Personal Reflection on Time Management: Why I Am a Bad Role Model.

Posted: June 15, 2012 | Author: | Filed under: Education | Tags: , , , , , , , , , , , , | 2 Comments

Do any of you remember that scene from “Pretty Woman”, when Richard Gere’s character Edward asks his ex-girlfriend Susan if she had spent more time talking to his secretary than to him? Her reply was, simply, “she was one of my bridesmaids”. Any time in a relationship of any kind that you don’t meet the needs of the people in the relationship, it’s going to cause problems. (Not all problems have to end with you scaling a ladder to patch up your relationship with Julia Roberts but there will be problems.) Now, before anyone is wondering (or my friends are worried), my marriage is still great, I’m talking about my professional relationship with my students.

Ah, the old Time == Money equivalence, via an article on portfoliosc.blogspot.sg

While I’ve been critical of myself and my teaching this semester, where I’ve done a good job but not necessarily excelled across the board, I haven’t identified one of the greatest problems that has crept in – no-one in their right mind should be emulating what I laughingly refer to as my work ethic, time commitment or current pursuit of success. Right now, I am not a good role model for students. While I am still ethical, professional, knowledgable and I’m apparently doing a good job, I cannot present myself as a role model to my students because I am losing the time that I need to seize new opportunities, and to allow for the unrushed catch-up time with other people that is vital to doing a job such as mine and doing it well. At the moment, any student who comes to see me does so knowing that I will have 15-30 minutes, tops, and that I will then have to rush off, elsewhere, to go and do something else. It doesn’t matter when they come to see me – if I’m in at 7:30am it’s because the day is starting at 8. If I’m still there at 7pm at night it’s because I have to be in order to meet requirements for that day or the next. Let me give you an example from my lectures.

My Student Experience of Learning and Teaching results have come in and there have been a lot of warm and rewarding comments from my students, among a pleasing overall rating. But one of my students hit the nail on the head. “[Nick] always seems to have a lot to say and constantly looks at his watch. (I assume that it’s to keep within time constraints) the problem is that he feels like he’s rushing.”

Ouch. That’s far too true and, while only one student noted it, you bet every other student was watching me use my watch to check my time progress through a busy, informative but ultimately time constrained lecture and at least some of them thought “Hmm, I have a question but I don’t want to bother him.”

It’s my job to be bothered! It’s my job to answer questions! Right now, it’s pretty obvious that students are getting the vibe that I’m a good lecturer, I care about them, I’m working well to give them the right knowledge and they love the course that I built… but… they don’t want to bother me because I’m too busy. Because I look too busy.

Every student who comes to see does so in the one of the windows that I have in my day, often between meetings, my meetings back up on each other with monotonous regularity and, looking at my calendar for last, week, the total amount of time that was uncommitted prior to the week starting was…

75 minutes.

Including the fact that Tuesday started at 7:30am and went until 6:15pm.

Please believe me when I say that I’m not boasting – I’m not proud of this, I think it’s the sign of poor scheduling and workaholism. This should be read as what it is, a sign that I have let my responsibilities pile up in a way that means that I am running the risk of becoming a stereotypically “grumpy old Professor”, who is too busy to see students.

So when you read all of this stuff about Time Banking and think “Well, I guess I can see some of his point – for assignments…” I’m trying to work out how I can take the primary goal of time banking – to make people think about their time commitments in a way that allows them to approximate a manageable uniformity of effort across time to achieve good results – and to work out how I can think about my own time in the same way. How do I adjust my boundaries in time and renegotiate while providing my own oracle and incentives for change? If I can crack that, then solving the student problem should have been made much easier.

How do I become the kind of person that I would want my students to be? Right now, it requires me to think about my commitments and my time, to treat my time as a scarce and precious commodity, but in a way that allows me to do all of the things I need to do in my job and all of the things that I love to do in my job, yet still have the time to sit around, grab a slow coffee, make a lunch booking with someone with less than a month’s notice and to get my breathing room back.

I have one of the best jobs in the world but the way I’m doing it is probably unsustainable and it’s not really in the spirit of the job that I want to do. It’s more than just me, too. I need to be seen to be approachable and to do that I have to actually be approachable, which means finding a way that makes me worthy of being a good overall role model again.

Happy Bolivian Teacher Appreciation Day

Posted: June 6, 2012 | Author: | Filed under: Education | Tags: , , , , , , , , , , | Leave a comment

The Wiphala of Qollasuyu: the banner of the native people of the Andes and official co-flag of Bolivia. Happy Teachers’ Day for all of those of you show would rather use this flag!

