[Advisory] A new year - but old mantras
Ray Tolley
rjt@maximise-ict.co.uk
Sat, 2 Jan 2010 15:07:37 -0000
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The 'New Year' is a time when we invariably look forward to new initiatives,
a fresh start or a promise to follow New Year's Resolutions. However,
recent proclamations appear to be promising 'more of the same' - is this
really all we can expect?
Our friendly Welsh essayist, Graham Attwell, is in fighting spirit for his
socio-political vision when he states:
"If Open Education is to mean anything, it has to address the question of
social divisions including class, gender and race. I am unconvinced this can
be done from inside the existing educational institutions, although of
course it will need the support of those working in those organisations.
Instead I think we need to use the power of the Internet to provide
opportunities for education and learning outside the present system and to
embed those learning activities in wider communities than the present
institutions address." See:
<http://www.pontydysgu.org/2010/01/a-radical-definition-of-open-education/>
http://www.pontydysgu.org/2010/01/a-radical-definition-of-open-education/
Tony Bates flags up another essay on college costs in an article by Michael
Bassis,
Again, another eloquent essay in which subtle misrepresentations are
embedded in otherwise constructive thinking:
"Let's return to the case of online learning. This design began as an
inexpensive way to deliver the standard curriculum. While it did provide
increased access to many students, it was widely regarded as inferior to
traditional degrees delivered by faculty in the classroom. But online
learning is proving to be a classic example of a disruptive technology."
See:
<http://www.businessweek.com/bschools/content/dec2009/bs20091221_519869.htm>
http://www.businessweek.com/bschools/content/dec2009/bs20091221_519869.htm .
I don't know from which planet Michael Bassis originates or how old he is,
but surely, some 30 years ago we were already exploring how Learning
Platforms could support 'anytime access' and how this steadily evolved into
some of the exciting VLE deliveries at local, national and international
scales. Nothing to do with 'inexpensive' and certainly not 'disruptive'.
Alongside developments in educational thinking, of recognising 10 Multiple
Intelligences, of discovering the benefits of collaborative learning even
with the 4 walls of a conventional classroom, of the acceptance of an
increasing diversity within our classrooms and a recognition of the
implications of increased family mobility it is no surprise that online
learning has come of age. The relevant technologies are certainly NOT
'disruptive' but rather 'supportive' of educational thinking.
Again, sadly, Jon Mott and David Wiley in an extensive article fail to
recognise the root cause of the problem in their paper:
<http://ineducation.ca/article/open-learning-cms-and-open-learning-network>
http://ineducation.ca/article/open-learning-cms-and-open-learning-network
they state:
"Alternatively labeled learning management systems (LMSs), learning content
management systems (LCMSs), and virtual learning environments (VLEs), such
software has generally been focused primarily on helping teachers increase
the efficiency of the administrative tasks of instruction (e.g., distribute
documents, make assignments, give quizzes, initiate discussion boards,
assign students to working groups, etc.). This instructor-centrism comes
despite the best intentions and efforts of system designers, early adopters,
and instructional support staff who sought to use these systems to transform
the dominant learning modality of higher education from traditional,
classroom-based instruction to online and hybrid courses. In practice, the
vast majority of instructors who adopted the CMS largely ignored Bloom's
challenge to make an "educational contribution of the greatest magnitude,"
instead focusing on increasing the administrative efficiency of their jobs."
In my opinion all three writers have failed to appreciate the root cause: it
is not a failure of the technologies but, rather, a failure of some
educators to move with the times, to take on board new teaching and learning
styles and to appreciate how modern technologies can dramatically assist
these strategies. As a practising technologist for over 50 years, I would
suggest that just jumping to yet another isolate technology as the solution
to all our problems will solve nothing.
