“Global EdTech Landscape 1.0” @patrickbrothers https://blog.navitasventures.com/global-edtech-landscape-1-0-28e69944d33d
Barrow and Newton! Putting Barrow in its place
In a recent post on John Wallis I commented on seventeenth century English mathematicians who have been largely lost to history, obscured by the vast shadow cast by Isaac Newton. One person, who has suffered this fate, possibly more than any other, was the first Lucasian Professor of Mathematics at Cambridge, and thus Newton’s predecessor on that chair, Isaac Barrow (1630 – 1677), who in popular history has been reduced to a mere footnote in the Newton mythology.
He was born in London in 1630 the son of John Barrow a draper. The Barrow’s were a Cambridge family notable for its many prominent scholars and theologians. Isaac father was the exception in that he had gone into trade but he was keen that his son should follow the family tradition and become a scholar. With this aim in view the young…
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So over the last I have been working on putting on a conference with some of out paramedic students. #spanz17 Last week was the finish of all the work we had put in.
One of the things that I found most interesting was that they are keen to try new things, when it come to showing off a product. I use the word product as that what our conference was a product of both our Paramedic department and our students.
So Twitter…. The student group of 12 were at #spanz16 last year and a lot of them started to understand the relevance of twitter to medical education. They set the goal of getting this conference on twitter as much as possible. But also understanding the impact we as a small student lead conference could have. We got hooked into a hashtag and then got into a website called http://www.symplur.com They are working on a project based around Healthcare Hashtags.
Twitter could be used so many ways in our program and included in how we teach the students and get them to explore FOAMed. Be interesting to walk forward as 3 of us within the team try and get twitter onboard and working in the paramedicine program.
And interesting the person who lead the tweeting was watching all the way from the UK.
Below are the analytics for the conference.
But I still don’t know what any of this means. If someone knows how to work this out let me know.
Live streaming…….. How cool is this invention!!!!!!
We hooked into some help and got the whole conference streamed. This was interesting as the students found what we needed ad then tried to get it working. We got a lot of help from the AUT events people and they were able to supply the equipment. It was interesting to watch how it all played out. We had 3 ex students watching it from the UK. A couple of students watching at work and a dr from Oz watching the whole thing.
A strange but very cool moment was when we had Dr Andy Swain speaking to the students via Skype and a student in the UK watching the live streaming asking questions. This opens up so much for us as lecturers and who we can get to lecture to our students and from where.
One of the things I’m learning about is how the tech needs to be easy to use. I am now using this iPad Pro more and more and slowly getting an understanding of how to use this great machine.
It does help that it is a 12.9 IPad Pro.
The traditional notion of a ‘bootcamp’ conjures up images of blood, sweat and toil; of instructions for almost unachievable tasks being shouted at quivering participants by military style authoritarians, with the purpose as much about them relishing their domination and power as it is about personal achievements of those taking part. Today’s #mosomelt bootcamp at AUT South was the antithesis of this. Rather, it was an opportunity to get together mid-way through the semester, to chat as equals and share ideas for trying, evaluating, and implementing digital technologies into our learning and teaching.
Today, perhaps even more than usual, I was struck by our shared goals that transcend our disciplinary areas; the heutogological self-determined learning we strive for in our students and the almost statutory period of unlearning required by them (and teaching staff) to enable the seeds of this learning experience to be allowed to grow and flourish; the shared challenges we face either with students or institutional structures and processes creating unnecessary and sometimes necessary hurdles to be considered and negotiated.
While our discussions included challenges with ‘things’: iPhones, iPads, Apps and other gadgets, I think it was agreed that the bigger challenge lies within the mindset of people who don’t easily see the role of self-determined learning or the value in exploring, embracing, and critiquing digital media within the tertiary setting, despite the inevitability of an increasingly digitialised world for our graduates within an uncertain and changing future workforce paradigm.
I was reminded of Arthur Koestler (1905-1983), the Hungarian-British author and journalist, who possibly might have thought bootcamps were just what were needed to ignite innovation within the staid academic traditionalists:
“The inertia of the human mind and its resistance to innovation are most clearly demonstrated not, as one might expect, by the ignorant mass- which is easily swayed once its imagination is caught- but by professionals with a vested interest in tradition and in the monopoly of learning. Innovation is a twofold threat to academic mediocrities: it endangers their oracular authority, and it evokes the deeper fear that their whole, laboriously constructed intellectual edifice might collapse. The academic backwoodsmen have been the curse of genius from Aristarchus to Darwin and Freud; they stretch, a solid and hostile phalanx of pedantic mediocrities, across the centuries.”
While Koestler’s words are harsh they reflect his frustration with the hesitancy to change as the world changes, which perhaps today, in our 21st Century tertiary setting, is just not an option (especially if we are ‘the university for the changing world’).
I was reminded that during last week’s student presentations for our Media and Communication in Health Promotion paper, one student made the statement:
“Social media skill is not any more a matter of choice”
They presented the statement as a quote and I asked the student who were they quoting – they replied that it was their own.
