Personal Blogs

Habits are hard to change. 

11 years on I still feel that by putting content here I will be able to find it next week, next year and my AI doppleganger will be able to feed off it to and give the impression that I am still posting content at the age of 105 when in fact I will be totally occupied with my role as the 'Bastard Duke Norm of Williamdy' down the road at Battle to recall the conquest of these islands by the quas-civilised third generation Vikings from France. 

I'm engrossed in the UCL FutureLearn Diana Laurillard Blended Learnning MOOC. I need this stuff because I've eleted to work on the front line. I'd like to feel like i'm the urologic surgeon at Guys hospital who is working in A&E support because of Covid - I am the 'bookman' wannabe academic who has taken his head out of his books to teach. 

Anyway, believe me. I at least will run around like a Medusa eyeing down anything that might help. This does:

• Learning through acquisition > listening to the teacher, watching a video, demo, reading a book, a website.
• Learning through inquiry > going to the teacher, library or internet to find something out. 

And the more active learning processes.

• Learning through discussion > asking questions or answering questions, exchanging ideas. Listening, responding, articulating, arguing …
• Learning through practice > teachers set up task goals, to  generate an action, interpret feedback.
• Learning through collaboration > working together on a project to produce a shared output.
• Learning through production > creating something for the teacher to evaluate.

However, what I do in an observed or demonstration class will surely differ to what I may deliver over a week or term? And differ again when it is done online? I have seen and taken part in excellent online asynchronous provision - I have also suffered awful classes too - maybe even delivered some myself.

Going anywhere? Not yet, never entirely.

I come here to get down a first draft which rarely gets reworked elswere - so at least I've captured it. I do keep a weekly review though, a single doc where I chuck in everything that week, which for me is usally just four days, but with evenings (and nights) thrown in can equate to a heck of a lot of input.

From E-Learning V

Fig.1 My progress on The OU MOOC on FutureLearn 'Start Writing Fiction' (c) FutureLearn 2014

More than any module or exercise I have done over my four years with The OU, it is a MOOC in FutureLearn that is giving me the most thorough experience of where the future or learning lies. I'm in week seven of eight weeks of 'Start Writing Fiction' from The OU, on the FutureLearn platform. Just in these few weeks I've seen the site change to solve problems or to enhance the experience. Subtle lifts and adjustments that make a positive out of constant adjustment. Those tabs along the top: activity, replies where under a tab. I think 'to do' is new while 'progress' was elsewhere. This is a responsive platform that listens to its students.

In the final week we submit our third piece of work.

As assessments go these are far less nerve racking than a TMA. The first piece was 300, the second 500 and the last will be 1000. These are assessed by fellow students. In my case I had one, then two reviews. Most people seem to get at least two sometimes three. The system is designed, I'm sure, to try and ensure that everyone's work is reviewed at least once. Tens of thousands, certainly thousands of people are on the course.

We're here to the 19th of December or so ... if you follow the tracks as laid.  

I hazard a guess that between 20-100 have posted there final piece already. Some, I know, got to the end of the entire course a few weeks ago; I looked ahead to see out of curiosity. There have always been 20 who post comments one, two even three weeks ahead. If 20 are posting I hazard a guess knowing my stats on these things that another couple of hundred could be clicking through the pages to read and observe. They may, like me, be coming back later. They may only be following the course, but not participating. Often, it is like standing on a stage looking into the gloom of the auditorium. Someone probably out there. One or two let you know. The rest don't.

I hope those that race ahead come back ...

I find that if I get ahead then I slow down and retrace my steps. To learn in this connected and collaborative way you are far better off in the pack ... it is not a race to get to the end first. In fact, those who do this have already lost. They've missed the point. I'd suggest to people that if they have the time to do the week over. That's been my approach anyway - the beauty of these things is everyone can come and go as they please, at a pace that suits them. Skip a bit. Go back. Follow it week by week, day by day ... or not. Whatever works works?

There's another very good reason to stay with the 'pack' or to come back and do a week over - the platform depends not on tutors and moderators commenting and assessing work, but us students doing a kind of amateur, though smart, peer review. This is what make a MOOC particularly vibrant, memorable and effective. Not listening to an educator telling us what's what, but the contributors sharing, figuring it out, answering each other's problems in multiple ways. We all learn in different ways and at a pace that shifts too. I find that often a point I don't get first time round, on the second, or third, or even the fourth visit to an activity someone, somewhere puts it in a way that suddenly brings complete clarity - their way of seeing a thing, or expressing it, makes more sense than the writes of the course could manage. Because they can only write one version, not the 'tartan' that comes from an intelligent, threaded online conversation.

