Marcus Aurelius: Says It All, Really.

I’m reading Marcus Aurelius’ Meditations, which I read years ago but had the opportunity to pick up again for $8.33. (Woohoo, cheap Penguins!) The book is full of great thoughts and aphorisms but there are three, from Book 12, that have always appealed to me:

13, How absurd – and a complete stranger to the world – is the man who is surprised at any aspect of his experience in life!

15, The light of a lamp shines on and does not lose its radiance, until it is extinguished. Will then the truth, justice, and self-control which fuel you fail before your own end?

17, If it is not right, don’t do it; if it is not true, don’t say it.

I feel 13 a lot – and it’s rather embarrassing because I am often surprised by the world but I suspect that’s because I’m in my own head a lot. 15 is something I’ve said before, in different ways and never as elegantly, and it’s a great image.

17, however, says it all to me. It’s incredibly, naïvely simple but that is part of its appeal. It is probably one of the greatest maxims for teaching, in terms of commitment, in terms of content and in terms of bravery when faced with the choice of presenting something that you know to be true – and something that you’ve been told to teach.

Marcus Aurelius  was an Emperor, philosopher (philosopher king, even, a reputation he gained in his own life time) and the Emperor Hadrian, his sponsor, had a special nickname for him – “Verissimus”, the most true. Herodian wrote: “he gave proof of his learning not by mere words or knowledge of philosophical doctrines but by his blameless character and temperate way of life.”

I spoke earlier this week of champions. It’s nice to read Marcus Aurelius and be reminded of how many amazing thinkers have been contributing to our shared literary legacy over 2000 years.

“If it is not right, don’t do it; if it is not true, don’t say it.”


Vale, Neil Armstrong (or, What Happened to my Moon Base?)

Neil Alden Armstrong, the first human to set foot on the Moon, has left us at the age of 82. I don’t remember the moonwalk although, as a baby, I was placed in front of the television to ‘watch’ as, on July 21st, we walked on another world. Growing up, of course, it quickly became apparent that we didn’t go to the Moon anymore, the last walk being when I was 4ish. Apollo 17, the last mission, was in December, 1972, and the planned Apollos (out to 20) were scrubbed. Yes, we got Skylab up into orbit and that was really exciting, as were the docking missions, but it wasn’t THE MOON.

(The Silence are standing behind the large Moon to the rear.)

But we were still in space! After all, it was only 8 years later that we all watched as the Space Shuttles started to go into the sky. Well, we were in space. It was obvious that other countries were doing things as well (for those who didn’t grow up with this, it’s fair to say that the USA and USSR didn’t get on for a while so information sharing was limited and often heavily propagandised by both parties) but that glorious shuttle, climbing up into the sky, had taken the baton and we even (finally) managed to get a space station in orbit that was bigger than a breadbox. But, by Moon shot comparisons, it wasn’t quite in the same league.

Now, I’m not for a moment suggesting that space travel has been the best use of our time and money but, goodness, has it been inspirational! We’ve developed some amazing things along the way and we’ve learned a great deal about ourselves – one of which, sadly, is that the future that I am living is not the future that I thought I would inhabit.

Growing up, I made a number of assumptions, based on the talk of the time and the books I read (a lot of which were science fiction) and, looking back on it now, these ideas were very inspirational. Growing up in the England of the early-mid 70s (a cold, lean and unpleasant place) having heroes from space was an important thing for me to have. The messages from the real-life stories of achievement (we went to the Moon! We’re getting rid of smallpox! We’re pushing back disease!) were, and still are, an important part of me. Even where we had dystopia presented to us, it was in order to learn. (The Earth has finite resources, for example, so perhaps we should be living within our means a little better – this is the message of so many works from the mid-late 20th century.)

An Eagle Transporter from the UK television series Space:1999. Note almost complete lack of aerodynamic features, including wing-based control surfaces, because (wait for it) there is no air on the Moon!

But, of course, we have no moon base. We have carried out an incredible and technologically staggering feat to gently drop the new Mars explorer on Mars – but there are no people there. I’m not sure how many times we’ll go back there and my fear is that, within 10 years, we abandon that too. But we aren’t just losing space. A number of our achievements in the face of disease and social equality, for example, are being undermined by deliberate dissemination of disinformation and the shameful exploitation of fear and ignorance.

Sadly, at least some of the people who read this will scoff at the idea that we even went to the Moon. “You rube,” they’re thinking, “Everyone knows it was a giant hoax and cover-up.” The same thing applies to vaccines, where the human failing regarding probability and modelling comes to the fore and the fearful and anecdotal are treasured over the science. Don’t even get me started on the climate change denial movement.

