The relationships between technology and open education in the development of a resilient higher education


Posted by hallymk1

*Originally posted at Learning Exchanges on 4 November 2010

I thought it would be helpful to write-up that which I spoke about at Open Education 2010 in Barcelona, yesterday. The slides are available on my slideshare, and the paper is also available here on learnex. I spoke without slides, but will create a screenr presentation to cover the main points. You might also like to read this alongside Stephen Downes’ Huffington Post article on Deinstitutionalising Education.

This is pretty much what I said, and it is my story of the last 12 months.

This talk has one caveat and six points. The six points focus on: critique; transformation; sustainability; hope; cracks; and openness.

The caveat is that this paper is presented in the policy and strategy strand of this conference. My role as a reader in education and technology, but also as the academic lead for technology-enhanced learning [TEL] at De Montfort University in the East Midlands of England, enables me to influence institutional policy, practice and strategy. My role is to examine and develop approaches for transforming education and the curriculum within my university. My expertise and experience regards TEL as a part of that transformatory moment of education. But it is not the driver, or the most important element of that moment. My understanding of the place of technology-in-education, and technology-for-open-education informs my approach to policy and strategy. I outline my developing understanding in the six points below.

However, in this developing understanding, one of my previous roles as a researcher and a lecturer in History is important. We need to recover the role of past struggles as we face new crises, to recover the stories of the past, and the radical moments when technology was used to transform education and social relations. This is not a focus on technology and progress, as has been seen in its co-option by a neoliberal educational agenda. Rather it is a focus on technology in the name of progressive, dialogic critiques of our current crises, to suggest and implement alternative moments.

My first point is on critique. Open Education is a critique of our current social forms of higher education. It offers radical moments for the transformation of our lived experiences in higher education. However, through an agenda of consumption, marketisation and commodification, visited through the focus on second-order elements like open educational resources, open education is being subsumed within a dominant paradigm of business-as-usual. This fetishisation of OERs as commodities, as abstracted, intellectual value-in-motion that is to be consumed, diminishes the transformative moment of open education.

My second point is on transformation. The transformative moment of open education is critical because we are in crisis. Climate change, peak oil and resource availability/costs, alongside the  attack on the idea of the public sector in the UK, are symptoms of a deeper crisis of political economy. This is usefully framed by Naomi Klein’s idea of the shock doctrine, where the neoliberal, financialisation crisis is being used to extend business-as-usual and to entrench dominant positions through a focus on economic growth. This is an unsustainable approach. The private and public institutions that catalyse this view are unsustainable. The current forms of higher education are unsustainable. We need to produce transformative moments.

My third point is about sustainability. The hegemonic positions defended through the promise of business-as-usual have assimilated the radical moments of socio-cultural and environmental sustainability. The conversation is now based upon economic growth as sustainability, with a focus on impact measures. Moreover, the radical promise of resilience threatens to be bastardised and turned into a radical conservative focus upon adaptation. In fact the crises we face will overwhelm any attempt to adapt and maintain business-as-usual. Transformatory change should be the focus of resilience. What are we sustaining and why is at issue. Our discussion of OERs linked to economic growth, rather than dialogic encounters with of radical, open education, implicates us in this hegemonic conservation, as it hides the importance of movements of struggle, in the service of the status quo. The status quo is not an option.

My fourth point is about hope. I have hope that new social forms of higher education, and possibly the University, can enable students and teachers to develop the characteristics of resilience and sustainability that are transformatory and emancipatory. These new forms hint at open educational curricula underpinned by radical, critical pedagogy. So we see engagement with student-as-producer, teaching-in-public, pedagogies of excess and hope. The intention  is to enable people to re-cast their lived experiences, and to rethink the production, value and distribution of our common wealth, beyond its accumulation and enclosure by the few. Production is the corollary of consumption. I have hope that we can create radical moments in which we can co-operatively produce our lived experience, rather than simply consuming it.

My fifth point is about cracks. John Holloway argues that it is important to widen the cracks within coercive capitalism, in order to transform moments and institutions for the public good. Open education is a crack in the dominant, neoliberal social forms of higher education. Open education is a crack in the unsustainable models of business-as-usual that exist within higher education. This is important because we are not observing the crisis. We are in the crisis. We are the crisis.

My sixth point is about openness. The theory-in-practice of open education has tremendously empowering, radical moments within it. The struggle for open education is central to transforming our crisis. Open education, open activity, open production, open curricula, open networks, open forms of learning and teaching, are all central to this project. It is important that we develop transformatory moments and re-imaginings of our place in the crisis, and that we openly define and deliver open approaches for resilience and sustainability. We must use open education to reclaim the radical history of education, and technology’s place in education. We must move away from chasing the latest gadget or fetish. We must move away from seeing OERs as value-in-motion, as commodity. We must recover the radical place of technology-in-education from the mundanity of the latest digital development. In this we must revisit and recover the movements and moments of struggle in the past, and the use of technology in those struggles. For me this is a revisiting of the Workers Educational Association, of the Co-operative movements in the UK and in Latin America, of Cuban education after the collapse of the Soviet Union, of community educators like Trapese and the Autonomous Geographers, of anarchist social centres of learning, and of forms of participatory, co-operative education. This is not to say that these are perfect examples, or projects that can be transplanted, but it is to say that they offer radical histories and radical alternatives.

My hope is that we can reclaim open education as a radical moment of struggle, that can transform our experiences in the face of our crises.


Postscript: open education, cracks and the crisis of higher education


Posted by hallymk1

*Originally posted at Learning Exchanges on 29 October 2010

I’ve been pondering the realities and possibilities surrounding cuts and Browne, based on conversations and reading of the comments to my original piece on open education, cracks and the crisis of higher education. This has been spiked by Leigh Blackall’s point that “Richard stops short of describing alternative approaches, pointing instead to a few worthy projects”. Leigh is correct. As is Martin Oliver in noting that in re-imaging the University as social form, as part of a re-imagining of the forms of our communities/societies, “I’m caught between an idealised and a pragmatic response”.

