A tragic and unintended outcome of an act with no benefit
Posted: December 9, 2012 Filed under: Education | Tags: advocacy, authenticity, blogging, community, education, ethics, Generation Why, higher education, in the student's head, reflection, student perspective, teaching approaches, thinking Leave a commentRecently, a pair of radio hosts from the Sydney 2Day FM station prank-called the hospital in which the Duchess of Cambridge was receiving treatment for medical issues associated with her pregnancy. Pretending to be the Queen, at 5:30am UK time, they managed to fool the nurse who was staffing reception (as the normal reception staff were not on duty) and got put through to the ward, where they managed to extract some information. Exceedingly sadly, after the hoax became apparent, this rather thoughtless and unfunny invasion of privacy has now had a tragic final act, in that the nurse who was believed to have passed the call through, Jacintha Saldanha, has been found dead, apparently by her own hand. You can read about this in a reasonable summary from the Sydney Morning Herald.
There is (currently) no direct connection between the prank event and the death of Ms Saldanha but, given who the people and the profile that we are talking about, one can easily imagine the pressure (real or imaginary) that someone would be under if they had failed to protect any patient, let alone the one that we are discussing. Of course, the radio show hosts did not intend for this outcome and, before there are any more calls for their heads, let us remember moral accident and the fact that, while their action was an inexplicable invasion of privacy, foolish, unfeeling and in poor taste, it was never intended to be lethal. Should they face questions? Yes.
Why?
Because it is not hard to summon the modicum of empathy required to understand why a woman who is experiencing any difficulties at all during pregnancy might have the reasonable expectation to be left alone and not be picked on for the delight of two radio hosts and their audience. Regardless of which family the Duke of Cambridge was born into and into which the Duchess of Cambridge has married, they are people and, by all accounts, live a surprisingly normal life for the couple who will (most likely) one day rule as the King and Queen of the United Kingdom. It is none of my business as to the details of the Duchess’ illness or condition, unless she wishes to release it, any more than it is the Queen’s business to prank call me into revealing the mark I received for Numerical Analysis I the first time I sat it, in the hopes of embarrassing me.
(With the greatest respect, Your Majesty, it was a 23 Fail because I did not attend lectures or do enough of the preparatory work. I would be grateful if you would consider using that knowledge wisely, Ma’am.)
As it stands there is the usual angry media reaction (and popular backlash) one sees when a stupid prank goes horribly wrong but what was never truly questioned is why on earth we persist with this nonsense in the first place? I often ask my students very direct questions when they tell me things. “Why did you do this?” is, apparently, a startling question to some of my students because it seems to stun them with its simplicity.
“You performed this action that had no positive value or it had a negative and unpleasant impact on the world. Why did you do this?” is the simplest, sanest question that should be asked whenever anybody does something like that. No doubt all of my poor Grand Challenge students are waiting for me to type Cui Bono? so I’ll get that out of the way but, in reality, cui bono (who benefits) seeks to locate the benefiting party to assign malign intent, rather than quisquam bono?, which is what I’m asking here: does anyone actually benefit. (My Latin is very rusty so I welcome corrections from classical scholars and revenant Romans.)
I often mutter things along the lines of “Just because you can, doesn’t mean you should”, mainly because I’m now middle-aged and it’s somewhat expected, but also because I strongly believe that we are moving into an age where the ability to do stupid things on the global scale is now within the reach of anyone with a telephone, a web browser and a general lack of empathy or kindness.
It is because I understand people, and I do have empathy, that I have the deepest sympathies for the family of Ms Saldanha, a husband and two teenagers, who must be suffering through a terrible and public loss, but are doing so with a great deal of dignity as I understand it. However, it would be wrong not to have some feeling for the radio hosts themselves because it would be the most egregious error to assign intent to their thoughtlessness. They did not set out to create this situation. However, and let me be clear, any situation that they did set out was almost completely without benefit to anyone, lacked respect, lacked empathy, was invasive, was unpleasant and should never have been attempted. Their lack of genuine apology could be seen, until recently, in the Tweeted advertisements carried in one of the host’s feeds until it was suspended. (For me, it is the lack of empathy that is sadly unsurprising. Why should Michael Christian be doing anything other than his job in this situation: producing high impact media buzz and then tapping it to drive up ratings? Of course, if he had a real sense of what he was doing, he would have pulled the prank either before it started or once they got past the reception, because they were about to violate someone’s privacy. Are we at fault because of who we select to hold the broadcast roles? Can you blame the gladiators for being bloodthirsty when we’re screaming around the circus?)
My next question to my students would normally be “So what now?” What is it that the student is planning to change in order for this situation to not occur again? In the case of my students, they are juggling work, family and being young. However, almost all of the things that my students do have some benefit (pub crawls notwithstanding). In this case, the CEO of the radio station has offered that, while no-one could have foreseen this, prank calls had been going on for years… Yes. And? We died of cholera for years, too. Let’s not argue tradition for something that has as its prime fruits the embarrassment and humiliation of another person, where we play with people without knowing how robust they are for this game.