Is this our fault? As scientists did we presume too much in our certainty and, after so many mistakes, have we earned this distrust? Frankly, while scientists have been responsible for some shameful acts of wilful destruction or negligence, I don’t think we deserve to be viewed in such a harsh light. What I believe we’re seeing is the snake oil merchant at its finest – preying on the weak, undermining reality for their own ends, looking into the near term future of the wallet rather than the long term future of us all.

What scares me is that we may be losing our knowledge. That the simplest of ideas in science, that you collect and observe evidence in order to allow you to confirm or contradict your hypotheses, is being overrun by a mad dash towards a certainty based on wilful ignorance where you only see the evidence that agrees with your hypothesis, after the fact, and truth be damned. Should we be spending the money required to go back to the Moon? Perhaps not as it is a lot of money and, goodness knows, we have things to spend it on. But if our reason for not going back to the Moon is that we lack the drive, the imagination, the tenacity or the vision to achieve it – then we are in serious trouble.

People sometimes ask me how many students I need to have in my classroom in order to deliver a lecture. I like to have 80-95%, of course, but my answer is always the same: one. I will not consider it a waste of my time if I spend an hour with a student discussing the ideas and sharing knowledge with them. I want my students to be imaginative, driven, to be able to hang on like a terrier as they search for the truth and to understand that the search for knowledge is important – so I have to try to live that. I have to live it all the time because, all too often, there are too many examples of people ignoring the truth for a comfortable lie, for being famous for being famous, for being famous for being thoughtlessly reactive (shock jock, anyone), for changing their minds for political expediency, for outright lying, and for only valuing quantities and dollars rather than people and knowledge.

What gets me out of bed in the morning is my own set of heroes: my wife, my friends, those in my family who have overcome adversity, the real educators who do their job because they have to and because of their deep and enduring relationship with knowledge, the stars in my firmament. I looked to my own heroes growing up and those heroes wouldn’t have let the world resemble “Silent Running”, “Soylent Green” or “The Omega Man” – they, like me, wanted our children to grow up in a better world. Those films of the 60s and 70s were the product of SF writers looking forward and saying “We don’t want this.” In the absence of vision, in the attack upon science and in the minimisation of majestic and inspirational events, we get ever closer to these stinking, diseased, dying worlds that should only ever exist in our nightmares.

The green in this still from Silent Running is, in theory, almost all of what is left of Earth’s greenery. Not very large, is it?

I grew up thinking that “Silent Running”, a movie where companies ordered the destruction the last of Earth’s biomass because it was too expensive to keep, was hyperbole – at most a cautionary tale. Now, every day, I get out of bed to try and educate a new generation of scientists so that we don’t accidentally or deliberately end up going over exactly that precipice. Thought is the greatest tool that we have and, like any tool, it can work for us and against us. Guiding thought along constructive paths is challenging and it always helps to have a large and visible goal to aim for: navigators need stars or ships get lost.

We need champions. We need champions so large that even our other champions look to them – we need ideas so beautiful and so huge and so captivating that the vast majority of people, when exposed to them, roll up their sleeves and say “I can help.” We need people for your children to aspire to be, because of what they did, not who they are. However, while we have many champions, the giant blazing comets that I had growing up are all dying or dead and it makes me very sad. Yes, there is incredible achievement going on and there are many, many great stories but what does the future look like to someone growing up now?

My future was full of moon bases, flying cars, leisure time, robots, everyone well fed, no war, gender and race equality – what’s our scorecard looking like?

Soon there will be no-one left who walked on the moon. After 2099, there will probably be no-one alive when we did walk on the moon. What happens to the accounts of the Moon then? How long before it becomes a myth? How long before the real footage gets mixed up with Hollywood movies – or the MTV Logo becomes the 22nd century’s view of what happened on the Moon?

Of course, there is no real need to go back to the Moon. There are many other things that we can usefully do with that money and, ethically, we probably should. In terms of inspiration, it’s hard to beat, but that just makes it a challenge to find a problem that is equally big and put it together in a way that we can all see the rightness of it.

