Learning Analytics and the Hands of Evil

Posted on | May 5, 2012 | 2 Comments

Who’s Afraid of the Power (cc) Flickr Photo by Emersunn

I just learned about “learning analytics” from Audry Waters, a blogger/journalist whom I am reading with increasing regularity. Reporting on the recent Learning Analytics and Knowledge conference in Vancouver, Waters shared a phrase that was used often at the conference, “data exhaust.”

The first time I heard digital data described as exhaust, was by Dave Sifry, the founder of the blog search engine, Technorati.  He said something to the effect of, “The blogosphere is the exhaust of the human attention stream.”  This was pre-Twitter and pre-Facebook, but it was a notion that intrigued me.  I continue to use it in some of my presentations – that we, through our varied and seemingly unceasing networked interactions, are creating an enormous and at least partly useful reservoir of content.  

But I wouldn’t call what we might do with that reservoir, “Learning Analytics.”

What appears to be coming from the conversation around this “new discipline,” as it is apparently called, has more to do with learning management than it does with learning empowerment – and that, in the right context, is not wholly unappealing to me.  The ability to collect the artifacts of ones own digital trails, visualize and analyze what we’ve learned, how we learned it, and what we’ve learned to do with it might represent a personal enticement to broaden, enrich, and more purposefully direct our own digital trails.

Yet, like with so many things, we must ask ourselves, “What might happen if this wondrous new tool were to fall into the hands of evil?”  

A couple of days ago, I posted on Facebook a reference to ALEC, or the American Legislative Exchange Council.  They craft legislation of a specific philosophical leaning and get legislators elected who will pass such legislation under the guise of knee-jerk social issues, patriotic symbolism, and apple pie.

ALEC, which was formed in 1973, operated largely unnoticed until it was revealed that they had penned Florida’s “Stand Your Ground” legislation, resulting in George Zimmerman’s shooting and killing of an innocent teenager, Trayvon Martin, simply because Zimmerman “felt threatened.”

ALEC’s aim reaches far beyond hoodied youngsters and they appear to have a special interest in education.  According to a May 1 Diane Ravitch article in Education Week, the recent..

..explosion of legislation advancing privatization of public schools and stripping teachers of job protections and collective bargaining rights..

..is the work of ALEC. There are so many other examples of short-sighted attacks on public education and the intellectual freedom of teachers (see “Who’s Killing Philly Public Schools?“) that I have grown fearful for our future and more than a little resentful that the learner-empowering tools that I have promoted for 30 years seem to be enabling those who would rather use them to “manage learning.”

When I originally sat down to write this blog post, I had in mind a list of reasons why marketplace education is so potentially destructive.  However, after including so many words into this writing already, I have come to believe that the issue is simple.  Learning, like breathing, is human.  It’s what we do and it is what has made us what we are today.  We breath, we observe, we think, and we learn.

Learning can’t be installed in assembly line fashion, with quality control at the end of each season.  It must be nurtured by a compassionate society and by caring individuals.   

Privatizing public education would be as inhuman as it would be to sell the air – though there are some (ALEC Education Taskforce July 2011) who might like to.

As for Learning Analytics?  It fascinates me, because I believe that there are potent skills we might develop and share, for learning important lessons from the digital trails of a billion people.  

But the power is not in “learning analytics.”  

The power is in ANALYTICAL LEARNING.

 So who’s afraid of the power?

The Nextbook Must Be…

Posted on | April 2, 2012 | 12 Comments

(cc) janthepea For a science fiction look at textbooks, read about The Young Lady’s Illustrated Primer in The Diamond Age and Ender’s desk in Ender’s Game. If you have other suggestions, please comment.

A couple of weeks ago, my friend, Tom Whitby, wrote a blog article, We Don’t Need No Stink’n Textbooks. I agree with his position, and was especially impressed with the list of components he compiled from Discovery Education’s Beyond the Textbook Forum.

Responding to Tom’s title, though, I am growing less unhappy with calling it a textbook.  After all, we seem to have no problem calling the device I’m writing this on, something that only a few years ago would have referred, almost exclusively, to “a number of sheets of writing paper, fastened together at one edge.”

