REFLECTION ONE: How would you feel if our current “it” was actually the wrong thing for learning?

The “it” you pour your heart and sole into earnestly improving and refining and scoring outstanding results on? The flourishing growth industry of ”it”, the high stakes exams that you and your place are doing well on.

The “it” you are beholden to, the “it” you yourself are a successful product of, the “it” you get your charges great results in year after year for the formula is so refined you are deemed the school doer, the star summative doer? But you are now told “it” is wrong, or broken or simply not right? How would you feel?

By “it” I mean what we have been lead to believe is the measure of educational worth. Education we have had for the past 200 years. Of course here we are a decade into now and we are still striving to perfect our perfect 20th Century models of “it”, which itself was carried over from it’s 19th Century origins.

Fundamentally little has changed, except the rest of the world. 

What we know and do well is not disputed, we comply, very well in most cases for the “it” data assures us we are on track. The wrong track. The soon to be a massive head on stack track in fact.

We enjoy our feel good warm fuzzies, the Group Back Slaps as the agreeable institutional summative assessment data is published annually and trotted out as educational success.

“Oh that school/student/system/cohort is far superior to that one, the data says so”. 

Yes it IS, but only on the broken model we have. 

By all means accept the praise, repeat the formula, gain the ‘rep’ as the little school earner of ticks of goodness, but please don’t dwell on “it”. “It’s” not the right thing and “it” is not learning. In fact “it” is broken so badly the technicians at HQ are having trouble fixing “it”. 

Floundering in fact to find the means to keep 200 year old systems functioning when the rest of the world is whizzing by and leaving them for dead. That’s why the brave daily pioneers are needed, the jump in the deep end doers, to tinker, to experiment, to refine and to inspire. Trusting our leaders are listening, watching, learning and god forbid actually deeply engaging with some of the new ”it” themselves.

In 50 years, lets hope they are not just seen as latter day connectivists ala Siemens or worse latter latter day Deweys, for much of what they both say re learning per se is not revolutionary except maybe the digital applications but even that is evolutionary. Questions raised are the import, not answers offered.

What has effectively changed since Dewey’s day is it is now simply unavoidable for the mainstream to get on board the right education track. We know shift happens, we know billions of “new” learners have joined the global market and we know we must do better to stay competitively relevant.

Hence we have seen the recent misguided scramble of Rudd’s ”digital bucket of cash”, aka revolution, thrown at the “problem” for politicians are still hankering to prop up the antiquated “it” by sprinkling more baubles on top. This alone will not be the catalyst for expected learning change because these tools wont make Keats or Alegebraic logarithms or evolutionary theory any higher quality than current assessment allows.

ICT ubiquity, negligable price, rapid emergence of so called less developed countries and their ready access to level learning opportunities have caused some to realise lately we are being left behind. You then welcome our own random access digital learners who have informally and superficially known nothing else since birth. Many parts of society have engaged and are fast disappearing into the distance. Lets hope its not “slow down, education wants to get off.” It should be “lets do it and lead with learning in schools”.

Boffins will come by the rooms of early adopters and say “lets measure this rigourous innovation of yours properly, lets get us some authentic tools so we can record this, lets assess this fabulous quality learning so we can repeat, refine and share it”. Describe to me what you are doing that works well?

The boffins can then scurry off and show, demonstrate, prove to the laggard governments, still selling last centuries superceded ”it” product, that the bells and whistles latest model has legs and can be held accountable with repeatable measurable rigour. Show them the new ”it” works AND is also right. That’ll fix “it, the older.”

How well do current innovators assess these skills I wonder? What tools do they use?

Maybe they don’t yet for the assessment tools have not yet been invented?

• creativity and innovation
• critical thinking
• problem-solving
• communication
• collaboration
• information fluency
• technological literacy

When asked the serious question about why this new “it” is right, we can’t reply “we have a gut feeling”, ”come in, hear, see, feel the sounds of happy learners”, or worse some tenuous data correlations or other shallow motherhoods. The assessments must be rigourous, repeatable, relevant and right.

Don’t get me wrong. Teachers are 100% entitled to their feel good moments as we fleetingly bask in our classes outstanding data success in NAPLANs or SCs or HSC’s.