Ok, I’ll be honest. I saw a link to the US Teacher Appreciation Day and, because I read it too quickly, I thought it was going to be on the 8th of June rather than the 8th of May. Today I was going to talk about how important it is to recognise the value and contribution of teachers every day – especially for me as someone who gets students after 12 years of successful learning! (World Teachers’ Day is on October the 5th, if you’re curious.)

However, instead, I went to look up if anyone actually had today as their national teaching day and, fortunately for me, it turns out that Bolivia celebrates their Teachers’ Day today (Wikipedia link). (Where today is in Australian time zones, sorry, confused people reading this on the 5th and saying “Martha! That boy’s gone mad again!”)

Happy Teachers’ Day, Bolivian Teachers! (Bolivian Flag)

But reading through that Wikipedia page made me appreciate how differently, including sincerely, we value teachers. Sometimes it’s part of a “Teachers’ Week”, sometimes it stands alone. Sometimes gifts are given, except where this might amount to bribery so the schools get closed (citation seriously needed here, because that’s a very big claim to base on a Wikipedia article!) Sometimes teachers get the day off, or half day off.

Some countries have students visiting their past and present teachers to bring gifts or show their appreciation. Apparently, in some countries, teachers get together and celebrate their profession by going out.

It doesn’t really matter what is done, after all, as long as the activity is sincere and recognises the teacher for teaching you well, listening, helping or contributing to your progress. But I really like the idea of teachers themselves getting together to say “Yeah! We’re teachers! We do an important job and we are doing it well. Hooray for us!”

There’s no worse way to celebrate a day by making a token gesture – it’s really better not to. (Any secretaries out there who have received a joke t-shirt that says “I’m with stupid” on Secretary’s Day know what I’m talking about.) But it’s not about being recognised by other people, it’s about taking the time to look back at your year and think about everything that’s happened. It’s about recognising what you have done, despite resourcing issues, increasing pressure, decreasing salaries and a changing world.

It’s about thinking about what it means to be a teacher – whether you are a student or a teacher.

So, teachers, wherever you are, have a happy Bolivian Teachers’ Appreciation Day and a good year to come.

The Shortest Distance Between Two Points Is The Internet

Posted: June 5, 2012 | Author: | Filed under: Education | Tags: , , , , , , , , , , , , | 2 Comments

MY CHEESE!

I’ve been noticing a slight upwards trend in readership, as I’ve previously noted. On Friday, however, the readership exploded. 209 views on Friday, 259 views on Saturday. (Normally, I’m lucky to get a third of that.) One person, who obviously needs some help, viewed 99 things in one hour. (Even I’ve never done that.)

It was pretty obvious that something had happened but the other shoe didn’t drop until today, when a comment confirmation request came in. I’d been mentioned in a radio show and podcast for electronics enthusiasts and professionals – The Amp Hour!

Dave Jones had found my post on the bra ad that managed to combine sexism and insulting engineers and had, in his own words, been dismayed by it. His comment, and a link on the website, and suddenly I have some (quite possibly heavily confused) people reading my blog and wondering what they’d wandered into.

I saw the comment confirmation request, followed it back, commented, Dave responded, loop closed.

Except, of course, for how amazingly cool it is that something I wrote about an issue that bothered me found someone else, who it also bothered, who mentioned it, which sent people to me, which sent me to him, and then we basically met up in the corridor, nodded at each other and said “Hi”.

Of course, this would be far more impressive if Dave was in Antarctica, but he’s actually in Sydney. He went looking for stuff about the ad because he saw it and it bugged him – and he found my blog.

But this is still pretty cool. We’re a thousand kilometres apart (or so) and we’ve both agreed that the ad is rubbish. Twenty years ago, we would have had to have met or one of us would have had to write an article that got published on paper and distributed to me. I certainly wouldn’t know about Dave’s expertise in Internet Dating (seriously?) or passion for geocaching.

This is the world that that I have to prepare my students for. A world where their comments, good or bad, can travel for thousand of kilometres. A world where presence doesn’t have to mean physical presence. Of course, as educators, that applies to our classrooms and spaces as well. Our world does not have to be bricks and mortar, bench seats and blackboards.

We’re trying to make connections: knowledge, ideas, people, the future. We already appear to have the infrastructure to do it – do we have all of the right tools and the drive and vision to realise it?

I have no idea but I hope that we do. In the meantime, I’ll be over here, looking at the walls and thinking about the shortest distance between two points.

Thoughts from the house of enquiry.