Jacintha Saldanha is, tragically, dead and it does appear that this questionable act of entertainment may have been associated with her death. Perhaps, now is not a bad time to put the prank call into the same giant old wardrobe where we put all of the behaviours that never really made any sense and certainly make no sense when we should know so much better – and let’s stop the practice.
Why are we doing something? What is the benefit? Is our enjoyment really worth humiliating or embarrassing someone else on public radio? Where is the benefit in this, for anyone? If my students can drag together sensible and coherent answers to this when asked, so can our broadcast institutions and our journalists.
Brief Stats Update: Penultimate Word Count Notes
Posted: December 8, 2012 Filed under: Education | Tags: advocacy, authenticity, blogging, community, data visualisation, design, education, educational problem, educational research, higher education, student perspective, teaching, teaching approaches, thinking, tools, work/life balance, workload, writing Leave a commentI occasionally dump the blog and run it through some Python script deliciousness to find out how many words I’ve written. This is no measure of worth or quality, more a metric of my mania. As I noted in October, I was going to hit what I thought was my year target much earlier. Well, yes, it came and it went and, sure enough, I plowed through it. At time of writing, on published posts alone, we’re holding at around 1.2 posts/day, 834 words/post and a smidgen over 340,000 words, which puts me (in word count) just after Ayn Rand’s “The Fountainhead” (311,596) but well behind her opus “Atlas Shrugged” (561,996). In terms of Objectivism? Let’s just say that I won’t be putting any kind of animal into that particular fight at the moment.
Now, of course, I can plug in the numbers and see that this puts my final 2012 word count somewhere in the region of 362,000 words. I must admit, there is a part of me that sees that number and thinks “Well, we could make it an even 365,000 and that’s a neat 1000 words/day” but, of course, that’s dumb for several reasons:
- I have not checked in detail exactly how well my extraction software is grabbing the right bits of the text. There are hyperlinks and embellishments that appear to be taken care of, but we are probably only on the order of 95% accuracy here. Yes, I’ve inspected it and I haven’t noticed anything too bad, but there could be things slipping through. After all of this is over, I am going to drag it all together and analyse it properly but, let me be clear, just because I can give you a word count to 6 significant figures, doesn’t mean that it is accurate to 6 significant figures.
- Should I even be counting those sections of text that are quoted? I do like to put quotes in, sometimes from my own work, and this now means I’m either counting something that I didn’t write or I’m counting something that I did write twice!
- Should I be counting the stats posts themselves as they are, effectively, metacontent? This line item is almost above that again! This way madness lies!
- It was never about the numbers in the first place, it was about thinking about my job, my students, my community and learning and teaching. That goal will have been achieved whether I write one word/day from now on or ten thousand!
But, oh, the temptation to aim for that ridiculous and ultimately deceptive number. How silly but, of course, how human to look at the measurable goal rather than the inner achievement or intrinsic reward that I have gained from the thinking process, the writing, the refining of the text, the assembly of knowledge and the discussion.
Sometime after January the 1st, I will go back and set the record straight. I shall dump the blog and analyse it from here to breakfast time. I will release the data to interested (and apparently slightly odd) people if they wish. But, for now, this is not the meter that I should be watching because it is not measuring the progress that I am making, nor is it a good compass that I should follow.
I Can’t Find My Paperless Office For All The Books
Posted: December 8, 2012 Filed under: Education | Tags: authenticity, blogging, book, data visualisation, design, education, Generation Why, higher education, in the student's head, literature, measurement, principles of design, resources, student perspective, teaching approaches, thinking, tools, writing 2 CommentsI tidied up my office recently and managed to clear out about a couple of boxes full of old paper. Some of these were working drafts of research papers, covered in scrawl (usually red because it shows up more), some were book chapter mark-ups, and some were things like project meeting plans that I could scribble on as people spoke. All of this went into either the secure waste bins (sekrit stuff) or the general recycling because I do try to keep the paper footprint down. However, my question to myself is two-fold:
- Why do I still have an office full of paper when I have a desktop, (two) laptops, an iPad and an iPhone, and I happily take notes and annotate documents on them?
- Why am I surrounded by so many books, still?
I don’t think I’ve ever bought as many books as I have bought this year. By default, if I can, I buy them as the electronic and paper form so that I can read them when I travel or when I’m in the office. There are books on graphic design, books on semiotics, books on data visualisation and analysis, and now, somewhat recursively, books on the end of books. My wife found me a book called “This is not the end of the book”, which is a printed conversation between Umberto Eco and Jean-Claude Carrière, curated by Jean-Philippe de Tonnac. I am looking forward to reading it but it has to wait until some of the other books are done. I have just finished Iain M. Banks latest “The Hydrogen Sonata”, am swimming through an unauthorised biography of Led Zeppelin and am still trying to finish off the Derren Brown book that I have been reading on aeroplanes for the past month or so. Sitting behind all this are “Cloud Atlas” and “1Q84”, both of which are officially waiting until I have finished my PhD application portfolio for creative writing. (Yes, dear reader, I’m nervous because they could as easily say ‘No’ as ‘Yes’ but then I will learn how to improve and, if I can’t take that, I shouldn’t be teaching. To thine own dogfood, be as a consumer.)
