Musings of a Modern Day Cyberneticist
I’m developing a new model for adult learners so they can avoid the experience I had while trying to improve my skills at a Community College. Combining Self-Directed Learning, Computational Thinking, Digital Pedagogy, Open Education and Open Social Scholarship theories with Open Education Resourc...
This sounds to me to be a bit like an open digital commonplace book.
(I’m noticing, yet again, that Disqus is automatically marking any comments I make as spam.)
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W. Ian O'Byrne (W. Ian O'Bryne)Alan Levine recently posted a series of questions to help others think through some of thoughts and motivations as we develop and maintain a domain of our own.
I’ve written a lot about this in the past, and I’ll try to include some links to content/posts as I respond to the prompts. This is a bit long as I get into the weeds, so consider yourself warned.
And now…let’s get to it…
Having a domain is important to me as I research, develop, and teach.
example of a domain as thinking out loud or thought spaces
blogging as thinking
This should be a space where you can create the identity that you want to have. You can write yourself into existence.
I like this sentiment. Had René Descartes been born a bit later might he have said “Blogeō, ergo sum”?
Most of this work is focused on collaboration, transparency, and working/thinking in the open.
The plan is to use the site to share surveys, interviews, and researcher notes.
Note to self: I need to keep documenting examples of these open labs, open notebooks, etc. in the open science area.
teachers hid their Facebook accounts for fear of being fired.
The sound of this to me know reminds me of the type of suppression of thought that might have occurred in the middle ages. Of course open thought and discussion is important for teachers the same way it is for every other person. However there are a few potential counterexamples where open discussion of truly abhorrent ideas can run afoul of community mores. Case in point:
PLN
personal learning network perhaps marking it up with <abbr> tags would be useful here?
luck
lucky
.A
space
I feel like this culture in academia may be changing.
academia is built on the premise (IMHO) of getting a good idea, parlaying that into a job and tenure, and waiting for death. I’ve had a lot of colleagues and acquaintances ask why I would bother blogging. Ask why I share all of this content online. Ask why I’m not afraid that someone is going to steal my ideas.
Though all too true, this is just a painful statement for me. The entirety of our modern world is contingent upon the creation of ideas, their improvement and evolution, and their spreading. In an academic world where attribution of ideas is paramount, why wouldn’t one publish quickly and immediately on one’s own site (or anywhere else they might for that matter keeping in mind that it’s almost trivially easy to self-publish it on one’s own website nearly instantaneously)?
Early areas of science were held back by the need to communicate by handwriting letters as the primary means of communication. Books eventually came, but the research involved and even the printing process could take decades. Now the primary means of science communication is via large (often corporate owned) journals, but even this process may take a year or more of research and then a year or more to publish and get the idea out. Why not write the ideas up and put them out on your own website and collect more immediate collaborators? Funding is already in such a sorry state that generally, even an idea alone, will not get the ball rolling.
I’m reminded of the gospel song “This little light of mine” whose popular lyrics include:
“Hide it under a bushel? No! / I’m gonna let it shine” and
“Don’t let Satan blow it out, / I’m gonna let it shine”
I’m starting to worry that academia in conjunction with large corporate publishing interests are acting the role of Satan in the song which could easily be applied to ideas as well as to my little light.
Senior colleagues indicate that I should not have to balance out publishing in “traditional, peer-reviewed publications” as well as open, online spaces.
Do your colleagues who read your work, annotate it, and comment on it not count as peer-review? Am I wasting my time by annotating all of this? 🙂 (I don’t think so…)
or at least they pretend
I don’t think we’re pretending. I know I’m not!
PDF form
Let me know when you’re done and we’ll see about helping you distribute it in .epub and .mobi formats as e-books as well.
This is due to a natural human reaction to “Google” someone before we meet them for the first time. Before we show up to teach a class, take a class, interview for a job, go on a date…we’ve been reviewed online. Other people use the trail of breadcrumbs that we’ve left behind to make judgements about us. The question/challenge is that this trail of breadcrumbs is usually incomplete, and locked up in various silos. You may have bits of your identity in Facebook or Twitter, while you have other parts locked up in Instagram, Snapchat, or LinkedIn. What do these incomplete pieces say about you? Furthermore, are they getting the entire picture of you when they uncover certain details? Can they look back to see what else you’re interested in? Can they see how you think all of these interests fit together…or they seeing the tail end of a feverish bout of sharing cat pics?