Fig. 1. Mozilla Webmaker Digital Literacy Map

Learning online for a degree means that over a number of modules, sooner rather than later, you are likely to master a number of these digital literacy skills; the more the better. 

Navigation, search and credibility and vital for any student. Can you find your way around the web and the OU library, the student forum and Virtual Learning Environment (VLE). Can you search elsewhere for credible results - remembering to tag and cite these. 

You may never need to code, but other 'building' skills are important; the basics of this blogging platform for a start, remixing and re-blogging and accessibility issues. 

Connecting might be the most important skill and habit to acquire: sharing, collaboration and community participation are what make the OU learning experience so special. 'Connectivity' is considered to be the learning theory of the 21st century; that by taking part, connecting and commenting you and others benefit from insights gained, mistakes corrected, problems solved, issues understood, theories tested ... 

While 'openness' is a state of mind that takes a bit of getting used to; some make feel it is 'exposure' or compromising their privacy. Others simply prefer to get on with a task alone, and therefore with less disturbance. You can see that I am an exponent of openness and connectivity. 

Collaboration amongst strangers is a tricky one. I've seen it work and I've seen it fail.

either

1) It requires scaffolding in the form of rules, or guidelines, mentor or leaders, and incintives in the form of punishedments and rewards i.e. the risk of failure as well as recognition and some kind of reward (which might be a qualification, a monetary award, or part of a completed artefact, or pleasure of participation).

2) It requires people with an obsessive common interest; I don't believe having a common interest is enough. There needs to be an obsession, which means that the level of expertise can be mixed, indeed, thinking of the John Seely Brown concept of 'learning from the periphery' this might be best as invariably the natural human response IS to support those on the edge. The classic example is the young and eager student or junior employee keen to learn from his or her elders.

My concern with the role of collaboration in a module on e-learning is that the above don't fully apply. We are not GCSE or A'Level students. Most are MA ODE students who need this towards their MA, but I'll stick my head out and say the pass mark is, in my opinion, is too low. I'll always think of anything under 50 as a fail ... so I personally would have had to retake or resubmit my EMA for the first two modules I took (I submitted journalistic, even blog like pieces as I'd yet to get to grips with the rigours of submitting an academic paper).

To my tutor group I've posted too long a piece on a collaborative exercise I have been doing on and off for the best part of twenty year - I'm researching and writing my grandfather's memoir from the First World War. The Internet has exposed me (in a good way) to several sleuths.

I can however give an example of the learning design MOOC earlier this year that whilst having a good deal of scaffolding and human support relied on strangers each coming up with project ideas then joining forces to complete one. In a rush of activity, with some big name e-learning folk and too much formal theorizing, reading and activities to groups formed. I had no takers and joined a group of three that became five, but very quickythis became two of us ... we gamefully pressed on but at some stage felt we were missing out on the real action so eventualy pulled out as active participants.

Amateur dramatics, even volunteer cricket, to take a couple of examples, work because the show is the collective reward. We have bonfire societies here in Lewes that rely on volunteers too - thugh the complaint will be that it is always the same handful of people who do everything.

I believe that the First World War, now that I am an active member of a society and studying it on a formal course, is largelly of the type 2 participant. We are 'trainsporters' in that nerdy, glazed eye way - with specialists who know everything about uniforms, or tunnelling, or submarines, or dental decay on the Western Front, or a particular general, or like me - a grandfather, or greatgrandfather who was a combatant.

My worry about e-learning as a collaborative arena is that it is the process, so we are a cookery or gardening club. However, there is significant variation in each of these - vegetarian cooks, cupcake bake off specialists and Heston Blomenfal wannabes - amongst the gardens their are PhD research students growing dwark barley and weekenders who've keep an allotment. Whilst we have interst and the module to sustain us, only in a conort of 1000 or more would for some, there be enough likeminds to form a team.

I'm off to the School of Communication Arts in London. It operates from a workshop like open studio. Students are put into pairs to work. There is collaboration here between an art director (visualiser) and copywriter (words). Whether students are forever looking each other's shoulders when they are working on a competitive brief is another matter. I've noticed how one creative brief given to the whole studio has now become three. What is more, the 'collaboration' as such, comes from a couple ofcfull time tutors, principal and then a 'mentors' who go in as a sounding board cum catalyst cum different voice or perspective. What these people are doing is 'creative problem solving'.

Why, historically, does one band stay together while another falls apart? Collaboration is a tricky business - and maybe only in a business setting between employer and employee, or between contractor and client can it be sustained?

From E-Learning V

Fig.1. This IMHO is what learning has become in the 21st century - and how it got there

There's more going on here than you may realise!