Why do I still write on paper? Because it feels good. I select pens that feel good to write with, or pencils soft enough to give me a good relationship to the paper. The colour of ink changes as it hits the paper and dries and I am slightly notorious for using inks that do not dry immediately. When I was a winemaker, I used black Bic fine pens, when many other people used wet ink or even fountain pens, because the pen could write on damp paper and, even when you saturated the note, the ink didn’t run. These days, I work in an office and I have the luxury of using a fountain pen to scrawl in red or blue across documents, and I can enjoy the sensation.
Why do I still read on paper? Because it is enjoyable and I have a long relationship with the book, which began from a very early age. The book is also, nontrivially, one of the few information storage devices that can be carried on to a plane without having to be taken from one’s bag or shut down for the periods of take off and landing. I am well aware of the most dangerous points in an aircraft’s cycle and I strongly prefer to be distracted by, if not in-flight entertainment, then a good solid book. But it is also the pleasure of being able to separate the book from the devices that link me into my working world, yet without adding a new data storage management issue. Yes, I could buy a Kindle and not have to check my e-mail, but then I have to buy books from this store and I have to carry that charger or fit it next to my iPad, laptop and phone when travelling. Books, once read, can either be donated to your hosts in another place or can be tossed into the suitcase, making room for yet more books – but of course a device may carry many books. If I have no room in my bag for a book, then I don’t have to worry about the fragility of making space in my carry-on by putting it into the suitcase.
And, where necessary, the book/spider interaction causes more damage to the spider than the contents of the book. My thesis was sufficiently large to stun a small mammal, but you would not believe how hard it was to get ethical approval for that!
The short answer to both questions is that I enjoy using the physical forms although I delight in the practicality, the convenience and the principle of the electronic forms. I am a happy hybridiser who wishes only to enjoy the experience of reading and writing in a way that appeals to me. In a way, the electronic format makes it easier for me to share my physical books. I have a large library of books from when I was younger that, to my knowledge, has books that it is almost impossible to find in print or libraries any more. Yet, I am in that uncomfortable position of being a selfish steward, in that I cannot release some of these books for people to read because I hold the only copy that I know of. As I discover more books in electronic or re-print format (the works of E. Nesbit, Susan Cooper in the children’s collection of my library, for example) then I am free to use the books as they were intended, as books.
What we have now, what is emerging, certainly need not be the end of the book but it will be interesting to look back, in fifty years or so, to find out what we did. If the book has become the analogue watch of information, where it moved from status symbol for its worth, to status symbol for its value, to affectation and, now, to many of my students, an anachronism for those who don’t have good time signal on their phones. I suspect that a watch does not have the sheer enjoyability of the book or the pen on paper, but, if you will excuse me, time will tell.
Information and Education: Other Cultures, Other Views
Posted: December 8, 2012 Filed under: Education | Tags: advocacy, authenticity, blogging, community, education, higher education, in the student's head, Kaurna, student perspective, teaching, teaching approaches, thinking, tools, universal principles of design Leave a commentI’ve had the good fortune to be able to start finding out about how other cultures deal with information and education. This is important for several reasons. Firstly, it helps to remind me that the perception of the dominant monoculture is both primarily a perception and an accident of history, geography and timing. Secondly, it reminds me how easy it is to slip into the monocultural assumption. Finally, it helps me to prepare my students for a world that could be very different from this one.
I’m not a true relativist, I think that some cultural practices (including but not limited to formalised child abuse and female circumcision) are indefensible because they are far too great an imposition on the individual. So let me get that cultural bias onto the table to allow you to frame what I say next. Some ideas, especially when we start dealing with the value of wisdom, and the specific roles of the knowledge keepers in the dispensation and passage of that wisdom, fascinate me but I am still not sufficiently versed to be able to discuss it with any authority or detail. I can, however, discuss ideas with my students such as secret knowledge, without being a Mason, or gendered knowledge, without being of a practising culture, because to do so allows them to realise that there is more to the world than European-derived cultural norms. We don’t have to necessarily agree with all of these other ideas, especially where gender discrimination is preventing access to essential knowledge or limiting advancement, but it is important to understand that it exists.
The role of the knowledge keeper varies with culture and it can be quite confronting for my students to encounter a situation where a single person has the knowledge and may not be available all the time. At the recent Adelaide Computing Education Conventicle that I ran, two presenters from the University of South Australia presented work on integrating Australian Indigenous Culture into ICT project work and discussed the way that it changed the projects. The person needed is in hospital for treatment? Then you’ll have to wait until they get back because they are the person that you have to talk to. A friend has told me about this before in the context of geological information in the Australian Outback. You want to know about this section of the land? Well, you can’t ask the men about it, it’s not their land. If you want to ask the women, then you’re going to have to work out who can ask it and what can be told in a way that can be viewed from people outside (and men).