As this new year dawns, let's stop laughing at those tutors who still use
the IWB as if it were no more than an OHP, let's stop taking inward gasps of
dismay when we see students actually printing out their essays for marking,
let's stop procuring content for a CMS on a 'take-it-or-leave-it' basis but
rather, ask the Senior Leadership Teams why these things are still
happening. Let's ban the familiar setting of homework as 'finish off your
classwork notes', let's ban the use of pre-scripted activities that have no
sense of personalisation or topicality, let's remove all 'pigeon-holes' or
'duckets' from our staff-rooms and begin to establish liberated teaching &
learning norms which equally apply to all sectors of education.
'Transformative change' is not so much about the use of contemporary
technology but rather about the mindset of the instructors - or even the
assessment Boards.
Instead of the powerful voice of HE maintaining the didactic traditions of
pre-Victorian England, perhaps it is the time to re-vitalise all sections of
academia not by introducing low-cost technologies so much as enforcing
rigorous Schemes of Work which recognise improved efficiencies of teaching &
learning and the support that contemporary technologies can offer.
Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: <http://raytolley.v2efolioworld.mnscu.edu/>
http://raytolley.v2efolioworld.mnscu.edu/
B: <http://www.efoliointheuk.blogspot.com/>
http://www.efoliointheuk.blogspot.com/
W: <http://www.maximise-ict.co.uk/eFolio-01.htm>
http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
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<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>The ‘New Year’ is a time when we invariably =
look
forward to new initiatives, a fresh start or a promise to follow New
Year’s Resolutions. However, recent proclamations appear to =
be
promising ‘more of the same’ – is this really all we =
can
expect?<br>
<br>
<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Our friendly Welsh essayist, Graham Attwell, is in =
fighting
spirit for his socio-political vision when he =
states:<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><i><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>“If Open Education is to mean anything, it has to =
address
the question of social divisions including class, gender and race. I am
unconvinced this can be done from inside the existing educational =
institutions,
although of course it will need the support of those working in those
organisations. Instead I think we need to use the power of the Internet =
to
provide opportunities for education and learning outside the present =
system and
to embed those learning activities in wider communities than the present
institutions address.”</span></i><span style=3D'font-size:10.0pt;
font-family:"Arial","sans-serif";color:#1F497D'> See: =
<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'><a
href=3D"http://www.pontydysgu.org/2010/01/a-radical-definition-of-open-ed=
ucation/"><span
style=3D'color:#1F497D;text-decoration:none'>http://www.pontydysgu.org/20=
10/01/a-radical-definition-of-open-education/</span></a><o:p></o:p></span=
></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Tony Bates flags up another essay on college costs in an =
article
by Michael Bassis, <o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Again, another eloquent essay in which subtle =
misrepresentations
are embedded in otherwise constructive thinking:<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><i><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>“Let's return to the case of online learning. This =
design
began as an inexpensive way to deliver the standard curriculum. While it =
did
provide increased access to many students, it was widely regarded as =
inferior
to traditional degrees delivered by faculty in the classroom. But online
learning is proving to be a classic example of a disruptive =
technology.”<o:p></o:p></span></i></p>
<p class=3DMsoNormal><i><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'><o:p> </o:p></span></i></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>See: <a
href=3D"http://www.businessweek.com/bschools/content/dec2009/bs20091221_5=
19869.htm"><span
style=3D'color:#1F497D;text-decoration:none'>http://www.businessweek.com/=
bschools/content/dec2009/bs20091221_519869.htm</span></a>
. <o:p></o:p></span></p>
<p class=3DMsoNormal><i><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'><o:p> </o:p></span></i></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>I don’t know from which planet Michael Bassis =
originates
or how old he is, but surely, some 30 years ago we were already =
exploring how
Learning Platforms could support ‘anytime access’ and how =
this
steadily evolved into some of the exciting VLE deliveries at local, =
national
and international scales. Nothing to do with =
‘inexpensive’
and certainly not ‘disruptive’.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Alongside developments in educational thinking, of =
recognising
10 Multiple Intelligences, of discovering the benefits of collaborative