In part we are left with a soft-and-slow response from within HE, as a few questions are worked out within the confines of business-as-usual. These questions include the following.

  1. What does the cuts and fees agenda mean for our allegedly progressive pedagogies and the roles of the student-as-consumer and the student-as-producer? Will students who are paying £1,000s accept pedagogic models and engagement with resources that are about their production of their curriculum? How will this affect their expectations of the curriculum and their experience of HE? This is more so in the face of a hegemonic view, from business and government, of HE as marketised, and increasingly individualised rather than socially-constructed, commodity. All that work we have done on progressive and radical pedagogies needs to be considered in light of the curriculum-as-commodity.
  2. Will, for example, Band D subjects fair better than Band C, in that the HEFCE subsidy plus fee income will be replaced by a top-level of projected fee in the former, but not in the latter. Will there be cross-subsidy? What will this mean for power relations between subjects within the University, when it comes to the student experience or the allocation for resources or approaches to mechanisms like quality? We already hear stories of powerful faculties claiming they subsidise smaller areas of work.
  3. How can institutions differentiate themselves in the face of fees and cuts? Will their current make-up of Band B, C and D subjects impact how they fare post-2012/13?
  4. What does “the student[s] experience[s]” mean in reality, when we don’t have funding letters and we don’t know how Browne will play out in Parliament? What does “the student[s] experience[s]” mean in reality, when we don’t know what the University is for?

In this I feel that there are possibilities to re-imagine our work. From management within the academy lobbying and positioning is already beginning as a form of protest within the model of business-as-usual. There is a form of critique framed around autonomy and complexity, and a focus upon the institution as social enterprise. On his blog, the VC of the University of Sheffield notes that “In a world of global competition and profound change, we want our children to have more than just bread to live on. And to do that, they will also need to appreciate the value of the full range of knowledge, and why our good colleagues do need, and deserve, some bread.” Note the use of our *good* colleagues. Martin Hall, VC at Salford argues that “Re-connecting with local communities leads to academic excellence and international recognition”, and that “partnership working makes more sense than Darwinian selection”.

This view of developing the University as social enterprise is important within the framework of business-as-usual, and it might enable, for example, DMU to develop its strengths in partnership with Leicester as a global, national and regional exemplar of strategies for partnership, inclusion, diversity. The issue of scale, strengths and also values is critical here. However, this assumes that business-as-usual is an option, which given the radicalisation and marketisation agenda of the coalition, and to which opposition political parties offer limited alternatives, seems of limited value.

Elsewhere we have seen a view that protest through demonstrations or occupations might be the way to direct opposition. In the UK, the NUS and UCU are planning a demonstration on 10 November [which I will be attending] with the strap-line “fund our future”. A danger with this approach is that it disempowers – that it waits for the Coalition to agree that they were wrong and to maintain the status quo ante bellum. In short it isn’t resilient in the face of an ideological attack – it plays their game to their rules on their turf. It is about negation. But it is about the negation of the newly-imposed terms of business-as-usual. It is not about the negation of our negation. It is not about re-imagining higher learning. It is not about what HE is for. If we are in this crisis, and wish to move beyond it, then we have to be against it politically. The key here is radical alternatives and transformation.

Martin Oliver goes on to note in a comment to my original posting that:

“we do need to try out these open forms now. If we can’t work out how to do it – and just as importantly, how to tell credible stories about its value, and about what resources it really needs – then we won’t have it in our repertoire when we need it in the future. We also wouldn’t be able to resist inappropriate versions of that path if we couldn’t spot them and understand what made

“So – where can we start sharing stories about this?”

Martin asks us to re-imagine and share. Some of this re-imagining is possible through, as Leigh Blackall indicates, radicalising our practices within the academy. This includes:

  1. Radicalising the curriculum to engage with issues of transformation in political economy, within and across subjects;
  2. Radicalising the forms of engagement with our partners or stakeholders, by working with them to re-imagine, produce and re-produce, decisions, spaces and activities;
  3. Building active connections with radical, alternative groups at local, national, global scale [social centres, reading groups, the WEA, transitions town movements];
  4. Asking questions about what higher education is for, and what social forms best support its outcomes; and
  5. Using funding calls and partnership-working to enable the academy to develop radical alternatives.

 

The key here is to build and share alternative models, based on negotiated, shared values, that can be realised locally or individually or by communities and which challenge and lay bare the fallacies of the dominant ideology. This testing and sharing of alternatives is oppositional, and is made crucial, not only in the face of economic liberalism, but also in the face of imminent crises like peak oil. Is business-as-usual really viable?

However, this demands that we live the alternative experiences of which we speak in the areas where we exist most fully – those areas where we have expertise or community investment or engagement. These operate at different scales, and in that they might usefully be seen in the context of how to change the world without taking power. This means, for me, in my work with edtech:

  • challenging the views of my institution about its place in the student experience;
  • being critical about pedagogy as a form of life-changing, transformatory production of political economic alternatives, and not just preparation for paying taxes;
  • working with curriculum teams to challenge their views of their pedagogies and the place of technology in that; situating myself against essentialism and techno-colonialism in all its forms;
  • using OERs as a driver for open education and production, co-operation and sharing, against commercialisation and consumption; situating this view of OERs in open education in political economy, against closed, vendor-driven models of education;
  • working to use technology to open the University up as more than a regional, social enterprise, so that it can offer resilient models of organisation and support at scale, against neoliberalism; working with local, regional, national radical partners using technology to develop new models for life;
  • using external bids to develop and share radical ideas with other stakeholders – to frame alternative models; to work in the hope that my decisions and activities challenge dominant positions.

Martin is right that we need to share and make the case for alternatives. That is the next challenge.


Open education, cracks, and the crisis of higher education


Posted by hallymk1

*Originally posted at Learning Exchanges on 26 October 2010

The Browne Review and the cuts announced in the UK CSR have prompted much heat and some light around the idea of higher education [HE], and the notion of state support for the established social forms of higher education institutions. This is a crisis for those engaged in HE and for whom higher learning is more than economic outputs, and in that the crisis in HE takes on the characteristics of the broader political economic crisis within society.