Just because we want to know something from a specific culture does not give us the right to demand it and getting this across to students is, I think, one of the most important steps in establishing a mutual respect between cultures and a way of avoiding misunderstandings in the future. It’s easy to start jumping up and down in that tiresome Western manner about this kind of information management but I think we can be pretty sure that the majority of the indigenous population of Australia would have quite a lot to say about having to conform to our cultural norms, so we should think pretty carefully before we start placing our rule sets over their knowledge.
Uncle Lewis O’Brien, Elder of the Kaurna people, noted once that it was common to welcome newcomers to your land, to show them around so that they could see how good the land was and how much care was being taken of it, but it was always done in the understanding that, one day, the visitor would go home. As he noted, wryly, perhaps his people should have been clearer on that last bit with the original white settlers. But we were here now.
Cultural issues are important to the people in that culture and working out how we can marry these requirements allows us to demonstrate our maturity as people and our level of comfort with our own beliefs. If, one day, somebody shows me something so amazing and truthful that I start believing in a new belief system or an entirely new way of living, then I hope that I would be able to cope with it and make sense of it. In New Zealand, Maori medical researchers are working through the cultural taboo of handling the dead in order to meet the educational requirements of working with tissue samples. If we can work with closing shops on Saturday or Sunday for Synagogue or Church (as we did for centuries), then we can have some thinking about incorporating the living beliefs of other cultures without dying of shock or making racist statements about ‘backwards cultures’. You go and thrive in the middle of Australia for a while and tell me how much knowledge it required to avoid dying of thirst on the third day.
I’m always worried when we start rejecting other cultures because monocultures are not strong, they’re weak. By definition, they are static and immutable – the rock, not the water. They’re prone to a single attack vector and, if they fail, they fail on the massive scale. I’m not talking just about our unnatural dependency on one banana or one wheat, I’m talking about real disasters that have occurred because of a lack of resistance to animal-borne diseases. The current thinking is that both North America and Australia were far more heavily populated than the original European explorers thought, but that earlier contact had introduced devastating levels of disease that almost wiped out the populations – making the subsequent colonisation and seizure of land easier. These were accidental resistance monocultures, caused by geographical isolation. Now we are connected and we have no excuse for this.
What my students have to understand is that the world of three hundred years ago was not the world of two hundred or one hundred years ago. Empires rise and fall. Cultures come and go. Today’s leader is tomorrow’s footnote. Learning how to work with other cultures and how to reduce the dependency on a single strand may be what changes the way that our history unfolds. I’m not naive enough to believe that we’re at the end of history (the end of conflict) but I think that we’re sufficiently well connected and well informed that we can tell our students that not everything different is wrong and scary, and that not everything familiar is right and just.
I wonder what they’ll be saying about us, in 2112?
Data Visualisation: Strong Messages Educate Better
Posted: December 7, 2012 Filed under: Education | Tags: advocacy, authenticity, data visualisation, design, education, higher education, principles of design, reflection, student perspective, teaching, teaching approaches, thinking, tools 1 CommentKnow what this is?
Rather pretty, isn’t it – but it has a definite direction, like someone has throw something from the right and it has hit the ground and scattered.
This image is from the Bomb Sight website, and shows all of the bombs that fell on London (and surrounds) from the 7th of October, 1940, to the 6th of June, 1941. The Bomb Sight team have been working from a variety of data sources to put together a reasonably reliable picture of the recorded bombs on London over that 242 day period. If you zoom in (and it starts zoomed in), you start to see how many sites took 2, 3, 4 or more bombs (10, 11, plus) over that time.
If I were to put together a number of bombs and a number of days and say “X bombs fell in London over Y days”, you could divide X by Y and say “Gosh.” Or I can show you a picture like the one above and tell you that each of those dots represents at least one bomb, possibly as many as 10 or so, and watch your jaw drop.
Seen this way, the Blitz becomes closer to those of us who were fortunate enough not to live through that terrible period. We realise any number of things, most of which is that close proximity to a force who wishes you ill is going to result in destruction and devastation of a level that we might not be able to get our heads around, unless we see it.
Seen this way, it’s a very strong message of what actually happened. It has more power. In a world of big numbers and enormous data, it’s important to remember how we can show things so that we tell their stories in the right way. Numbers can be ignored. Pictures tell better stories, as long as we are honest and truthful in the way that we use them.
What if we are wrong? Musings on the way home
Posted: December 6, 2012 Filed under: Education | Tags: apocalypse, education, higher education, teaching approaches, thinking Leave a commentWhen I was a physics student, many years ago, we would sometimes entertain the notion of what would happen if something wasn’t the way that it was. The impact of changing the Planck constant and diffracting through doorways (ignoring how much else would immediately break). What would happen if the speed of light was much slower – or much faster. What would happen if there was no static coefficient of friction. (The short answer to that last one is Wheeeeeeeeeeeee and the penguins dominate the Earth.)
These thought experiments constitute a principle aspect of physics, specifically, and science, in general. What if?
Now we are approaching another date of a so-called apocalypse and, as I have already posted, both I and the Mayans agree: being scared of the end of this ba’ak’tun makes as much sense as being worried about Sunday night.
