I have seen this animated gif many times but only this week I focussed on the quote ‘a tsunami of poorly understood pedagogy’. It really does seem as if the word MOOC carries some kind of magical properties. The miracle tonic that will cure all the ills of education for some, as soon as faculty agree to drink it; the evil monster that will destroy all in its path if it is not stopped. I have learnt in my old age to be a more than a little skeptical of polarising constructs and am with Bateson on the need to keep stamping out nouns rather than keep creating them.
I was only there for a day due circumstances beyond my control, and was struck by the kindness of those who came to my session – the first time I was talking about emerging ideas on the psychology of open education.
Whilst at the conference, I was saddened that both those supporting faculty and faculty itself see the potential and the barriers of open education as something that is in some way dependent on the chosen platform or some other external circumstance. So I listened. The biggest barrier is that faculty just do not want to deal with the technology. The biggest barrier is that the university does not support us. The biggest barrier is….I kept being reminded of ‘Dangerous Liaisons’ and the famous scene ‘It is beyond my control’. I am sorry but it is beyond my control….
Gif by @gifadog (Film Source: http://youtu.be/cjUmvHBgHr0)
Monsters dwell in the hinterlands of the known world, symbolic expressions of cultural unease. Inhabitants of an imagined realm adjunct to the everyday, monsters offer powerful tropes and tools for learning and teaching in the arts and humanities
I have come to believe that the success of open education may rest on our ability to support new adopters in wrestling these inner monsters and find spaces to tell epic stories about inner battles with open sharing. Without this inner viewing, interest and learning about infotention and other digital literacies may be tactical but not sustainable. I am not alone in this belief. Jim Groom was quoted as saying recently:
You don’t need new technology to change your teaching… you need a new you.
Whilst I reside on the Internet, I am a visitor when it comes to privacy. I don’t want strangers to know I am there and I certainly don’t want uninvited guests on my video calls. It turns out that when you record a video call on a Google hangout it has to be set to public – you have a ‘Hangout on Air’ or a ‘Hangout’ but no ‘private recorded hangout’ feature yet. So, as I had a team meeting on a hangout on air, I discovered the delights of Trolling behaviour that YouTube is (in)famous for. Well, I say that as if I have known about it all my life, but I found it out researching for this post. It turns out that a troll is ‘any person that comments or leaves their response to a video that negatively effects the community, or provokes the emotions of others in a negative way’. You can also go online to learn how to do it, with some handy student guides or by visiting certain forums. I learnt that some trolls have even been jailed for extreme behaviour…but back to my hangout.
I signed off after an eventful (technical problems saw us lose a team member again this week) hangout, looking forward to working out how Google managed to get a video of my hangout on my YouTube channel automatically. Let me own up – I use YouTube but have always refused to post anything on it as was concerned about privacy issues and had no time to navigate backstage to ensure my settings were aligned to my personal values on internet use. Well, as soon as I logged on I had to get a crash course on YouTube privacy. I was glad that I did not know how to use the software so that all the commenting had happened in the background and we just did not see comments as we got on with our work. I saw 24 comments and frankly, panicked. Yes, I have unresolved issues that lead me to protect my privacy online – more on this later in the post – but it was not an overreaction to feel angry when I found out that strangers had been listening to my private conversation.
So, I read the comments. I noted that it was only 2 users interacting with each other and attempting to get a reaction from us as we talked. I calmed down a little. I used the transparency of the Internet to find out about them. It turns out one of them (scary, but not really, as you will see later) had tracked me down on Google Plus and sent me a message ordering me to ‘Look at your comments’. From there, it was easy to find him and no, I did not want to add him to my circles, thank you very much Google Plus. A photo of a kid who could not be older than 8 at the top of the profile. What did I do? Nothing. I did not know then that this is the advise given to deal with this behaviour in sensible places but after thinking about the many ways I could make him suffer for scaring me – I figured out I was better off blocking him, deleting all my comments from YouTube, blocking both users on YouTube, changing my privacy settings to Unlisted by default, Unlisted my video, blocked all comments on the video, and asked any viewer to sing the national anthem of their country of origin before they could click play. Just kidding on that last one. The whole process took 3 hours – the issue is, of course, that none of these social media sharing sites make it easy for you to be private. There were other factors at play for the length of time it took me to sort out: I was exhausted and trying to get a task done that had nothing to do with navigating privacy settings on YouTube and Google Plus. I was annoyed that I was having to do this at all, and hence not exactly in the frame of mind to learn how to use yet another service. As it turned out, there had been no need to panic, it was just 2 silly kids messing around, nothing malicious about it. It left a bitter taste in my mouth, nevertheless. I set out to learn from the experience. I needed to tackle my unresolved privacy issues. I could not have it both ways – stay private and become an open scholar. Or could I?
Firstly I needed to challenge my fear of ‘being seen’ on the web by strangers. I started to think about the similarities between my home in the physical real and the different ‘homes’ I am establishing in my virtual life. What rules apply? Are the rules for the physical and the virtual regarding privacy the same? Can I expect the same reasonable behaviour from people online as I expect in real life? I did a little thought experiment – How did what has just happened online translate to the physical?
‘ [Web 2.0 tools offer] a new user-centric information infrastructure that emphasizes participation [ ] over presentation, that encourages focused conversation [ ] rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.’ John Seely Brown
In this post I begin to unpack what innovation means to me in the context of learning; I need to develop a personal working definition of innovation for my Online Education course. I have spent a lifetime teaching people about the creative process and looking at innovation as the output of the psychology of creativity. From a traditional academic perspective I could write and have written a great deal about creativity and innovation. The theories, the practice and application have accompanied me throughout my career. This latest assignment is asking for a working definition that will enable me to evaluate if a particular technological achievement can be called an innovation. It asks less for a theoretical endeavour and more for an exploration situated in my context of operation.
‘For most academics, blogs are irrelevant because they don’ t count as publications’ (Lovink 2008)
‘ [Blogs are] the unverified and unverifiable statements of individuals, discussions on listservs … questionable advertisements for questionable products and services, and political and religious screeds in all languages.’ (Borgman 2007)
Where does somebody who has held on to unexamined views so eloquently expressed in the quotes above go when asked to write her own blog? And write her first post on the use of blogging as a research tool? I went into a cognitive spin and then, as a born researcher, I got on with researching my topic.