Posted: June 1, 2012 | Author: | Filed under: Education, Opinion | Tags: , , , , , , , , , , , , , | 1 Comment

Today we renamed the building that is at the heart of the Faculty of Engineering, Computer and Mathematical Sciences. The new name for our new eight-storey, highly efficient and environmentally sustainable building, only 18 months old, is Ingkarni Wardli. This name comes from the original custodians of the land upon which the University is built, the Kaurna people, one of the indigenous people of Australia. The name means “place of learning or enquiry” but another reading of the name is “house of enquiry“, which is my favourite.

Ingkarni Wardli
The University of Adelaide

At today’s ceremony, there were the usual speeches that ones would expect at an event of this nature but the big difference for me was the sincerity and genuine recognition that accompanied the renaming. The Kaurna people are extremely pleased to have a building named in this way, and that it is this building, because they value education and enquiry and place a strong emphasis in local cultural and educational leadership. Our Executive Dean, Professor Peter Dowd, has been strongly committed to this for some time and, to do it properly, it has taken some time. (Our Vice Chancellor, Professor James McWha, has made our reconciliation week events, recognising the custodianship and contribution of the indigenous communities, a significant part of our University culture for over a decade, and has also been strongly supportive of this initiative.)

Why did it take time? Because it would have been easy to do it quickly and get it wrong. The unthinking or uninformed use of words from another language are the source of much derision on the Internet and there are even web sites devoted to it. (Don’t even ask about that unfortunate town in Europe whose name is an obscenity in English.) It would have been easy to drag together a few smatterings of language from various peoples across the region, or from the larger groups in the East of Australia, and jam this name on to the building.

Of course, it would have been a meaningless and empty gesture – potentially even insulting in its ignorance – while giving a number of people that nice warm feeling that they had used a ‘native’ name.

I work at a University. Knowledge is our business. To be more precise, the correct use of knowledge is our business. For us, this would have been far worse than launching a Nova car in a Spanish speaking country – this would have revealed us to be shallow and insular, uncaring and insensitive. Ignorant.

So it took a while. We approached the Kaurna community and quickly discovered that our original suggestion was a word that made no sense by itself – it had to be combined with another word to become a sensible phrase. Approval was sought and granted. Plans were made. Signage was changed. Today, however, the building’s name actually changed. From now on, it is Ingkarni Wardli.

I felt privileged to be a part, even in a very minor way, in today’s ceremony. The Dean’s speech emphasised the importance of the name, why we had chosen it and how it brought our cultures together. He made a point that there are many synonyms for recognition but that the two most common antonyms are ignorance and forgetfulness. By recognising the Kaurna people and asking them for a name, to work with us on providing a name, we show our awareness, our remembrance and our knowledge of their presence in the past and in the present. The representatives of the Kaurna, among them a senior Kaurna elder who gave a wonderful speech, and other peoples present clearly felt recognised, acknowledged and remembered and this cemented the importance of the ceremony. This was not a segregated event – it was all of us together, bound by our love of learning and knowledge. Seekers all, together.

I have, with some regret, seen people sniping at the name, pulling faces, making comment about how long it took, even suggesting that no-one would use the name. To them, I say, grow up. Our students learn from us (the good and the bad things we do) and we have no time for such facile and, ultimately, useless gestures. If you genuinely want to change the name, state your case, make a stand and work to change it. If not, then start using it without the eye-rolling or deliberate mis-pronunciation. Names change all the time, for far less significant reasons than this. To snipe at a name just because of the race of the people it came from? I’m sure that there’s a word for that – and it’s not one that I would ever want to see associated with someone involved in the formation of new people and the development of emerging thinkers.

There are great divides between many cultures and it is rare to be able to find a bridge that connects two disparate cultures in a way that aligns their most treasured characteristics. The naming of our new building is a bridge between the learning culture that we all value at our University and the learning culture so valued, and recognised, by the Kaurna people.

This is a good name. I look forward to using it.

Teaching: Now That You’ve Got The Lion Up the Wall

Posted: May 25, 2012 | Author: | Filed under: Education | Tags: , , , , , , , , , , , , | Leave a comment

Apparently, years ago, the infamous Walls of Death were a big thing – people would ride motorcycles, cars, you name it around inside a walled enclosure and pick up enough speed to be able to move up onto the wall. (There’s some great Physics here, of course, discussions of centripetal and centrifugal force and all that.) It was also a spectator sport, of course, because there’s nothing human beings seem to like more than the threat of imminent death and a good crash.

I stumbled across this image and immediately thought about teaching.

Wall of death with a woman driving a car, with lion in passenger seat, while motorcycle rides on the wall above them. No, seriously.

Take that, dogs – this is the ultimate “head out of the window” experience.