It is a fine punctuation mark for Day 1 PD. Inspire the crew to deliver more of the same. Take the data and enjoy “it” for we know nothing else. But that is not learning for life and it is not ultimately the right thing to do.

Discreet syllabi boxes, fill the empty vessal, stamp the product for quality control as it moves seamlessly along the conveyor belt of school at ages 5, 8, 11, 14 and 17 or thereabouts. Compile data, assess, test, compile some more, test again and extract the value added of the sausage. Then do it all again, adding more layers of “it” as “it” has been cheap, convenient and so so easy for politicians and the testing industry to justify their terms via “improvements” in learning (even if standards set are questionably low)

No wonder NSW Principals want to ditch at least one layer of antiquated crud, the School Certificate, now the NSW minimum leaving age has finally been raised to 17 with some flexibilty. They know we are drowning in old ”it”.

Our collective clueless political aparatchiks have parroted polly style ”More of the same, More of the same, More of the Same” for the last 40 years. “It” must be better because if we have more meaningless data and hard evidence of the leaking holes and the shining beacons we can cane those at fault. It’s easy, its cheap but its wrong.

Over the last 40 years expediency has thrown more and more of ”it” at the “problem” (for there must be one if “it” has needed changing?)

The irony is there are now few spots left to apply more “it”, so other solutions (kicking posts?) will be needed. We have reached “it” saturation, the incremantal top of the exponential scale and more are finally asking, Is this right?

Kids are assessed using the wrong tools, of the wrong skills, with the wrong curriculum, that causes the stresses, the anxiety, the desire to conform, to rank, to label, to put in a box and ultimately declare a winner.

Fine and dandy we need high quality outcomes, but lets broaden our base further for multiple relevant skills and literacies to be included on the ‘winners’ list, not just traditional, classic, 19th century subjects with some appeasing VOCed VET of TAFE tinkers tacked on.

Of course quality learning must be assessed, measurable, repeatable, accountable, far better than it currently is. What’s broken, or more correctly yet to be embedded, are the relevant assessment tools to record the look, feel & sound of what learners today actually need and do well.

Dare I utter the term doing us all a disservice, 21st century skills? They are not, they are skills learners have always needed, but now in our digital world they are the disciminators, the essential skills that will lead to effective engagement, productivity and contribution for their 60 plus years post school. Of course they need to be taught explicitly but we don’t yet seem to have the meaningful assessments. Build it and they will come.

Imagine this as an assessment tool. All meetings/decisions/lessons everywhere are captured, all archived, all shared, all open sourced. Just imagine that. Information overload to the max. Not captured to criticise but to collaborate. Embodiments of this exist, many of them in fact. The quality floats, sticks and goes viral. Consumers engage, join the conversation, remix, favouritise, rank, cull, delete, link, embedd, mash up and view. Imagine if that could be done with your unit on Shakespeare?

Could your filters cope? Folksonomy, deep tagging, RSS and I know my PLN will help sort the noise from the conversation. Kids do this too, very well. They get what they want from their social networks for many already have well established PLN’s of their own. That is not innovative or cutting edge to them, that is just the way it is.

They join in the conversations, many, varied, AWAT, 24/7 and seem to cope, superficially at least. Our face to face mentoring role IS therefore becoming more critical, to guide their rudimentary, dangerous or inefficient skills and enhance them so they sustain higher order thinking and deep learning. I wonder how many mentors could?

Along the way we observe, capture, share, record, formatively assess, guide, correct, edit and mentor the group collaborations without concurrently having to teach to a high stakes external data frenzy, pointless exam to jump some hoops and tick some boxes. That is untenable and unsustainable. You can’t have both.

That assessment gig is actually NOT at all hard to imagine. The technical side is there, has been for yonks. That is how the rest of the world has operated in business, in journalism, in music, in social networking, in marketing, in finance, in travel, in food, in faith, in life, but NOT formal learning within 19th century little boxes called schools. 

The former is the world our students inhabit away from school and yet the 13 years of school “it” we dish up is an anathema, anachronistic and wrong.

Who would be more confronted by this brave new open learning? The vessals or the fillers? Neither is my guess. They both have much to gain and little to lose.

Kids live it now, teachers being teachers adapt, but the serious stumbling stymie may well be the administrator’s & leaders whose meetings/decisions/reasoning would also be openly on the table. 

