The always excellent Tony Bates provides a very clear summary of Ken Coates’s Independent Third-Party Review of Athabasca University released a week or two ago and, as usual, provides a great critical commentary as well as some useful advice on next steps.
Tony rightly points out that our problems are more internal than external, and that the solutions have to come from us, not from outside. To a large extent he hits the nail right on the head when he notes:
“Major changes in course design, educational technology, student support and administration, marketing and PR are urgently needed to bring AU into advanced 21st century practice in online and distance learning. I fear that while there are visionary faculty and staff at AU who understand this, there is still too much resistance from traditionalists and those who see change as undermining academic excellence or threatening their comfort zone.”
It is hard to disagree. But, though there are too many ostriches among our staff and we do have some major cultural impediments to overcome, it is far less people that impede our progress than it is our design itself, and the technologies – especially the management technologies – of which it consists. That must change, as a corequisite to changing the culture that goes along with it. With some very important exceptions (more on that below) our culture is almost entirely mediated through our organizational and digital technologies, most notably in the form of very rigid processes, procedures and rules, but also through our IT. Our IT should, but increasingly does not, embody those processes. The processes still exist, of course – it’s just that people have to perform them instead of machines. Increasingly often, to make matters worse, we shape our processes to our ill-fitting IT rather than vice versa, because the ‘technological debt’ of adapting them to our needs and therefore having to maintain them ourselves is considered too great (a rookie systems error caused by splitting IT into a semi-autonomous unit that has to slash its own costs without considering the far greater price paid by the university at large). Communication, when it occurs, is almost all explicit and instrumental. We do not yet have enough of the tacit flows of knowledge and easy communication that patch over or fix the (almost always far greater) flaws that exist in such processes in traditional bricks and mortar institutions. The continual partial attention and focused channels of communication resulting from working online mean that we struggle with tacit knowledge and the flexibility of embedded dialogue in ways old fashioned universities never have to even think about. One of the big problems with being so process-driven is that, especially in the absence of richer tacit communication, it is really hard to change those processes, especially because they have evolved to be deeply entangled with one another – changing one process almost always means changing many, often in structurally separate parts of the institutional machine, and involves processes of its own that are often entangled with those we set out to change. As a result for much of its operation, our university does what it does despite us, not because of us. Unlike traditional universities, we have nothing else to fall back on when it fails, or when things fall between cracks. And, though we likely have far fewer than most traditional universities, there are still very many cracks to fall through.
This, not coincidentally, is exactly true of our teaching too. We are pretty darn good at doing what we explicitly intend to do: our students achieve learning outcomes very well, according to the measures we use. AU is a machine that teaches, which is fine until we want the machine to do more than what it is built to do or when other, faster, lighter, cheaper machines begin to compete with it. As well as making it really hard to make even small changes to teaching, what gets lost – and what matters about as much as what we intentionally teach – is the stuff we do not intend to teach, the stuff that makes up the bulk of the learning experience in traditional universities, the stuff where students learn to be, not just to do. It’s whole-person learning. In distance and online learning, we tend to just concentrate on parts we can measure and we are seldom even aware of the rest. There is a hard and rigid boundary between the directed, instrumental processes and the soft, invisible patterns of culture and belonging, beyond which we rarely cross. This absence is largely what gives distance learning a bad reputation, though it can be a strength if focused teaching of something well-defined is exactly what is needed, or if students are able to make the bigger connections in other ways (true of many of our successful students), when the control that the teaching method provides is worth all the losses and where a more immersive experience might actually get in the way. But it’s a boundary that alienates a majority of current and prospective students. A large percentage of even those we manage to enrol and keep with us would like to feel more connected, more a part of a community, more engaged, more belonging. A great many more don’t even join us in the first place because of that perceived lack, and a very large number drop out before submitting a single piece of work as a direct result.
This is precisely the boundary that the Landing is intended to be a step towards breaking down.
https://landing.athabascau.ca/file/view/410777/video-decreasing-the-distance
If we cannot figure out how to recover that tacit dimension, there is little chance that we can figure out how to teach at a distance in a way that differentiates us from the crowd and that draws people to us for the experience, rather than for the qualification. Not quite fair. Some of us will. If you get the right (deeply engaged) tutor, or join the right (social and/or open) course, or join the Landing, or participate in local meet-ups, or join other social media groups, you may get a fair bit of the tacit, serendipitous, incidental learning and knowledge construction that typifies a traditional education. Plenty of students do have wonderful experiences learning with others at AU, be it with their tutors or with other students. We often see those ones at convocation – ones for whom the experience has been deep, meaningful, and connected. But, for many of our students and especially the ones that don’t make it to graduation (or even to the first assignment), the chances of feeling that you belong to something bigger, to learn from others around you, to be part of a richer university experience, are fairly low. Every one of our students needs to be very self-directed, compared with those in traditional institutions – that’s a sina qua non of working online – but too many get insufficient support and too little inspiration from those around them to rise beyond that or to get through the difficult parts. This is not too surprising, given that we cannot do it for ourselves either. When faced with complicated things demanding close engagement, too many of our staff fall back on the comfortable, easy solution of meeting face to face in one of our various centres rather than taking the hard way, and so the system remains broken. This can and will change.