Apparently, women riding with lions in the sidecar or passenger seat was a big thing because… well, I’m guessing that no-one had invented the Internet yet. More seriously, look at this picture. This is an excellent example of keeping everything up in the air as long as you keep the balance right.

To get to this stage, someone had to:

  1. Find a lion.
  2. Train the lion to deal with the noise and rush of cars (or find an appropriate lion sedative).
  3. Find a woman who liked driving along walls.
  4. Convince her that it’s ok that she’s riding next to a large wild animal that could fall on her if it all went wrong and would either crush her or maul her.
  5. Find a stalker crazy enough for the woman that he would learn to ride on a wall so he could sashay behind her nonchalantly as she went on her lion date.
  6. Hire Vidal Sassoon to style the lion’s mane because, seriously, check out that ‘do’. That lion is owning the ‘drome.

Of course, one mistake, one miscommunication, one problem with the track, and those keen people looking over the sides at the world’s smallest NASCAR track will get what they secretly want, which is a sudden and unpleasant fusion of human, metal and lion. With extra fuel poured over it.

Teaching a large class, or a smart class, or a large and smart class, is a really challenging activity. You can’t prepare for the exact questions that students will ask and this gives you two options: don’t take questions or get good at rolling with it and staying on your feet. Keeping the momentum going in class is crucial. Once you have the class with you, you have to keep moving, heading in different directions, taking what they say and integrating it. Basically, good teaching with a good class is like trying to write a coherent screenplay for a movie that is being filmed now, except that they keep changing the actors and the plot on you as you go. How do we prepare someone for this?

To get to this stage, you have to:

  1. Work out if you have the ability or the desire to teach. (First, find your lion…)
  2. Train yourself to deal with difficult questions, active classes, changing techniques and methodologies, often by working from an excellent background in theory and practice. (Or find an appropriate stimulant. Like coffee. 🙂 )
  3. Find a class that needs a teacher like this or turn your existing classes into that class.
  4. Prepare your students for the fact that asking questions isn’t going to hurt them, that appearing wrong is part of learning and that their learning experience doesn’t have to be scary or dull.
  5. Find some other teachers, or support staff, who think the same way as you do and get them together.
  6. Style your materials to match your teaching, your students and your environment. (Fix your ‘do’ but in the teaching materials sense.)

You need to have an excellent preparation strategy to be able to look like you’re just handling things on the fly. The amount of work, practice and preparation that must have gone into that “lion” picture says it all. Each participant trained for this and, most of the time, nothing went wrong. Like pilots, who train for the moment when they have to really earn their money, a lot of teaching is somewhat routine.

In class, with live students, with evolving situations and lots of questions – it can seem pretty intimidating but that’s when the preparation comes in.

Plus you have to remember that very few poorly answered questions are going to leave you lying in a pit of motorcycle parts, covered in fuel, while a lion wakes up beside you and looks at you. Comparatively, it’s really not that scary at all!

Proscription and Prescription: Bitter Medicine for Teachers

Posted: May 24, 2012 | Author: | Filed under: Education | Tags: , , , , , , , , , , , , , , , , | Leave a comment

Australia is a big country. A very big country. Despite being the size of the continental USA, it has only 22,000,000 people, scattered across the country and concentrated in large cities. This allows for a great deal of regional variation in terms of local culture, accents (yes, there is more than one Australian accent) and local industry requirements. Because of this, despite having national educational standards and shared ideas of what constitutes acceptable entry levels for University, there are understandable regional differences in the primary, secondary and tertiary studies.

Maintaining standards is hard, especially when you start to consider regional issues – whose standards are you maintaining. How do you set these standards? Are they prescriptions (a list of things that you must do) or proscriptions (a list of things that you mustn’t do)? There’s a big difference in course and program definition depending upon how you do this. If you prescribe a set textbook then everyone has to use it to teach with but can bring in other materials. If you proscribe unauthorised textbooks then you have suddenly reduced the amount of initiative and independence that can be displayed by your staff.

Excuse me, Doctor, you appear to be writing in invisible ink…

As always, I’m going to draw an analogue with our students to think about how we guide them. Do we tell them what we want and identify those aspects that we want them to use, or do we tell them what not to do, limit their options and then look surprised when they don’t explore the space and hand in something that conforms in a dull and lifeless manner?

I’m a big fan of combining prescription, in terms of desirable characteristics, and proscription, in terms of pitfalls and traps, but in an oversight model that presents the desirable aspects first and monitors the situation to see if behaviour is straying towards the proscribed. Having said that, the frequent flyers of the proscription world, plagiarism and cheating, always get mentioned up front – but as the weak twin of the appropriate techniques of independent research, thoughtful summarisation, correct attribution and doing your own work. Rather than just saying “DO NOT CHEAT”, I try to frame it in terms of what the correct behaviour is and how we classify it if someone goes off that path.