But what if? What if, after everything, the world ends on the 21st of December, 2012?
Let’s start this by working out which 21st of December we are talking about. Is it GMT offset or the first country to officially have the time? Is it even 00:00:01 on that date or something convenient like midday? Do we all have to be in the correct day or will the world end in neat hourly blocks (half hourly for difficult time zones like Adelaide). Spain is GMT+1 but sits under England. Will there be an embarrassing absence of ocean as the seas pour into the hole vacated by the destruction of the Iberian Peninsula?
What do we even mean by the end of the world, anyway? The destruction of all life, all human life, most human life, the flooding of the land, fire, famine, pestilence or the complete obliteration of the planet itself? Is this a grand Universal extinction event or localised to our galaxy?
These are important questions! If we are talking the wiping out of only some life forms on the planet, with an otherwise intact biosphere, then we have a small but fit for purpose International Space Station. Once the disaster is over, the crew can descend and they can repopulate the Earth.
All guys?
Really?
We are really not taking this apocalypse seriously, are we? We have one opportunity for an isolated spot that could theoretically jump start our race – and looking at the pictures it’s a zero gravity moustache growing competition.
I’m being facetious, obviously, but it is amazing how far the apocalypse idea spreads without any of the questions of any detail being answered. The eschatological aspects of the Bible have been fleshed out in the most amazing detail but this current Mayan apocalypse? Meh.
We are currently seeing another, far more serious, threat manifesting in the steadily unfolding issues caused by climate change and what scares me is that people have been postulating the What If scenarios on that for decades. We are longer talking about What If for this, we are talking about What Now. Yet we still argue as if the real and demonstrable changes are as mythical as the Mayan scenario.
It would be darkly amusing if December the 21st, 2012, is revealed, decades hence, to have been the tipping point between salvageable and irretrievable. I sometimes refer to this as the Atlantis moment, the point at which your civilisation is doomed to extinction and myth.
“What if?” is not just a good scientific tool for my students, it’s an ethical and philosophical tool as well. What if we don’t tell these men that we can cure their syphilis? What if I argue in a way that suggests a reversed order of priority for key tasks? What if I take money to stay silent? What would happen if I did nothing? What if? WHAT IF?
What if all of us are wrong about apocalypses because we don’t see well enough through longer periods of time to see what a true disaster looks like?
I’m not expecting the world to end before Christmas (I have flights booked and would hate to miss the party) but it’s not a bad time to step back and think about what would happen, if we were in such dire straits. What if we are?
AAEE 2012 – Yes, Another Conference
Posted: December 5, 2012 Filed under: Education | Tags: aaee2012, advocacy, ci2012, conventicle, education, educational research, feedback, Generation Why, higher education, in the student's head, learning, reflection, research, student perspective, teaching, teaching approaches, thinking, tools, universal principles of design 3 CommentsIn between writing up the conventicle (which I’m not doing yet), the CI Conference (which I’m doing slowly) and sleep (infrequent), I’m attending the Australasian Association for Engineering Education 2012 conference. Today, I presented a paper on e-Enhancing existing courses and, through a co-author, another paper on authentic teaching tool creation experiences.
My first paper gave me a chance to look at the Google analytics and tracking data for the on-line material I created in 2009. Since then, there have been:
- 11,118 page views
- 2.99 pages viewed/visit
- 1,721 unique visitors
- 3,715 visits overall
The other thing that is interesting is that roughly 60% of the viewers return to view the podcasts again. The theme of my talk was “Is E-Enhancement Worth It” and I had the pleasure of pointing out that I felt that it was because, as I was presenting, I was simultaneously being streamed giving my thoughts of computer networks to students in Singapore and (strangely enough) Germany. As I said in the talk and in the following discussion, the podcasts are far from perfect and, to increase their longevity, I need to make them shorter and more aligned to a single concept.
Why?
Because while the way I present concepts may change, because of sequencing and scaffolding changes, the way that I present an individual concept is more likely to remain the same over time. My next step is to make up a series of conceptual podcasts that are maybe 3-5 minutes in duration. Then the challenge is how to assemble these – I have ideas but not enough time.
One of the ideas raised today is the idea that we are seeing the rise of the digital native, a new type of human acclimatised to a short gratification loop, multi-tasking, and a non-linear mode of learning. I must be honest and say that everything I’ve read on the multi-tasking aspect, at least, leads me to believe that this new generation don’t multi-task any better than anyone else did. If they do two things, then they do them more slowly and don’t achieve the same depth: there’s no shortage of research work on this and given the limits of working memory and cognition this makes a great deal of sense. Please note, I’m not saying that I don’t believe that Homo Multiplexor can’t emerge, it’s just that I have not yet any strong scientific evidence to back up the anecdotes. I’m perfectly willing to believe that default searching activities have changed (storing ways of searching rather than the information) because that is a logical way to reduce cognitive load but I am yet to see strong evidence that my students can do two things at once well and without any loss of time. Either working memory has completely changed, which we should be able to test, or we risk confusing the appearance of doing two things at once with actually doing two things at once.