From E-Learning V

Fig.2. Traditional top down learning

Two triangles, one above the other and linked with a downward arrow suggests traditional top down learning ... or simply knowledge transfer from someone who knows something to someone who does not.

From E-Learning V

Fig. 3 By someone's side

Two triangles, one facing the other, may represent a shift towards collaborative or horizontal learning in a formal setting, though for me it represents the learning you do away from the institution - with friends, with family 'on the same level' as it were.

From E-Learning V

Fig. 4. Participatory and situated, networked learning on the periphery

From E-Learning V

Fig.5 The thinking starts with Vigotsky and his research into behaviourist learning

It then progressed to the study and analysis of learning in communities

From E-Learning V

Fig. 6. Activity Theory as conceived of and developed by Yrjo Engeström. 

From E-Learning V

Fig.7 The interplay between two entities or communities coming together to solve a problem and thus producing something unique to them both (object 3) - a fresh idea.

From E-Learning V

Fig.8. Activity Theory re-connected - breaking out

Though developed over some thirty years the structure of 'Activity Theory' as a model is breaking down because of the quality, speed and way in which we now connect overrides barriers and invades silos making communication more direct and immediate.

From E-Learning V

 Fig. 9 Activity Theory in a connected world

Everyone and everything is just a click away.

From E-Learning V

Fig.10 Visualizing the maelström of original ideas generated by people sharing their thoughts and ideas as they form

The maelström of new ideas where people and groups collide and interact. Historically this had been in grounded 'communities of practice', whether a London coffee shop or the senior common room of a prestigious university, the lab, the studio, the rehearsal room ... today some gatherings online are frequent, enabled by the Internet and no less vibrant as like-minds and joiners contribute to the generation of new ideas. 

This, drawing on Engestrom via Vygotsky, might be a more academic expression of Open Learning. Here a host of systems, expressed in model form, interpose their drive to achieve certain objectives into the common whole. That mess in the middle is the creation of the collective powers and inputs of individuals, groups, departments or institutions. The Open bit are the connections between any node in one system, and any other node from any othe one of the systems ... which blows apart the actions within a single system, making them more open, though not random. 

From E-Learning V

Fig. 11 It's going on inside your head.

fMRI scans reveal the complex way in which ideas form and memories are recalled and mixed-up, challenged and re-imagined. We are our very own 'community of practice' of conflicting and shared viewpoints. 

From E-Learning V

Fig.11. Perceiving brain activity as the interplay between distinct, interacting zones

From E-Learning V

Fig. 12 Ideas enter your system, your brain and are given a fresh spin

From E-Learning V

Fig.13 Ideas coalesce until you reach a point of understanding. The penny doesn't so much as 'drop' as to form.

Where would we be without one of these. 98 billion neurons. A uniquely connected mass of opportunity and potential. This is where, of course, memories are formed and thoughts had. Increasingly we are able to share ideas and thoughts as we have them, typically through the tips of our fingers by sharing our thinking online, especially where it comes to the attention of like-minds, and troubled-minds - anyone in fact or strongly agrees or strongly disagrees enough to contribute by adding their thinking and revealing their presence.

ON BLOGGING

Sources of inspiration and getting it down.

Get this for a start: Use of Blogs (2006) Axel Bruns and Joanna Jacobs.

It persuades you why to blog. Each chapter is written like an academic paper - an essay at least. Chapter 5 I found I was copying out verbatim (which I can't do here). Go see 'Can Blogging Unspin PR' Trevor Cook.

Your starting off point can be anything at all, once you start (for me at least) it is like opening a vein.

Who cares if it is a note to yourself. If it’s work or course work remember that you can compose then recraft as often as you like; what is more, you can turn access on or off as you please too – even allow comments as you please – with other blog platforms the list of linking choices is as broad as the destination board at Heathrow – you can ‘blog’ to a person, a group, people in different groups and so on (though this is a level of complication may turn the novice off).

If you are at all stuck for content ideas then my suggestions are:

1) Write about the deep past (everything you write is of course in the past) – what this might means is thinking of your earliest experiences of whatever your blog may be about – if it is about education then try these:

2) Your best friend at nursery school

3) Your first day at school

4) The funniest thing that your witnessed or did at school

5) The first thing you learnt and how

6) Add a caption to an old photograph then expand these thoughts into the era.

7) A birthday party

8) A Christmas

9) A first book

All of these are possible jumping off points; once you’re in flight you’ll be surprised how easy it is to steer back to where you had planned to be - who cares about the journey you took to get there – you can leave it in or edit out the first paragraph / chapter.

