Note to Self

I’ve mentioned the “Meditations” of the Emperor Marcus Aurelius before – I’ve been writing this blog for over 450 hours, I’m not sure there’s anything I haven’t mentioned except my feelings on the season finale of Doctor Who, Series 7. (Eh.) Marcus Aurelius, philosopher, statesman, Roman, and Emperor wrote twelve “books” which were apparently never meant to be published. These are the private musings, notes to self, of a thoughtful man, written stoically and Stoically. When he lectures anyone, he lectures himself. He even poses questions to parts of himself: his soul, most notably.

There is much to admire in the simplicity and purpose of Marcus Aurelius’ thoughts. They are brief, because Emperors are busy people, especially when earning titles such as Germanicus (which usually involves squashing a nation state or two). They are direct, because he is talking to himself and he needs to be honest. He repeats himself for emphasis and to indicate importance, not out of forgetfulness.

Best, he writes for himself, for clarity, for the now and without thinking of a future audience.

There is a great deal to think about in this, because if you have read “Meditations”, you will know that every page contains a gem and some pages have jewels cascading from them. Yet these are the private thoughts of a person recording ways to improve himself and to keep himself in check – while he managed the Roman empire.

When I talk about improvement, I’m always trying to improve myself. When I find fault, I’ve usually found it in myself first. Yet, what a lot of words I write! Perhaps it is time to reinvestigate brevity, directness and a generosity towards the self that translates well into a kindness to strangers who might stumble upon this. The last thing I’d want to do is to stop people finding what zircons there are because the preamble is too demanding or the journey to the point too long.

Once again, I give my thanks to the writings of someone who died 2000 years ago and gave me so much to think about. Vale, Marcus Aurelius.


The Blame Game: Things were done, mistakes were made.

Note: This is a re-post of something that I put up on a student discussion forum as part of one of my first-year teaching courses. I write a number of longer posts to the students to discuss some of the things that are not strictly Computer Science but can be good to know. One of my colleagues asked me to put it up in a place where he could refer to it even after the original forum was closed, so here it is.

The Irish Central Bank recently released a 10 Euro coin with a quote from James Joyce on it. Regrettably, they got the quote wrong by inserting a ‘that’ which was not in the original quote. While this is hardly newsworthy usually, I want to draw your attention to the way that the bank handled this error.

According to the bank, the coin was “an artistic representation of the author and text and not intended as a literal representation”. In fact, “the text on the Joyce coin does not correspond to the precise text as it appears in Ulysses” and “the error is regretted”.

The error is regretted? By whom? This is a delightful example of the passive voice, frequently used because people wish to avoid associating the problem with themselves. Before this coin hit the mint, people could see the graphic design and the mistake would have been there. Was the error with the original brief, the designer, the people who should have been proofing? (The actual ‘apology’ is even worse as it says “While the error is regretted” and then goes on to try and weasel out.)

Look, the blame game is seductive because people love to allocate blame and, frankly, blame assignation is not very productive because it doesn’t fix the existing problem and, worse, it rarely fixes the future problem. However, the error (in this case) did not leap into the printing presses at the mint due to run-away nanotechnology – in this case, the producing organisation (the bank) should have said “Argh, sorry. We made a mistake.” and then gone on with the offers of refunds – but more importantly, having accepted that it was their error, they would have the mental gears engaged to make changes to stop it happening again. Right now, the bank is trying to wriggle out of a mistake, which might fool people inside the bank into thinking that this is how you deal with errors – through “after the fact” passive apology, rather than taking responsibility and doing some proper proof-reading!

Years ago, I worked with a guy whose motto was “Don’t tell me that you knew it wasn’t going to work. Tell me when you think that and tell me how we’re going to fix it.” Don’t just play the blame and “I told you so” game, be active and try to fix things!

But let’s bring this closer to home. Running late for a lecture? What happened? Was the traffic really bad – or did you not allow enough time to get there, having expected really good traffic? “The traffic was awful” is a great excuse occasionally but all the time? “I didn’t allow enough time for the traffic.” What does this mean? Allow more time! Be active! Take control (if you can). If you’re on a dire bus route, then you may have to think about other ways to deal with it – perhaps you just can’t allow enough time for the awful traffic. In that case, what do you need to do in order to get the lecture content? What do you need to let the lecturer know so that we can help you?

See the difference? If “the traffic is awful” then we have no solutions because a million cars and the Adelaide City traffic computers are beyond your control. If “I have a problem with time” then it is easier to start thinking about ways to fix this that involve you.

When you think to yourself “the assignment wasn’t completed on time”, who was actually responsible for that? Note, I’m not talking about assigning blame – I’m talking about taking responsibility. If you didn’t finish the assignment on time because you didn’t start early enough, then you have started the mental processes that lead to a potential conclusion of “Oh, I should start working on things a bit earlier.” Were you sick? Should you have organised a med cert or spoken to the lecturer?

Responsibility doesn’t have to be a burden but it does give you a reason to exercise your agency, your capacity to act and to make change in the world. If all of your problems are in the passive voice, then “assignments are handed in late”, “the money ran out”, “mistakes were made” rather than “I didn’t start early enough or put enough time in or I was horribly ill and thought I could just push through”, “I spent all of my money too quickly.” and “I made a mistake”.

Obviously, a false declaration of responsibility, where you have no intention of changing, is just as bad as weasel words in the passive voice. Saying “I made a mistake” achieves nothing unless you try and change what you’re doing to stop it happening again.