If you’ve read this far, thank you, but I have an additional favour to ask of you. This week, if possible, I’d like you to find an extra something, somewhere, that puts an extra champion into your life or into the life of someone else. It doesn’t have to be a person, it just has to be a star to set a course by. Something to look up to in high seas to know why you’re going where you’re going and that the risk is worth it. Have you told one of your living champions how much they mean to you? Have you made the time to share your (I know, precious) time and knowledge with someone else? Can you pin a picture of Hypatia to your pinboard? Rosa Parks? Jon Snow? Curie? Lister? Brunel? da Vinci? The SS Great Britain? Euler? Gauss? Florey? The Wrights? The 1902 Glider or the Wright Flyer 1? Crick/Watson/Franklin (bonus points if you have them in a wrestling ring wearing Luchador masks)? A Crab Canon? Telemann? Steve Kardynal?

“Reserve your right to think, for even to think wrongly is better than not to think at all,” Hypatia of Alexandria.

Have you taken your champion out of your head and told everyone else about them? When we landed on the Moon a vast number of us looked up and, for one moment, we all shared the same vision.

Neil Armstrong lived a good life, one that was useful and surprisingly humble given what he achieved and the position in which he found himself, but he’s gone now and we need more people and inspiration to fill the gap that he left. We need to look up once more.


A Good Friday: Student Brainstorming Didn’t Kill Me!

We had 19 of last year’s Year 10 Tech School participants back for a brainstorming session yesterday, around the theme “What do you like about ICT/What would you say to other people about ICT.” I started them off with some warm-up exercises, as I only had three hours in total. We started with “One word to describe Tech School 2011”, “two words to describe anything you learnt or used from it”, and “three words to discuss what you think about ICT”. The last one got relaxed quickly as people started to ask whether they could extend it. We split them into tables and groups got pads of post-it notes. Get an idea, write it down, slam it on the table *thump*.

Nobody sketched Babbage and slammed it on the table. (I’m not all that surprised.)

After they had ideas all over the table, I asked them to start assembling them into themes – how would they make sentences or ideas out of this. The most excellent Justine, who did all of the hard work in setting this up (thank you!), had pre-printed some pages of images so the students could cut these out and paste them into places to convey the idea. We had four groups so we ended up with four initial posters.

Floating around, and helping me to facilitate, were Matt and Sami, both from my GC class and they helped to keep the groups moving, talking to students, drawing out questions and also answering the occasional question about the Bachelor of Computer Science (Advanced) and Grand Challenges.

We took a break for two puzzles (Eight Queens and combining the digits from 1 to 9 to equal 100 with simple arithmetic symbols) and then I split the groups up to get them to look at each other’s ideas and maybe get some new ideas to put onto another poster.

Yeah, that didn’t go quite as well. We did get some new ideas but it became obvious that we either needed to have taken a longer break, or we needed some more scaffolding to take the students forward along another path. Backtracking is a skill that takes a while to learn and, even with the graphic designer walking around trying to get some ideas going, we were tapping out a bit by the time that the finish arrived.

However, full marks to the vast majority of the participants who gave me everything that they could think of – with a good spread across schools and regions, as well as a female:male ratio of about 50%, we got a lot of great thoughts that will help us to talk to other students and let them know why they might want to go into ICT… or just come to Uni!

I didn’t let the teachers off the hook either and they gave us lots of great stuff to put into our outreach program. As a hint, I’ve never met yet a teacher at one of these events who said “Oh no, we see enough Uni people and students in the schools”, the message is almost always “Please send more students to talk to our students! Send more info!” The teachers are as, if not more, dedicated to getting students into Uni so that’s a great reminder that we’re all trying to do the same thing.

So, summary time, what worked:

  1. Putting the students into groups, armed with lots of creative materials, and asking them what they honestly thought. We got some great ideas from that.
  2. Warming them up and then getting them into story mode with associated pictures. We have four basic poster themes that we can work on.
  3. Giving everyone a small gift voucher for showing up after the fact, with no judging quality of ideas. That just appeals to my nature – I have no real idea what effect that had but I didn’t have to tell anyone that they were wrong (or less than right) because that wasn’t the aim of today.
  4. Getting teachers into a space where they could share what they needed from us as well.

What needs review or improvement:

  1. I need to look at how idea refinement and recombination might work in a tight time frame like this. I think, next time, I’ll get people to decompose the ideas to a mind map hexagon or something like that – maybe even sketch up the message graphically? Still thinking.
  2. I need more helpers. I had three and I think that a couple more would be good, as close to student age as possible.
  3. The puzzles in the middle should have naturally led to new group formation.
  4. Setting it an hour later so that everyone can get there regardless of traffic.

So, thanks again to Justine and Joh for making this work and believing in it enough to give it a try – I believe it really worked and, to be honest, far better than I thought it would but I can see how to improve it. Thanks to Matt and Sami for their help and I really hope that seeing that I actually believe all that stuff I spout in lectures wasn’t too weird!