If you kept a diary at any time in your life – milk it! Put it up, selectively, verbatim and / or relived – you can even retrofit the date.

Getting it down

There is a beauty and simplicity to pen/pencil onto paper. Personally I find typing it up afterwards tedious and will find myself inevitably expanding beyond the way the thing was initially written. The mistake here is that you can/do with ease turn a natural, conversational flow of thoughts into something else – verbose at best, disjoined at worst. You then get into editing and saving sections/chunks for future entries.

Ideally, whether you have notes, an essay plan or mind map to guide you, I’d recommend typing directly into the Blank Box. The QWERTY keyboard is a piano keyboard and you’re playing a ditty or having a jam.

Most blog platforms have ample editing tools, the only warning is to save regularly in some if you are prone to distraction.

Even back up onto a clipboard or Word, though personally I’m not a fan of overworking a piece in Word first.

Have a notepad, record a thought on paper or into a digital recorder, have a device that you can readily use on the go – my most fruitful blogging years were when I had a Psion – I could type this spec-case sized device and draw it into my Mac to upload.

I’ll discover in due course an iPad can offer this facility – I believe it will (and some).

A final thought for now – if you can touch-type and write stream of consciousness then how many words can you get down in so many minutes?

Let’s say you think at FIVE words a second, talk at THREE words a second and type at 40-60 words a minute. In theory in five minutes you can blog between 200 and 300 words. Perfect length. Have a plan, three or so points to make and fire away.

(48382)

Notes on Beetham Chapter 2 An approach to learning activity design.

I've found this the chapter on ‘an approach to learning activity design’ from Helen Beetham profound and invaluable.

Helen Beetham is a Research Consultant to the JISC e-Learning Programme. Previously she was a Research Fellow in e-learning at the Open University.

The profound revelations I feel I have had concern three projects to 'reinvent learning' with interactive then web-based learning in the 1990s and 2000s that I am familiar with (I was in the production company or agency doing something else, or know the person and the project's history).

And the sense I wanted from MAODE of the history of education which I sum up as:

1 to 1 the governess and/or then tutor of the aristocracy. 17th century (and earlier, and well into the 20th)

Samuel Daniel was a court poet and amongst others tutored Lady Anne Clifford. A copy of his miniature was inserted in Lady Annes 1646 'Great Picture' that told her life story/struggle.

1 to many in schools (both private and state maintained). (For wealthy families who couldn't afford the tutors ... the 'public' schools of Britain from the 16th century, followed by the Victorian & Edwardian schools for all).

1 to 1 or many to many (depending on how you look at it) which brings back a good deal of the 1 to 1 that the likes of Princess Elizabeth might have had in the 16th century, through peer-support you have your time with a subject matter expert (if they will indulge you) ... and time with people with very different experiences and insights that can be better at giving your thinking a jolt ... or if we will indulge each other through 'social educational networking'.

I appreciate the history of education goes back further to Greece, Mesopotamia and even hunter gatherer societies on the plains of Africa.From Marketing to the Social Web. Larry Webber.

My feeling is that technology isn't as novel as we think; in fact it is enabling what used to occur in closer nit learning groups embedded in society.

I wonder if I should be looking at learning patterns from the Bantu in the Congo and apply that to teenagers wishing to learn using mobile devices in the 21st century, the urban jungle and chase replacing the forests, bore hunts and multiple relationships.

There is a lot to think about. I see learning design as akin to designing and growing a maize maze. One this is in place you have choices regarding whether guide an individual around your labyrinth by calling out ‘left!’, ‘right!’ or just ‘hot!’ or ‘cold!’ while others you leave to figure out their own way through. There will be graded outcomes that require exiting the maze, others where they never leave and yet others where they exit where right they came in – all depending on the activities, the learners and the desired outcomes.

The emphasis, from Beetham’s point of view, is that with learning design should be on learners, the activities they do (not tasks) and the outcomes. Beetham (2007).

Activities, not the tools used or the supporting materials, matter the most.

Whatever way you plan, develop and scaffold learners will do the activities their own way - in different contexts people learn in different ways which raises issues for activity design Beetham (2007).

I ask myself:

· How prescriptive should you be?

· How confining should the parameters be?

· What degree of latitude is offered?

The learning activities may be any combination of associative, constructive or situative. Learners will develop their understanding as a result of consolidation and practice, drawing on their strengths and preferences and a repertoire of approaches. Beetham (2007) e.g. an apprentice learns in an associative way be rehearsing skills and concepts.

REFERENCE

Beetham, H, and Sharpe, R (2007) Rethinking Pedagogy for the digital age.