However, any compulsory inclusions or unarguable exclusions must be justified for the situation at hand – and should be both defensible and absolutely necessary. When we start looking at a higher level, above the individual school to the district, to the region, to the state, to the country, any complex set of prescriptions and proscriptions is very likely to start causing regional problems. Why? Because not all regions are the same. Because not all districts have the money to meet your prescriptions. Because not all cultures may agree with your proscriptions.

This post was triggered by a post from a great teacher I know, to whom I am also related, who talked about having to take everything unofficial out of her class. Her frustration with this, the way it made her feel, the way it would restrict her – an award winning teacher – made me realise how privileged I am to work in a place where nobody really ever tells me what to do or how to teach. While it’s good for me to remember that I am privileged in this regard, perhaps it’s also good to think about the constant clash between state, bureaucracy and education that exist in some other places.

If We’re Going To Measure, Let’s Measure Properly: Teaching Isn’t a NASCAR Race

Posted: May 22, 2012 | Author: | Filed under: Education | Tags: , , , , , , , , , , | 1 Comment

I’ve been reading a Huff Post piece on teacher assessment, entitled “Carolyn Abbott, The Worst 8th Grade Math Teacher In New York City, Victim Of Her Own Success”, where a teacher, Carolyn Abbot, at a gifted and talented school in Manhattan was rated being the worst teacher in 8th grade.

The problem, it appears, is the measurement used where your contribution is based upon whether your students have performed better or worse than last year on the Teacher Data Report, a measure used to assess contribution to English and Math. So here’s the problem. The teacher taught maths to grades 7 and 8 and her Grade 7 students achieved at the 98th percentile for their test in 2009. Therefore, according to the Teacher Data Reports modelling process, the same students should have achieved 97th percentile in their Grade 8 tests the following year. They only managed 89th percentile. Abbot had made a significant negative contribution to her students, by this logic, and her ranking was the lowest in NYC 8th grade mathematics teachers.

Yes, you read that right. She’s kept the students in the 1.5-2 standard deviations above the norm category. The students have moved up a year and are now starting to run into the puberty zone, always fun, they’re still scoring in the 89th percentile – and she’s the worst teacher in NYC. Her students struggle with the standardised testing itself: the non-mathematical nature of the tests, the requirement to put in a single answer when the real answer is potentially more complex, the fact that multiple choice can be trained for (rather than test anything) – and they’re still kicking out at the +85 level. Yet, she’s the worst 8th grade math teacher in NYC.

This also goes against one of my general principles of assessment, in that the performance of someone else affects the assessment of your performance. (Yes, that leaves me at odds with national testing schemes, because I don’t see a way that they can be meaningfully calibrated across many different teaching systems and economic influences. It’s obvious that New York haven’t worked it out properly for one system and one economy!) Having a notion of acceptable and unacceptable is useful here. Having a notion of exemplary, acceptable and unacceptable is useful here. Having a notion of best and worst is meaningless, because all these teachers could score 100/100 and one scores 100/99 and they’re the worst. Ranking must be combined with standards of acceptability where professional practice is required. This isn’t a NASCAR race: in teaching, everyone can cross the line in a way that they win.

I am a big fan of useful, carefully constructed and correctly used measurement but this story is an example of what happens if you come up with a simple measure that gives you a single number that isn’t much use but is used as if it means something. Now, if over time, you saw a large slide in scores from one teacher and that dropped down low enough, then maybe this number would mean something but any time that you simple number has to come with an explanation – it’s not that simple anymore.

In this case, what’s worse is that the rankings were published with names. Names of teachers and names of schools. Abbott’s boss reassured her that he would still put her up for tenure but felt he had to warn her that someone else might take these rankings into account.

Abbott’s ranking doesn’t matter to her much anymore, because this teacher has now left teaching and is undertaking a PhD in Mathematics instead. Great for us at University because having good teachers who then successfully complete PhDs often works out very well – they’re highly desirable employees in many ways. Not so good for the students at her school who have been deprived of a teacher who managed to get a group of kids to the 98th percentile on Grade 7 Math, providing a foundation that will probably be with them for their whole lives (even if we quibble and it’s down to the 89th) and giving them a better start for their academic future.

But that’s ok, kids, because she was the worst teacher you’d ever have. Oh, of course, there’s another new “worst” teacher because that’s how our ranking system works. Sorry about that. Good luck, Carolyn Abbott!

