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Digital Memory - false prophets, commercialisation based on limited knowledge, an inevitable shift ...

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Edited by Jonathan Vernon, Monday, 8 Sep 2014, 10:43
From E-Learning V 

 

"It's as radical as looking at the difference between the roots of a tree and the petals of a flower".

 

Thanks for the Memory, In Business.

Peter Day Thursday 4th and Sunday 7th September

BBC Radio 4 

The power of serendipity.

At 21:33 last night my wife called from a rural train station. Apologising for being 'like my late Mum', she said there was something on the radio that might interest me. And so, 12 hours later I am about to listen to this for the FOURTH time. This isn’t because of its academic value per se, rather for its irritation factor. Going by the online monnica of ‘MindBursts’ for the best part of a decade hints at where my latent, longterm interests lie. What a mess and joy ‘natural’ memory can be; I’m yet to see an algorithm deliver credible serendipity. When did my mother last call me in this way? She died exactly two years ago. It would have to be about three to two and a half years ago and most likely would have been Samuel Pepys dramatised for radio, or the hints then of the content that is now flooding the airwaves on the First World War.  Letting that memory fizzle, reform and sink back into my brain. Does this programme trivialise or simply ignore the complexity of the brain? No neuroscientist was interviewed. Shame. 

Very often the BBC and Peter Day et al get it right, but here the researchers and writers have got horribly lost, like a kid on their first visit to a fairground they have run about picking up hifhafultiing fag ends, being impressed by trivia, while occasionally calling in an academic or business big hitter. My concentration lapses on each time of listening after 15, then 20, then 25 minutes. The FIFTH and SIXTH listening my start in the middle. What these programme need, regardless of accessibility needs, is a transcript. I could have got this in a couple of sittings by listening to Peter Day while reading the transcript.

There is value in imperfection. There is value in being irritated by a programme. Had this been a lecture I would have had a list of questions at the end, I may even have heckled or muttered my annoyance along the way.

What a hotchpotch.

There are problems of audience, intent, journalist sensationalism, taking such a random and ranging set of examples and setting them as if they warrant or deserve to share the same platform. 

It begins with something that would have a live audience listening to a stand-up comic nodding in agreement: our no longer having phone numbers in our head. Why would we try to recall the complex and the trivia, an area code as a name with and three digit number, say Wideopen 3119 (my home phone when I was a kid) is easy; not so easy, especially after repeated additions and alterations are the lengthy and multiple contacts we have today. And what was wrong with the pocket address book in its day? It wasn't a case of remembering a phone number, so much as remembering where we'd put our address book.

Technology is there to manage our memories. Luciano Floridi

"It's as radical as looking at the difference between the roots of a tree and the petals of a flower".

This is the man who should have carried the programme; instead we get a soundbite at the start and another at the end. As bookends his profound thoughts barely tether this piece. Perhaps it just tries far too hard to cover everything in a myriad of ways and ends up trying to catch smoke rings in its fingers?

We hear from:

Evernote: set up six years ago, a series of digital tools to help people remember everything. Research. Communicate. To visually communicate what you mean. Phil Libbin,

Timehop set up by Jonathan Wegener. The idea is to milk what people put into Facebook. He has big financial backers. Timehop replays a day at a time a year ago, ten years ago, drawing from Facebook. He suggests that ‘old is awesome’. Aimed at getting users, not revenue. Will make money ‘when the time is ripe’. I find it dubious and ethically immoral, even inept naive views of how people want the serendipity of forming and reforming their own memories. His game plan can only be to sell to Facebook. I quit Facebook recently and doubt I will ever return. Far, far, far to invasive and exploitative, and for me, distracting and addictive.

d3i, set up by Oliver Waters. He used to keep a ‘journal’ from ten up to university. So what. Millions do and many for far longer, and in a directed way, say keeping minutes of business meetings led to Linkedin. The key, he thinks, is not keeping the diary yourself. WRONG. D3i is dependent on the nonsense and ephemera that people put into Facebook. a) this Facebook dependence is dangerous and limiting b) a fraction of people are digitally literate or even care, or care to use social media very much c) students, by way of example, are shown to distinguish between their social, digital and student academic lives. My tip is to perhaps keep a dialy log, or diary. Perhaps restrict to a learning journal if you are studying. Or write a travel log for a trip. I have great fun looking at a diary I kept just for a French Exchange I did in my teens. Another for a gap year job in the alps for a season. 