So, granting myself permission to call it a textbook, what do I think today’s textbook should be?

Today’s textbook should:

• Be a Companion (Mobile) – The student’s textbook should never weigh more than half that of a human brain (about 3 lb.). It should be as easy to ask, as the person sitting next to you –and through it, the reader should be able to ask the person sitting in the next room, on the next continent or a radio telescope in Australia.

• Be an Encyclopedia Galactica¹ (Comprehensive and Cross-disciplined) – The textbook should provide content in a variety of formats (text, images, audio, video, animation), selectable by the reader.  It can be drilled into for deeper exploration, and issues of special interest to the reader will trigger seamless bleed-throughs from other disciplines (literature, mathematics, science, the social studies, health, etc.) – No seams! No walls! No boundaries!

• Be a Player (Responsive & Playful) – The textbook should be active and interactive. It both reflects and magnifies the learner, the teacher, and their world – and it adapts to its interactions with each.  It does not respond with a “right” or a “wrong.”  Instead, it causes the reader to say, “that worked” or “that didn’t work.”  The textbook will also contrive long-term narrative-puzzles that reach other readers, building communities of mutual concern.  Embedded in each textbook are hidden clues that can be exposed through the productive use of the book and shared with other members of the community – the combination of which solve the puzzle.

• Be a Sandbox (Constructable & Elastic) – The textbook is totally stackable.  Both teacher and learner (to age appropriate degrees) can remove elements, insert elements, re-sequence, edit and even hack elements.  The textbook will edit itself based on changes reader interest and the changing dynamic global information environment.

• Be Provocative (fueled by questions) – The textbook should tactically and strategically leave things out.  It provokes questions, the answers of which provide mortar for the personal and participatory construction and reconstruction of the book.  It is always broken and always fixable, and the rules belong to the reader.
• Be a Journal (Turn the Learner Outward) – The textbook will require the reader to observe, interact with, reflect on and work her personal environment.  The reader will talk to people, use a hammer, play a game for fun, explore a forest, and become skilled at something that does not require a computer interface.  She will report her experiences in a digital journal, which the textbook will productively adapt to, creating richer relevance for the learner.
• Be a Personal Badge (Identity-builder) – There is an element of the textbook that is public, continually and cooperatively refined by the teacher, the reader, and reader’s family.  It is a demonstration of what the reader has learned, what she can do with what she’s learned, and what she cares about.
• Never be turned in (Grown into a personal digital library) – The textbook grows, year after year, with new elements added, old ones edited or deleted, and continuously curated – the ongoing and ultimate goal being the construction of a personal and lifelong digital library.

That’s two more cents worth!

…Posted using BlogsyApp from my iPad

1. Wikipedia contributors. “Encyclopedia Galactica.” Wikipedia, The Free Encyclopedia. Wikipedia, The Free Encyclopedia, 24 Mar. 2012. Web. 29 Mar. 2012. [↩]

About Creativity from Jonah Lehrer

Posted on | March 30, 2012 | 3 Comments

We hurried back from Cullowhee Thursday so that I could see Jonah Lehrer talk about his new book, Imagine, at the Quail Ridge Bookstore in Raleigh.  We’d been in Cullowhee for events leading up to the installation of Western Carolina University’s new chancellor, Dr. David Belcher.  Brenda and I both graduated from WCU more than 35 years ago — “GO CATAMOUNTS.”

But I had seen some buzz about Lehrer’s new book, and I wanted to hear more.  His background is neuroscience, but he also studied 20th century literature and philosophy at Oxford University as a Rhodes Scholar.  He blogs at Frontal Cortex.  Evidenty, one of Jonah’s passions is “healing the rift between sciences and humanities.”¹.  Also, he looks to be only a bit more than 17 years old.  But that’s OK.