But. of course, my thanks to the students and teachers who came along and took part in something just because we asked if they’d like to come back. Yeah, I know the motives varied but a lot of great ideas came out and I think it’ll be very helpful for everyone.

Onwards to the posters!


The Most Terrifying Compliance: The Inert Student

I’ve been doing a lot with schools recently – enough that I won’t be identifying any particular students with this next post – and I’ve had an opportunity to see how students react when they haven’t yet made it into Uni. My first-years are a pretty energetic lot and, for the most part, it’s more of a challenge to get them to stop talking than to get them to start. (Part of that might be me, I’m un petite peu de Energiser Bunny.)

Captured using a laser flash and 1/100000 second shutter.

What I saw in some of the school-aged children was the same: bouncy, participating, not quite getting the filter going between brain and mouth. All the good energy that I can work with, use in collaboration and build upon to teach. Culturally, of course, this varies wildly and some of my students from other cultures would rather be electrocuted than say something in class. (Note: No evidence to support this exists, nor have we even applied for ethics approval for this.) So what these differently-acculturated students often do is… nothing. (When they first come to u.s)

They just sit there. Ask them a question. They say nothing. You have to wait it out. Eventually, they’ll say something and doing this, with care, over time brings them into the collaborative zone where we can really start to work. What is interesting, however, is that they are still (if you watch carefully) involved in the class. They take notes. They discuss things between themselves, to a degree. They’re doing something – they just aren’t that keen on answering questions. That’s ok, I can deal with that.

However, there’s a more advanced form of doing nothing which I’ll talk about now, because it bothers me.

What chilled me the first time that I saw it was the students who actually do nothing. And, by this, I mean nothing at all. In between answering questions, if they answered to any degree, they sit there and they’re not surfing the internet, doodling, talking or doing anything else. They will sit, still, looking into space, for up to an hour. Maybe two. No apparent registration. Can talk. Can communicate well. But don’t. (Note: I’m not talking about isolated students, I’m talking about students grouped by school.)

I would really like to believe that they are thinking about other things but, especially in a space that is active, that is engaging other students, that is full of the sound of discussion, laughter and enjoyment… this inertia is terrifying.

In my experience these students are terribly polite. If you tell them to do something then they will. But step away or give them a moment and they stop doing anything. My apologies to the teachers in the space who are nodding wisely (if this is just a thing that I don’t often see) but all of my students do something else when they’re not doing what I ask them to do – even if it’s sleeping. I’m not sure I’ve ever seen one sit there politely, staring into space, not doing anything that could get them into trouble but, because they don’t want to participate, not actually doing anything.

As far as I could tell, this wasn’t a cultural issue but what it does make me wonder is if I had run across compliant students from a particular school rather than interested students. After all, as I’ve said several times, I get the results of the Year 12 filter: the ones who really have behavioural issues don’t make it to me. The ones who couldn’t sit still, yelled out, played up – if they couldn’t rein it in then I don’t see them.

When some teachers receive a letter offering an opportunity for students to come to something or to bring them to something where I come to the school, do I see the ones that should be coming, or the ones that won’t embarrass the school?

I have no real idea how to even think about this but I sincerely hope that this inertia is an accidental construct and not something that has been engineered as anything desirable. Yes, iconoclasts and heretics can be really, really irritating to teach but – oh! the potential rewards to us and the rest of the world! More importantly, considerate behaviour to peers and educators does not start and stop with mindless and silent compliance.

Let’s hope that this was an unfortunate juxtaposition of very shy people who will all contact me later to ask me more – once they’ve thought about it. Because I’d really prefer that suggestion to the idea that there are schools out there who are engineering these kinds of zombies and sending them along just because they’ll sit still.

I’m happy for “The Midwich Cuckoos” to remain fictional.


More Thoughts on Partnership: Teacher/Student

I’ve just received some feedback on an abstract piece that is going into a local educational research conference. I talked about the issues with arbitrary allocation of deadlines outside of the framing of sound educational design and about how it fundamentally undermines any notion of partnership between teacher and student. The responses were very positive although I’m always wary when people staring using phrases like “should generate vigorous debate around expectations of academics” and “It may be controversial, but [probably] in a good way”. What interests me is how I got to the point of presenting something that might be considered heretical – I started by just looking at the data and, as I uncovered unexpected features, I started to ask ‘why’ and that’s how I got here.