Memoir. Lee Hoffmann. He suggests there is value in the trivia of social media. Such as sitting with a grandchild and they ask how you met and you show them rather than tell them. This is horrid. Far better to learn to tell stories and learn to listen to the story teller. Snapping away at the trivia of the day. Gross failing to understanding the nature, quality and accruing and sifting quality of storytelling. A few memories as a child of sitting on my grandfather's knees while he talked about the First World War would be reduced to ... her son, watch the video while I go and do something more useful with my time. Poppycock. If you take the human out of memory then it is counterproductive.

Rather

Improve what we have. All text with voice, all voice with transcripts, all video with text and audio grabs …. I’m unconvinced that the commercial operators have much understanding of how memory works. The company they failed to spot is QStream, which in a far more tailored, and valuable way, works with our propensity to forget to aid memory creation in the brain - which is where you need the information if you are to do anything original with it. 

The Problem

The need to filter and forget, far better to enhance or support memories that have value, rather than those that do not. So much is missed in this programme. The fundamental background understanding of memory and how and why we forget. 

We hear from:

Peter Baron, Google. He's asked to talk about European Court of Justice ‘take down’ law and the legal and social need to forget things like spent court convictions. 

European Data Protection Law

Then there's a thing called 'Chronicle of Life'

Facebook and Flickr, so long as they are profitable.

And someone called Milan Chetti, of Chief of Research at HP, Boston Maschatucets.

If I can spell these names correctly I'll find them online, see what the have to say and re-invent this piece for my own understanding of the situation. I ought also to revisit anything I've tagged: life logging, memory, forgetting and so on in here.

All this will take time that I'm prepared to put in to write an article, if not a paper. 

One of the profound impacts is that the memorisation process of the human brain has been altered already … constant reliance on mobile devices has hurt our short term memory as mankind, while digitisation of events over time can help recall and improve out long term memory. So short term memory being carried by devices, while long term memory is enhanced. So we forget directions and phone numbers as our devices do this for us, storing contact details and getting us from A to Z and home, while deeper.

Ki Commenenti - Chronicle of Life. To store data forever.

Spelling anyone?

What about life logging, what about problem solving, such as dementia, even assisting at school and in the workplace. The answer is smarter, personalised and mobile and AI.

If it can be done, it will be done.

Luciano Floridi (misspelled on the BBC website) again ... 

Innovation, Legislation … but understanding lagging behind

Reshape huge chunks of our lives in ways we haven’t understood.

From E-Learning V

 

Floridi uses the metaphor of sediments and layers, a better analogy, as it starts to create in the minds eye a complex environment, though as connected information, digital content changes as associations, reviews, use and comments accrue. I made the connection to Hjulstrom's Curve as I was helping my son get his head around this for A' Level geography last night. I dug out my own Geography text books but found nothing on Hjulstrom. This came from a considered search and selection online. I started to teach my 16 year old son how to do a more academic search online. His approach lacks so much finesse it is shocking. A few minutes of my TLC and we find a brilliant short video from an Irish Geography teacher that put it all so very well.

The programme annoys me because from Peter Day and the BBC you expect a far higher degree of scientific even academic certainty rather than something that is part the One Show for radio. Luciano Floridi of all those we hear from is the one to track down as he does what the very best academics do; they take the  complex and try to explain it based on sound research and a depth of experience that few of the others have.

A memory isn’t static, now is it tangible, it is a chemical construct of the moment that the human brain reinvents every time we recall a memory. All that we have experience since that event formed a memory impacts on how we recall it. To preserve an aspect of such an event digitally can never be a ‘memory’ : a photograph of your child’s third birthday doesn’t include the smell of candles and chocolate cake that reminds you of your own eighth birthday, or in my case that my father never attended a single birthday, not my birth, not my 21st … he turned up to say he was leaving. No figuring that. And immediately indicating how a memory is a shifting entity and if you think about it for long enough it is probably very personal.

Just because you can, does not mean it has value. For centuries people have kept diaries, but how many are a Samuel Pepys or an Anne Frank? It is the record of events so much as the interpretation and voice of the author sharing memories and consequences of these events. 

My rant not over. This is a subject that fascinates me. 'Mind Bursts' as a thought has been my external blog for seven years and with hints of something on the horizon I bought the dot com last year. 

The problem now, compared to ten years ago, is finding amongst millions people to talk to about this. Finding like-minds used to be so, so much easier before the Internet got out of hand and now deluges us with stuff, with too much commercialised and gamified content that gets in the way. 

If you listen to the end then perhaps 2020 will be the end - there won't be enough electricity generated in the world to store this digital content anymore. Hopefully it'll all implode, there'll be a massive clear out, and no doubt there'll be a healthy re-invention or return to books and photo albums.