I can’t help but think that doing this is a form of cultural anthropology being practiced contemporaneously. Which is more likely: someone a 100 years from now delving into my life via my personal website that aggregated everything or scholars attempting to piece it all back together from hundreds of other sites? Even with advanced AI techniques, I think the former is far more likely.
Of course I also think about what @Undine is posting about cats on Twitter or perhaps following #marginaliamonday and cats, and they’re at least taking things to a whole new level of scholarship.
Yellow–general highlights and highlights which don’t fit under another category below
Orange–Vocabulary word; interesting and/or rare word
Green–Reference to read
Blue–Interesting Quote
Gray–Typography Problem
Red–Example to work through
In its quest to find a sustainable business model, online course provider edX will test charging users for access to previously free content. Observers say the move was inevitable.
A great new book has me thinking about ed tech.
This is an interesting and useful analogy.
In ed tech, schools are the customers, but students are the users.
This also reminds me of the market disconnect between students and their textbooks. Professors are the ones targeted for the “sale” or adoption when the actual purchasers are the students. This causes all kinds of problems in the way the textbook market works and tends to drive prices up–compared to a market in which the student directly chooses their textbook. (And the set up is not too dissimilar to how the healthcare industry works in which the patient (customer) is making a purchase of health care coverage and not actually the health care itself.
Syndicated copies to:It is astounding to me that mathematics — of all school subjects — elicits such potent emotional reaction when “reform” is in the air…
An interesting take on the changes in math curriculum over the past few years. Takeaway, we need to think about the pedagogy we use with the public and parents as well.
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Tim Clarke (simulacrumbly.com)I see self-platforming as an expression of my own digital citizenship, and I also see it as my deliberate answer to the call for digital sanctuary. The frequency and extent to which educators urge students onto extractive applications is of great concern. Self-platforming offers opportunities to benefit from the collaborative, hyper-textual, asynchronous, and distributed qualities of the web, while diminishing the costs — often hidden to us — of working on proprietary and extractive platforms.
I love that Tim is looking closely at how the choices of tools he’s using can potentially impact his students/readers. I’ve also been in the boat he’s in–trying to wrangle some simple data in a way that makes it easy to collect, read, and disseminate content for myself, students, and other audiences.
Needing to rely on five or more outside services (Twitter, Instapaper, Pinboard, bit.ly, and finally even Canvas, where some of them are paid services) seems just painful and excessive. He mentions the amount and level of detail he’s potentially giving away to just bit.ly, but each of these are all taking a bite out of the process. Of course this doesn’t take into consideration the fact that Instapaper is actually a subsidiary of Betaworks, the company that owns and controls bit.ly, so there’s even more personal detail being consumed and aggregated there than he may be aware. All this is compounded by the fact that Instapaper is currently completely blocking its users within the EU because it hasn’t been able to comply with the privacy and personal data details/restrictions of the GDPR. Naturally, there’s currently no restrictions on it in the U.S. or other parts of the world.
I (and many others) have been hacking away for the past several years in trying to tame much of our personal data in a better way to own it and control it for ourselves. And isn’t this part of the point of having a domain of one’s own? Even his solution of using Shaarli to self-host his own bookmarks, while interesting, seems painful to me in some aspects. Though he owns and controls the data, because it sits on a separate domain it’s not as tightly integrated into his primary site or as easily searched. To be even more useful, it needs additional coding and integration into his primary site which appears to run on WordPress. With the givens, it looks more like he’s spending some additional time running his own separate free-standing social media silo just for bookmarks. Why not have it as part of his primary personal hub online?
I’ve been watching a growing trend of folks both within the IndieWeb/DoOO and edtech spaces begin using their websites like a commonplace book to host a growing majority of their own online and social related data. This makes it all easier to find, reference, consume, and even create new content in the future. On their own sites, they’re conglomerating all their data about what they’re reading, highlighting, annotating, bookmarking, liking, favoriting, and watching in addition to their notes and thoughts. When appropriate, they’re sharing that content publicly (more than half my website is hidden privately on my back end, but still searchable and useful only to me) or even syndicating it out to social sites like Twitter, Facebook, Flickr, Instapaper, et al. to share it within other networks.
Some other examples of educators and researchers doing this other than myself include Aaron Davis, Greg McVerry, John Johnson, and more recently W. Ian O’Byrne and Cathie LeBlanc among many others. Some have chosen to do it on their primary site while others are experimenting using two or even more. I would hope that as Tim explores, he continues to document his process as well as the pros and cons of what he does and the resultant effects. But I also hopes he discovers this growing community of scholars, teachers, programmers and experimenters who have been playing in the same space so that he knows he’s not alone and perhaps to prevent himself from going down some rabbit holes some of us have explored all too well. Or to use what may be a familiar bit of lingo to him, I hope he joins our impromptu, but growing personal learning network (PLN).