In the model of coercive capitalism proposed by Naomi Klein, the impact of crisis is used to justify a tightening and a quickening of the dominant neoliberal ideology. This ideology highlights the transfer control of the economy and state or public assets from public to the private sector under the belief that it will produce a more efficient [smaller, less regulatory] government and improve economic outputs. This implies a lock-down of state subsidies for “inefficient” work [Band C and D funded subjects in UK HE], the privatisation of state enterprises in the name of consumer choice, economic efficiency or sustainability [like encouraging the privatisation of HE], a refusal to run deficits [hence pejorative cuts to state services], and extending the financialisation of capital and the growth of consumer debt [like the increase in fees]. What Klein terms the shock doctrine uses “the public’s disorientation following massive collective shocks – wars, terrorist attacks, or natural disasters [or in this case the trauma of a structural economic crisis] – to achieve control by imposing economic shock therapy.”

In particular we might now revisit the critical work on the neoliberal university, the student as consumer and the marketisation of HE, in order to critique and negate the path that we are pushed towards. This work identifies the types of controlled, economically-driven, anti-humanist organisations that will possibly emerge, and the ways in which oppositional, alternative, meaningful social change might be realised. This connects to the work of Harvey (2010), who argues that there are seven activity areas that underpin meaningful social change.

  1. Technological and organisational forms of production, exchange and consumption.
  2. Relations to nature and the environment.
  3. Social relations between people.
  4. Mental conceptions of the world, embracing knowledges and cultural understandings and beliefs.
  5. Labour processes and production of specific goods, geographies, services or affects.
  6. Institutional, legal and governmental arrangements.
  7. The conduct of daily life that underpins social reproduction.

These activity areas help educators and students examine how HE might engage with Browne and the CSR’s neoliberal agenda, in order to develop shared, or co-operative alternatives. This re-imaging is critical if we are to remove the emerging iron cage of bureaucracy and technocracy.

Imagining and creating alternatives is critical and might usefully be seen in terms of the dialectics of social change. As the hegemonic view of society radicalises itself, in turn other opportunities for change emerge. Holloway’s ideas of exploiting cracks in capitalism is important here, in seeing how the internal tensions in the dominant political economy offer up possibilities for radical change at very specific moments. Some of these opportunities exist in the more open and radical (Trapese), or the local (The School of Everything), or the co-operative (as outlined in Affinities and within the UK Co-operative College) forms of educational organisation. We do not have to settle for a pre-determined business-as-usual.

This also goes for the University itself, as a social form. One of the key areas that is opened-up for critique and re-imagining is the openness of our social forms of HE, crystallised in-part through technology. An outcome of Browne and the CSR is a shrinking of the institution and a negation of non-economically determined activities, based around efficiencies as a predetermined scale and the consumption of higher learning by students as consumers. It may be that Browne’s focus on the idea of the student gives us a chink here to focus on issues of open identities and open engagement with the institution by its stakeholders. Browne clearly views students as consumers. The report argues (p. 25):

“We want to put students at the heart of the system. Students are best placed to make the judgement about what they want to get from participating in higher education.”

Whilst the actuality and maturity of this view is highly contested, it implies that HEIs should engage meaningfully with their stakeholder’s unique and possibly shared identities, rather than forcing them to adapt to the institutional position. There is a space here within which work on OpenID, OAUTH and more broadly on open educational models might be catalysed. This user-centred work is less about control and moulding of a user’s identity to meet institutional standards and is more about co-operative engagement and sharing.

This view hints at our ability to move away from thinking about technology to thinking about relationships and people, so that technology is just one component within a broader socio-cultural approach to change [as noted by Harvey, above]. So, institutions might work towards being open, rather than branded as, for example, an iTunesU or a Microsoft/Google University. We should be aiming for openness, and allowing users to engage with other (web-based) services in ways appropriate to them. This view connects to that of DEMOS, in their view of The Edgeless University (pp. 54-5) that:

“Technology should be in the service of an ethic of open learning. Just as technology provides ways to open up access to information, there are technological tools to close it off and reinforce existing barriers and potentially inequalities. Wherever possible investment should encourage open standards and avoid overly restrictive access management.”

Brian Kelly highlights clearly the contested nature of the place of technology within higher education in the face of cuts, and the impact on the HE environment. Brian argues that “we will need to accept many changes in order to survive”. Acceptance is not necessarily the view one might take at this radical juncture, if one viewed adaptation through resilience as a possibility. Irrespective of whether demonstrations and protests in support of business-as-usual [i.e. pleas for the same model of state funding], or re-modelling service provision in the dominant economic mode [i.e. re-shaping services in the face of cuts], are viable options, there are alternative forms of social organisation emerging.

In a separate Resilient Nation paper, DEMOS argue that communities have a choice between reliance on government and its resources, and its approach to command and control, or developing an empowering day-to-day, scalable resilience. Such resilience develops engagement, education, empowerment and encouragement. Resilient forms of HE should have the capacity to help students, staff and wider communities to develop these attributes. As technology offers reach, usability, accessibility and timely feedback, it is a key to developing a resilient higher education, with openness (i.e. shared, decentralised and accessible) at its core. Seizing these opportunities to reshape the dominant institutional forms of HE and their ways of operating, in the spirit of promoting co-operation and openness, offers hope.

 

This reshaping is proactive and creative, and is not focused upon crisis planning. It might also focus on the shared production of distinctive services by and for institutions, rather than the consumption of services provided by outsourced providers and a focus upon tying the institutional brand to products and vendors. The recent EDUCAUSE ECAR Study of Undergraduate Students and Information Technology argues that “there is no stereotypical student when it comes to technology”.  Can institutions afford to be stereotypical when it comes to engaging with those students’ and their identities/individuality? This doesn’t mean leaving those students to create their own outsourced personal learning environments. But it might mean an activist role for institutions in building frameworks that are open enough to make sense to the variety of students in their own contexts. The reality and medium-term effectiveness of centralisation or outsourcing of homogenised services is therefore a major issue, in light of the need for institutional uniqueness.