Made to think about Attendance

Because I couldn't. Somehow the technology or actions required to move from one hall to another overcame and IO found myself stuck in the same hall as the Keynote speech quite unable to figure out how to move.

Still, I could click through the presentation slides of Doug Belshaw and came up with my interpretation of attendance.

Attendance requires 'engagement,' it also requires 'effort,' which in simplest terms needs 'motivation' and a willingness to battle against barriers that you may come up against that in your personal circumstances are large or small. Today 'engagement' probably also requires 'collaboration', 'participation' and via blogs/social media etc: 'publication.'

Eating humble pie

At various times over the last 12 months I have knocked the MAODE because of the amount of reading required, particularly in H808 ‘Innovations in e-learning’, where it rankled to read reports that felt out of date or books of the last century, and across the modules for the lack of examples of ‘innovations in e-learning,’, as if the MAODE should exploit the students by sending through the online hoops the equivalent of a performance in a Cirque du Soleil show.

I take it back:

I eat humble pie for and offer three reasons:

1. Reading works

2. The earliest investigations on things we now consider common place and highly revealing

3. Bells and whistles may have no tune Reading works, though it is unnecessary to have the books in your hand, or to print of the reports.

I’ve done both, starting the MAODE or ODL as it was called in 2001, I had a box of books delivered to the door (I have many of these still).

Picking it up again in 2010 with H807 ‘Innovations in e-learning’ for want of an e-reader or adequate computer I found myself printing everything off – it unnecessarily fills eight large arch-level files (where if kept for a decade, they may remain).

There is value in printing things off

Whilst some links and too many follow up references from books and reports read in H807 were broken, I have the links and reports I downloaded and printed off in 2001.

One of these, exactly the kind of document I would have rejected in 2010 as dated, was written in 1992.

What is more, this paper addresses something that one would imagine would need a modern perspective to be of interest, the subject is the value of networking – what we’d call online collaboration or participation today.

The earliest investigations reveal the inspiration at a time when there were few options.

One the one hand I can go to the OU Library and type in ‘participation’ and ‘e-learning’ and be invited to read as PDFs a number of reports published in the last few months, on the other, I can go and see some of the earliest efforts to understand the possibilities and overcome the technical issues in order to try and recreate for distance learners what campus based students had all the time – the opportunity to meet and share ideas, the tutor group online, as it were.

See below

Computer Networking for Development of Distance Education Courses (1).

In my teens and helping out on video-based corporate training films I recall some advice from the Training Director of FIH PLC, Ron Ellis. It’s one of those irritating corporate communications acronyms:

‘Keep it Simple, Stupid’

(as it was, though as some now prefer)

‘Keep it short and simple’.

It’s a fascinating story and remarkably for Wikipedia were entries are often anything but, it is short and straightforward.

The points I am making are straight forward too.

1. Reading

2. Research and References

3. Simplicity

An e-reader is simple

The process is enhanced and highly tailored once the content you need to consume is in a device that is slimmer than a slim novella. The affordances of the e-reader mean you can do away with pen and paper (though not a power or USB cable).

My passion for reading, where the 'Content is King', which perhaps unnecessarily brings me back to Wikipedia.

What you read, and the fact that you read, matters more than its being in paper form, whether chained to a shelf in the Duke Humphrey’s Library, Oxford (Bodleian), or bubble-wrapped from Amazon, let alone printed off on reams of 80sgm from WHSmith, holes punched and the thing filed for delayed consumption.

Reading too, I realise, is the purest form of self-directed learning

Vygostky would approve.

You are offered a list of suggested titles and off you go.

Parameters help

It is too easy to read the irrelevant if your only guide is Google and it is just as easy to purchase or download a book that has the title, but whose author could at best be described as ‘popular’.

It may fell archaic and arcane to be presented with a reading list, but I recognise their value, if only as the maelstrom of digital information spins across your eyes you can focus.

It may require effort to skim read the abstracts and contents of 33 books and papers in order to extract three or four to read over a two week period (as required to do in May 2001 on the then ODL), but the method works:you get an overview of the topic, a sense of who the authors and institutions your ‘school’ considers of interest, and then motivated by making some choices yourself, you read.

This in itself is one reason to avoid Wikipedia

if everyone reads the same content, everyone is likely to draw the same conclusions.

In any case, my issue with Wikipedia is three-fold, entries are either too short, or too long and there is no sense of the reader, the audience, for whom they are written; at times it is childish, at others like reading a doctoral thesis.

Or am I missing the point?

it isn’t a book, not a set of encyclopedias, but a library, communal built, an organic thing where those motivated to contribute and who believe they have something to say, do so; though all the corporate PR pap should be firewalled out.