Syndicated copies to:This piece is about the fieldwork I’ve conducted the past two summers. I just wrote it the weekend before the first day of class, so, for better or worse, students heard an early draft of this story that may get published on its own somewhere or in a book some day in some form that will probably ultimately be very different than this. I wrote it because I think our work this summer epitomizes the nature of neuroanthropology as essentially biocultural, and because I think this story encapsulates much of our experience of fieldwork this summer. There may be less neuro than you’d expect here, given the course I read it to, but it’s the ethnographic prelude before we’ve finished collecting and analyzing the neuro data.
This was a long read, but utterly fascinating!
Syndicated copies to:In an earlier post, I presented an overview of the literature on critical literacy and how it informs my perspectives on my work, research, and thinking. This was motivated by discussions in which colleagues and students indicate that they know/understand critical literacy, and then go on to equate it with critical evaluation. I think the two are linked, but to me critical literacy is much broader, and (IMHO) much more important.
The cynic in me sees the headline and wants to respond “All students’ reactions to their teachers.”
There is some interesting history and background to come back and read some references here.
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Viorica Marian (Twitter)I once taught an 8 am college class. So many grandparents died that semester. I then moved my class to 3 pm. No more deaths. And that, my friends, is how I save lives.
— Viorica Marian (@VioricaMarian1) May 5, 2018
I wonder what a statistical analysis would do to improve peoples’ lives if registrars attempted to put the mass of classes in the middle of the day? Would educational outcomes improve along with peoples’ psyches? Many schedulers are trying to maximize based on the scarcity of classroom resources. What if they maximized on mental health and classroom performance? Is classroom scheduling potentially a valuable public health tool?
Syndicated copies to:Sharing Practices, Building Community
There are many ways to begin a discussion of “Open Pedagogy.” Although providing a framing definition might be the obvious place to start, we want to resist that for just a moment to ask a set of related questions: What are your hopes for education, particularly for higher education? What vision do you work toward when you design your daily professional practices in and out of the classroom? How do you see the roles of the learner and the teacher? What challenges do your students face in their learning environments, and how does your pedagogy address them?
“Open Pedagogy,” as we engage with it, is a site of praxis, a place where theories about learning, teaching, technology, and social justice enter into a conversation with each other and inform the development of educational practices and structures. This site is dynamic, contested, constantly under revision, and resists static definitional claims. But it is not a site vacant of meaning or political conviction. In this brief introduction, we offer a pathway for engaging with the current conversations around Open Pedagogy, some ideas about its philosophical foundation, investments, and its utility, and some concrete ways that students and teachers—all of us learners—can “open” education. We hope that this chapter will inspire those of us in education to focus our critical and aspirational lenses on larger questions about the ideology embedded within our educational systems and the ways in which pedagogy impacts these systems. At the same time we hope to provide some tools and techniques to those who want to build a more empowering, collaborative, and just architecture for learning.
Jaime Marsh (Open Pedagogy Notebook)A Keene State College undergraduate reflects on her experiences with Open Education:
So…for those of you just joining me on this 16 week journey through Tropical Marine Biology (and our 9 day trip to Turks and Caicos in 2 days), you might be wondering what all these blog posts are about, and why are we doing them? As a junior, and incoming senior studying Biology at Keene State College, several of my teachers have changed their teaching philosophy to open education. Open education is the philosophy and belief that people, even the world should produce, share, and build on knowledge that everyone has access to. It is believed that open education will promote a higher quality education and community that has been so limited by the textbook companies and licenses.
Nice student-written piece about open pedagogy within her biology program. Nice to see that the author has her own website where she also owns a copy of this article.
…it is okay.
YOU choose what YOU want to learn, and how YOU want to do it, and when YOU want to do it.
Syndicated copies to:Don’t take for granted your education, and don’t let an individual, whether a peer, professor, or textbook company, have more control over your education than you do.
I’m Doug Belshaw, Open Educational Thinkerer. I help people become more productive in their use of technology.
Recently, I’ve joined Moodle to lead an innovation project currently entitled Project MoodleNet. From January 2018 this takes up four days, or 30 hours, of my working week.
I’m also a consultant through Dynamic Skillset, where I help people and organisations become more productive in their use of technology, and I co-founded a co-operative known as We Are Open which exists to spread the culture, processes, and benefits of working openly.