He was not able to share much during his 30 minute lecture and what he did share had little to do with the buzz I’d gotten (You have to suffer in order to create – link).  Jonah did describe two sources of creativity.  He talked about those sudden insights that we have when struggling with a problem.  There are two features of these insights, that they seem to come from nowhere and that we intuitively know they’re right when they come. They also seem to come from a brain that is relaxed and emanating alpha waves.

Creativity is the residue of wasted time! — Einstein

My notes from the lecture

The other source was not such good news for those of us in the standing-room audience who were looking for a shortcut to creativity.  It is the GRIT factor.  He said that creativity is hard work and that it comes to people who stick with a problem long enough to combine the pieced of the non-obvious solution.  ”If creativity was easy, we wouldn’t have a Bob Dylan.”  Angela Duckworth was the researcher he quoted with regards to the grit trait.

While he signed my copy of his book, I expressed some frustration with efforts in the education world to try to teach creativity.  He told me that kids are naturally creative.  The best thing we can do is just get out of the way and encourage them to express their creativity.

1. Wikipedia contributors. “Jonah Lehrer.” Wikipedia, The Free Encyclopedia. Wikipedia, The Free Encyclopedia, 25 Mar. 2012. Web. 30 Mar. 2012. [↩]

After the Beyond the Textbook Forum

Posted on | March 20, 2012 | 10 Comments

Photo by Joyce Valenza, who came in spite of her broken knee

I had originally intended to append yesterday’s blog post with more information about, and from the forum.  But I think that I have a little more to say than I left room for yesterday.

First of all, I left the Discovery Communication Headquarters yesterday with one of those deliciously contradictory sensations of both exhaustion and exhilaration. It was certainly an echo chamber of people who have the room, by choice or by definition of job, to think about and talk about the future of education. But even though we have largely drawn the same conclusions, when you get these familiar ingredients together in the same pot and stir vigorously, new flavors often comes out.

I’m not going to present a comprehensive report of the conversation here.  I would point you to better reporters, Audrey Watters (Hack Education) and Wes Fryer (here, here, here and here) and others who will come linked in the #beyondthetextbook Twitter thread that certainly continues.  Essentially, its all about rethinking education, being educated, teaching, learning, and curriculum.  I can’t add much to that.

Here, I want to focus in on just a few outlying ideas that I walked away with, especially from my internal efforts to put myself in the shoes of our hosts and an industry that has become one of the definers of education.

One of those ideas got pried loose when a Discovery person asked the un-askable, “How do we monetize this?”  It was the only time that the business of selling textbooks came up — and I can’t fault anyone for making a living.  It’s an important question, because they know that they need to be doing things differently, and I suspect that they are sincerely trying to get on the other side of just digital textbooks with animations, videos and flash games.  There were suggestions of repackaging the conversation, thinking in terms of selling pages (modules), or talking more about digital libraries that children take with them after graduation.  This intrigues me, that being educated is knowing, doing, and cultivating tools that help you to continue to learn, unlearn and relearn.

Much was said about resistance from many teachers.  Many feel that a classroom without a textbook starts to look like a classroom without a teacher.  In addition, few teachers have the time to construct their digital textbooks or supervise student-constructed learning materials.

But another barrier became evident to me that gave me – and this is going to open some eyes – a new sympathy for the textbook industry.  I’m for the kids and the future, and I don’t fault an industry for making a living from this endeavor.  Who among those of us in that room are not.  I do fault efforts to influence the shape of education in order to perpetuate a control-model that is clearly no long relevant.

I want to welcome anyone who wants to be a part of this new adventure.

My sympathy comes from the fact that the only way Discovery could run a sustainable education support business is to go where the money is, and the most uninterrupted money has traditionally been textbook budgets.  So Discovery has to frame its service as a textbook, as defined by legislation. It’s easy to say, we don’t need textbooks, that “..the Internet is the best textbook.”  But when many politicians hear, “We don’t need textbooks,” what they may be seeing another avenue for slashing education funding.  It’s one of those, “Becareful what you wish for…”

So, I think I may unapologetically continue to call it a “textbook.”  I could be writing this blog on my tablet (do a Google image search for tablet).