This is one of those situations that, as one of my colleagues observed, leaves us in that difficult position of being told, with great certainty, about a given student (often someone’s child) who can achieve great things while simultaneously watching TV and playing WoW. Again, I do not rule out the possibility of a significant change in humanity (we’re good at it) but I have often seen that familiar tight smile and the noncommittal nod as someone doesn’t quite acknowledge that your child is somehow the spearhead of a new parallelised human genus.
It’s difficult sometimes to express ideas like this. Compare this to the numbers I cited above. Everyone who reads this will look at those numbers and, while they will think many things, they are unlikely to think “I don’t believe that”. Yet I know that there are people who have read this and immediately snorted (or the equivalent) because they frankly disbelieve me o the multi-tasking, with no more or less hard evidence than that supporting the numbers. I’m actually expecting some comments on this one because the notion of the increasing ability of young people to multitask is so entrenched. If there is a definitive set of work supporting this, then I welcome it. The only problem is that all I can find supports the original work on working memory and associated concepts – there are only so many things you can focus on and beyond that you might be able to function but not at much depth. (There are exceptions, of course, but the 0.1% of society do not define the rule.)
The numbers are pasted straight out of my Google analytics for the learning materials I put up – yet you have no more reason to believe them than if I said “83% of internet statistics are made up”, which is a made up statistic. (If is is true, it is accidentally true.) We see again one of the great challenges in education: numbers are convincing, evidence that contradicts anecdote is often seen as wrong, finding evidence in the first place can be hard.
One more day of conference tomorrow! I can only wonder what we’ll be exposed to.
David and Goliath: Who Needs The Strategy? (CI 2012 Masterclass)
Posted: December 4, 2012 Filed under: Education | Tags: ci2012, community, education, higher education, reflection, richard rumelt, strategy, student perspective, teaching approaches, universal principles of design, workload Leave a commentI attended a second masterclass on the first day of Creative Innovations, this one entitled “Strategic Diagnosis and Action”, given by Richard Rumelt from UCLA. Richard gave a fascinating and well-polished presentation on how you can actually get a strategy that you can use, as oppose to something that you can print up, put on the wall, and completely ignore. Richard’s definition of strategy is pretty straightforward:
A strategy is a coherent mix of policy and action designed to surmount a high-stakes challenge.
As I believe I’ve noted before, having a strategy is not just useful in terms of knowing where you’re going, it also allows you to make a choice between two (apparently) equal choices. Richard’s question is “What are we going to do in order to meet a challenge?” and, in my application, this makes any choice a matter of “which of these choices will give me the greatest assistance in meeting the challenge?”
As Richard said in his talk, when David met Goliath, if you’re Goliath you don’t think you need a strategy. David, however, has a high-stakes challenge and better be as fast with his mind as he is with his feet. Goliath winning? That’s not a strategy story; a strategy story is about the discovery or creation of strength (where we’re surprised to see it).
Another point that was clearly emphasised is that if you take a challenge focus to your strategy, your strategy can be specific to that challenge and, as a result, clearer and more goal focused. The example of Apple was given. When Steve Jobs returned in 1997, he had to implement a new strategy but it wasn’t one of growth or market domination, it was a survival strategy. Cutting 15 desktops to 1? Survival. Cutting 5 of the 6 national retailers? Survival? Off-shoring everything possible to reduce expenditure? Survival. This is a coherent strategy with clear and sharp action – this is a survival strategy. The strategy is all about addressing the most important challenge that you have. If it’s survival, fix that first.
The speaker had apparently spoken to Jobs in 1998 and Jobs had said that he was going to “wait for the next big thing”. Well, in 1998 that made sense. Rather than being a second-rate (or small share) PC producer, Apple’s approach was to find a new market where they could dominate. The survival strategy kept the company going for long enough that they could switch to a new strategy of dominating the new music and mobile markets. And, of course, by doing this, Jobs got to set the new rules for that area. There’s a reason that iPods, by default, only work with iTunes and that Apple has complete vertical control. That reason is predominantly because it allows Apple to totally control that market, to avoid having to go through the hard lessons of 1997 and 1998 again.
So, taking this into my Educational Sector setting, what is the strategy that Universities should be employing? Well, first of all, the global tertiary sector is not one business so we’re restricted to individual institution decision making, even where state and federal guidelines are in play. The survival strategy is, to me, effectively off the table. If global education is under an extinction threat then we are facing a catastrophe of such proportion that human survival is probably the requisite strategy. If the MOOC is so successful, and of the required quality, that it can replace the University then a survival strategy for the Unis is ethically questionable as we are spending more money to achieve the same result, assuming that when MOOCs are fully costed they end up being cheaper.
So, either way we slice it, a survival strategy for Universities doesn’t actually look like a valid one. But what does a strategy for a University look like anyway? Let’s step back and ask what Richard things a general strategy is and isn’t.