One of the key outcomes of Browne and the CSR is that modularity, rather than homogeneity, in the HE sector will out. Modularity and diversity are key planks of resilience, tied to feedback from key users. Thus the scope, values and visions of institutions are key, and the ways in which social media or technology are placed in the service of those values and that scope is pivotal. George Roberts engages with this idea of the form of higher education, and the ideas raised by David Kernohan’s recent critique of the idea of the University, by asking whether “it may be time for the academy to abandon the institutions which have housed it for the past several hundred years”. George concludes by asking “So, where does the academy go?” This is an important question related to alternative social forms, away from that of the university, and supported by appropriate, distinctive and open technologies. However, this is also a scary question for those wedded to financialised capital through mortgages, debts and consumption.

I have no answer to George’s question here, but I suggest that we need to re-focus our critique in-part on the place of technology in the idea of higher education. David Jones argues that “It’s the focus on the product that has led university leaders to place less emphasis on the process and the people”. We need to address whether an obsession with tools is helpful in the face of crises. I suggest that a discussion and critique of what higher education is for, and how it is actualised has never been more pressing. I suggest that business-as-usual is not an option, and that goes for the determinist use of technology as outsourced, as integrated, as PLE, as whatever. I suggest that we need to offer up alternative views of the idea and forms of higher education, based on shared values beyond acceptance of economic shock doctrines. I suggest that we might focus upon resilience and openness as alternatives, and as cracks in the dominant ideology.


The iPad and the essentialism of technology in education


Posted by hallymk1

*Originally posted at Learning Exchanges on 8 September 2010

I was taken with Jane Searle’s paper at ALT-C yesterday on social inclusion and justice, in emerging work with disenfranchised traveller communities. She made several points that resonated for me.

  1. Individual technologies are not culturally neutral, but that it assumes a form, linked to social relationships and power, based on their enculturation. So the possibility exists for technology to be appropriated in different ways by separate communities. This connects into the work of Feenberg on techno-essentialism or determinism, where technology is seen to be an end in and of itself, or where it is seen to be neutral in mediating relationships and outcomes, rather than forming part of a socio-cultural environment that exudes power relationships and can be marginalising. Our language in negotiating with people around their use of technology is crucial in enabling them to make sense of the tools, rather than their being told what to do. A separate outcome is that we critique the immanence of technology.
  2. Engagement with technology for social or learning outcomes takes time rather than being a quick fix, or a desperate search for the next tool as a commodity fetishism. Engagement with the frameworks of participatory action research gives us a framework for using technology over-time with communities. We need to fight to work long-term with communities of practice, rather than implementing to achieve the deterministic outcomes we need to satisfy impact-assessors and leaving again. This is a real risk of technologically-driven projects that are not socio-culturally rooted – that they become part of an obsession with short-term, positivist, outcomes-driven agendas.
  3. We need to look for cracks within which we can resist the demands of coercively competitive funding mechanisms, which are linked to governmental whim or that of experts, for short-term impact measures that force us as practitioners or technologists to collude in our own alienation from the subjects of our research/practice. Meaningful impact is social and personal, and true emancipation at this level, rather than simply coercing individuals to gain qualifications for jobs, ought to be our focus.

Jane highlighted the need for a critique of social practices, focused upon the uses to which technology was put, rather than “cooing” of the latest shiny tool. For me, one example is the way in which our view of the iPad is a mirror of our broader critique. Several practitioners have begun to engage in the learning possibilities for the tool, and one programme at Notre Dame in the US is using the tool extensively. However, big questions still surround the technology.

  • Factories in which the iPad is made in China have seen an abuse of workers’ rights, physical injuries and disturbing levels of suicide. To what extent do we dissociate ourselves and our use of this tool from those outcomes? This is a logical outcome of coercive competition, cost-cutting and late modern capitalism. However, we have individual and community agency to put pressure on Apple over these outcomes, and to reject the use of the technology. What should be done?
  • The threat of peak oil is growing, as highlighted in the recent, leaked German military report. Oil and coal are embedded in the production process for the tools that we consume from abroad. Is this sustainable? In this case we also outsource our consumption of carbon to China, without bearing the full cost. Is this morally right?
  • To what extent does the use of the iPad reinforce a pedagogy of comsumption, based in-part on Apple’s focus on Apps based development? This also threatens the idea of the open web, further impacted by the recent Google-Verizon deal. Again these technologies are not neutral – by engaging with them we reinforce others’ power-over us, the dominance of their cultural perspectives, and their enclosure of what was previously more open.
  • A second angle to the pedagogy of consumption is the almost constant need to search for the latest, newest technological innovation. This obsession with the next thing, rather than on enhancing or challenging or reforming the social relationships that alienate or marginalise some, needs to be critiqued. We are so scared of falling behind [what/who?] that we risk abandoning our responsibilities to a wider set of communities, and to a planet that contains finite resources.

Social exclusion and digital Britain


Posted by hallymk1

*Originally posted at Learning Exchanges on 27 April 2009

Amongst all the heat surrounding Australia’s move towards being a broadband nation [with the project cited as “nation-building”], and the UK Government’s attempts to lever the same in its proposed UK broadband network, I came across Helen Milner’s slides on Digital Inclusion The Evidence from the April 2009 National Digital Inclusion Conference in London [thanks to @joannejacobs].

Milner highlights how socio-economic groups DE, those with poor education and low educational aspirations, alongside older people and those with low technological confidence, are marginalised and excluded from the benefits of technology, that include:

She also re-focused my thinking about how marginalisation and exclusion from a broadband, networked world is reinforcing the indicators of poverty that include high-levels of children, pensioners, disabled-adults, single adults and those in social housing, and where low levels of parental educational attainment are still impacting on child poverty. In turn this impacts on our ability to engage more people with technology to help more people lift themselves out of poverty because “the other resources available to the family are also important” [ Joseph Rowntree Foundation, Consultation response: ‘Ending child poverty: Making it happen’] in helping to achieve this aim. These other resources include meaningful access to technology.