In previous guises I’ve worked for Mozilla and Jisc, and before that was a teacher and senior leader in schools.
I write here mainly about education, technology and productivity. Other places I write include discours.es (commentary), literaci.es (new literacies-related), and ambiguiti.es (more philosophical).
I’m following him via his own website, since he’s “off Twitter” and primarily publishing in his own space:
Just a quick note to say that my tweets during #OER18 don’t mean I’m “back on Twitter” (although thanks for the DMs!)
Also, as usual, I’ll be deleting my tweets next week so if there’s any photos I’ve taken during the conference you like, download them! (CC0)
— Doug Belshaw (@dajbelshaw) April 19, 2018
For others I’m following in Open Education: http://boffosocko.com/about/following/#Open+Education
Syndicated copies to:Heterodox Academy has produced a new book based on John Stuart Mill’s famous essay On Liberty to make it accessible for the 21st century. Here’s what makes our edition special:
1) It’s just the second chapter (out of 5), because that chapter gives the best arguments ever made for the importance of free speech and viewpoint diversity;
2) We have reduced that chapter by 50% to remove repetitions and historical references that would be obscure today, producing a very readable 7000 word essay;
3) Editors Richard Reeves (a biographer of Mill) and Jon Haidt (a social psychologist) have written a brief introduction to link Mill and his time to the issues of our time, and
4) Artist Dave Cicirelli has created 16 gorgeous original illustrations that amplify the power of Mill’s metaphors and arguments.
All Minus One is ideal for use in college courses, advanced high school classes, or in any organization in which people would benefit from productive disagreement. We offer free and paid versions of the book below.
Caveat emptor: though this appears to be high quality, this looks like it’s heavily edited and excerpted.
h/t Claire Lehmann
Syndicated copies to:A wonderful resource for every highschooler & uni student: a condensed version of JS Mill’s arguments for free speech, with accompanying illustrations.
If you have kids, give it to them. (Also it’s free)https://t.co/GWmwffTcmH
— Claire Lehmann (@clairlemon) April 13, 2018
The main purpose of this blog is to share updates about the open-access, open-source textbook Understanding Linear Algebra. Though work is continuing on this project, the HTML version of the text is now freely available, the forthcoming PDF version will also be free, and low-cost print options will be provided. The PreTeXt source code will be posted on GitHub as well.
h/t Robert Talbert
Syndicated copies to:My awesome colleague @davidaustinm is unveiling his new, open-source linear algebra text at the JMM, but you can access it NOW at his (new!) blog, the aptly named "More Linear Algebra": https://t.co/AAreqGk8DW
— Robert Talbert (@RobertTalbert) January 9, 2018
Your post reminded me of a challenge I see every time Couros posts about students having those three aspects of a digital identity: no matter how much we as educators may encourage this, ultimately it is up to the students to make it part of their lives. I have been blogging with my students for some years now, and when it is not a class requirement, they stop posting. I think part of this digital presence that we want students to establish – the \”residency,\” as Robert Schuetz said in the recent blog post that led me here (http://www.rtschuetz.net/2016/02/mapping-our-pangea.html) – is not always happening where we suggest. I know my students have an online presence – but it\’s on Instagram and Snapchat, not the blogsphere. Perhaps instead of dragging kids on vacation to where we think they should set up shop, we need to start following them to their preferred residences and help them turn those into sturdy, worthy places from which to venture out into the world.
This is certainly an intriguing way to look at it, but there’s another way to frame it as well. Students are on sites like Instagram and Snapchat because they’re connecting with their friends there. I doubt many (any?) are using those platforms for learning or engagement purposes, so attempting to engage with them there may not translate for educators. It may have the colloquial effect of “I’m on Snapchat because my parents aren’t; if my parents join I’m either going to block them or move to another platform they’re not on.” Something similar to this was seen in cultural teen use of Facebook as parents swarmed to the platform over the past decade. To slightly reframe it, how many high school teachers in the past have seen students in the hallways between classes socializing and thought to themselves, “I should go out and teach in the hallway, because that’s where the students are and they seem alert?”
It might also shed some light on our perspectives to look at what happens at the end of a quarter or semester in most colleges. I always remember book sellback time and a large proportion of my friends and colleagues rushed to the bookstore to sell their textbooks back. (I’ll stipulate the book market has changed drastically in the past two decades since I was in University, but I think the cultural effect is still roughly equivalent.) As a bibliophile I could never bring myself to sell books back because I felt the books were a significant part of what I learned and I always kept them in my personal collection to refer back to later. Some friends I knew would keep occasional textbooks for their particular area of concentration knowing that they might refer back to them in later parts of their study. But generalizing to the whole, most students dumped their notes, notebooks, and even textbooks that they felt no longer had value to them. I highly suspect that something similar is happening to students who are “forced” to keep online presences for coursework. They look at it as a temporary online notebook which is disposable when the class is over and probably even more so if it’s a course they didn’t feel will greatly impact their future coursework.