When the data doesn’t fit your hypothesis, it’s time to look at your data collection, your analysis, your hypothesis and the body of evidence supporting your hypothesis. Fortunately, Bayes’ Theorem nicely sums it up for us: your belief in your hypothesis after you collect your evidence is proportional to how strongly your hypothesis was originally supported, modified by the chances of seeing what you did given the existing hypothesis. If your data cannot be supported under your hypothesis – something is wrong. We, of course, should never just ignore the evidence as it is in the exploration that we are truly scientists. Similarly, it is in the exploration of our learning and teaching, and thinking about and working on our relationship with our students, that I feel that we are truly teachers.

All your Bayes are belong to us. (Sorry.)

Once I accepted that I wasn’t in competition with my students and that my role was not to guard the world from them, but to prepare them for the world, my job got easier in many ways and infinitely more enjoyable. However, I am well aware that any decisions I make in terms of changing how I teach, what I teach or why I teach have to be based in sound evidence and not just any warm and fuzzy feelings about partnership. Partnership, of course, implies negotiation from both sides – if I want to turn out students who will be able to work without me, I have to teach them how and when to negotiate. When can we discuss terms and when do we just have to do things?

My concern with the phrase “everything is negotiable” is that it, to me, subsumes the notions that “everything is equivalent” and “every notion is of equal worth”, neither of which I hold to be true from a scientific or educational perspective. I believe that many things that we hold to be non-negotiable, for reasons of convenience, are actually negotiable but it’s an inaccurate slippery slope argument to assume that this means that we  must immediately then devolve to an “everything is acceptable” mode.

Once again we return to authenticity. There’s no point in someone saying “we value your feedback” if it never shows up in final documents or isn’t recorded. There’s no point in me talking about partnership if what I mean is that you are a partner to me but I am a boss to you – this asymmetry immediately reveals the lack of depth in my commitment. And, be in no doubt, a partnership is a commitment, whether it’s 1:1 or 1:360. It requires effort, maintenance, mutual respect, understanding and a commitment from both sides. For me, it makes my life easier because my students are less likely to frame me in a way that gets in the way of the teaching process and, more importantly, allows them to believe that their role is not just as passive receivers of what I deign to transmit. This, I hope, will allow them to continue their transition to self-regulation more easily and will make them less dependent on just trying to make me happy – because I want them to focus on their own learning and development, not what pleases me!

One of the best definitions of science for me is that it doesn’t just explain, it predicts. Post-hoc explanation, with no predictive power, has questionable value as there is no requirement for an evidentiary standard or framing ontology to give us logical consistency. Seeing the data that set me on this course made me realise that I could come up with many explanations but I needed a solid framework for the discussion, one that would give me enough to be able to construct the next set of analyses or experiments that would start to give me a ‘why’ and, therefore, a ‘what will happen next’ aspect.

 


Short and Sweet

Well, it’s official. I’ve started to compromise my ability to work through insufficient rest. Despite reducing my additional work load, chewing through my backlog is keeping me working far too much and, as you can tell from the number and nature of the typos in these posts, it’s affecting me. I am currently reorganising tasks to see what I can continue to fit in without compromising quality, which means this week a lot of e-mail is being sent to sort out my priorities.

This weekend, I’m sitting down to brainstorm the rest of 2012 and work out what has to happen when – nothing is going to sneak up on me (again) this year.

In very good news, we have 18 students coming back for the pilot activity of “Our students, their words” where we ask students who love ICT an important question – “what do you like and why do you think someone else might like it?” We’re brainstorming with the students for all of Friday morning and passing their thoughts (as research) to a graphic designer to get some posters made. This is stage 1. Stage 2, the national campaign, is also moving – slowly but surely. This is why I really need to rest: I’m getting to the point where it’s important that I am at my best and brightest. Sleeping in and relaxing is probably the best thing I can do for the future of ICT! 🙂

Rather than be a hypocrite, I’m switching to ultra-short posts until I’m rested up enough to work properly again.

See you tomorrow!


The Road Lines and the Fences

Teaching is a highly rewarding activity and there are many highs to be had along the way: the students who ‘get it’, the students that you help back from the edge of failure, the ones who you extend opportunities to who take them, and the (small) group who come back some years later and thank you. They’re all great. One of the best ways to spot those students are at risk or already in trouble is, of course, to put in some structure and assessment to give you reports on when people are having trouble. A good structure will include things like a set of mechanisms that allow the student to determine where they are, and mechanisms that alert you if the student is in terrible trouble. Of course, the first set can also be viewed by you, as you are probably instrumental in the feedback, but we’re not really talking summative and formative, we’re talking guidance and then disaster prevention.