When you feel that you are responsible for something, you are more likely to devote time and effort to it. The way that you describe the things in your life can help to remind you of what you are responsible for and where you can take charge and try to bring about a positive change. Language is powerful – it can really help to focus the mind on what you need to do to get the best out of everything. Use it!

(Edit: This is now in the comments but after the original post, I linked to an article on one set of steps students could use to write a real apology. You can find it here. Thanks for the nudge, Liz!)


The Kids are Alright (within statistical error)

You may have seen this quote, often (apparently inaccurately) attributed to Socrates:

“The children now love luxury; they have bad manners, contempt for authority; they show disrespect for elders and love chatter in place of exercise. Children are now tyrants, not the servants of their households. They no longer rise when elders enter the room. They contradict their parents, chatter before company, gobble up dainties at the table, cross their legs, and tyrannize their teachers.” (roughly 400BC)

Apparently this is either a paraphrase of Aristophanes or misquoted Plato – like all things attributed to Socrates, we have to remember that we don’t have his signature to any of them. However, it doesn’t really matter if Socrates said it because not only did Hesiod say something in 700BC:

“I see no hope for the future of our people if they are dependent on frivolous youth of today, for certainly all youth are reckless beyond words… When I was young, we were taught to be discreet and respectful of elders, but the present youth are exceedingly wise [disrespectful] and impatient of restraint”

And then we have Peter the Hermit in 1274AD:

“The world is passing through troublous times. The young people of today think of nothing but themselves. They have no reverence for parents or old age. They are impatient of all restraint. They talk as if they knew everything, and what passes for wisdom with us is foolishness with them. As for the girls, they are forward, immodest and unladylike in speech, behavior and dress.”

(References via the Wikiquote page of Socrates and a linked discussion page.)

Let me summarise all of this for you:

You dang kids! Get off my lawn.

As you know, I’m a facty-analysis kind of guy so I thought that, if these wise people were correct and every generation is steadily heading towards mental incapacity and moral turpitude, we should be able to model this. (As an aside, I love the word turpitude, it sounds like the state of mind a turtle reaches after drinking mineral spirits.)

I can hear the colour blue!

I can hear the colour blue!

So let’s do this, let’s assume that all of these people are right and that the youth are reckless, disrespectful and that this keeps happening. How do we model this?

It’s pretty obvious that the speakers in question are happy to set themselves up as people who are right, so let’s assume that a human being’s moral worth starts at 100% and that all of these people are lucky enough to hold this state. Now, since Hesiod is chronologically the first speaker, let’s assume that he is lucky enough to be actually at 100%. Now, if the kids aren’t alright, then every child born will move us away from this state. If some kids are ok, then they won’t change things. Of course, every so often we must get a good one (or Socrates’ mouthpiece and Peter the Hermit must be aliens) so there should be a case for positive improvement. But we can’t have a human who is better than 100%, work with me here, and we shall assume that at 0% we have the worst person you can think of.

What we are now modelling is a random walk, starting at 100 and then adding some combination of -1, 0 or 1 at some regular interval. Let me cut to the chase and show you what this looks like, when modelled. I’ve assumed, for ease of modelling, that we make the assessment of the children every year and we have at most a 1 percentile point shift in that year, whatever other assumptions I made. I’ve provided three different models, one where the kids are terrible – we choose very year from no change or a negative shift. The next model is that the kids have some hope but sometimes do nothing, and we choose from an improvement, no change or steady moral decline! The final model is one where we either go up or down. Let’s look at a random walk across all three models over the span of years from 700BC to today:

Blue is the bad children, red is the kids who sometimes do nothing and green is the good/bad.

Blue is the bad children, red is the kids who sometimes do nothing and green is the good/bad.

As you can see, if we take the dire predictions of the next generation as true, then it is only a few hundred years before everything collapses. However, as expected, random walks over this range move around and hit a range of values. (Right now, you should look up Gambler’s Ruin to see why random walks are interesting – basically, over an infinite time, you’d expect to hit all of the values in the range from 0 to 100 an infinite number of times. This is why gamblers with small pots of money struggle against casinos with effectively infinite resources. Maths.)

But we know that the ‘everything is terrible’ model doesn’t work because both Socrates and Peter the Hermit consider themselves to be moral and both lived after the likely ‘decline to zero’ point shown in the blue line. But what would happen over longer timeframes? Let’s look at 20,000 and 200,000 years respectively. (These are separately executed random walks so the patterns will be different in each graph.)

Here is 20,000 years of the same data.

Here is 20,000 years of the same data.

And 200,000 years.

And 200,000 years.

What should be apparent, even with this rather pedantic exploration of what was never supposed to be modelled is that, even if we give credence to these particular commentators and we accept that there is some actual change that is measurable and shows an improvement or decline between generations, the negative model doesn’t work. The longer we run this, the more it will look like the noise that it is – and that is assuming that these people were right in the first place.

Personally, I think that the kids of this generation are pretty much the same as the one before, with some different adaptation to technology and societal mores. Would I have wasted time in lectures Facebooking if I had the chance? Well, I wasted it doing everything else so, yes, probably. (Look around your next staff meeting to see how many people are checking their mail. This is a technological shift driven by capability, not a sign of accelerating attention deficit.) Would I have spent tons of times playing games? Would I? I did! They were just board, role-playing and simpler computer games. The kids are alright and you can see that from the graphs – within statistical error.