Meanwhile, my memory-support system called this e-learning journal, blog, portfolio thingey offers up the following. The value of these tagged posts is that they are my interpretation of ideas from months or years ago that will trigger an aggregation or assimilation of fresh ideas and thoughts, something that can never occur simply by grabbing new, unknown stuff produced by others on the Interent. It matters that saved content connects with your soul, that intangible part of the brain that nothing digital can ever reach or approach at mimicking.

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Asynchronous Spaced Education becomes synchronous and game-like

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Edited by Jonathan Vernon, Sunday, 16 Mar 2014, 06:22

I might have interviewed Dr Price Kerfoot of Spaced-Ed for H807, 'Innovations in E-learning' a year ago.

I finally caught up with him this afternoon two weeks into the Spaced-Ed transmogrification that is Qstream.

We used Skype. Clear barely broken sound. Sharp video in colour. It worked.

It was a fascinating discussion.

I should have asked to record and done so.

Next time. I'm sure the conversation has only just begun.

Though armed with a set of questions used in TMA02 of H807 non were necessary. I'd prepared them to follow a narrative flow, and that is what we did.

We have something in common, we were both at Balliol College, Oxford.

I was there as an undergraduate 1984, he was there five years later as a Rhodes Scholar taking a BA in Medicine. Dr B P Kerfoot is now an Associate Professor of Harvard Medical School. He is also a passionate educator and e-learning entrepreneur. I suspect we will continue to hear a great deal abot him - he has a passion for education, reminding me of the late Randy Pausch, even the Robin Williams character from Dead Poets Society; there is an unstoppable, engaging warmth backed by a profound intellect.

The narrative

Price had finished his surgical training when he went into education, an odd elective he admits, but one that through circumstances and surely an innate interest has proved fruitful.

What is the problem?

I didn't need to make this prompt. You strive to fix something when you see it isn't working. Learning outcomes from first year medical students were poor. Why, in US terms, spend $1000 dollars on a course only to find a year later that the traditional methods of acquisition and retention of knowledge has failed.

No problem, no fix.

Price looked to web-based teaching to create learning modules. Two concepts were devised, the spacing of questions proved successful. This is from one of a dozen papers authored by kerfoot and his team; each one, naturally, a worthy, academic, professional appraisal.

Two reports are cited as we talk, one on the effect on the hippocampus of rats, another on phosphate levels in fruit flies. As an OU student these reports are readily available.

There is physiological evidence that 'spaced learning works'.

This matters:

a) you want something that works,

b) you want something that will justify the investment.

We give it away, academics in the US are commercially savvy.

Its as if in the UK academics (individuals and institutions) are like bachelors and spinsters, whereas in North America they are eager to marry.

More importantly the research has shown that the Spaced-ed approach improves patient outcomes the goal it was found that cancer screening of patients improved by 40% for the year spaced-education was introduced.

In 2006 the methodology was submitted by Harvard for a patent application. Entrepreneurs and venture capital companies were also approached.

It's a shame the Spaced-Ed blog hasn't been maintained, though you'll get some further insights here.

 

 

What began as continual education in medicine has expanded. If you go to the Spaced-Ed website there are all kinds of courses you can take, typically 20-30 questions of the multi-choice type fed to your laptop, SmartPhone or iPad. Writing these multiple choice questions is an effort and requires skill to get right,, indeed I can admit to wanting to create what I thought would be a simple set of questions relating to teaching swimming … but the correct construction of the questions, let alone the creation of appropriate images has held me back. It isn’t as easy to get this right as it looks. You don’t want to feed your audience lame questions, nor do you want to overstretch them. There is also some negative feelings about Multi-choice, perhaps we have all had negative experiences at school … I personally remember what we described as ‘multi-guess’ that was so often used in Chemistry classes. Though clearly effective, not enough people have been persuaded to pay for these sets of questions, even a dollar or so.

The challenge, has been to move on from asynchronous to synchronous, real time learning, including video and other rich media. The new platform promoted as Qform is an Facebook App and Twitter-like in its approach. People elect to follow a Qstream which goes out to everyone. You join in collectively, rather than alone, which creates a sense of participation and competition. If I understand this correctly, as I’m yet to give it a go, you pose a response to an open question that others read. You then vote on the various responses given. As Price, engaging as Robin Williams in Dead Poets Society enthused about the platform I thought about Skype and Elluminate, even forum threads. Indeed, I wonder if we could all organise to be online and go to one of these threaded conversations to turn an asynchronous environment into a synchronous one. Harvard is also the home of Rotisserie, which rotates a threaded conversation between online learners to ensure that everyone has a turn… and of course Facebook.