I personally find a huge amount of value in using my personal website as an ongoing commonplace book and refer back to it regularly as I collect more information and reshape my thoughts and perspectives on what I’ve read and learned over the years. Importantly, I have a lot of content that isn’t shared publicly on it as well. For me it’s become a daily tool for thinking and collecting as well as for searching. I suspect that this is also how Aaron is using his site as well. My use of it has also reached a fever pitch with my discovery of IndieWeb philosophies and technologies which greatly modify and extend how I’m now able to use my site compared to the thousands of others. I can do almost all of the things I could do on Facebook, Twitter, etc. including interacting with them directly and this makes it hugely more valuable to me.
The other difference is that I use my personal site for almost everything including a wide variety of topics I’m working on. Most students are introduced to having (read: forced to maintain) a site for a single class. This means they can throw it all overboard once that single class is over. What happens if or when they’re induced to use such a thing in all of their classes? Perhaps this may be when the proverbial quarter drops? Eventually by using such a tool(s) they’ll figure out a way to make it actively add the value they’re seeking. This kernel may be part of the value of having a site as a living portfolio upon graduation.
Another issue I often see, because I follow the space, is that many educational technologists see some value in these systems, but more often than not, they’re not self-dogfooding them the same way they expect their students to. While there are a few shining examples, generally many teachers and professors aren’t using their personal sites as personal learning networks, communications platforms, or even as social networks. Why should students be making the leap if their mentors and teachers aren’t? I can only name a small handful of active academic researchers who are heavily active in writing and very effectively sharing material online (and who aren’t directly in the edtech space). Many of them are succeeding in spite of the poor quality of their tools. Rarely does a day go by that I don’t think about one or more interesting thought leaders who I wish had even a modicum of online space much less a website that goes beyond the basic functionality of a broken business card. I’ve even offered to build for free some incredibly rich functional websites for researchers I’d love to follow more closely, but they just don’t see the value themselves.
I won’t presume to speak for Aaron, but he’s certainly become part of my PLN in part because he posts such a rich panoply of content on a topic in which I’m interested, but also in larger part because his website supports webmentions which allows us a much easier and richer method of communicating back and forth on nearly opposite sides of the Earth. I suspect that I may be one of the very few who extracts even a fraction of the true value of what he publishes through a panoply of means. I might liken it to the value of a highly hand-crafted trade journal from a decade or more ago as he’s actively following, reading, and interacting with a variety of people in a space in which I’m very interested. I find I don’t have to work nearly as hard at it all because he’s actively filtering through and uncovering the best of the best already. Who is the equivalent beacon for our students? Where are those people?
So the real question is how can we help direct students to similar types of resources for topics they’re personally interested in discovering more about? It may not be in their introduction to poetry class that they feel like it’s a pain doing daily posts about on a blog in which they’re not invested. (In fact it sounds to me just like the the online equivalent of a student being forced to write a 500 word essay in their lined composition book from the 1950’s.) But it’ll be on some topic, somewhere, and this is where the spark meets the fuel and the oxygen. But the missing part of the equation is often a panoply of missing technological features that impact the culture of learning. I personally think the webmention protocol is a major linkage that could help ease some of the burden, but then there’s also issues like identity, privacy, and all the other cultural baggage that needs to make the jump to online as seamlessly (or not) as it happens in the real world.
…perhaps we’re all looking for the online equivalent of being able to meld something like Maslow’s Hierarchy of Needs with Bloom’s Taxonomy?
I’ll have to expand upon it later, but perhaps we’re all looking for the online equivalent of being able to meld something like Maslow’s Hierarchy of Needs with Bloom’s Taxonomy? It’s certainly a major simplification, but it feels like the current state of the art is allowing us to put the lower levels of Bloom’s Taxonomy in an online setting (and we’re not even able to sell that part well to students), but we’re missing both its upper echelons as well as almost all of Maslow’s piece of the picture.
With all this said, I’ll leave you all with a stunningly beautiful example of synthesis and creation from a Ph.D. student in mathematics I came across the other day on Instagram and the associated version she wrote about on her personal website. How could we bottle this to have our students analyzing, synthesizing, and then creating this way?
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