Every time someone tells me that things are different, but it’s because the students are not of the same calibre as the ones before… well, I look at these quotes over the past 2,500 and I wonder.

And I try to stay off their lawn.


Tell us we’re dreaming.

I recently read an opinion piece in the Australian national newspaper, the conveniently named “The Australian”, on funding school reform. The piece, entitled “School Reform must be funded” and sub-titled “But maybe we need fewer academics thinking up ways to spend our taxes”, written by Cassandra Wilkinson, identified that the coming cuts to higher education because of the apparent impossibility of paying for school reforms in any other way. No-one, sensible, is arguing that the school cuts can come out of thin air, I make explicit reference to realities such as this in my previous post, but it does appear that Cassandra is attempting to place the blame squarely on the shoulders of the academics, for this sorry state of affairs (“the growing influence of the university sector on early childhood and school education is partly responsible for the now necessary cuts to higher education.”, from the article).

It is the professionalisation of teaching, and the intervention of education academics to convince governments that early educational investment, potentially at the expense of the family unit’s role in child rearing, that has convinced governments that money must be spent here – therefore, it is our fault that our argument is leading to money coming out of our pockets. I cannot think of a more amazing piece of victim blaming, recently, but then again I generally don’t read the opinion section of The Australian!

Now, you may immediately say “You must be quoting her out of context”, here is another extract from this rather short opinion piece:

“In addition to the public costs being generated by education academics, we have public health academics driving an expensive “preventative health” agenda that includes mental health checks for kids and public advertising about the calorie content of pizza; safety academics driving up the cost of road building and tripling the price of trampolines, which now come with fencing and crash mats; and sustainability academics driving up the cost of housing.”

Not only are people concerned about education driving up the cost of education but we have increased all other prices through our short-sighted adherence to preventative health, safety and sustainability! I keep thinking that Wilkinson, who has some quiet excellent social project credentials if I have researched the correct Cassandra Wilkinson, must be making a satirical comment here but, either my humour is failing (entirely possible), she has been edited (entirely possible) or she is completely serious and we in higher education have brought doom upon our heads by dint of doing our job. The piece finishes with:

“It may well be that the real efficiency savings will derive from a university sector employing slightly fewer academics to dream up new ways for governments to spend taxpayers money.”

and whether this is intended to be satire or not, this statement does raise my hackles.

Right now, most of the academics I know are trying to dream up ways to meet our obligations to our students in terms of a high-quality, useful and valuable education under existing restrictions. The only tax spending we’re trying to do is on the things that we can barely afford to do on the monies we get. I’m assuming that Cassandra is being satirical but is just not very good at it – or is assuming the role of her namesake, in that no-one will actually take her seriously, which is a shame as the approach that she seems to be supporting is not just saying that the only place this money can come from is higher ed, but that we should shut up because of how much we’re costing decent, family-centered Australians. If only I had that many column inches in a large-scale distribution paper to put my case that, maybe, people should stop talking about what they think we’re doing, or their fuzzy memories of old Uni days and bad movies, and come down and see what we’re doing now. Shadow me for a month. Bring running shoes. But, hey, maybe I’m just lazy, soft and dreamy. How would I know?

The rich dream of luxuries, the poor dream of staples. We are dreaming of having enough to do our jobs adequately and these are not the dreams of rich people.

Maybe I’m just too tired right now to see her humour in all of this. I seriously hope that I’ve just got the wrong end of the stick, because if this is what the social progressives are saying, then we may as well close up shop now.


SIGCSE 2013: Special Session on Designing and Supporting Collaborative Learning Activities

Katrina and I delivered a special session on collaborative learning activities, focused on undergraduates because that’s our area of expertise. You can read the outline document here. We worked together on the underlying classroom activities and have both implemented these techniques but, in this session, Katrina did most of the presenting and I presented the collaborative assessment task examples, with some facilitation.

The trick here is, of course, to find examples that are both effective as teaching tools and are effective as examples. The approach I chose to take was to remind everyone in the room of what the most important aspects were to making this work with students and I did this by deliberately starting with a bad example. This can be a difficult road to walk because, when presenting a bad example, you need to convince everyone that your choice was deliberate and that you actually didn’t just stuff things up.

My approach was fairly simple. Break people into groups, based on where they were currently sitting, and then I immediately went into the question, which had been tailored for the crowd and for my purposes:

“I want you to talk about the 10 things that you’re going to do in the next 5 years to make progress in your career and improve your job performance.”

And why not? Everyone in the room was interested in education and, most likely, had a job at a time when it’s highly competitive and hard to find or retain work – so everyone has probably thought about this. It’s a fair question for this crowd.

Well, it would be, if it wasn’t so anxiety inducing. Katrina and I both observed a sea of frozen faces as we asked a question that put a large number of participants on the spot. And the reason I did this was to remind everyone that anxiety impairs genuine participation and willingness to engage. There were a large number of frozen grins with darting eyes, some nervous mumbles and a whole lot of purposeless noise, with the few people who were actually primed to answer that question starting to lead off.

I then stopped the discussion immediately. “What was wrong with that?” I asked the group.

Well, where do we start? Firstly, it’s an individual activity, not a collaborative activity – there’s no incentive or requirement for discussion, groupwork or anything like that. Secondly, while we might expect people to be able to answer this, it is a highly charged and personal areas, and you may not feel comfortable discussing your five year plan with people that you don’t know. Thirdly, some people know that they should be able to answer this (or at least some supervisors will expect that they can) but they have no real answer and their anxiety will not only limit their participation but it will probably stop them from listening at all while they sweat their turn. Finally, there is no point to this activity – why are we doing this? What are we producing? What is the end point?