This is “Don’t Park Here”, “Don’t Cross Here” or “We Are Very Close to a Naval or Cavalry Officer”.

It’s like driving on the roads. They paint lines on the roads that tell you where to go and sometimes you even get the things that go “BARRUMP BARRUMP BARRUMP” which is secret code for “You are driving in a country that drives on the other side from you, back into your lane.” However, these are for the driver to use to determine which position they should hold on the road. In this case, it’s not just a personal guidance, it’s a vital social compact that allows us to drive and not have it look like The Road Warrior.

Mel Gibson looks upset – has he seen his press in the early 21st Century?

But the key point for these lines is that they do not actually have any ability to physically restrain your car. Yes, we can observe people swerving over the road, whether police or cameras are viewing, but that little white or yellow line doesn’t do anything except give you a reference point.

When we are serious about the danger, we put up large pieces of steel and concrete – we build fences. The fences stop people from heading over into the precipice, they stop people from crossing into oncoming traffic and they even can deflect noise away from houses to help other people. Again, we have an individual and a social aspect to these barriers but these are no ‘ignore it’ mechanism – this is physics!

The analogy is excellent for the barriers and measures that we can use in teaching. An aware student, one who needs the occasional reminder, will see themselves moving over the white lines (perhaps not doing the work to a previous standard) and maybe even hear the lane markers (get a low mark on a mid-term) but they can usually be relied upon to pull themselves back. But those students who are ‘asleep at the wheel’ will neither see the lines nor hear the warnings and that’s where we have a problem.

In terms of contribution and assessment, a student who is not showing up to class can’t get reports on what they’re failing, because they’ve submitted nothing to be marked. This is one of the reasons I try to chase students who don’t submit work, because otherwise they’ll get no feedback. If I’m using a collaborative mode to structure knowledge, students won’t realise what they’re missing out on if they just download the lecture notes – and they may not know because all of the white line warnings are contained in the activity that they’re not showing up for.

This places a great deal of importance on finding out why students aren’t even awake at the wheel, rather than just recording that they’ve skipped one set of lines, another, wow, they’re heading towards the embankment and I hope that the crash barrier holds.

Both on the road and in our classes, those crash barriers are methods of last resort. We have an ‘Unsatisfactory Academic Progress’ system that moves students to different level of reporting if they start systematically under performing – the only problem is that, to reach the UAP, you already have to be failing and, from any GPA calculation, even one fail can drag your record down for years. Enough fails to make UAP could mean that you will never, ever be perceived as a high performing student again, even if you completely turn your life around. So this crash barrier, which does work and has saved many students from disappearing off with fails, is something that we should not rely upon. Yes, people live through crash barrier collisions but a lot don’t and a lot get seriously injured.

Where are warning lines in our courses? We try to put one in within a week of starting, with full feedback and reporting in detail on one assessment well within the first 6 weeks of teaching. Personally, I try to put enough marking on the road that students can work out if they think that they are ready to be in that course (or to identify if they can get enough help to stay in), before they’ve been charged any money and it’s too late to withdraw.

I know a lot of people will read this and think “Hey, some people fail” and, yes, that’s perfectly true. Some people have so much energy built up that nothing will stop them and they’ll sail across the road and flip over the barrier. But, you know what? They had to start accelerating down that path somewhere. Someone had to give them the idea that what they were doing was ok – or they found themselves in an environment where that kind of bad reasoning made sense.

Someone may have seen them swerving all over the road, 10 miles back, and not known how to or had the ability to intervene. On the roads, being the domain of physics, I get that. How do you stop a swerving drunk without endangering yourself unless you have a squad of cars, trained officers, crash mats and a whole heap of water? That’s hard.

But the lines, markers and barriers in our courses aren’t dependent on physics, they are dependent upon effort, caring, attentiveness, good design and sound pedagogy. As always, I’m never saying that everyone should pass just for showing up but I am wondering aloud, mostly to myself, how I can construct something that keeps the crashes to a minimum and the self-corrections minor and effective.


You Are Reading This on My Saturday

Ah, time zones. Because of these divisions of time, what publishes at 4:00am Saturday morning, Australian Central Standard Time, will be read by some of you on Friday. It is, however, important to realise that I am writing this on Friday evening, around 8:30pm, so that will help you to determine the context. You may not need it because my question is simple:

“What are you doing this weekend?”