It just seems to me that with some imagination, a product, either commercial or open, could be designed to help children to develop the literacies of learning from their world and the authentic record of that world — and our world has never ever been so recorded.

I think that we could see something come out of this, that, as Steve Jobs might say, “We didn’t know we couldn’t live without,” and part of the compellingness of that product will not be so much in what it is, as in what it can become.

It’s what excites me about today’s tablets, their capacity to become new things.

 

 

 

Beyondthetextbook Forum

Posted on | March 18, 2012 | 2 Comments

At this moment, I’m sitting in my hotel room in Silver Spring, Maryland, and continuing to think #beyondthetextbook. I will likely continue to grow this particular blog entry as the next two days progress at the Discovery Communications Headquarters, just a couple of blocks away.

Blog and Print Articles about “the other side of textbooks”
Beyond the Textbook	3/13/12
The Page is Dead! Long Live Curriculum	11/29/11
Not Learning Managed but Learning Empowered	7/20/11
So What do you Call a Textbook that isn’t a Book?	7/5/11
Next Textbooks are…	6/26/11
Six Reasons Why Textbooks Should Stop Being Textbooks	5/19/11
Only 6 Reasons Why Tablets Are Ready for the Classroom	5/17/11
TechLearning Article: Textbooks of the Future	5/15/04

But right now, I thought I would post some links to blog entries I’ve written over the past few years on the subject of “what’s on the other side of the textbook.”

Also, the other day, I asked readers to come up with a simile for the other side of textbooks, “It will be like a…” Here are a few that plucked my imagination.

The TB of the future will be like a..

• like a quest
• like a production studio
• like an extension of our brains
• like a reality game
• like a video playlist
• like swiss army knife
• like a personal assistant
• like a platform that provokes conversation
• like a holodeck
• like a choose your own adventure story
• like a Palantir
• map for a learning journey
• like an interaction engine
• like a Matrix up-link
• like an aggregator that searches and updates content
• more like a word problem than a calculation problem

More to come!

 

Beyond the Textbook

Posted on | March 13, 2012 | 21 Comments

I have been invited to participate in Discovery Education’s Beyond the Textbook Forum.  I feel quite honored, especially as I’ve scanned the names of other folks who are attending.  It will be a special treat to spend some time with Steve Dembo and David Jakes, two talented thinkers and conference speakers.

One thing that struck me about this event is the title.  When talking about my dissatisfaction with print-based textbooks, I often ask, “What will textbooks evolve into?”  This implies some assumptions, that textbooks, as we know them, will simply morph into something else that acts like a textbook.

The title of this event seems to be asking what the other side of textbooks might look like — and the opportunity of this wide open idea fascinates me.

We’ve been assigned to use our blogs and Twitter to solicit from our readers some ideas about what we might find on the other side of textbooks.  As a teacher, I need a simile.  I need to be able to say,

“The learning device(s) that our learners will walk into their classrooms with will be more like a ________________.

So, if you don’t mind, would you think for a moment about this task and fill in the text box above with no more than 150 characters that complete the sentence. You’ll notice that I’ve changed your question a bit, “..will behave more like a…”

If you would like to expand on your thoughts, please feel free to post a comment.

Added at 12:17 PM two days later – Here is a word cloud from the similes that have already been posted.

Reflections on Neck Ties

Posted on | March 13, 2012 | 2 Comments

It’s an odd title for a blog entry, but it’s how Ken Shelton, Thursday’s keynote speaker pronounced our NCTIES conference. North Carolina’s ISTE affiliate, NCTIES has hosted what has become the primary focal event for folks interested in education, technology and other aspects of retooling classrooms in this and surrounding states.

Shelton delivered a high energy and courageous keynote.  He walked up on stage with his computer bag and hooked everything up after being introduced and with us watching. Astounding!  I insist on connecting and testing everything an hour before the speech begins.

Empty Metal Chair

The high point of the conference, for me, was being lucky enough to get into Shelton’s photography workshop on Wednesday morning. The biggest part of the session was a photo safari along Fayetteville Street to the old Capital Building, and then back down Salisbury street. It was wonderful being tutored while actually wandering around and taking pictures.