They too would be captured, shared and assessed. Fascinating open democracy ala Obama. We shall see if they walk the walk. See if they are brave enough to bring in the new transparency demanded by this learning. Reminds me of some French Crusties who resisted meaningful change, heads rolled, ended up as a basket case.

Radical? Maybe for some, but the real life long learners2.0 will be the floating cream and the residual curds and whey, relying on “it1.0″, will be on the nose, left on the shelf and so past its use by date it will be discarded as unmerchantable.

We shall see how long “it2.0″ takes to not only be mainstream but to also be the right thing to do.

John Anderson’s research made me think more about heutagogy, its place in schools and what (future? current?) teachers are learning about how mature digital learners learn best.

On the issue of the relationship between the teacher and the learner - … mature (sixth form) learners were given the opportunity to prepare for high-stakes examinations, in a social constructivist model, … we noted that learners grew anxious.  They were uncomfortable with the modest shift in the locus of control from the teacher to the learners.  Put simply, they were used to being spoon-fed and felt abandoned.  

How then can school learning shift the students outlined above to engage and help the more mature e-learners now emerging below?

Put simply (and very effectively by John Seely Brown, 1999) web-savvy learners demonstrate a literacy of navigating complex information structures online which is intuitive rather than taught.

Brown sees a mode of discovery-based, experiential learning through the web and describes it as ‘bricolage’ reasoning – reasoning which is neither deductive nor abstract, but highly social and concrete, even though it happens online.  

 

 

Anderson then goes on to say

the hypothesis is that education technology offers tools with which to research, find out, synthesise, reflect and evaluate and therefore to act more effectively and efficiently as a maker of meaning.

Thats why web2.0 tools for digital learning are what interest me, not the technology itself. Reliance on text book catalogues, library shelf resources and other traditional classroom resources is diminishing rapidly and the budget shift in DET and schools is reflecting this, or should be.

Teachers are pioneering the use of web2.0 tools in many schools now. I am trying to develop my own PLN and also reassessing my thinking on where schools need to be within the next few years and how best to get there. Thats where the NSW CCP and laptops for all staff and students will help, but that in itself is NOT the answer. Far from it.

A shift in thinking, particulalry teaching practices, is far more important IF the digital revolution is to amount to a significant change in school learning. As a non ICT teacher, geek talk about systems, servers, cabling, bandwidth or other “hidden” technology leaves me cold, but any learners learning deeply and actually using

Online communication tools (to) provide a vehicle for learning, creating important opportunities for collaborative dialogue, and learning through group relationships.   

 

 

is professionally exciting and where I’d like to be as soon as possible.

Fred Garnett’s work also made me think more about learner generated contexts. I particularly liked William Gibson’s quote on slide 4.

THe Future is Already Here, It is us unevenly distributed

My brain hurts, nicely, for now. 

Now I know what my new word of the day is, I’m not so sure I want to go that far that fast, seeing as though even blogs and wikis are still foreign words in NSW DET filter speak.

The Australian Flexible Learning Framework 2007 trial in a TAFE VET setting makes for intesting reading on trialing heutagogy.

Issues and problems are highlighted but these quotes are worth reflecting on.

The students were instructed in the use of technology, including laptops, iPods, mobile phones, webcams, video cameras and digital cameras. They were also instructed in how to create podcasts, upload digital content and use various software including Audacity, Photoshop and Windows Movie Maker.

As a lecturer, I learnt many things from the students. I now know what technologies they prefer to use and I believe that this project has given me the experience to develop more meaningful delivery alternatives for future classes. It has also provided me with an insight as to how young people learn through using technology.

Most importantly this journey has been a collaborative one with students becoming instructors and instructors becoming learners from the students. The line between teaching and learning has blurred and resulted in the most conducive, non-threatening inclusive environment for both staff and students.

As an organisation, the project has allowed us to address issues of:

• digital literacies
  • project management
  • text entry and multiple file formats etc
  • how do we ensure equity and digital literacy as an organisation?
  • how do we embed these skills in every program?
• access – what are the issues and how can we address them?
  • bandwidth
  • security
  • privacy

Tomorrow my goal is to find out more on this method of learning as it may apply in a digital classroom setting.