My approach to collaborative activity is pretty simple and you can read any amount of Perry, Dickinson, Hamer et al (and now us as well) to look at relevant areas and Contributing Student Pedagogy, where students have a reason to collaborate and we manage their developmental maturity and their roles in the activity to get them really engaged. Everyone can have difficulties with authority and recognising whether someone is making enough contribution to a discussion to be worth their time – this is not limited to students. People, therefore, have to believe that the group they are in is of some benefit to them.

So we stepped back. I asked everyone to introduce themselves, where they came from and give a fact about their current home that people might not know. Simple task, everyone can do it and the purpose was to tell your group something interesting about your home – clear purpose, as well. This activity launched immediately and was going so well that, when I tried to move it on because the sound levels were dropping (generally a good sign that we’re reaching a transition), some groups asked if they could keep going as they weren’t quite finished. (Monitoring groups spread over a large space can be tricky but, where the activity is working, people will happily let you know when they need more time.) I was able to completely stop the first activity and nobody wanted me to continue. The second one, where people felt that they could participate and wanted to say something, needed to keep going.

Having now put some faces to names, we then moved to a simple exercise of sharing an interesting teaching approach that you’d tried recently or seen at the conference and it’s important to note the different comfort levels we can accommodate with this – we are sharing knowledge but we give participants the opportunity to share something of themselves or something that interest them, without the burden of ownership. Everyone had already discovered that everyone in the group had some areas of knowledge, albeit small, that taught them something new. We had started to build a group where participants valued each other’s contribution.

I carried out some roaming facilitation where I said very little, unless it was needed. I sat down with some groups, said ‘hi’ and then just sat back while they talked. I occasionally gave some nodded or attentive feedback to people who looked like they wanted to speak and this often cued them into the discussion. Facilitation doesn’t have to be intrusive and I’m a much bigger fan of inclusiveness, where everyone gets a turn but we do it through non-verbal encouragement (where that’s possible, different techniques are required in a mixed-ability group) to stay out of the main corridor of communication and reduce confrontation. However, by setting up the requirement that everyone share and by providing a task that everyone could participate in, my need to prod was greatly reduced and the groups mostly ran themselves, with the roles shifting around as different people made different points.

We covered a lot of the underlying theory in the talk itself, to discuss why people have difficulty accepting other views, to clarify why role management is a critical part of giving people a reason to get involved and something to do in the conversation. The notion that a valid discursive role is that of the supporter, to reinforce ideas from the proposer, allows someone to develop their confidence and critically assess the idea, without the burden of having to provide a complex criticism straight away.

At the end, I asked for a show of hands. Who had met someone knew? Everyone. Who had found out something they didn’t know about other places? Everyone. Who had learned about a new teaching technique that they hadn’t known before. Everyone.

My one regret is that we didn’t do this sooner because the conversation was obviously continuing for some groups and our session was, sadly, on the last day. I don’t pretend to be the best at this but I can assure you that any capability I have in this kind of activity comes from understanding the theory, putting it into practice, trying it, trying it again, and reflecting on what did and didn’t work.

I sometimes come out of a lecture or a collaborative activity and I’m really not happy. It didn’t gel or I didn’t quite get the group going as I wanted it to – but this is where you have to be gentle on yourself because, if you’re planning to succeed and reflecting on the problems, then steady improvement is completely possible and you can get more comfortable with passing your room control over to the groups, while you move to the facilitation role. The more you do it, the more you realise that training your students in role fluidity also assists them in understanding when you have to be in control of the room. I regularly pass control back and forward and it took me a long time to really feel that I wasn’t losing my grip. It’s a practice thing.

It was a lot of fun to give the session and we spent some time crafting the ‘bad example’, but let me summarise what the good activities should really look like. They must be collaborativeinclusiveachievable and obviously beneficial. Like all good guidelines there are times and places where you would change this set of characteristics, but you have to know your group well to know what challenges they can tolerate. If your students are more mature, then you push out into open-ended tasks which are far harder to make progress in – but this would be completely inappropriate for first years. Even in later years, being able to make some progress is more likely to keep the group going than a brick wall that stops you at step 1. But, let’s face it, your students need to know that working in that group is not only not to their detriment, but it’s beneficial. And the more you do this, the better their groupwork and collaboration will get – and that’s a big overall positive for the graduates of the future.

To everyone who attended the session, thank you for the generosity and enthusiasm of your participation and I’m catching up on my business cards in the next weeks. If I promised you an e-mail, it will be coming shortly.


A Brief Aside On Blogging

I ran into someone last night was a reader of my blog (Hi, Maria) and, as always, it was slightly strange to run into someone who had been reading my rantings for over a year before finally meeting me in the flesh. Although I always get very self-conscious when it happens, the real benefit is the reminder that it is not just spam bots and ad robots that are reading my feed – there are real readers out there beyond the small group who are commenting (and thank you for your comments!).

As you can see, I was reminded to start blogging again after a long silence and the occasional post. Now I am writing – two posts in one day!. Interesting – it seems that appreciation of worth provides motivation…

Who would have thought it?