For Universities to make a difference this means allocating resources to generate local engagements with schools and colleges and community groups, to ensure that social capital is valued and enhanced within communities. It also demands targeting low income and aspiration groups, not necessarily in order to manufacture or create demand for HE programmes, but because it is the right thing to do for institutions that might look globally but which are rooted locally.

Helen Milner reminds us all that universites have a powerful role to play in bringing forward projects that enable communities to utilise technologies for capacity and capability-building, as well as for community development. They should be able to affect policy but as importantly also practice, and as well as looking to Government for policy, ideas and financial frameworks, they should look to communities for voluntary activism and local engagement with social justice. This is more than the engagement of specific HE-based research and development departments or institutes, and is a core responsibility of Universities, who are perfect partners as schools and community groups attempt to raise performance and aspiration, with technology-enhanced activism at the heart of the matter.


Digital inclusion, education and the future of the web


Posted by hallymk1

*Originally posted at Learning Exchanges on 6 May 2009

I recently blogged about Social exclusion and digital Britain, focusing upon how Universities should be engaging in partnerships with local communities, in order both to enhance learning literacies that are facilitated by technologies and to help create spaces within which those communities can empower themselves.

Having attended a lunchtime paper on Digital Citizenship, hosted by our LGRU and delivered by Karen Mossberger from the University of Illinois, I’m now convinced that this is more vital. In particular, Karen highlighted how the indicators of poverty also impacted digital citizenship, access to IT and broadband, and information literacy. She highlighted the disenfranchisement of poor neighbourhoods (in Chicago in her studies) and poor minority groups. However, much of her work focused upon a Web1.0 view of the world, with analysis of (PEW-based) data from pre-2003. The technological world has moved on so much more since then, with a focus now upon emerging issues like:

  • Social networks and networked literacy;
  • Mobile technologies;
  • Organisation of niche or issue-related associations, and communities of practice; and
  • Semantic web and cloud computing, that affect the management of networks and content.

Engaging with these emergent issues, the work carried out by NGOs like Amnesty and Oxfam is at once participative, devolved, deliberative, and activist to different people, who are able shape and personalise their involvement within different associations. This personalisation helps build communities of practice that stand beyond local and national government, and exists as a participative activity for different people in different ways. For instance, YouTube, Facebook, Twitter, blogs can all be used in conjunction with an organisation’s own website or portal to arrange, report, disseminate and organise. The National Digital Inclusion conference recently kept non-attendees up-to-date using the Twitter hashtag #ndi09, whilst HopeNotHate use their own portal, linked to mobiles and email, to organise electoral activism across the whole East Midlands.

These new ways of working do not necessarily engage the technologically, culturally or politically disenfranchised, but they do offer new models for building social capital and civic engagement. Of course there is scope for those in power to use digital participation to maintain their own traditional agendas. This is witnessed by Number 10′s YouTube channel, and the use of digital data to monitor environmental protesters. This paradigm is also evident in The Future Internet: Web 3.0 presentation hosted by the Learning Technologies team at NUI Galway, which focuses upon how the web and our use of it can enable business and the economy. The danger is that it offers no new ways of working, just ways in which extant companies can gain efficiencies and market themselves to new audiences. There is no radical or progressive hope here.

Perhaps a more hopeful view for the future internet is building social capital and social enterprise, and enabling new communities of practice to grow. This is especially the case for education, where new ways of working and engaging with the emergent issues noted above offer hope for a newer, more radical pedagogy that is built around personally meaningful access, enquiry, mentoring, decision-making and action. This is framed by a promise of enhanced social [educational] capital and our ability to nurture new communities of inquiry. These stand against attempts by established organisations, including lecturers and Universities, to lever old ways of working into the use of new technologies and the new communities of practice that emerge.

These issues need to be addressed in light of the demands for flexibility in curriculum design and delivery, alongside, and not separate from the need for more active engagement with digital inclusion agendas. We have the spaces to discuss issues of power and control, participation and civic responsibility, and these can be led by Universities, as part of an engagement with students, voluntary groups, social enterprises and business. I’m just not sure that a traditional analysis of education, inclusion and the future of the web, focused on traditional models of engagement, development and participation, are relevant or helpful. In inspiring social and educational inclusion, we need are more progressve, radical evaluations, visions and proposals.


Towards a radical manifesto? The Impact of Web 2.0 on HE


Posted by hallymk1

*Originally posted at Learning Exchanges on 15 May 2009

I have finally re-read the Report of an independent Committee of Inquiry into the impact on higher education of students’ widespread use of Web 2.0 technologies. From the report I am particularly taken by the following statements/outcomes, which have ramifications for our policy, practice[s] and culture[s]. I am especially interested in the connections between these areas as they impact our ability to re-define a radical pedagogy for empowering our learners, wherever they are on a continuum of engagement with technology. The key is making the world a better place.

1.    The impact of pre-HE pedagogies and technologies

This may be the single most important area that will impact HE practitioners. The report notes two key factors:

“Present-day students are heavily influenced by school methods of delivery so that shifts in educational practice there can be expected to impact on expectations of approaches in higher education”

“The digital divide, the division between the digital ‘haves’ and ‘have nots’, has not been entirely overcome and persists in several dimensions: in access to, and engagement with, technology; the capability of the technology; and in individual competence.”

Issues of marginalisation, disempowerment and disengagement by accident, status or design are still very real. They connect into Helen Milner’s recent work on social inclusion and digital technologies and her Next step for the digital inclusion manifesto. They are also impacted by the development and extension of the precepts within the Early Years Foundation Stage Strategy, which is in itself a manifesto for: inclusion; child-centred practice; productive, learner-defined and owned personal learning environments; a new politics of praxis within and beyond the classroom. The time is ripe for a reappraisal of the value[s] of Bandura, Dewey, Illich, Rorty, integrated with the work of Ronald Barnett.