On Friday, Ken asked me if I’d noticed any improvement in my photos from the beginning of the walk to the end. Always taking such questions seriously, I thought hard and honestly said that I couldn’t think of anything in particular – not the polite thing to say. But with some reflection, I can say the my eye improved, that is to say that I got better at finding photos to be made, rather than snapshots to be taken. You’d have to have taken the workshop to understand the distinction. (Hope you’re reading this, Ken.)

It was great seeing and talking with some old friends from the old days, but there were not very many.  Being a conference that I have attended for many MANY years, I have a basis for impressions that seem important to me, and one of them was the youth of the NCTIES attendees.  I know that it’s partly my advanced age that causes this feeling, but someone else commented to me about the number of classroom teachers who were attending this conference – and most of them were very young.

This conversation compelled me to post the following tweet, “Sitting with P. Sheehy, L Gillispie & C Lawson & thinking, ‘Any sufficiently tech savvy teacher is indistinguishable from a wizard.’”

Another thing that impressed me was the technical sophistication of most of the attendees. They were imaginative, tech-savvy educators, who were open to new ways of using their skills and their tech to create new learning experiences for their learners.  It was exciting.

This sense of rising sophistication was most apparent during an unconference session I facilitated on tablets in the classroom.  It was not a structured as I would like, and, as usual, I walked away feeling that I had not done my job.  I hadn’t taught anything.  I’ll never get over that.  But the ideas flew and grew and partly at the bidding of several attendees who played the devil’s advocate better than I could have.  The bottom-line message, to me, was that our learners deserve convenient (easy & fast) access to today’s prevailing information landscape to practice relevant learning.

..and this brings me to the last impression I’ll report here, and that was the overwhelming prevalence of tablet computers.  I asked others, who agreed that there seemed to be more people with iPads and other tablets in their hands at the sessions and keynote than laptops.  In fact, at some points, laptops seemed to be the exception.  It’s all bringing into focus a term that I’m seeing more and more, that we are entering the post-PC era.  I’m not sure I entirely agree with the picture that evokes, but I do not recall seeing any tech rise in prominence so quickly.

Thanks to the conference committee at NCTIES…

Coolest Thing I’ve Seen in a While

Posted on | March 5, 2012 | 2 Comments

I have felt bad about not blogging lately. It’s partly because of travel, but mostly because of three projects that have drawn most of my attention lately. One of those has been preparation for the NCTIES conference later this week. It’s a special event for me because NCTIES is the ISTE affiliate for my home state and also because it is an especially successful conference. This year’s featured speakers include Richard Byrne, Patrick Crispen (regular), Rushton Hurley, Peggy Sheehy, Kathy Schrock (regular) and Tammy Worcester, with a kickoff keynote by Ken Shelton.

One of my presentations will explore instructional potentials of data visualization and infographics and in preparing for this session, I found one of the coolest things I’ve seen in a while.  I ran across the link via Nathan Yau’s Flowing Data blog, where he quoted Jeffrey Winter…

There was an idea floating around that continuously following the first link of any Wikipedia article will eventually lead to “Philosophy.” This sounded like a reasonable assertion, one that makes a certain amount of sense in retrospect: any description of something will typically use more general terms. Following that idea will eventually lead… somewhere.

Winter’s explanation of how he accomplished a test for this idea made it sound easier than I’m sure it was.  But the outcome was an intriguing mashup where you can type in a word or numerous words separated by comas, and his app will thread through the first link in each linked-to article until it reaches Philosophy.

Sitting in Starbucks, I looked for logical connections between Starbucks, coffee and caffeine. (click img to enlarge)

What struck me as I played with this data visualization, was how this operation meshes with our notions of curriculum and of libraries.

When information is scarce and education is defined by knowledge delivery, then the job of curriculum and of libraries is to package content into subjects and units and dewey decimal classifications.

When I watch seemly unrelated topics threading their way to a common subject and re-examine Boyack, Klavans and Palen’s Map of Science, which shows how various disciplines are interconnected by citations, it seems clear to me how schools and libraries need to become more like learning-literacy playgrounds than managed corals.