Humans: We Appear To Be Stuck With Them

I’ve just presented a paper with the ‘lofty’ title of “Computer Science Education: The First Threshold Concept” and the fundamental question I ask is “Why are certain ideas in learning and teaching in Computer Science just not getting any traction?” I frame this in the language of Threshold Concepts, which allows us to talk about certain concepts as being far more threatening than others but far more useful when we accept them. It doesn’t really matter why we say that people aren’t accepting these things, the fact is that they aren’t. Is it because of authority issues, from Perry’s work, where people aren’t ready to accept more than one source of truth? Is it because of poor role management, which leads us to the work of Dickinson? Is it because many people struggle in the pre-operational stages of Neo-Piagetian theory and, even if they can realise some concrete goals, they can’t apply things to the abstract?

It doesn’t matter, really, because we all have colleagues who, on reading the above, would roll their eyes and reject the notion that this is even a valid language of discourse. Why, some will wonder, are we making it so hard when we talk about teaching – “I know how to teach, it’s just sometimes that the students aren’t working hard enough or smart enough”.  When I mentioned to a colleague that I was giving this paper, he said “Feeling sensitive, are you?” and what he meant was, possibly with a slightly malign edge, that I was taking all of this criticism personally.

Yes, well, probably I am, but let’s talk about why. It’s because it’s important that students are taught well. It’s because it’s important that students get the best opportunities. It’s important that my assumptions about the world, my presumptions of my own ability and that of my students, do not have a detrimental effect on the way that I do my job. I’m taking money to be a teacher, a researcher and an academic administrator – I should be providing real value for that money.

But I am not, by any stretch, the best ‘anything’ in the world. I am not the best teacher. I am not the best researcher. I am not the best speaker. If you are looking for an expert in this area, look elsewhere, because I am a tolerable channel for the works of much better scholars. And, yes, I’m sensitive about some of this because, like many people I speak to in this community, I’m getting tired of having good, solid, scientific work rejected because people feel threatened by it or are dismissive of it. I’m sick of rubbish statements like “we can’t tell people how to teach” because, well, yes, actually we can but it requires us to define what teaching quality is and what our learning environments should look like – what we are trying to do, what we actually do and what we should be doing. Lots of work has been done here, lots of work is yet to occur, and, let me be clear, I am not now, or ever, saying that the “Nick way” is the only way  or the desired way – I’m saying that the discussion is important and that we should be able to say what good teaching is and then we must require this.

In my talk, I mentioned the use of social capital – the investment into our social networks that leads to real and future benefits – and how we spend a lot of time on bonding but too little time on bridging. In other words, we don’t have great ways to reach out and we miss opportunities but, a lot of the time, once we bring someone into the educational community, we can build those relationships. Unfortunately, this is not always true and politics, the curse of academia, too often raises its ugly head and provides too many possible venues, or excludes people, or drives wedges between the community when we should be bonding. I was saddened to discover that politics was traipsing around my current activity, as I was hoping that this would be a launchpad for more and more collaborative work – now we are in the middle of a field of politics.

*sigh*

So much energy – so much lost opportunity unless we use that energy to connect, build and work together. It’s not as if we don’t have enough people saying “Why are you bothering with that? I don’t see the need therefore it’s not important.” But this is humans, after all. My paper opened with a quote from Terence in 163BC,

Homo sum, humani a me nihil alienum puto (I am a [human], nothing human is foreign to me)”

and I then proceeded to shoot this down because threshold concept theory says that one of our key problems is that so much is foreign to us that, unless we recognise this, we are in trouble. However, some things are horribly familiar to us and the unpleasantries of academic politics are one that is not foreign to anyone who has spent more than a couple of years post-PhD.

When I looked at the recent ACM/IEEE Curriculum, the obvious omission was any real attempt to provide a grounding for pedagogy in the document. Hundreds, if not thousands, of concepts were presented with hours attached to them as if this was a formal scientific statement of actual time required to achieve the task. I see this as a wasted bridging opportunity to share, with everyone who reads that document, the idea that certain ideas are trickier, however we frame that statement. If we say “You might have some trouble with this”, we give agency to teachers to think about how they prepare and we also give them a licence to struggle with it, without being worried that they are fundamentally flawed as teachers. If we say “Students may find this challenging”, then the teachers can understand that they do not have a class of bad or lazy students, they have a class of humans because some things are harder to learn than others.

My point from the talk was that, however we slice it, we are fighting an uphill battle and need to focus on bringing in more and more people, which means focusing on bridging rather than division and, where possible, bridging with the same vigour as we bond with our current friends and colleagues. As for politics, it will always be with us, so I suppose the question now is how much energy we give to that, when we could be giving it to to bridging in new people and consolidating our bridges with other people? Bridges are fundamentally hard to build, because it’s so easy for them to fall down, and that’s why the maintenance, the bonding energy, is so important.

I don’t have a solid answer to this but I hope that someone else has some good ideas and feels like sharing them.


SIGCSE 2013: The Revolution Will Be Televised, Perspectives on MOOC Education

Long time between posts, I realise, but I got really, really unwell in Colorado and am still recovering from it. I attended a lot of interesting sessions at SIGCSE 2013, and hopefully gave at least one of them, but the first I wanted to comment on was a panel with Mehram Sahami, Nick Parlante, Fred Martin and Mark Guzdial, entitled “The Revolution Will Be Televised, Perspectives on MOOC Education”. This is, obviously, a very open area for debate and the panelists provided a range of views and a lot of information.