If your answer is anything along the lines of spending time with the kids, sports, reading, writing the world’s worst screen play, going to the theatre, checking out the new cafe down on market – then bravo! If your answer is anything along the lines of “working” then, while I don’t doubt that you feel the genuine need to work, I do have to wonder about any weekend that features as much, if not more, work than a weekday.

I’m very guilty in this particular exchange. My wife has returned home after only two weeks away and I’ve already started to slip back into bad habits – not just doing work on weekends because I needed to, but assigning work to weekends as if they were weekdays.

See the difference there? It’s the difference between the reserve chute and the main chute, the emergency petrol in the jerry can to the fuel tank – it’s the difference between a temporary overload and workaholism.

I understand that many of you are under a great deal of pressure to perform, to put marks on a well-define chalkboard, to bring in money, to publish, to teach well, to do all of that and, right now, there aren’t enough hours in the week let alone the day. However, how you frame this mentally makes a big difference to how you continue to act… and I speak from bitter, bitter experience here.

Yesterday, I talked about things that I hadn’t achieved. Yet, today, I talk about taking the weekend off. No work. Minimal e-mail. Fun as a priority. Why?

Because the evidence clearly indicates that the solution to my problem lies in getting rest and sleep, not by reducing my ability to work effectively by working longer hours, less effectively. If I am to get the whole concept of student time management right, then it should work for me as well – as I’ve said numerous times. My dog food. Here’s a spoon. Eat it up.

Are you working so hard that you can’t focus? Is it actually taking you twice as long to get things done?

Then rest. Sleep in. Take a day off. By simple arithmetic, skipping a day to get back to higher efficacy is a good investment. Stop treating the weekends as conveniently quiet days where nobody bothers you – because everyone else has taken the day off.

That’s what I noticed when I started working weekends. The reason it was quieter is that, most of the time, no-one else was there. Ok, maybe they didn’t ‘achieve’ as much as I did – but how did they look? Were they grey, or jaundiced, tired and listless, possibly even angry and frustrated on Monday morning? Or were they bright and happy, full of weekend chatter? Did you, pale and wan, resent them for it?

Look, we all have to work weekends now and then and pull the occasional all-nighter, but making it a part of your schedule and, worse, cancelling your life in order to work because you tell yourself that this is a permanent thing? That’s not right. If it was right, your office would be full on weekends and at 10pm. (p.s. if that’s your company, and you’re working 80 hours a week, you’re terribly inefficient. Pass it on.)

Now, I’m going off to sleep. I will post some more over this weekend but most of it is scheduled. Let’s see if I can practice what I preach.


Group feedback, fast feedback, good feedback

We had the “first cut” poster presentation today in my new course. Having had the students present their pitches the previous week, this week was the time to show the first layout – put up your poster and let it speak for itself.

The results were, not all that surprisingly, very, very good. Everyone had something to show, a data story to tell and some images and graphs that told the story. What was most beneficial though was the open feedback environment, where everyone learned something from the comments on their presentation. One of my students, who had barely slept for days and was highly stressed, got some really useful advice that has given him a great way forward – and the ability to go to bed tonight with the knowledge that he has a good path forward for the next two weeks.

Working as a group, we could agree as a group, discuss and disagree, suggest, counter-suggest, develop and enhance. My role in all of this is partially as a ‘semi-expert’ but also as a facilitator. Keep the whole thing moving, keep it to time, make sure that everyone gets a good opportunity to show their work and give and receive feedback.

The students all write down their key feedback, which is scanned as a whole and put on the website so that any good points that went to anyone can now be used by anyone in the group. The feedback is timely, personal and relevant. Everyone feels that these sessions are useful and the work produced reflects the advantages. But everyone talks to everyone else – it’s compulsory. Come to the session, listen and then share your thoughts.

This, of course, reveals one of my key design approaches: collaboration is ok and there is no competitiveness. Read anything about the grand challenges and you keep seeing the word ‘community’ through it. Solid and open communities, where real and effective sharing happens, aren’t formed in highly competitive spaces. Because the students have unique projects, they can share ideas, references and even analysis techniques without plagiarism worries – because they can attribute without the risk of copying. Because there is no curve grading, helping someone else isn’t holding you back.

Because of this, we have already had two informal workshop groups form to address issues of analysis and software, where knowledge passes from person to person. Before today’s first cut presentation, a group was sitting outside, making suggestions and helping each other out – to achieve some excellent first cut results.

