together. Too often we have our own pieces or a few clusters of similar shapes and colours but not the whole story. Mapping out the design of the curriculum,  and ensuring alignment along vertical as well as horizontal axes, ensures consistent and coherent  learning expectations, modules appropriately sequenced and assessments spread out rather than bunched together. Having all the module leaders for Year one together meant these conversations could happen and reinforces the value of beginning the learning design process before validation rather than afterwards.

large empty lecture theatre with rows of empty seats
Learning doesn’t just happen. Put students in a room – be it a traditional teaching room or a 21st century redesigned educational  landscape – and learning is unlikely to take place without intervention. Multiple myths abound such as ‘build it and they will come’. Well, they might arrive but what happens next? It’s like online discussion.  How often do you hear the line ‘I set up a forum but no one used it – so I didn’t bother again’. We should collect and debunk these and other myths such as:
  • All students are digital natives
  • They won’t do it if it’s not assessed
  • Face to face is best

The Degree Apprenticeship has been a great opportunity to look at a programme in its entirety. It’s put together those who don’t often meet. TEL people talk to other TEL people. Academics stay in their subject tribes and territories.  East is East and West is West and never the twain shall meet.* It takes something new to break down the barriers. We need to talk. We like to talk. We want to talk about learning design. It’s the foundation of the student experience.

We might rename D4AL as SATT – Sit Around the Table and Talk!

silhouette of buildingsOn Friday (24/11/17) colleague Patrick Lynch and myself will be in Oxford for a meeting of the Learning Design – Cross Institutional Network (LD-CIN). Set up in 2015, this open network shares learning design shaped information, tools and ideas, is an international community of learning design practice. Presenting on learning analytics to inform learning design, Patrick will explore the statement

“Arguably then learning design needs learning analytics in order to validate itself. However it also works the other way: learning  analytics cannot be used effectively without an understanding of the underlying learning design, including why the particular tools, activities and content were selected and how they were deployed.” Sclater (2017).

We’re demonstrating an agile responsive approach so I’ll be collecting live data in the form of feedback throughout our session as well as making notes during the day and possibly some live blogging as well. Follow the hashtag #LDCIN and check out the LD-CIN site for further information.

Next week, the story of the Degree Apprenticeship development continues with more of the big programme-wide questions. In particular how technology might enhance or increase the challenges of part-time blended learning.

  • What can be done online which can’t be done face to face?
  • Vice versa
  • Where can technology provide value?
  • Where will the on-campus experience have most value?
  • How can student community be achieved?

See you 1st December.

24 shopping days to Christmas…


Rudyard Kipling Barrack-room ballads, 1892  https://en.wikipedia.org/wiki/Barrack-Room_Ballads 

Niall Sclater (2017) Learning Analytics Explained Routledge


 

avalanches, golden eggs and yellow brick roads

avalanche image from pixabay
image from https://pixabay.com/en/waterfall-avalanche-volcano-cascade-2757596/

Have you read An Avalanche is Coming my DoS asks. It should be a must-read now Michael Barber is head of the Office for Students (OfS) – replacing the Office for Fair Access and HEFCE.

I’d just looked at the Securing student success: risk-based regulation for teaching excellence, social mobility and informed choice in higher education Government consultation on behalf of the Office for Students which was also a a DoS recommend. Like this. ‘Whether you are a student, work in HE, or intend to work in HE after graduation, the consultation matters to you. Have a look at it, see what changes are planned.’ So I did.

magnifying glass and fingerprints
image from https://pixabay.com/en/detective-clues-find-finger-152085/

My approach with chunky digital docs is the Find function. First off the search is for digital, online, virtual, technology – this indicates if it might be relevant to my research topic of digital shifts – next up are pedagogy, teaching and learning.  So, relatively painlessly I discovered the government in the consultation document is still using the language of revolution and transformation by technology. ‘Artificial intelligence and other technology might revolutionise assessment, educational research might transform pedagogy.’ (2017: 48)

At least they’re using the word ‘might’ but still cause for concern. Technology was bestowed with transformative potential back in the 1990s. Has it happened? There’s little evidence it has and much to the contrary. Other than widen access for some (and create barriers for others) alongside the mass digitisation of resources, policy and processes, the literature suggests technology has neither revolutionised nor transformed student learning.