Mehram started by reminding the audience that we’ve had on-line and correspondence courses for some time, with MIT’s OpenCourseWare (OCW) streaming video from the 1990s and Stanford Engineering Everywhere (SEE) starting in 2008. The SEE lectures were interesting because viewership follows a power law relationship: the final lecture has only 5-10% of the views of the first lecture. These video lectures were being used well beyond Stanford, augmenting AP courses in the US and providing entire lecture series in other countries. The videos also increased engagement and the requests that came in weren’t just about the course but were more general – having a face and a name on the screen gave people someone to interact with. From Mehram’s perspective, the challenges were: certification and credit, increasing the richness of automated evaluation, validated peer evaluation, and personalisation (or, as he put it, in reality mass customisation).

Nick Parlante spoke next, as an unashamed optimist for MOOC, who has the opinion that all the best world-changing inventions are cheap, like the printing press, arabic numerals and high quality digital music. These great ideas spread and change the world. However, he did state that he considered artisinal and MOOC education to be very different: artisinal education is bespoke, high quality and high cost, where MOOCs are interesting for the massive scale and, while they could never replace artisinal, they could provide education to those who could not get access to artisinal.

It was at this point that I started to twitch, because I have heard and seen this argument before – the notion that MOOC is better than nothing, if you can’t get artisinal. The subtext that I, fairly or not, hear at this point is the implicit statement that we will never be able to give high quality education to everybody. By having a MOOC, we no longer have to say “you will not be educated”, we can say “you will receive some form of education”. What I rarely hear at this point is a well-structured and quantified argument on exactly how much quality slippage we’re tolerating here – how educational is the alternative education?

Nick also raised the well-known problems of cheating (which is rampant in MOOCs already before large-scale fee paying has been introduced) and credentialling. His section of the talk was long on optimism and positivity but rather light on statistics, completion rates, and the kind of evidence that we’re all waiting to see. Nick was quite optimistic about our future employment prospects but I suspect he was speaking on behalf of those of us in “high-end” old-school schools.

I had a lot of issues with what Nick said but a fair bit of it stemmed from his examples: the printing press and digital music. The printing press is an amazing piece of technology for replicating a written text and, as replication and distribution goes, there’s no doubt that it changed the world – but does it guarantee quality? No. The top 10 books sold in 2012 were either Twilight-derived sadomasochism (Fifty Shades of Unncessary) or related to The Hunger Games. The most work the printing presses were doing in 2012 was not for Thoreau, Atwood, Byatt, Dickens, Borges or even Cormac McCarthy. No, the amazing distribution mechanism was turning out copy after copy of what could be, generously, called popular fiction. But even that’s not my point. Even if the printing presses turned out only “the great writers”, it would be no guarantee of an increase in the ability to write quality works in the reading populace, because reading and writing are different things. You don’t have to read much into constructivism to realise how much difference it makes when someone puts things together for themselves, actively, rather than passively sitting through a non-interactive presentation. Some of us can learn purely from books but, obviously, not all of us and, more importantly, most of us don’t find it trivial. So, not only does the printing press not guarantee that everything that gets printed is good, even where something good does get printed, it does not intrinsically demonstrate how you can take the goodness and then apply it to your own works. (Why else would there be books on how to write?)  If we could do that, reliability and spontaneously, then a library of great writers would be all you needed to replace every English writing course and editor in the world. A similar argument exists for the digital reproduction of music. Yes, it’s cheap and, yes, it’s easy. However, listening to music does not teach you to how write music or perform on a given instrument, unless you happen to be one of the few people who can pick up music and instrumentation with little guidance. There are so few of the latter that we call them prodigies – it’s not a stable model for even the majority of our gifted students, let alone the main body.

Fred Martin spoke next and reminded us all that weaker learners just don’t do well in the less-scaffolded MOOC environment. He had used MOOC in a flipped classroom, with small class sizes, supervision and lots of individual discussion. As part of this blended experience, it worked. Fred really wanted some honest figures on who was starting and completing MOOCs and was really keen that, if we were to do this, that we strive for the same quality, rather than accepting that MOOCs weren’t as good and it was ok to offer this second-tier solution to certain groups.

Mark Guzdial then rounded out the panel and stressed the role of MOOCs as part of a diverse set of resources, but if we were going to do that then we had to measure and report on how things had gone. MOOC results, right now, are interesting but fundamentally anecdotal and unverified. Therefore, it is too soon to jump into MOOC because we don’t yet know if it will work. Mark also noted that MOOCs are not supporting diversity yet and, from any number of sources, we know that many-to-one (the MOOC model) is just not as good as 1-to-1. We’re really not clear if and how MOOCs are working, given how many people who do complete are actually already degree holders and, even then, actual participation in on-line discussion is so low that these experienced learners aren’t even talking to each other very much.

It was an interesting discussion and conducted with a great deal of mutual respect and humour, but I couldn’t agree more with Fred and Mark – we haven’t measured things enough and, despite Nick’s optimism, there are too many unanswered questions to leap in, especially if we’re going to make hard-to-reverse changes to staffing and infrastructure. It takes 20 years to train a Professor and, if you have one that can teach, they can be expensive and hard to maintain (with tongue firmly lodged in cheek, here). Getting rid of one because we have a promising new technology that is untested may save us money in the short term but, if we haven’t validated the educational value or confirmed that we have set up the right level of quality, a few years now from now we might discover that we got rid of the wrong people at the wrong time. What happens then? I can turn off a MOOC with a few keystrokes but I can’t bring back all of my seasoned teachers in a timeframe less than years, if not decades.