Matters of Scale

Posted: May 20, 2012 | Author: | Filed under: Education | Tags: , , , , , , , , , , , , | Leave a comment

I wrote about how important it is to get people properly involved in new learning and teaching approaches – students and staff – based on the the whole condemnation, complaint, compliance and commitment model. But let me be absolutely clear as to why compliance is not enough.

Compliance doesn’t scale.

If you have a lot of people who are just doing what they’re told, but aren’t committed to it, then they’re not going to be willing explorers in the space. They’re not going to create new opportunities. Why? Because they don’t really believe in it, they’ve just reached the rather depressing stage of shuffling along, not complaining, just doing what they’re told. When we don’t explain to people, or we don’t manage to communicate, the importance of what we’re doing, then how can they commit to it?

I’m fortunate to be at a meeting full of people who have done amazing things. I’m really only here as a communicator of some great stuff going on at my Uni and in Australia, I’m a proxy for amazing things. But being around these people is really inspiring. They know why they’re doing it, they’ve heard all of the complaints, fought off the underminers and, in some cases, had to make some very hard calls to drive forward positive agendas for change. (Goodness, such phrases…) But they also know that they need other people to make it happen.

We need commitment, we need passion and we need people to scale up our solutions to the national and international level.

The Higher Educational world is changing – there’s no doubt about that. Some people look at things like Khan Academy and think “Oh no, the death of traditional education.” Most of the discussions I’ve had here, and I agree with this, are more along the lines of “Ok, how can we use this to go further?” Universities are all about knowledge and the development/discovery of more knowledge. If we have people out there with good on-line courses that cover the basics in disciplines, why not use them to allow us to go further? The gap between what I teach my undergraduates and what I do in my research is vast – just about anything I can do to get my students to develop skill and knowledge mastery is a good thing.

Ok, we are going to have to sort out quality issues, maybe certification or credit recording, work out if someone has done certain courses: there’s a lot of organisation to do here if we want to go down this path. But, most importantly, I don’t see this as the death of the University – I see this as an amazing opportunity to go further, do better things, allowing students and staff to get much, much more out of the educational system.

So everyone has learnt to program by the time that they’re 12? FANTASTIC! Now, we can start looking at actual Computer Science and putting trained algorithmicists out there along with extremely well-trained software engineers. We can finally start to really push out the boundaries of education and get people working smarter, sooner.

Are there risks and threats? Of course. But, no matter what happens, the University of the 21st Century is not the University of the previous millennium. Change is coming. Change is here. We may as well try to be as constructive as possible as we try to imagine the shape of the University of tomorrow. We’re not talking about University 2100, we’re talking 20XX, where XX is probably closer than many of us think.

To quote Captain Jack Harkness:

“The 21st century is when everything changes. And we have to be ready.”

We Expect Commitment – That’s Why We Have to Commit As Well.

Posted: May 18, 2012 | Author: | Filed under: Education | Tags: , , , , , , , , , , , , , , , , , , , | Leave a comment

I’m currently in Cupertino, California, to talk about how my University (or, to be precise, a Faculty in my University), starting using iPads in First Year by giving them to all starting students. As a result, last night I found myself at a large table on highly committed and passionate people in Education, talking about innovative support mechanisms for students.

Pizza and beer – Fuelling educational discussions since forever. (I love the Internet: I didn’t take any pictures of my food but a quick web-search for BJ’s Pizza Cupertino quickly turned up some good stuff.)

I’ve highlighted committed and passionate because it shows why those people are even at this meeting in the first place – they’re here to talk about something very cool that has been done for students, or a solution that has fixed a persistent or troublesome problem. From my conversations so far, everyone has been fascinated by what everyone else is doing and, in a couple of cases, I was taking notes furiously because it’s all great stuff that I want to do when I get home.

We expect our students to be committed to our courses: showing up, listening, contributing, collaborating, doing the work and getting the knowledge. We all clearly understand that passion makes that easier. Some students may have a sufficiently good view of where they want to go, when they come in, that we can draw on their goal drive to keep them going. However, a lot don’t, and even those who do have that view often turn out to have a slightly warped view of what their goal reality actually is. So, anything we can do to keep a student’s momentum going, while they work out what their goals and passions actually are, and make a true commitment to our courses, is really important.

And that’s where our commitment and passion come into things. As you may know, I travel a lot and, honestly, that’s pretty draining. However, after being awake for 33 hours after a trans-Pacific flight, I was still awake, alert and excited, sitting around last night talking to anyone who would listen with the things that we’re doing which are probably worth sharing. Much more importantly, I was fired up and interested to talk to the people around me who talking about the work that had been put in to make things work for students, the grand visions, the problems that had been overcome and, importantly, they could easily show me what they’d been doing because, in most cases, these systems are highly accessible in a mobile environment. Passion and commitment in my colleagues keeps me going and helps me to pass it on to my students.