Yes, it’s a small group so, being me, now I’m worrying about how I would scale this up, how I would take this out to a large first-year class, how I would get it to a school group. This groups need careful facilitation and the benefit of inter-group communication is derived from everyone in the group having a voice. The number of interactions scale with the square of the group size, so there’s a finite limit to how many people I can have in the group and fit it into a two-hour practical session. If I split a larger class into sub-groups, I lose the advantage of everyone see in everyone else’s work.

But this can be solved, potentially with modern “e-” techniques, or a different approach to preparation, although I can’t quite see it yet. There’s a part of me that thinks “Ask these students how they would approach it”, because they have viewpoints and experience in this which complements mine.

Every week that goes by, I wonder if we will keep improving, and keep rewarding the (to be honest) risk that we’re taking in running a small course like this in leaner times. And, every week, the answer is a resounding “yes”!

Here’s to next week!


Putting it all together – discussing curriculum with students

One of the nice things about my new grand challenges course is that the lecture slots are a pre-reading based discussion of the grand challenges in my discipline (Computer Science), based on the National Science Foundation’s Taskforce report. Talking through this with students allows us to identify the strengths of the document and, perhaps more interestingly, some of its shortfalls. For example, there is much discussion on inter-disciplinary and international collaboration as being vital, followed by statements along the lines of “We must regain the ascendancy in the discipline that we invented!” because the NSF is, first and foremost, a US-funded organisation. There’s talk about providing the funds for sustainability and then identifying the NSF as the organisation giving the money, and hence calling the shots.

The areas of challenge are clearly laid out, as are the often conflicting issues surrounding the administration of these kinds of initiative. Too often, we see people talking about some amazing international initiative – only to see it fail because nobody wants to go first, or no country/government wants to put money up that other people can draw on until everyone does it at the same time.

In essence, this is a timing and trust problem. If we may quote Wimpy from the Popeye cartoons:

A picture of Wimpy saying "I will gladly pay you Tuesday for a hamburger today!"

Via theawl.com. Click on the link for a very long discussion of Popeye and Wimpy related issues.

The NSF document lays bare the problem we always have: those who have the hamburgers are happy to talk about sharing the meal but there are bills to be paid. The person who owns the hamburger stand is going to have words with you if you give everything away with nothing to show in return except a promise of payment on Tuesday.

Having covered what the NSF considered important in terms of preparing us for the heavily computerised and computational future, my students finished with a discussion of educational issues and virtual organisations. The educational issues were extremely interesting because, having looked at the NSF Taskforce report, we then looked at the ACM/IEEE 2013  Computer Science Strawman curriculum to see how many areas overlapped with the task force report. Then we looked at the current curriculum of our school, which is undergoing review at the moment but was last updated for the 2008 ACM/IEEE Curriculum.

What was pleasing was, rom the range of students, how many of the areas were being addressed throughout our course and how much overlap there was between the highlighted areas of the NSF Report and the Strawman. However, one of the key issues from the task force report was the notion of greater depth and breadth – an incredible challenge in the time-constrained curriculum implementations of the 21st century. Adding a new Knowledge Area (KA) to the Strawman of ‘Platform Dependant Computing’ reflects the rise of the embedded and mobile device yet, as the Strawman authors immediately admit, we start to make it harder and harder to fit everything into one course. Combine this with the NSF requirement for greater breadth, including scientific and mathematical aspects that have traditionally been outside of Computing, and their parallel requirement for the development of depth… and it’s not easy.

The lecture slot where we discussed this had no specific outcomes associated with it – it was a place to discuss the issues arising but also to explain to the students why their curriculum looks the way that it does. Yes, we’d love to bring in Aspect X but where does it fit? My GC students were looking at the Ethics aspects of the Strawman and wondered if we could fit Ethics into its own 3-unit course. (I suspect that’s at least partially my influence although I certainly didn’t suggest anything along these lines.) “That’s fine,” I said, “But what do we lose?”

In my discussions with these students, they’ve identified one of the core reasons that we changed teaching languages, but I’ve also been able to talk to them about how we think as we construct courses – they’ve also started to see the many drivers that we consider, which I believe helps them in working out how to give feedback that is the most useful form for us to turn their needs and wants into improvements or developments in the course. I don’t expect the students to understand the details and practice of pedagogy but, unless I given them a good framework, it’s going to be hard for them to communicate with me in a way that leads most directly to an improved result for both of us.

I’ve really enjoyed this process of discussion and it’s been highly rewarding, again I hope for both sides of the group, to be able to discuss things without the usual level of reactive and (often) selfish thinking that characterises these exchanges. I hope this means that we’re on the right track for this course and this program.