Firstly, strategy is not a set of goals and, according to Richard, you know it’s a bad strategy when it’s all performance goals and no diagnosis and analysis. “We will increase revenue by 20%.” Great. How?
You know it’s a bad strategy when it’s all fluff. “Our fundamental strategy is one of customer-centric intermediation” from a bank. Good, you’re a retail bank, now what? How do you apply a values statement meaningfully to 30,000 people? Richard sees this as a childish approach – a third grade recitation of “I will not chew gum in school” and not productive when contaminating a strategy.
If no-one has bothered to diagnose what the problem is – bad strategy. To act with intelligence and to get a good strategy, you need to define the nature of the problem. (One of the most refreshing things about the new strategy that is about to be released for my Uni is that I know that a great deal of problem definition underpins it – so I’m quite looking forward to reading it when it’s released shortly. I am quite hopeful that little or any of the critique here will apply.)
What about if you have 47 strategies, 178 Action items and Action Item #122 is “Develop a strategic plan”? It’s a dog’s dinner that everything has gone into that you could find in the fridge, with no discipline, diagnosis, analysis or thought.
So how do we make a good strategy? Diagnose the challenge. Provide guiding policy. Build a set of coherent actions into the strategy and don’t just provide goals as if they are self-solving problem elements.
In terms of Universities, and the whole higher education sector, this means that we not only have to work out what our challenges are, but we have to pick challenges that we can solve. (A previous Prime Minister of Australia famously declared that “by 1990, no Australian child will be living in poverty.” Given that the definition of poverty in Australia is relative to the affluence enjoyed by other sectors, rather than the ‘true’ international definition of subsistence, this is declaring war on an unwinnable challenge. The goal “Stop the drug trade” is equally fraught as it requires legal powers that do not, and may not, exist.)
What are the key challenges facing Universities? Well, if we take survival off the table for the institutions, we change the challenge focus to “what are the key challenges facing the post-school education market in Australia?” and that gives us an entirely new lens on the problem.
I have a lot of thinking to do but, as I said, I’m looking forward to what our new strategic plan will look like for the next 5 years, because I hope that it will help me to identify a subset of challenges that I can look at. Having done that, then I can ask “which are the ones I can help to solve?”
Systems Thinking (CI 2012 MasterClass on the Change Lab)
Posted: December 2, 2012 Filed under: Education | Tags: advocacy, authenticity, blogging, ci2012, community, curriculum, education, ethics, feedback, higher education, in the student's head, student perspective, teaching approaches, thinking Leave a commentI can’t quite believe how much mileage I’m getting out of the first masterclass but it’s taking me almost as long to go through my notes as it did to write them! I should be back into a semi-normal posting cycle fairly soon – thanks for any patience that you have chosen to extend. 🙂
Can we see all of a system if we’re only in contact with one part? The Change Lab facilitators used the old parable of the six blind man and the elephant to remind us that we can be completely correct about our perception but, due to limitations in our horizon, we fail to appreciate the whole. Another example that was brought up was the role of the police in the protection of abused women and children. If a police officer can look at a situation and think either “Well, I don’t think thats my problem” or “I don’t know what to do”, it’s easy to see how the protective role of the police officer becomes focused on the acute and the extraordinary, rather than the chronic and the systemic.
(That theme, a change in thinking and support from acute to chronic, showed up periodically throughout the conference and my notes.)
In the area of study, the police were retrained to identify what they had to do if they attended and thought that there might be a problem. The police had to get involved, their duties now included the assurance of safety for the at-risk family members and, if they couldn’t get involved themselves, their duty was to find someone else who could fix it and make the connection. We do have protective systems and mechanisms for abused people in domestic situations but there was often a disconnect between domestic violence events that police attended (acute and extraordinary events) and the connecting of people into the existing service network.
Of course, this was very familiar to me because we have the same possibility of disconnection in the tertiary sector. It’s easy to say “go and see the Faculty Office” but it’s that bit harder to ring up the Faculty Office, find the right person, brief them on what a student has already discussed with you and then hand the student over. However, that second set of events is what should happen if you want to minimise the risk of disconnection.
It’s possible to do a remarkable job in some parts of your work and do a terrible job in others, because you don’t realise that you are supposed to be responsible for other areas. It has taken me years to work out how many more things that are required of me as an educator. Yes, scholarship and the practise of learning and teaching are the core but how do we do that with real, breathing students? Here are my current thoughts, based on the police example:
- Getting Involved: If a student comes to me with a problem, then if I can fix it, I should try and fix it. My job does not begin when I walk into the lecture theatre and finish when I leave the room – I do have a real and meaningful commitment to my students while they are in my course. Yes, this is more work. Yes, this takes more time. Yes, I don’t know what to do sometimes and that’s scary. However, I do hope that my students know that I’m trying and, even when I’m moving slowly, I’m still involved.
- The Assurance of Safety: Students have a right to feel safe and to be safe when they’re studying. That means a learning space free from discrimination, bullying and fear, working in an atmosphere of mutual respect. If they feel unsafe, then they should feel safe to come to me to talk about it. This also means that students have a right to feel safe in the pursuit of their studies: no indifferent construction of assignment where 60% of students fail and it’s dismissed as ‘dumb students’.