The lecture is not yet dead!

large empty lecture theatre with rows of empty seats
image from https://pixabay.com/en/room-lecture-hall-assembly-hall-2775439/

Instead, a trail of rejected, unfulfilled promises litter the ed-tech landscape; VLE, Web 2.0, MOOC, mobile –  picking up stuff like Second Life and Oculus Rift along the way – toward Learning Analytics, more virtual reality and Artificial Intelligence (AI). Each one a technology-first approach. All with technology determinist foundations. Each with scant evidence of critical questioning around who creates and develops it, markets, purchases, controls access etc (apart from the overall critiques from the likes of Neil Selwyn, Sian Bayne, Audrey Watters et. al. of course)

With this thinking in mind I approached An Avalanche is Coming, published by the Institute of Public Policy Research (IPPR) with three authors (Michael Barber, Katelyn Donnelly, Saad Rizvi) affiliated with Pearson Publishing Corporation. They refer to learners as “customers” and discuss six change factors, claiming these could challenge the university as we know it and set off the avalanche of change.

  • changing global economy,
  • crisis-ridden global economy,
  • rising costs of higher education,
  • declining value of a traditional degree,
  • ubiquity of content,
  • quickening intensity of competition in the educational marketplace.

The authors also introduce the concept of unbundling and rebundling which is the inclusion and exclusion of traditional university components – thereby potentially separating out aspects of HE provision to third party providers.

I hang on the adage where there’s change there’s also opportunity.

avalanche control fences image from pixabay
image from https://pixabay.com/en/avalanche-protection-1001284/

What did the Find button reveal?

References to technology, e.g. increased global access, expansion of competition, greater choices etc are all familiar, as is the need for students to shift from consuming knowledge towards evidencing a diversity of creative and innovative learning experiences and abilities. Put together, all this constitutes the need for digital shifts on institutional, pedagogical and personal levels. None of which is new. The problem has always been technology as the answer when it’s not the T for Technology in TEL (Technology Enhanced Learning) but the T for teaching in LTE (Learning and Teaching Enhancement) which needs attention.

Richard Arum and Josipa Roksa in Academically Adrift persuasively argue (to those in favour of market-oriented reforms of education) that reconstructing students as consumers ‘does not necessarily yield improved outcomes in student learning.’ (2011, p. 137)

fairy shadows in transparent brown hearts
image from https://pixabay.com/en/elves-fee-on-wood-romantic-2769599/

Ok – this is the crux. We’re chasing the chasing the golden egg, looking for the rainbow’s end, each Yellow Brick Road contains echoes of the emperors new clothes. The fairy tale analogies are deliberate because FT are stories imbued with universal truths. They survive because we recognise their message. They have resonance. So it is with the quest for learning improvement. The secret is under our noses. It’s been there all along. Where there is widening participation, support for transition needs to be addressed. Where technology is promoted the necessary philosophical and pedagogic changes in practice need to be supported.

cartoon rainbow
image from https://pixabay.com/en/buy-me-a-coffee-natural-cloud-field-2757467/

So when it comes to the enhancement of learning and teaching, what is needed is inquiry of the pedagogical rather than technological kind. This doesn’t need revolution or even transformation. The roots are already in place. The majority of students learn best through discussion, dialogue, sharing, questioning, comparing, contrasting, getting out of their comfort zone in supportive collegial environments alongside the processes of critical thinking and reflection. Addressing questions such as these:

  • What worked well and why?
  • What worked less well and why?
  • What should I do again?
  • What should I do differently?

More time and resource on transition into HE, in particular the differences between the learning and teaching culture and expectations of school, college and university, would enable students to hit the ground running.

pink and green direction arrows
image from https://pixabay.com/en/one-way-street-decisions-opportunity-1991865/

Giving those who teach and support learning the time allocation – plus reward and recognition – to become research informed and engaged with regard to their own teaching practice – would enable them to develop the active learning environments which the literature shows students perform best in.