Either way, my ambition is for WikiTVia, in which the entire content of Wikipedia is put in front of the camera and shot as chunkable video clips.

Anyone fancy giving it a go?

I digress, which is apt.

If you have a reading list you are less likely to get lost

What is more, you will have something to say in common with your fellow pupils when you’re online.

It matters for a niche conversation to be 'singing from the same hymn' sheet which is NOT the same as singing the same tune.

(Aren’t I the one full of cliché and aphorisms this morning).

Which brings us to point three, and a theme for Week 2 of H800 ‘Technology-enhanced learning: practice and debates.’

A title I have just typed out for the first time and I initially read as ‘Technology-enhanced debates’ which could be the right way to think of it given an initial taste of Elluminate.

It doesn’t work and there seems to be little desire or interest to fix it.

Google take over please.

I’d liken my first Elluminate session to my first attempt (indeed all my attempts) to learn to row.

Think of the Isis, early November morning, eight Balliol Men kicked out of bed by 3rd year student Miss Cressida Dick to cycle down to the boathouse.

We varied in shape and size like the cast of a James Bond movie:

Roger Moore and Timothy Dalton, Jaws and Odd-Job, Scaramanger and Ros Klebb, Goldfinger and Dr. No.

Despite our coach Dick's best intentions everything that could go wrong, did go wrong.

Later that term on in our only race we were promptly ‘bumped’ and were out.

I wonder if the joint experience of Elluminate will find us bumping along discontentedly for the next few months?

My suggestion would to disembark to something simple, that works (as we did in H808)

Elluminate to Skype with Sync.in or Google.docs is the difference between crossing the English Channel on Pedalos, or sharing a compartment on the Eurostar.

Had this been a business meeting I may have said let’s email then pick up the phone and do a conference call that way.

If it had mattered and the journey was a matter of hours I may have said, hold it, let’s meet in a couple of hours.

What matters is achieving the outcome rather than trying to clamber on board a beach-side round-about on which the bells and whistles are falling off.

Reading, referencing and simplicity brings me to a paper we were expected to read in 2001.

Computer Networking for Development of Distance Education Courses (1) Tony Kaye.

Institute of Educational Technology

Downloaded 15/05/2001 http://www.icdl.open.ac.uk/mindewave/kaye.html

(Link broken and my searches thus far have not located a copy of this paper)

It was written in 1992.

(Until this week I baulked at reading anything pre Google, Facebook or Twitter. What, frankly is the point if none of these highly versatile, immediate forms of collaboration and communication online are not covered?)

This report is as relevant to synchronous and asynchronous collaborative online learning in 2011 as the earliest books coaching rowing.

The basic issues remain the same: the problem to solve, the goal and outcomes.

It’s relevance is like starting any conversation about the Internet with Tim Berners-Lee and CEARN.

In the paper, expert discuss the potential for computer support through local and wide-area networks for ‘work groups engaged in collaborative authoring tasks.’

You see, this, to keep it simple, is all we were trying to achieve on Elluminate, a ‘work group engaged in collaborative authoring tasks.’

Today we can hear and see each other, though the voice will do – and despite being so anachronistic, we can, presumable, all type on a QWERTY keyboard.

Courtesy of Cloud computing any other shared tool, from word, to spreadsheets, presentations, art pads and photo manipulation, we could choose to use from a plethora of readily available free choices.

‘it takes as a basic premise the need for a progressive co-evolution of roles, organisational structures, and technologies (Englebart and Lehtman, 1988), if technology is to be successfully used for group work.’

‘A summary of some of the main findings from studies of traditional (i.e. non technology-supported) course team activities is presented’.

This I consider important as it re-roots us in the very process we are trying to recreate online, a meeting between people, like or not-alike minds, with a common theme and goal.

This report was written for and about teams planning and writing distance teaching materials, however, as it points out,

‘many of the issues raised are relevant to other group collaboration and authoring tasks, such as planning and writing reports, research studies and books.’ Kaye (1992:01)

It makes fascinating reading, not least the comprehensive list of items that would have to be co-ordinate to create a distance learning ‘package,’ resplendent with diskette and C90 audio cassettes, 16 hours of TV and a 300 page course Reader.

Have things moved on?

Where’s our TV in MAODE?

I actually believed in 2001 I’d be getting up in the middle of the night to view lectures.

We don’t have lectures in the MAODE, why not?

It should not be a dying form.

The detail of designing, developing and producing a distance education package, though interesting in itself, is not what I’m looking for in this report, so much as how the teams used the then available technology in order to work together collaboratively online.

They had a task to undertake, a goal.

There were clear, agreed stages.