I’m with Mark – the resource promise of MOOCs is enormous and they are part of our future. Are they actually full educational resources or courses yet? Will they be able to bring education to people that is a first-tier, high quality experience or are we trapped in the same old educational class divisions with a new name for an old separation? I think it’s too soon to tell but I’m watching all of the new studies with a great deal of interest. I, too, am an optimist but let’s call me a cautious one!


A Digression in Pursuit of Hope

I have made reference to some terms in here that deal with concepts that would not be unfamiliar to those growing up in western society but I place a warning here that I discuss sexual assault and cannibalism (in outline) within, so feel free to skip this. This also contains some major spoilers for the work “The Road” by Cormac McCarthy, so if you want to avoid those, please don’t read this post.

I realise it’s stretching a point in a learning and teaching blog to start talking about the general context of society and the nature of hope but, frankly, given how much this seems to frame the debate on how we should be teaching, what we should be teaching and, sadly, also for whom education is a guarantee, perhaps we can include this discussion under a hand-wavy framework that precedes learning and teaching.

I’ve recently finished reading the text of Cormac McCarthy’s “The Road” and, while I can see why many found it to be moving and horrific, I deliberately approached it in a way that allowed me to see individual scenes, outside of the general narrative flow. In other words, I read from different points, picked up and jumped around. I have read all of the words in it sequentially, because I’m a bit of a completist, but I quickly realised that, for all of its potential positive outcomes in convincing people of the necessity of not blowing up the world, it’s a very gloomy read and wallows, to a large extent, in a particular type of middle-class apocalyptic fantasy. I grew up chewing on solid apocalyptic fantasy, as a child of the 60s and 70s we had much to draw upon, and I can honestly say that I’ve seen all of this hopelessness and evil before.

There are scenes in the book that, in the dire and colourless trudge towards the sea that dominates this bleak tome, stand out for both their colour and their silliness. I mean, seriously, you’re a war-tribe in a food-starved land and you have a separate cohort of “catamites” that you are dragging behind the women, in skimpy clothes and dog collars, because… ? The book trades in fear: fear of loss, fear of bestial nature, fear of cannibalism, fear of sexual assault (lots and lots and lots of fear of sexual assault) and sacrifices a lot to keep giving you the message that, ultimately, we’re all doomed. It’s over. The plants are dead. We are the motive power, the hunger, the scourge, the food source and, for a few, we are the remaining good guys. I remember when all we used to be was the world and the children…

I’m not questioning that the book is well-written and, in these fearful times, I can completely understand why such a book would have an impact. It is a book designed to have an impact. To make you check your doors and hug your children close. But, really, do we need any more books like this? We already have a growing library of zombie books and movies, TV series and games, embodying the real fear of the comfortable and settled that the all-consuming and unreasoning mob will turn on them for food. After all, if there is not enough food to go around and we have tasty people made of flesh, then whether we grab a mouthful from a passing person or eat it in sanitised Soylent Green form, we are consuming ourselves.

Fear! Fear! Fear! Hide behind your walls and stock up on food and guns. They (for various values of they) are coming to get you and sexually assault your goldfish! Then they will eat your terrapins!

You can get a discounted three-stack for only $1.99 at Denny's!

You can get a discounted three-stack for only $1.99 at Denny’s!

When I read the section on the little army, trudging with red bandannas, I though that McCarthy had missed an obvious point in his attempt to bring up the reminder that the boy in the story was desirable as both sexual object and food source to the brutish, and predominantly male, marauders of the countryside. The father and the boy encounter a rough army marching in column, towards the end:

“the women, perhaps a dozen in number, some of them pregnant, and lastly a supplementary consort of catamites illclothed against the cold and fitted in dogcollars and yoked to each other” (McCarthy, The Road, p96, Picador, 2006)

In rushing to press the catamite panic button, I believe that McCarthy missed a grand opportunity to remind us of the world that these people are really living in. It’s not Pulitzer worthy, but perhaps something along the lines of:

“the women, perhaps a dozen in number, some of them pregnant, and lastly, too young and weak to pull the wagons and not female enough to keep, the eight or so lean and wide-eyed boys of the larder clutched at the few rags that would keep them alive for long enough to be useful as they stumbled, chained, along the road.”

Simply put, when there is nothing else to eat, I quite simply don’t believe that you will keep around extra people because it costs a lot to keep a person fed. In a book that is all about slow starvation, this stood out as either the most blatant statement of affluence (which would make sense if the army hadn’t been on the move to find new space) or a revealing statement of the manipulation of fear that is part and parcel of this work.

My apologies to Mr McCarthy as I think that this book is very well-written but, again, given that we can turn the bleak up to 11, given that we are already doing so, and given that this fear of an as yet unrealised apocalypse appears to be scaring people into carrying out real actions (hoarding, gun accumulation and so on) – why? I was talking to a friend and, ultimately, the true tragedy of all of this type of literature is that, despite our forays into darkness and evil, the default action of humanity in extremis cannot be this or we would not have managed to develop civilisation in any sense of the word. Yes, dire and terrible things have been carried out, but we are seeing a swathe of natural disasters sweeping the world and the overwhelming message emerging from this is that people band together, people help each other out. Complete societal breakdown? Ok, yes, again terrible things can happen – but it takes quite a long time to get to that point and most of the fear and panic we see today is going through an amplifier of wave-after-wave of book, TV show and film telling us that we are two days and one shotgun away from having our brains eaten by our next-door-monsters.