Students always know if you’re into what you’re doing. Honestly, they do. Accepting that is one of the first steps to becoming a good teacher because it does away with that obstructive hypocrisy layer that bad teachers tend to cling to. This has to be more than a single teacher outlook though. Modern electronic systems for student support, learning and teaching, require the majority of educators to be involved in your institution. If you say “This is something you should do, please use it” and very few other lecturers do – who do the students believe? Because if they believe you, then your colleagues look bad (whether they should or not, I leave to you). If they believe your colleagues then you are wasting your effort and you’re going to get really frustrated. What about if half the class does and half doesn’t?

We’re going through some major strategic reviews at the moment back home and it’s really important that, whatever our new strategy on electronic support for learning and teaching is, it has to be something that the majority of staff and students can commit to, with results and participation drive or reward their passions. (It’s a good thing we’ve got some time to develop this, because it’s a really big ask!)

The educational times are most definitely a-changin’. (Sorry, I’m in California.) We’ve all seen what happens when new initiatives are pushed through, rather than guided through or introduced with strong support. Some time ago, I ran across a hierarchy of commitment that uses terms that I like, so I’m going to draw from that now. The terms are condemnation, complaint, compliance and commitment.

If we jam stuff through (new systems, new procedures, compulsory participation in on-line activities) without the proper consultation and preparation, we risk high levels of condemnation or under-mining from people who feel threatened or disenfranchised. Even if it’s not this bad, we may end up with people who just complain about it – Why should I? Who’s going to tell me to? Some people are just going to go along with it but, let’s face it, compliance is not the most inspirational mental state. Why are you doing it? Because someone told me to and I just thought I should go along with it.

We want commitment! I know what I’m doing. I agree with what I’m doing. I have chosen to not just take part but to do so willingly and I’m implicitly going to try and improve what’s going on. We want in our students, we want it in our colleagues. To get that in our colleagues for some of the new education systems is going to take a lot of discussion, a lot of thinking, a lot of careful design and some really good implementation, including honest and open review of what works and what doesn’t. It’s also going to take an honest and open discussion of the kind of workload involved to (a) produce everything properly as a set-up cost and (b) the ongoing costs in terms of workload, physical resources and time for staff, organisations and students.

So, if we want commitment from our students, then we must have commitment from our staff, which means that we who are involved in system planning and design have to commit in turn. I’m committed enough to come to California for about 8 more hours than I’m spending on planes here and back again. That, however, means nothing unless I show real commitment and take good things back to my own community, spend time and effort in carefully crafting effective communication for my students and colleagues, and keep on chasing it up and putting the effort in until something good is achieved.

Students and the New Content Models – What Would We Have Done?

Posted: May 14, 2012 | Author: | Filed under: Education, Opinion | Tags: , , , , , , , , , , , , , , | 1 Comment

I’m heading over to Cupertino this week to talk at Apple’s Education branch about institutional support for iPads used in teaching. As it turns out, there are some good ways and not-so-good ways to get a large rollout of tablet devices into a University and we’ve, well the Faculty of Sciences, have managed to have a very successful roll-out. To support this, they now have an all-electronic textbook model so that students no longer have to lug 30kg (66lbs) of textbooks around with them.

This is bad for physiotherapists but great for the students. Well, for those who buy the books.

We’ve seen the purchasing of textbooks drop dramatically over recent time. There are a lot of factors at play here: changing demography so that more students have to work and have to decide what to spend their money on, a return to charging students for study (even as part of a long-term loan scheme), the fact that books have a limited resale value because new editions (and associated electronic resources) are released annually for most texts… There’s a lot going on. The fact that books are heavy and hard to lug around is just one more part of it.

Now the whole secondhand market brings me to an interesting point. Students appear, small scale and informal survey here so this is bordering on anecdata, to favour buying the physical text and the electronic version. That way they get something large and clunky to read at home, the satisfaction of the physical book that never needs charging, while having the convenience of a searchable reference that is always available as long as they have their gadget with them.

But students aren’t silly about these things. They will ask you, up front, which textbook they actually need, which is a fair question. We have reduced our own dependency on textbooks quite a lot because (a) many students won’t buy it anyway and (b) we can put a few into the library and they will function quite well in reference mode instead. However, it goes beyond a “what do I buy”, it also comes down to a “what can I use that will meet my requirements”?