learning even with the 4 walls of a conventional classroom, of the =
acceptance
of an increasing diversity within our classrooms and a recognition of =
the
implications of increased family mobility it is no surprise that online
learning has come of age. The relevant technologies are certainly =
NOT
‘disruptive’ but rather ‘supportive’ of =
educational
thinking.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Again, sadly, Jon Mott and David Wiley in an extensive =
article
fail to recognise the root cause of the problem in their =
paper:<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'> <a
href=3D"http://ineducation.ca/article/open-learning-cms-and-open-learning=
-network"><span
style=3D'color:#1F497D;text-decoration:none'>http://ineducation.ca/articl=
e/open-learning-cms-and-open-learning-network</span></a>
they state:<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><i><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>“Alternatively labeled learning management systems =
(LMSs),
learning content management systems (LCMSs), and virtual learning =
environments
(VLEs), such software has generally been focused primarily on helping =
teachers
increase the efficiency of the administrative tasks of instruction =
(e.g.,
distribute documents, make assignments, give quizzes, initiate =
discussion
boards, assign students to working groups, etc.). This =
instructor-centrism
comes despite the best intentions and efforts of system designers, early
adopters, and instructional support staff who sought to use these =
systems to
transform the dominant learning modality of higher education from =
traditional,
classroom-based instruction to online and hybrid courses. In practice, =
the vast
majority of instructors who adopted the CMS largely ignored Bloom's =
challenge
to make an "educational contribution of the greatest =
magnitude,"
instead focusing on increasing the administrative efficiency of their
jobs.” <o:p></o:p></span></i></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>In my opinion all three writers have failed to appreciate =
the
root cause: it is not a failure of the technologies but, rather, a =
failure of
some educators to move with the times, to take on board new teaching and
learning styles and to appreciate how modern technologies can =
dramatically
assist these strategies. As a practising technologist for over 50 =
years,
I would suggest that just jumping to yet another isolate technology as =
the
solution to all our problems will solve nothing.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>As this new year dawns, let’s stop laughing at =
those
tutors who still use the IWB as if it were no more than an OHP, =
let’s
stop taking inward gasps of dismay when we see students actually =
printing out
their essays for marking, let’s stop procuring content for a =
CMS on
a ‘take-it-or-leave-it’ basis but rather, ask the =
Senior
Leadership Teams why these things are still happening. Let’s =
ban
the familiar setting of homework as ‘finish off your classwork
notes’, let’s ban the use of pre-scripted activities =
that
have no sense of personalisation or topicality, let’s remove all
‘pigeon-holes’ or ‘duckets’ from our staff-rooms =
and
begin to establish liberated teaching & learning norms which equally =
apply
to all sectors of education. <o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>'Transformative change' is not so much about the use of
contemporary technology but rather about the mindset of the instructors =
–
or even the assessment Boards. <o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'> <o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Instead of the powerful voice of HE maintaining the =
didactic
traditions of pre-Victorian England, perhaps it is the time to =
re-vitalise all
sections of academia not by introducing low-cost technologies so much as
enforcing rigorous Schemes of Work which recognise improved efficiencies =
of
teaching & learning and the support that contemporary technologies =
can
offer. <o:p></o:p></span></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Ray Tolley </span><span =
style=3D'font-size:8.0pt;font-family:
"Arial","sans-serif";color:#1F497D'>FEIDCT, NAACE Fellow, ACQI, =
MBILD</span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: </span><a =
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:blue'>ht=
tp://raytolley.v2efolioworld.mnscu.edu/</span></a><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>B: </span><a =
href=3D"http://www.efoliointheuk.blogspot.com/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:blue'>ht=
tp://www.efoliointheuk.blogspot.com/</span></a><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
W: </span><a =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:blue'>ht=
tp://www.maximise-ict.co.uk/eFolio-01.htm</span></a><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
</span><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#C00000'>Winner of the IMS 'Leadership Regional Award =
2009'</span><span
style=3D'color:#1F497D'><o:p></o:p></span></p>
<p class=3DMsoNormal><o:p> </o:p></p>
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