There appears to be a thread of hopelessness, or (at best) unresolved hope, that has pervaded our culture with the onslaught of walking dead works, of all kinds, and the theme is always the same: they are legion and they are hungry, they will consume you. There is, of course, nothing new in selling fear: my teen apocalypse was always going to be nuclear but, interestingly enough, the major fear was mutation not cannibalism. Whether this was just the highly sanitised remnants of polite society not being able to think about eating each other or whether our fear has changed – I’ll leave that to the cultural historians.

I was recently listening to an old Beth Orton song and it put me in mind of a mournful reflection on times “before the fall” from a teenage girl sitting in a trailer out on the wastelands. However, the more I thought about, the more I realised how persuasive the negative narratives had become – I was thinking lazily in the same forms. The girl herself was not independently powerful and had limited agency, she was semi-literate, had little hope and was highly armed. Nooooooooo!

Argh! Argh! Argh! Argh! My friends, please forgive me because I, for a second, contemplated writing 1960s bad fiction. The problem I had, however, as I fixed the problems (she was autonomous, had received enough education and was part of a still active community, with hope for the future) the more I realised that any tension, or melancholic drive, was running out of the situation at a rate of knots. The apocalypse is fundamentally uninteresting unless a catastrophe follows that challenges, involves, threatens and consumes us enough to be invested in the story – and to want to see tension resolved.

There is an XKCD comic where the zombie menace is dispatched immediately and the movie then turns into a romantic comedy and, applying the same rule to almost every other work, it is amazing the amount of effort that has to be expended to keep us in catastrophic mode – missed chances to stop the epidemic, people ‘refusing to believe until it is too late’, or a mysteriously self-supporting group of rent boys trundling behind a wagon to up the “EEK! Your son will be USED by slavers” effort.

Education is abandoned in “The Road” because, ultimately, there is no real hope. There is no real colour except for blood and the armies of blood, the books and the art are long burned, the countries are separated, the inexorable grind is crushing everything so why learn a few letters? Perhaps I am being too hard on “The Road” because we are seeing the nadir, the lowest possible point, and this final sacrifice (notably three days before the boy’s next encounter) is the beginning of the uptick. In reality, there is no actual tension in such a moment as it happens, because our expectation is that the increasing positive is merely a false rise that precedes a much deeper trough – you don’t call something the dark ages until you’re well clear of it and looking backwards.

In terms of the description of the role of education, and the importance of hope, I found “A Canticle for Leibowitz” and “Riddley Walker” to cover ground not dissimilar to this – with dips down into hopelessness and the constant threat of the abandonment of what we would refer to as our civilisation, possibly our own extinction – but without the obsession on hopelessness that takes “The Road” from being a dark fable, and moves it towards accidental comedy at times.

Education is a statement of hope. We teach people and we give them the tools to be able to understand, record and improve upon what has gone before them. It doesn’t always work but it has, for thousands of years, proved to be resilient, in the face of war, plague, fire, famine and the constant threat that our world or ourselves will wipe ourselves out. While I can see the appeal in writing dark tales that appeal to the fears of those who have enough to lose, and I can certainly see the mind candy aspect to watching movies like “28 days Later”, “Resident Evil” and “Zombieland”, I note that almost all of those tales have far more hope than we see in “The Road”. Yes, at the very end, we see a soupçon of hope, handed out in a familiar package, but it is a token, enough to raise pressure on the razor but perhaps not enough to take it from the wrist, and it doesn’t ring true to me. I have seen what goodness and hope look like, whether it’s the incredible bravery of Arlen Williams, or the everyday and simple generosity of helping a stranger – hope is not indestructible and goodness is not guaranteed to triumph but, over time, they must or we would all be skin-eating space zombies by now. Apart from anything else, token hope is insincere and false hope, sometimes an artefact of pompous or lazy writing, sometimes just not quite aligned with the rest of the message – and sometimes the reader doesn’t get it because they aren’t the target. You may love “The Road” but it doesn’t work for me because hope is essential to me.

If we have no hope then education is futile and let’s close the schools and go out and frolic in the fields while we still have grass, sunshine and wine. I would argue that the converse is true, that without education (which doesn’t have to be formalised or written) we have no hope and, again, let us seek a steady state pastoral existence until we are wiped out by something that could have been avoided. But reading or watching ourselves into a mental state that provides an overwhelming sense of disasters that have not yet happened? I wonder about the sense of that and, in that regard, I wonder whether “The Road” provides enough “fix the world” scare to balance its “we are all slowly doomed to starvation or consumption” message.

Well, let me be honest, I weigh it and find its bleakness unredeemed by virtue. There is no doubt that this is a good book, but there are many other books I think my students could read to get a similar message without such a depressingly persistent boot-into-the-face. Then again, I’m never going to with the Pulitzer Prize, so you should take my advice with a grain of salt.

While we still have salt!


Grace.

A friend sent me a link to this excellent piece on the importance of grace, in terms of your own appreciation of yourself and in your role as a teacher. Thank you, A! Here is the link:

The Lesson of Grace in Teaching

“…to hear from my own professor, whom I really love and admire, at a time when I felt ashamed of my intelligence and thus unworthy of his friendship, that I wasn’t just a student in a seat, not just a letter grade or a number on my transcript, but a valuable person who he wants to know on a personal level, was perhaps the most incredible moment of my college career.”