Not only was the student’s message correct, but they had come to realise this themselves, through their own curation of, and reflection on, learning experiences facilitated through engagement with the class discussions and independent exploration. Furthermore, they felt confident to present their idea as a quote as if declaring the legitimacy of their own learning and experientially informed knowledge.
Their quote has stayed with me and it’s relevance solidified during today’s bootcamp discussions on possible inappropriate uses of social media by students, likely ramifications and the most effective strategies for instilling ethical use of social media. Do we steer clear of using social media in learning and teaching or do we have an ethical obligation to embrace it, thus allowing for a more collaborative, supportive learning environment within which students can assess the appropriateness of its use?
Do we wait for students to fall and then berate them like the traditional bootcamp’s authoritarian leader or do we embrace social media and together explore its boundaries and benefits? Perhaps “its not any more a matter of choice“.
I am part of a wonderful network, the @GOER_GN, a global network of PhD students that are researching in open education in general. Everyone has a slightly different focus, but all of us are interested in using OPEN as a tool to social justice and inclusion. The #go_gn (how the gang is called) organises once a year a gather together, an intensive seminar for 3 days. There, all of us have a chance to present our research for 20 min, and we get 10 min for comments and feedback from the gang. That is a luxury I have to say! So many bright scholars around me focusing on what I am doing and thinking how to shed light in the not so clear spots.
I had good feedback on my work, basically two things: I can’t solve the world with my PhD, that is for later, so I need to pick up ONE strand and go deep into it. As my beautiful friend @catherinecronin says, go in and go out! (advice she, in turn, got from one of her committee’s members). Second, I need to differentiate between doing research, as objective as possible, finding out things from the data, discovering the problem and barriers to students’ digital practice, and another is to solve those problems. And I agree, I have a tendency to be pragmatic, well, I am pragmatic! But when one is doing research, the real need is to do the research, to flesh that little bit of the world we are worried about.
Here is the feedback and a succinct account of my work in words of @phillospher1978 aka Rob Farrow, who was taking notes during the sessions.
Caroline’s research centres on personal learning spaces as an alternative for institutional students. Her project has had to evolve somewhat since she started. She has been working with undergraduates to explore their personal learning environments. Similar themes were also raised at a ‘student voice’ conference at Bath Spa. Guided by Selwyn, Caroline is looking at actual practices and analysing them in terms of openness. Several theoretical frameworks are currently under consideration, including Schatzki (2006) and Kemmis et al (2010). The aim of education is taken to be flourishing (Wright, 2010).
A constructive grounded theory approach (Charmaz, 2014) explored assumptions about ‘digital natives’ and provides a richer description of actual student learning ‘spaces’ and the extent to which these are ‘open’ or ‘closed’. Interesting things arising from the data include the idea that students are overwhelmed by the sheer amount of material available online; students are also concerned about their grades and this can impede experimentation. There is no shared understanding of digital literacies, but Google is so commonplace as to not even be thought of as a tool. Many students are intimidated by technology with which they are unfamiliar. This work has led her to the idea that an explorative mindset needs to be cultivated and encouraged.
- Similar themes emerging in the work of others in the grou
- Need to distinguish the research elements and the attempt to be pragmatic and improve student learning
- How to deal with students who are risk-averse?
- Maybe a need to narrow down the study and be less tempted to follow every idea or theoretical lead. Clear research questions may help.
One thing that has become clearer to me is the danger to be an advocate of our own research. Doing research should not be done to re-confirm what one is advocating for. Instead, it should be the outcome of the study. I attended the talk that Cheryl Hodgkinson-Williams gave at OEGLobal. She was telling us about the new project they are undertaking within a bigger project she leads, ROER4D. The project is studying the impact of OEP in the world. This new project is a meta-analysis (synthesis she also called it), that will analyse and unpack the causes of change in the different countries that are taking part of the project. She said it is not the role of the researcher to advocate but to understand what are the barriers and then find ways to overcome those barriers. And that is where my research will aim to go, to identify the barriers students encounter in their daily academic digital practice. This will be accomplished exploring the state-of-the-actual of students’ academic practice, scrutinising the present and not the potential, staying grounded in the reality, in the daily entanglements of students when engaging with the Web for academic purposes.
In the conference, I presented my work but in a slightly different manner than I had planned. The reason for this? We had the gala dinner the night before and it was the first talk the last day!! It needed to be dynamic and challenging in some way. So I did a sort of flipped talked. I was willing to explore what the audience thought about the data I have collected. To do this I gave each group (3 groups of ± 6 participants). Luckily enough 2 members of the #go_gn were in the groups which allowed me to have a more detail view of what was discussed in each group.
In this Padlet wall you can see what each group thought was the data about. The stories are short but I am working with some participants to get more details and have a more detailed version of what was discussed in each table. This work has resulted in amazing and unexpected answers!
Overall the experience in Cape Town was one of the best I have had so far and I have assisted to many of them as part of my development as a researcher. I am really grateful for the generosity not only of the organiser, the GOER_GN but also of all the participants that made the work so joyful and intellectually productive. And some dancing did also happen there