Gameification is the key. You respond in a way that other s like and you get points for it and your name appears on a leader board.

Rich content and a range of responses is what’s new. And its live And its competitive

And so Qstream delivers synchronicity and a sense of community Price also talked about how to make it possible for answers to questions to become searchable in Google – I guess with the inclusion of the right metadata. I didn’t need to say it to find I’m told the more controversial responses would generate the most responses. Now it’s starting to sound like the format of the Oxford Union Debating Society – I guess Price went along there at some stage too. By listening to two sides battle it out you form your own opinion.

One final statistic – 85% of those studying urology in North America (that’s the US and Canada) are using Dr B Price Kerfoot’s 23 question Spaced-ed multi-choice Q&A.

The competitors are Quora, Stackoverflow and FormSpring or some such … I’ll go take a look.

REFERENCES

REFERENCE

J Gen Intern Med 23(7):973–8

DOI: 10.1007/s11606-008-0533-0

© Society of General Internal Medicine 2008

 

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H808 activity 8.1, Podcasting

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Edited by Jonathan Vernon, Saturday, 27 Aug 2011, 18:44

A few words on Interactive Spaced Education from Firle Beacon on the South Downs.

Dr B Price Kerfoot

Dr Price Kerfoot trained at Harvard Medical School and Oxford and then elected to spend two years not in research, but in developing educational tools.

Dr Kerfoot took a simple learning problem, the failure of his urology students to retain enough of what they learnt and went looking for a fix.

Medics are used to cramming for exams, testing themselves with question cards, so Dr Kerfoot wondered if this method of 'spaced learning' could be shown to have educational value; it has a history. Research with Harvard students showed that it could work so a programme was created that would develiver sets of questions to students by email with links to a website that would set multiple choice questions.

Students would learn and be tested at the same time.

The results, written up in various journals, have proved to be encouraging; the platform is now available to others to exploit.

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Interactive Spaced Education works

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Edited by Jonathan Vernon, Monday, 15 Jul 2013, 17:03

Why I got up this early.

It's taken me 90 minutes to get round to the report I WANTED to consider and share. I think this is important on many leavels.

The quality of thinking behind the development of Interactive Space Education at Harvard Medical School.

The effectiveness of the outcomes.

I've been familiar with Spaced-Ed for five months and have tried a few modules. I recommend it. Make some of your own. The arguments for its use are solid and grounded in scientific research.

 

REFERENCE

TESTING NEW INSTRUCTIONAL METHODS

Kerfoot,B,P (2008) Interactive Spaced-Education to Teach the Physical Examination: A Randomized Controlled Trial. Armstrong,E.G., O’Sullivan,P.M.,JOURNAL OF GENERAL INTERNAL MEDICINE Volume 23, Number 7 Harvard Medical International.

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Interactive Spaced Education that works

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Edited by Jonathan Vernon, Monday, 4 Feb 2013, 11:43

Serendipity took me to Space Ed when I had just started H807 ‘Innovations in E-learning.’

Dr Price Kerfoot is an alumni of Balliol College and he was featured in the College Magazine. This Balliol and Harvard trained doctor had considered ways to improve the way in which medical students learn. A great deal must be learnt rote, you have to know your anatomy (to start with). This means dissecting a cadaver, making the information stick, then testing yourself relentlessly so that exams can be passed.

Here is a professional educator using e-technology to solve a problem.

As an innovation in e-learning nothing compares. It may not use second life or 3D animation, but is addresses a learning problem and offers an effective solution – good-bye factoids on Rolodex cards, hello 21st century email and text alerts probing you to answer multi-choice questions correctly. If you get it wrong, you receive the right answer and an explanation. This question will be resent in due course and sent repeatedly until it is self-evident that you now know the correct answer.

I’m signed up for Core Anatomy.

I haven’t a clue but using Google and go into research mode. It is staggering the wealth of visual materials to support learning, beautifully rendered images of the human body, podcasts from doctors, definitions of the terminology with audio so you learn how to pronounce these things. I still get the first couple of questions wrong, but never mind. I understand what the right answer is, I am building a corpus of knowledge that will in time enable me to answer 100 questions rather than only 25.

Give it a go.

Better still, build your own Space Ed programme. The platform is free to use and you are free to offer the results of your endeavour for free … or for a fee.

REFERENCE

TESTING NEW INSTRUCTIONAL METHODS

Interactive Spaced-Education to Teach the Physical Examination:

A Randomized Controlled Trial

B. Price Kerfoot, MD EdM1,2,3, Elizabeth G. Armstrong, PhD2,3, and Patricia N. O’Sullivan, MD3,4

 

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