A real book is an amazing thing but, ultimately, if someone hasn’t indexed it properly, you’ll quickly find that you have to dangle page markers out the side, start annotating, and read the whole thing cover to cover.

You can only do this with an eBook (on whatever format) if someone has given you the ability to do so. There are a number of electronic books that my students won’t buy because they have restricted search abilities, or constrain the way you can label pages.

Worse, there are a number of textbooks that students won’t touch with a bargepole because they have limited licence lifespans or have been shown to be unreliable in their availability. All it takes is a hiccup in an on-line verification server and suddenly a book that you paid $50 for is now inaccessible. Of course, this also quite explicitly gives you no resale or secondhand value as well, if the authentication is locked to your identity or the ID of your device.

It is no surprise that a model that has been creeping into gaming is now seeping into textbooks. You buy the legitimate copy and then download the pirate version because the pirate version either doesn’t have the irritating levels of Digital Rights Management (DRM) that reduces your usage or it provides an additional set of features by removing arbitrary restrictions. Of course, I cannot condone this in any sense – because it supports piracy and the number of people who would use the pirate copy without buying a licence will, most likely, outstrip the number of people who buy a licence and then have a second copy. Seriously, I’ve never done it, don’t think that it’s ethically defensible but, more importantly, it reduces the need to solve the actual problem. Rather than try and get some change going that will move us to a point where we don’t have to do this, you reduce the incentive to change because you just work around it. Don’t like Apple’s Walled Garden? Then don’t use an iPhone or start advocating for change – but don’t jailbreak your phone because you’re not addressing the root cause. Vote with your wallet, advocate, try to support good models and encourage positive change.

This is why I strongly support models like O’Reilly and Associates, where you can buy physical + digital, or just digital, and it arrives in a multiplicity of formats, DRM free and yours to pass on, as long as only one copy is in existence and use at any time. Immediately, this reduces the need to go to the pirate feeds. This brings back secondhand value. This reduces the impact of device loss or identity crash. Yes, someone can put their copy on a pirate feed, of course, but there are always going to be thieves and receivers of stolen goods. Rather than dealing with the minority who will do it anyway, I support O’Reilly because they make it easier for the majority who wish to make legitimate purchases.

When it comes to book piracy (even with a legitimate licence purchase in parallel), it is easy to say “Well, students shouldn’t be doing that” and, of course, I wish that they weren’t, and I completely agree that they shouldn’t be doing it. But can I understand why they’re doing it when the products that are strongly limited and restricted actually provide a less attractive option than the physical book, especially when the book can be snatched out of your hands through a software error! I also understand, and completely agree, that rights holders should be rewarded for their efforts and want to find a mechanism that allows people to use items that they have purchased as they wish, while still allowing the rights handling and money issues to proceed in a way that has, as its primary affordance, a legitimate and rewarding experience for all participants. I think that O’Reilly (and the other providers who are following them) have set up the right way of doing it – set your price correctly, place your product into that slot in an attractive way and the vast majority of your interactions will be positive.

I was fortunate enough to see the time before photocopying became cheap and widespread and, as a result, I was able to see how book use changed. Initially, almost all of us bought textbooks for our courses, if we could afford to. We had to, because photocopying wasn’t that cheap and the library copies always ran out. Without PowerPoint slides and photocopies of slides, you depended upon your handwritten notes and the textbook. Demographically, almost none of us worked and most were supported by their parents, who also bought the books. Then PowerPoint crept in, along with photocopied notes. Reliance on the textbook started to slip. Then photocopiers became faster, more reliable and cheaper. Suddenly people were carrying entire photocopies of the book, because the cost and time involved had become manageable. The second-hand book market, once a valuable commodity, started to slip as the photocopy price/time/availability started to move – but also because improvements in desktop publishing and electronic production meant that new versions could come out annually rather than ever 2-4 years. Suddenly, rather than finding a recent edition or current edition, you could be looking at something that was 4 generations old. This was compounded by the inclusion of “free access” to supporting web sites or code testing environments – which had a fixed lifespan and didn’t transfer with the book.

I left traditional study in 2001 (returning in 2004 for a PhD but that’s a different textbook relationship) and bandwidth was increasing, download limits were increasing and the time/cost metric for finding and downloading books was starting to reach the attractive point. And that’s where we are today – a new mechanism for grabbing stuff has reached the cheap enough point. It’s a new content mode but it’s the same old problem. We can talk about what we want students to do and not to do but, historically, they’ve always done the maths. It’s good to see that O’Reilly and people like that are also doing the maths and making it easier for people to act legitimately and do the right thing by the rights holders, without forcing them to bend over backwards to pay for things the right way and get what they actually wanted in the first place.

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