The emphasis on this report (or book chapter as it is sometimes referred to) are the ‘human factors’.

A wry smile crosses my face as I read about some of the problems that can arise (it sounds familiar):

• Lack of consensus
• Differing expectations Nature of roles and tasks ‘differences in the perceived trustworthiness of different colleagues’ [sic]
• Different working patterns “Varying preferences in use of technology (which in this case include academics who use word-processors and who ‘draft in manuscript prior to word-processing by secretary” [sic]

Then some apt quotes regarding the process from this disparate group of individuals:

‘working by mutual adjustment rather than unitary consensus, bending and battering the system until it more or less fits’ (Martin, 1979)

‘If some course teams work smoothly, some collapse completely; if some deliver the goods on time, some are hopelessly late. Course teams can be likened to families/ Happy families do exist, but others fall apart when rebellious children leave home or when parents separate; most survive, but not without varying elements of antagonism and resentment.’ (Crick, 1980)

There is more

In microcosm it’s just the same on the MAODE.

I come to this conclusion after four or five ‘collaborative’ efforts with fellow students.

We’re human

We work together best of all face-to-face, with a real task, tight deadlines and defined roles, preferably after a meal together, and by way of example, putting on a university play would be an example of this.

Recreating much or any of this online, with a collections of heterogeneous strangers, with highly varied lives not just beyond the ’campus’ but possibly on the other side of the planet, is not unexpectedly therefore primed to fail.

This said, in H808, one collaborative experience I was involved with, between six, with one in New Zealand, was a text book success.

Why?

As I put it then, ‘we kept the ball rolling,’ in this case the time zones may have helped (and my own insomnia that suggests I am based in Hong Kong not Lewes, East Sussex).

It also helped to have a Training Manager from the Navy, and a Training Manager (or two) from Medicine.

There was professional discipline that students and academics seem to lack.

Indeed, as academics often say themselves, they don’t have proper jobs.

Isn’t it about time that they behaved like the professional world, indeed, took lessons from corporate communications instead of getting things wrong all the time?

I read this from the 1992 report and wonder if when it comes to the people involved much has changed inside academic institutions.

‘There is evidence to suggest that course team processes can become pathological if the factors listed by Riley(1983) (particularly, it could be argued, the ‘private’ factors) are not properly addressed.’ Kaye, (1992:08).

‘One experienced course team chairman (Drake, 1979) goes so far as to say that …

“the course team is a menace to the academic output and reputation of the Open University,” [sic/ibid]

‘because it provides a framework for protracted (and exciting) academic discussions about possible options for course content and structure, but that when the real deadlines are imminent, many academic are unable to come to define decisions and produce satisfactory material.’

!!!

If academics at the OU can’t (or couldn’t) work together what hope to do mature postgraduates have?

Our maturity and NOT being academics probably

‘problems can arise in the relationship between academic staff and radio or television producers’ Nicodemus (1984) points out that the resultant anxieties can cause “ … a lot of flight behaviour which simply delays and dramatises the eventual confrontations.’

I have an idea for a soap-opera set on the campus of the OU; this report provides the material

I'm not going to quote it all, but there is some social science behind it. Hopefully this paper or chapter is traceable.

Brooks (1982) has observed that when complex tasks are shared amongst individuals or small working groups, the extra burdens of coordination and communication often counteract the productivity gains expected from division of labour.

Problems arise from social psychological processes:

for example, pressures to confirm in a group might cause people to behave less effectively than if they were working alone, and diffusion of responsibility and lack of ownership of a group product can lead to group members contributing less effort to a group task tan they would to a personal, individual, project.

However, we are left on a positive note by this report

“ … the cycle of integration-disintegration is, after all, also known to be important in creativity.” (Nicodemus, 1984)

In the case of distributed course teams (eg those working on interdisciplinary, or co-produced courses) where, a priori, a strong case might be made for networked computer support for collaboration, it would seem important to pay even more attention to the underlying dynamics within a team.

Enough, enough, enough … I am only half way through this report.

Let’s skip to a conclusion, which is as pertinent today as it was in 1992.

‘The social, psychological, and institutional factors influencing the processes and outcomes of academic teamwork were stressed in the first part of this chapter (see above, this is as far as I got), because these factors are probably of greater overall importance in determining successes than is the nature of any technology support which might be made available to a course team'. Kaye (1992:17)

REFERENCES

Brooks, F 91982) The mythical man-month: Essays on software engineering. Reading. MA.: Addison-Wesley.

Crick, M (1980) ‘Course teams: myth and actuality’, Distance Education engineering, Reading, MA.: Addison-Wesley.