As digital identities are developed and better understood, as libraries, community centres, social enterprises and schools extend coverage, and as access via mobiles broadens and depends, HE has a duty to ensure that its practitioners are not playing catch-up. This is especially important in the pedagogic cultures that drive programme teams, both in their definition and scoping of curricula, in their involvement of students-as-mentors, and as a result in the power relationships that exist in the learning space that a learner defines. Enabling learners to manage their place in a set of cultures and ask questions at key moments of transition – to their enrolment or registration, in their modes of assessment, in migrating between levels 1 and 2 or between levels 2 and 3 – are critical for good-enough educators who have to support the student in her/his integration of the disparate facets of HE study for her/his own development.

2.    The impact on staff

The report notes that:

“Staff capability with ICT is a further dimension of the digital divide… Tutors are central to development of approaches to learning and teaching in higher education. They have much to keep up with, their subject for example, and developments in their craft – learning and teaching or pedagogy. To practise effectively, they have also to stay attuned to the disposition of their students. This is being changed demonstrably by the nature of the experience of growing up in a digital world.”

Programme teams are crucial in setting a context and ethos within which students can become themselves and succeed. The academic as lone ranger in embedding technologies helps no-one, least of all the student. The student’s integration of the HE and subject environment into their self-concept as a learner who can achieve, demands that programme teams frame their learning activities and subject context around a cohesive digital environment. Too often this is missing at HE.

3.    Developing information literacy

The committee highlight that:

“providing for the development of web-awareness so that students operate as informed users of web-based services, able to avoid unintended consequences. For staff, the requirement is to maintain the currency of skills in the face of the development of web-based information sources”.

The higher-level speaking and writing skills that Bloom developed in his cognitive taxonomy are as relevant today as they were 50 years ago. Flexible pedagogic development, the impact of diagnostic assessment, peer-mentoring and enquiry-based learning are critical here. Equally important is engaging learners in the context and actuality of publishing data and argument for the wider world to utilise and judge. Issues like those raised by JISC Legal are critical in framing such a set of developments, but the reality of information literacy cannot be divorced from the reality of integrating and developing a digital identity. Critically this has to be linked to decision-making and action in the world. Problem-based learning may be a key.

4.    Change in HE

“The world [students] encounter in higher education has been constructed on a wholly different set of norms. Characterised broadly, it is hierarchical, substantially introvert, guarded, careful, precise and measured. The two worlds are currently co-existing, with present-day students effectively occupying a position on the cusp of change. They aren’t demanding different approaches; rather they are making such adaptations as are necessary for the time it takes to gain their qualifications. Effectively, they are managing a disjuncture, and the situation is feeding the natural inertia of any established system. It is, however, unlikely to be sustainable in the long term. The next generation is unlikely to be so accommodating and some rapprochement will be necessary if higher education is to continue to provide a learning experience that is recognised as stimulating, challenging and relevant.”

The last sentence bears rethinking. It should drive all we do in the coming months. At DMU it will certainly shape our re-definition of our e-learning [technology-enhanced learning] strategy and develop a plan its implementation, with our students, and our e-Learning Co-ordinators and Champions. It is critical that we evaluate our professional development approaches and the technologies we support.


What I’d quite like from HEFCE is transformational leadership


Posted by hallymk1

*Originally posted at Learning Exchanges on 11 July 2009

Caveat: Before we get started on this I’m not saying that HEFCE don’t lead already. The HEFCE Strategic Plan frames an enabling environment for encouraging devolved institutional approaches, flexibility of mission and dynamism in delivery.

At the Heads of e-Learning Forum meeting at he HEA in York yesterday, HEFCE Policy Officer Alan Palmer, opened up a discussion of what HEFCE should do about the implementation of its Technology-Enhanced Learning Strategy. HEFCE itself, and this was reinforced by other speakers during the morning, highlight efficiency, enhancement and transformation as major outcomes. What was not recognised was that these are also drivers for institutions, as education providers, social enterprises and businesses, when seen as part of a bigger vision and blueprint for change.

Two elephants were *outed* early on. The first was the economic crisis and its impact on funding, with HE likely to be asked for £180 million of savings in 2010-11. The second was the apparent migration of terminology within the relevant departments towards on-line learning, with an implied view that this might be cheaper. In managing the issues that arose around these two elephants Alan used the phrase “What HEFCE won’t do” five times.

The first issue, primed a discussion about detailed stuff that might lead to some efficiencies, and which might catalyse some transformation in educational practices, namely creative commons and copyright, open educational resources, managing student [lack of] mobility etc.. This point ties into the second issue as it appears that there is a view that we can simply do things better or more cheaply on-line. Didn’t I read that in 1997? However, to lever the economic or investment gains that are being mooted does not simply require e-Learning Champions or Educational Developers to see how technology can save the day. In fact the discussion, which is doomed to revolve around issues of revenue and capital rather than social justice, requires a focus on what institutions are for and why.

I recently blogged “Towards a radical manifesto? The Impact of Web 2.0 on HE” and, whilst accepting the damaging impact of digital divides and learning illiteracy, I argued that the most crucial element of the recent Committee of Inquiry’s report was that the “inertia of any established [HE] system [is]… unlikely to be sustainable in the long term. The next generation is unlikely to be so accommodating” about its HE experience. Pre-HE developments like Building Schools for the Future and the EYFS are critical markers for Universities that demand vision, leadership and transformation of how HEIs achieve.

If we are serious about meeting the needs of future learners, and in enacting efficiency, enhancement and transformation as major outcomes, then Universities need a proper reappraisal of their strategic plans, in order to make sense of the bits-and-pieces of change surrounding Web 2.0, OER, personalisation etc.. This requires that strategic managers look at service restructuring, rather than the silos into which Corporate Directorates ossify. This then demands that a vision drives a blueprint for how the organisation will operate in terms of its people [contracts, professional development, workloads etc.], organisation [linked to the management of those primary services], technologies [insourced, outsourced, driven by the cloud, CMS-related] and the information that it needs and manages [from its key current and future stakeholders].