But that’s me!

 

Follow that Conference

Posted on | February 8, 2012 | 5 Comments

1. Type the conference tag (#otaem12) into the search box and press [Enter] 2. Look for the most prolific, sharing and insightful people and click them. 3. Learn a little more and then click to follow…

It’s going to be another long day, with a morning of presentations and then traveling the rest of the day from Oklahoma City to Seattle, where I’ll rent a car and drive on up to Vancouver tomorrow.  But today, I’m still at the Encyclomedia conference in OC, and it’s an impressive thing – over 1,600 educators at the general session yesterday morning.

This morning I will be delivering a presentation about self-directed professional development (learning networks), pretty similar to what I did at ISTE last year. But I’ve already been asked more than once here, “How do you follow the right people on Twitter?” It’s a common question for which I have never really been satisfied with my answer – look to my a twitter page and follow who I follow, or that of Will Richardson, or Jonathan Becker.

But something occurred to me yesterday (or perhaps last week, I’m not sure) that’s probably already part of the standard practice of many of you. Rather than focusing on one person’s followings as a starting place, focus on an event, a gathering, or even an issue.

I will suggest to folks today that they go to Twitter and use the search box to find tweets tagged with #otaem12 (hash tag for the Encyclomedia conference).  Then look to the people who are most frequently posting messages about the conference, linking to blog posts about the conference, or linking to resources being mentioned and demonstrated at sessions. Click to their twitter pages, and follow them.

Another great place to start would be Educon, perhaps the single greatest concentration of insightful ideas about education on the planet. Search for #educon and look for the most prolific, sharing and insightful contributors – better make a cup of coffee for this one. Understand that many of the best tweople engaged with the Educon event were not even there. But that may make them even more valuable to your following list.

It is so important to realize that a critical element of being a master learner today is the network of people you connect yourself to.

…Posted using BlogsyApp from my iPad

The Purpose of Education is…

Posted on | February 3, 2012 | 16 Comments

One of the most interesting sessions at Educon this year was facilitated by Chad Sansing and Meenoo Rami, both of them Science Leadership Academy faculty.  The title was Hacking School: the EduCon 2.4 Hackjam.  I didn’t know what to expect – and what actually happened was beyond any expectation.

They gave groups of four or five of us, collections of objects (tiny cotton balls, crayons, blocks, etc.) and a complete Monopoly set. We were instructed to play the game, but told that players, as part of taking their turn, were required to change the rules in some way.  On my first turn, I was at such a loss that the best rule I could make was that if you couldn’t come up with a rule, then you had to figure out a way of wearing a colorful pipe cleaner.  Someone may have uploaded a photo to Flickr.

The rule I took away from the game was to never play monopoly with anyone more than 40 years younger than you.  We had a great time of not taking any of it very seriously.

As the debriefing began, it became apparent that there was intent behind the activity that had not been communicated by the facilitators.  But, then, the conversation became part of the game, where we continued to change the rules – and our own insights – as we exchanged our exceedingly diverse experiences.

Then Sansing and Rami introduced us to Hackasaurus, a tool that enables you to take most any web page, examine it’s underlying code, and then hack that code to change the look and content of the page.  Of course you are changing a local copy of the page, not the page itself.  Understanding the code of web publishing is the ostensible purpose.  But I kept thinking about the playful learning that might result from asking students to hack particular web pages within the context of some current topic of study in history, science, etc.

Then, what really kicked me in the head was when someone said, from a perspective much broader than just any computer, that

“..anyone who is not a programmer is part of the program.”

Sounds of thunder resounded in my skull.  Then one of those startling moments followed, where previously held notions began to breakdown and recombine into something new.

“What is the purpose of education?”  It’s a frequently asked question these days and I have long said and written that the purpose of education is to prepare our children for their future.  Now I believe that,

The purpose of school is to prepare our children
To Own Their Future!

Are we (educators) making programmers, or are we just making software?

keep looking »

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