I’d also suggest rethinking curriculums to embody learning development at both generic and subject knowledge levels, alongside digital graduate attributes, internationalisation, employability, and inclusive practices.

A three pronged approach – students, staff, curriculum…

and they all learned happily ever after.

Written on a research day…

Everything is related…

 

 

Warning; may or may not include technology #lthechat

We interrupt this blog schedule to bring you some post #lthechat thoughts.

There was a lot of chatter!

Put Wednesdays at 8.00 on Twitter in your calendar. #lthechat is a synchronous discussion around selected learning and teaching in higher education topics. Check out the hashtag #lthechat or the accompanying blog https://lthechat.com/ and Twitter page @lthechat.  #lthechat even has its own bird!

Started by Chrissi Neranszi @chrissinerantzi and Sue Beckingham @suebecks  in 2014, the discussion has become part of the working week for hundreds of tweeters and  I’ve been lucky enough to facilitate a couple of sessions. This weeks followed on from last week’s blogpost  Bought to you by the Letter T which reflected on the similarities between Technology and Teaching brought about by our recent restructure at the University of Hull.

The letters TEL (past team) and LTE (current team) are T for technology and T for teaching. This weeks chat looked at using LTE to talk about TEL. Confused? Stay with me…

Warning, May or may not include Technology asked 6 questions:

  1. Please share your understanding of the term learning design
  2. Where do aspects of learning design fit in your role?
  3. Which models, tools, authors, have informed your thinking about LD?
  4.  How have you evaluated the effectiveness of your LD interventions?
  5. How do you introduce the concept of LD to academics/how would you not talk about it?
  6. Name one thing you’ll take away from this #lthechat tonight.

With ten minutes on each one, the session kicked off a debate on the phrase ‘learning design’ – an example of the discussions we hoped to generate.

At Hull we’re developing an approach to teaching enhancement which we’ve called Design for Active Learning (D4AL).  The approach is based on curriculum alignment; you have the learning outcomes and assessments – D4AL is about the activities students do. Conversations tend to be initially about teaching rather than technology and this chat aimed to provide opportunities for sharing LD/D4AL practices.

With over 800 tweets in total you could say #lthechat is becoming a victim of its own success. While you’re trying to keep up with multiple ‘live’  conversations, and swapping tweets between them, the rest of the chat is continuing. It’s becoming a case of continual catch-up and I’m still working my way through the Storify which can be accessed here https://storify.com/LTHEchat/lthe-chat-no-92 

image of Storify front page

This is where I must say thanks to the ‘behind-the-scenes’ team this semester – Jenny Lewin-Jones @JennyLewinJone  Rebecca Sellers @becksell2001 and Scott Turner @scottturneruon  without whom the coordination and dissemination of #lthechat would not be possible.  

thabk you image from oixabay

No other hour of the week flies by so fast!

I followed Ale Armellini’s contribution with interest. With the University of Northampton adopting institution wide Active Blended Learning (ABL) there’s much to learn from their  approach, outline in this report Overcoming barriers to student engagement with Active Blended Learning and the video explaining ABL to students.

However, it’s rare to find true pedagogical innovation e.g. flipped learning which was in all the media a few years ago is not so different to setting homework or seminar reading. The #lthechat showed is that for everyone who is new to the principles of activity based  learning, there are those who’ve been doing it for years

What the chat also revealed was how much good practice is already happening. It’s all out there but often in pockets, but not disseminated outside teaching teams or even sometimes beyond individual practice. The scholarship of teaching and learning in HE remains a niche area with work to be done around the sharing of practice, knowledge and experiences.

Speaking of niches, #lthechat assumes an internet connection and a Twitter account for contributing. All that vital but virtual energy is restricted to the participants who in themselves demonstrate high levels of digital fluency making digital differences in practice another key area to be addressed.

One further question is should academics take courses on LD/D4AL or should teaching teams include LD/D4AL specialists to work in tandem?

As the tweets below indicate, there may be other opportunities to continue the discussions around these topics.

In the meantime, there’ll be another #lthehat next week so don’t forget – tut Wednesdays at 8.00 on Twitter in your calendar.