Without this kind of institutional visioning and transformation, asking Heads of e-Learning what should be done to implement HEFCE’s TEL strategy is a redundant operation. At best it buys some time to think about possible restructuring of the curriculum, without ever thinking through how students, staff and local communities can be empowered.

So in answer to Alan’s question of what should HEFCE do, two things are needed. Firstly, demand that institutional strategic managers are serious about transformation as a driver for empowerment. Enhancement is all-well-and-good, but education should empower people and has be written into vision statements and blueprints for change. The Welsh Funding Council’s “Enhancing Learning and Teaching through Technology: a Strategy for Higher Education in Wales” nudges Welsh HEIs in that direction and HEFCE should be stimulating discussion and leadership on this issue. The TEL strategy offers an opportunity for taking a step back, when evaluating what a blueprint for 21st Century HE might look like.

Secondly, in the face of Universities being tied to Lord Mandelson under the latest reshuffle, there is a desperate need for leadership in the support of teaching across the sector. The Guardian highlighted this in its comment yesterday “Eduction, Education, Education“, with the fear that the Government would focus upon research intensive Universities that are perceived to be captains of industry or drivers of the economy and squeeze those for whom teaching is the thing. Refashioning our collective view of teaching and learning in HE, to promote an agenda for progressive pedagogies that recognises the needs of the range of 21st Century learners, and sees HEIs as social enterprises as much as businesses, demands leadership from us all. In lobbying governments, this demands active leadership from HEFCE.


Our post-digital priorities: overcoming the neglect of the tutor


Posted by hallymk1

*Originally posted at Learning Exchanges on 1 July 2009

A number of national research reports and position statements have been published recently, which impact technology-enhanced practice across the sector. These include:

  1. JISC, Thriving in the 21st century: Learning Literacies for the Digital Age, http://bit.ly/u1Wrb
  2. DEMOS, The Edgeless University http://bit.ly/10pd2r
  3. Department for Business, Innovation and Skills [DBIS], Universities set to go online for millions, http://bit.ly/2lr0S
  4. Report of an independent Committee of Inquiry into the impact on higher education of students’ widespread use of Web 2.0 technologies [CoI], http://bit.ly/J1JMf .
  5. Revised HEFCE strategy: Enhancing learning and teaching through the use of technology, http://bit.ly/JikvC
  6. DCFS and DBIS, Digital Britain: Final Report, http://bit.ly/wdRgb

From the Revised HEFCE strategy, DMU is engaging with how technology-enhanced learning [TEL] can reinforce and extend its distinctive brand, in particular focused on the impact of the learner of the future, personalised learning and business flexibility, on both the business case and service provision. The development of a blueprint for TEL, and the concomitant investment and professional development implications, is central.

In engaging with these issues it is critical that HE is able to make decisions based upon the impact of developments in other areas of statutory and non-statutory education. The reports noted above highlight that HE doesn’t exist in a social or educational vacuum. Whilst current work on evaluating learner experiences helps shape and enhance current practices, future-proofing and planning demands engagement by the sector with progressive pedagogies being embedded in primary education. In particular the Rose Review of the Primary Curriculum and the Early Years’ Foundation Strategy enable HE practitioners to develop a manifesto for the future.

  1. Sir Jim Rose, Independent Review of the Primary Curriculum, http://bit.ly/2eBjX
  2. Becta’s contribution to the Rose Review, http://bit.ly/FOHEp
  3. DfES, Early Years’ Foundation Strategy, http://bit.ly/a0tkK

Pedagogically, Rose and the EYFS frame enabling environments within which structured play, risk-taking and decision-making can take place. There is a developmental focus on the learner taking personalised ownership of the learning pathways s/he wants to follow, framed by a mentoring approach by more experienced others. The addition of ICT as a core competency or “literacy” alongside numeracy and traditional literacy, elevates technological autonomy and agency [what tool to use, when, how and why]. The emphasis on the professional development of teaching teams also shapes or scopes a move towards technological transparency, or engagement in what might be termed a post-digital world.

The ramifications for HE of both a societal and educational move towards high-skilled digital and post-digital practitioners demand attention. In particular, there is a very real danger that we fetishise the learner voice at the expense of the needs of our teaching teams, and that an educational divide between staff and student capabilities, flexibility, autonomy and post-digital agency becomes unmanageable for institutions. In terms of fetishising the student voice, I mean, broadly the extravagant trust, fixation or reverence that is at times shown to it as a concept, without demonstrating the concomitant impact on other stakeholders. The wordle cloud for all the releavnt HE-related text from sources 1 – 6 above is shown at: post-digital HE. The focus on the learner and technology is stark. As is the potentially disastrous, limited focus on staff and staff teams. Whilst the reports all focus on the need for professional development, there is little concrete that is actually presented. At DMU this is now a core focal point, with a key frame-of-reference made by the Committee of Inquiry.

The world [students] encounter in higher education has been constructed on a wholly different set of norms. Characterised broadly, it is hierarchical, substantially introvert, guarded, careful, precise and measured. The two worlds are currently co-existing, with present-day students effectively occupying a position on the cusp of change. They aren’t demanding different approaches; rather they are making such adaptations as are necessary for the time it takes to gain their qualifications. Effectively, they are managing a disjuncture, and the situation is feeding the natural inertia of any established system. It is, however, unlikely to be sustainable in the long term. The next generation is unlikely to be so accommodating and some rapprochement will be necessary if higher education is to continue to provide a learning experience that is recognised as stimulating, challenging and relevant.

The themes arising from an analysis of the reports [1 – 6] are noted below, with key developmental areas. These will form the spine of our approach to technology-enhanced learning for a post-digital world at DMU.