Drake, M. (1979) ‘The curse of the course team’, Teaching at a distance, 16, 50-53.

Kaye, A.R. (1992) ‘Computer Conferencing and Mass Distance Education’, in Waggoner, M (ed) Empowering Networks: Computer Conferencing in Education, Englewood Cliffs, N.J.: Educational Technology Publications.

Martin, J. (1979) ‘Out of this world – is this the real OU?” Open Line, 21, 8.

Nicodemus, R (1984) ‘Lessons from a course team’, Teaching at a distance, 25, pp 33-39

Riley, J (1983) The Preparation of Teaching in Higher Education: a study of the preparation of teaching materials at the Open University, PhD Thesis, University of Sussex.

Post script

In the course of writing this I discovered (courtesy of Wikipedia) that Leonardo da Vinci may have coined the phrase, or a version of ‘Keep it simple, stupid’ and also invented the pedalo. The mind boggles, or is Leonardo still alive and contributing ? (his fans certainly are).

Fellow students are expressing understandable views regarding the way forums work; I wonder what the answer is?

If everyone is an active participant you could miss a day and find you are 40 thread behind the conversation. If you, understandably, are away for several days (work, holiday, crisis, illness) you could be 100 threads and 40,000 words behind.

I wonder if the approach, using an analogy I've already suggested regarding whether or not you speak to fellow commuters on a train (or bus) might be (or should be) to ignore all but the last 20% of posts, pick up the thread here and continue.

What I know you CANNOT do is try to pick up a thread that has gone cold; you may feel you want to respond to the way things developed since your departure ... but everyone has moved on, may feel the question/issue has been dealt with and may not even come back to look at this page.

Over the year I've commented on lack of entries in blogs and threads from fellow students; the issue (an exciting and interesting position to be faced with) in H800 2011 may be the opposite - along comes a cohort that does Facebook and Twitter and may keep a blog, who can type at a million miles an hour and feel they have something to say.

How therefore to manage this explosion of content?

How about we ditch text in favour of a 3 minute webcam 'update.'

Then again, 40 missed threads x 3 minutes equally a heck of a lot of viewing!

Collaborative Learning using Twitter and Adobe Captivate

I was persuaded by the softly spoken Akshay Bhavadwaj.

He asked us to think back to when we’d been in a classroom, when we could interact, asking questions of folks. He’s not the product of the British public school then, where collaboration was thought of as cheating and if you spoke out of turn you'd get hit by a piece of well aimed chalk or the wooden board rubber.

Old times, past times.

I’m a convert to collaboration in all things; that sharing bolsters thinking, empowers and engages the mind.

70% drop out of online courses due to learner isolationwe are told.

This is because candidates will click in, click around then click off somewhere else unless they find someone, not just something, with which to engage.

My take here is that this is where those organising a course must step in. However, time (and cost) a limiting factor, I understand why the Open University wants, encourages and needs students who know their way around, or know anything, to share and support new comers. It may happen naturally in a large enough, engaged, tuned in, Net savvy community, but otherwise it needs a nudge (and the tools).

Should a cohort of students on a module, or in a Tutor group be sharing Twitter account details? This is when I feel myself splitting into various versions of me, the student being one, the commercial, family man and swimming coach the others.

Akshay explained how to use Twitter to circumvent a course Learning Management System (LMS).

it is easy to use Twitter. I.e. use what people are familiar with. This presumes of course that most in a cohort have the device, the means and inclination to use Twitter.

• Overcome learner isolation
• Hold learner interest

Akshay then went on to set up a virtual classroom with those attending the seminar and showed how using Twitter it was easy to quickly set something up.

It worked, but those who have taught in a class or lecture hall recently, especially at Secondary Level, would have serious doubts about encouraging the use of smartphones in class. My experience is that students will listen to music with earplug cables snuck up shirtsleeves or text each other – the idea of using their device (at their cost?) to engage with classmates strikes me as odd.

In a virtual classroom however, this would be a different matter.

Using devices used for social networking and communicating between friends in a learning setting may not appeal to some. It smacks of bringing work home; but do we no longer have any choice ?

Life Long learning also means learning anywhere, anytime, anyhow.

If I understand what is going on correctly, then some corporates can purchase help desk services, real people paid to mill around and be around to be supportive. It’s no different to second year students keeping an eye out for first years at university …

I then went over to the Adobe stand, returning two or three times.

These are the tools I'd like to get my hands on. I feel an affinity to Adobe as I do to Mac.

As long as it pays to pay, then it is understandable that some tools cost something.

Pay peanuts and you get monkeys? Pay nothing and you get Open Source.

To discuss.