- If You Can’t Fix It, Find Someone Who Can: Once you’ve done a PhD, one of the key things you work out is how much you don’t know. My Uni, like most Unis, is a giant and complex administrative structure. I don’t have the answer to all of the questions but I do have a spreadsheet of duties for people in my school and a phone book. However, saying “Go to X” is never going to be as good as trying to help someone by connecting them to another person and handing them over. If I can answer a question, I should try to. If I can’t, I should try and find the right person and then connect the student. The final part of this is that I should follow up where I can to see what happened and learn so I know the answer for next time.
The final point is, to me, fascinating because it has made me aware of how hard it can be to find the answer, even when you’re inside the system as a staff member! I always tell my students that if they need something done and aren’t making headway, get me involved because I have the big, scary signature block on my e-mail. Now, mostly our culture is very good and you don’t have to be a Professor or Associate Dean to get progress made… but it is funny how much more attention you sometimes get. I’m very happy to use my (really very insignificant) mild corner of borrowed status if it will help someone to start on the pathway to fixing a problem but I’m also very happy to report that it’s rare that I have to use it, except for the occasional person outside of the University.
It’s important to note that I don’t always succeed in doing all of this. I’m always involved and I’m always working to guarantee safety, but the work involved in a connected handover is sometimes so large that I don’t actually have enough time or resources to close the connection. This, to me, illustrates a good place to focus my efforts on improving the entry points to our systems so that we all end up at the right destination with the minimum number of false starts and dead ends.
Like I said, we’re normally pretty good but I think that we can be better – and thinking about our system as a system makes me aware of how many things I need to do as well as educate, when I’m calling myself an educator.
First Adelaide Computing Education Conventicle
Posted: November 27, 2012 Filed under: Education | Tags: advocacy, ALTA, authenticity, community, conventicle, education, educational research, higher education, Ingkarni Wardli, Kaurna, reflection, teaching approaches, thinking Leave a commentWell, my hosting duties are done and I’m relaxing at home, having hosted the first successful Adelaide Computing Education Conventicle! I’m absolutely exhausted and I have to jump on a plane very soon and so I crave your indulgence because today’s post is going to be a reposting of my welcoming speech to the Conventicle. My thanks to all of the guests, presenters and attendees – we started a new tradition well. I look forward to filling in the details over the next few days. Without any further ado, here is my speech:
“Welcome to the first Adelaide Computing Education Conventicle.
I would first like to acknowledge that we are meeting on the traditional country of the Kaurna people of the Adelaide plains, the original inhabitants of the land upon which the University of Adelaide was built, and who have shared with us a name for this building. Ingkarni Wardli means ‘place of learning’ or, my favourite, ‘the house of inquiry’ and is the first building in the University’s history to have a Kaurna name. I recognise and respect their cultural heritage, beliefs and relationship with the land, and I acknowledge that they are of continuing importance to the Kaurna people living today.
In the spirit of today’s events, I would like to share with you the history of the name of this building, to emphasise the importance of today’s meeting – a meeting of people who are dedicated to learning, to knowledge and to sharing what they know with other people. This building had a working name of “Innova21” but a new name was always sought and, after a great deal of discussion, the then-Dean, Professor Peter Dowd, decided to seek advice on a name from the Kaurna people.
It would have been very easy to look at what we, as outsiders, know of the Kaurna language and pick a name that seemed right – especially when the word for knowledge “Ingkarni” was so close to the word “Innova”. However, the Kaurna language is protected by its custodians, because of people with less than perfect understanding or, in some extreme cases, a desire to exploit by association, so we needed to seek approval before the naming. As it turns out, calling the building “Ingkarni” by itself would have been nonsensical and would have undone the intent of the namers, which was to recognise and respect the cultural traditions of the Kaurna, in their role as educators.
If you have ever had the good fortune to hear the Kaurna Elder, Uncle Lewis O’Brien, you will know that the Kaurna placed great value on education and were respected among the neighbouring communities as educators and conference leaders. When big decisions were being made, when important knowledge had to be shared, the Kaurna were generally to be consulted and would have an instrumental role in the process. What better name for a building that contains science and education than the name “House of Enquiry” from a people who were known for their knowledge and their importance in the sharing of wisdom?
Today, we gather to discuss our knowledge of education, to share our successes and to understand and to seek to address those areas where we are yet to succeeed. I would like to thank the Australian Council of Deans of ICT’s Learning and Teaching Academy, for funding both me and Simon under the Fellows program. I would like to thank the inimitable Simon for his encouragement to run this, and to thank our other interstate guest, Dr Raymond Lister, for being here today to share his research. I would also like to thank you all for agreeing to present, or to just show up and listen. It is far easier to ignore alternative approaches to learning and teaching than it is to sit in a room and prepare to discover that you might be able to do things differently, with greater effect. I welcome you all and I hope that this is the first of a long and fruitful cycle of Conventicles. It is now my pleasure to introduce Simon!”