  1. Enhancing our learners’ [post-]digital literacy through our services and curricula [focus on services, curriculum, pedagogic roles, literacies]
  2. Enabling learning environments that frame personalisation of experiences [focus on services]
  3. Developing services that enable students to manage transitions, progression and attendance [focus on autonomy, pedagogic roles, services and progression]
  4. Reappraisal and extension of professional development [focus on pedagogic pedagogic roles, reward and recognition, literacies]
  5. Developing flexible approaches to the curriculum [focus on informal learning, affiliations, business, personalisation, DL]
  6. Extending a distinctive institutional culture and brand [focus on the business case, services, affiliations and open access]

Google, Microsoft and HE: outsourcing the student and staff experience


Posted by hallymk1

*Originally posted at Learning Exchanges on 13 August 2009

The issue of outsourcing technology-provision is emerging as a major issue for higher education managers. I know outsourcing has been around for a while – institutions have outsourced data networking and equipment maintenance since the year dot. Moreover, SOAS and Glasgow Caledonian outsourced email to Google in 2007. However, it’s only now that our institutional managers are grappling with the issue of student email provision, and as a result have to recognise the cultural and managerial implications of outsourcing the student and staff experience.

Outsourcing the student and staff user experience is what a pact with, for instance, Google, implies precisely because a Gmail implementation opens up possibilities and pressures for implementing the rest of the Google suite, and thereby changing the face of institutional communication and interaction. The impact on the core business of an institution will be seismic. Whilst such a pact may offer up opportunities for wider associations and networking, it also threatens those areas of an institution that may need to be closed (e.g. data management and processing for awards).

Outsourcing a technological solution has implications: for service provision; for data protection, privacy and confidentiality; for levering institutional, technological extensions [in Google’s case a burgeoning set of apps that have affordances for learning and teaching, rather than simply email]; and for institutional visions/blueprints of learning and teaching, especially where users can opt-in or out. It is critical that we recognise for whom this is being done and why.

There are a number of issues then in the migration of a major technological solution like student email to, say, Google.

  1. The first is the nature of the risk assessment that has been done, linked to the full business case. In fact, is there a full business case that focuses less on cost savings and more on real value? The key focus should be on the relationships between staff, students and resources within appropriate learning communities that are open and/or closed to the institution, programme, or individual. How are these best organised and supported? Outsourcing on cost alone should be a non-starter, although it seems that this isn’t always the case.
  2. Implementing, for instance, Gmail opens up opportunities for extending the rest of the Google suite that includes recent changes to iGoogle, Google Reader and Google Wave. This impacts any proposed blueprint for technologies that support an institutional vision/ethos, and which also engages non-institutional networks or communities. This has to be properly assessed by key local stakeholders in-line with their needs, rather than jumped on because students feel Google is sexy, shiny and better. Moreover, where new services have pedagogic implications, this impacts our development not only of existing tools, but critically our engagement with, development of, and support for academic and support staff. What will the services that we provide for staff and students look like, so that neither group are left behind?
  3. Oxford have argued that Gmail is not a viable solution for them for staff email given privacy and confidentiality issues. With the amount of shared group-work and collaboration needed by staff and students, delivering dual systems is not an option in their context. Given that other potentially-shared Google services are available, it is critical that both students and staff are engaged in a planned way, in order to avoid opening up a digital divide in the services are offered to support learning and teaching. That deliberation has to be set within an institutional culture that may be at once open and/or closed, and which frames decisions about data or relationships that need to be held in-house.
  4. There is a very real risk that managers are bedazzled by identification with, for instance, the Google brand, and new developments like ‘caffeine’. Google has been criticised over privacy, copyright infringement, hacking, censorship, DRM etc.. Hence the value-set of any association or affiliation needs to be deliberated properly across all institutional stakeholders. Anil Dash’s excellent piece on “Google’s Microsoft moment” asks whether Google is moving to a position where it is “favoring what’s convenient for [its] own business goals” rather than that which matters to its real-world users. He goes on to add that “The era of Google as a trusted, ‘non-evil’ startup whose actions are automatically assumed to be benevolent is over”. Most tellingly of all, he states that Google’s “protestations of ‘but it’s open source!’ are being used to paper over real concerns about data ownership, and the truth is that open code doesn’t necessarily imply that average users are in control”. We are not yet at the point of transition to the university of the people, where there is no need for closed positions. There are bigger issues here that impact local, educational user engagement, set within validated and purposeful institutional cultures.
  5. A final issue here is that of openness. Dave Cormier argued at OpenEd09 that open educational resources, including tools and contexts, are often not open for creation or re-creation or re-formation, and at best they are simply static and accessible materials. By focusing institutionally or within a community upon one service or set of services, we are in danger of excluding or marginalising by locking people into or out of specific ways of working. Empowered decision-making about relationships, technologies, services and resources demands contexts that scale choices for learners (for instance in safe, free-ranging environments). Cormier argues that the personal processes involved in learning and in engaging with communities are complex and messy. If he is right then decisions need to be made about institutional openness and engagement with shared resources, services and toolsets by a range of stakeholders, not just those who operate in isolated pockets.

This all needs clear planning with key stakeholders, with a clear rationale developed for any link with Microsoft, Google or whoever, which is based around institutional need and an institutional blueprint. Managers need to know for what issue(s) outsourcing is a solution – a technology or service or organisational change or cost saving? Why this technology and why now? What are the dis-benefits?

The implementation of, for instance, gmail is not neutral. It opens up possibilities for new technological developments. Those developments are also not neutral – they impact the management of identities, services, staffing, organisation, processes, data etc. at a range of levels, from the personal to the institutional. Some of these issues are raised by the JISC Legal Tutor Guide to Web 2.0, and again impact this debate.

Now it may well be that Google supplies solution for some of the things for which Universities need social media. I use Google services both personally and to manage the information/communication needs of a Homeless Hostel for which I am a Trustee, and I am very happy to do so. However, our Trustees have risk assessed this decision in terms of our data and resources, their management and the critical nature of our work. I see merit in an affiliation with for example Microsoft or Google, in terms of personalisation, scale and flexibility. However, there are huge cultural, curricula and working ramifications in any proposal to outsource an element of local practice to such an organisation. This is, I believe, a risky strategy that needs proper deliberation, so that institutions are not just pawns in on-going business battles.