Moving on
I am much heartened by the Coates report which, amongst other things but most prominently and as our central value proposition, puts our leadership in online and distance education at the centre of everything. This is what I have unceasingly believed we should do since the moment I arrived. The call to action of Coates’s report is fundamentally to change our rigid dynamic, to be bold, to innovate without barriers, to evolve, to make use of the astonishingly good resources – primarily our people – to (again) lead the online learning world. As a virtual institution this should be easier than it would be for others but, perversely, it is exactly the opposite. This is for aforesaid reasons, and also because the boundaries of our IT systems create the boundaries of our thinking, and embed processes more deeply and more inflexibly than almost any bricks and mortar establishment could hope to do. We need soft systems, fuzzy systems, adaptable systems, agile systems for our teaching, research, and learning community development, and we need hard systems, automated systems, custom tailored, rock solid systems for our business processes, including the administrational and assessment recording outputs of the teaching process. This is precisely the antithesis of what we have now. As Coates puts it:
“AU should rebrand itself as the leading Canadian centre for online learning and twenty- first century educational technology. AU has a distinct and potentially insurmountable advantage. The university has the education technology professionals needed to provide leadership, the global reputation needed to attract and hold attention, and the faculty and staff ready to experiment with and test new ideas in an area of emerging national priority. There is a critical challenge, however. AU currently lacks the ICT model and facilities to rise to this opportunity.”
We live in our IT…
We have long been challenged with our IT systems, but things were not always so bad. Our ICT model has made a 180 degree turnaround in the past few years in the exact opposite direction to one that will support continuing evolution and innovation, driven by people that know little about our core mission and that have failed to understand what makes us special as a university. The best defence offered for these poor decisions is usually that ‘most other universities are doing it,’ but we are not most other universities. ICTs are not just support tools or performance enhancers for us. We are our IT. It is our one and only face to our students and the world. Without IT, we are literally nothing. We have massively underinvested in developing our IT, and what we have done in recent years has destroyed our lead, our agility, and our morale. Increasingly, we have rented generic, closed, off-the-shelf cloud-based applications that would be pretty awful in a factory, that force us into behaviours that make no sense, that sap our time and will, and that are so deeply inappropriate for our very unique distributed community that they stifle all progress, and cut off almost all avenues of innovation in the one area that we are best placed to innovate and lead. We have automated things that should not be automated and let fall into disrepair the things that actually give us an edge. For instance, we rent an absurdly poor CRM system to manage student interactions, building a call centre for customers when we should be building relationships with students, embedding our least savoury practices of content delivery still further, making tweaks to a method of teaching that should have died when we stopped using the postal service for course packs. Yes, when it works, it incrementally improves a broken system, so it looks OK (not great) on reports, but the system it enhances is still irrevocably broken and, by further tying it into a hard embodiment in an ill-fitting application, the chances of fixing it properly diminish further. And, of course, it doesn’t work, because we have rented an ill-fitting system designed for other things with little or no consideration of whether it meets more than coarse functional needs. This can and must change.
Meanwhile, we have methodically starved the environments that are designed for us and through which we have innovated in the past, and that could allow us to evolve. Astonishingly, we have had no (as in zero) central IT support for research for years now, getting by on a wing and a prayer, grabbing for bits of overtime where we can, or using scarce, poorly integrated departmental resources. Even very well-funded and well-staffed projects are stifled by it because almost all of our learning technology innovations are completely reliant on access, not only to central services (class lists, user logins, LMS integration, etc), but also to the staff that are able to perform integrations, manage servers, install software, configure firewalls, etc, etc. We have had a 95% complete upgrade for the Landing sitting in the wings for nearly 2 years, unable to progress due to lack of central IT personnel to implement it, even though we have sufficient funds to pay for them and then some, and the Landing is actively used by thousands of people. Even our mainstream teaching tools have been woefully underfunded and undermined: we run a version of Moodle that is past even its security update period, for instance, and that creaks along only thanks to a very small but excellent team supporting it. Tools supporting more innovative teaching with more tenuous uptake, such as Mahara and OpenSIM servers, are virtual orphans, riskily trundling along with considerably less support than even the Landing.
This can and will change.
… but we are based in Athabasca
There are other things in Coates’s report that are given a very large emphasis, notably advice to increase our open access, particularly through forming more partnerships with Northern Albertan colleges serving indigenous populations (good – and we will need smarter, more human, more flexible, more inclusive systems for that, too), but mainly a lot of detailed recommendations about staying in Athabasca itself. This latter recommendation seems to have been forced upon Coates, and it comes with many provisos. Coates is very cognizant of the fact that being based in the remote, run-down town of Athabasca is, has been, and will remain a huge and expensive hobble. He mostly skims over sensitive issues like the difficulty of recruiting good people to the town (a major problem that is only slightly offset by the fact that, once we have got them there, they are quite unlikely to leave), but makes it clear that it costs us very dearly in myriad other ways.
“… the university significantly underestimates the total cost of maintaining the Athabasca location. References to the costs of the distributed operation, including commitments in the Town of Athabasca, typically focus on direct transportation and facility costs and do not incorporate staff and faculty time. The university does not have a full accounting of the costs associated with their chosen administrative and structural arrangements.”
His suggestions, though making much of the value of staying in Athabasca and heavily emphasizing the importance of its continuing role in the institution, involve moving a lot of people and infrastructure out of it and doing a lot of stuff through web conferencing. He walks a tricky political tightrope, trying to avoid the hot potato of moving away while suggesting ways that we should leave. He is right on both counts.
Short circuits in our communications infrastructure
Though cost, lack of decent ICT infrastructure, and difficulties recruiting good people are factors in making Athabasca a hobble for us, the biggest problem is, again, structural. Unlike those working online, among those living and working in the town of Athabasca itself, all the traditional knowledge flows occur without impediment, almost always to the detriment of more inclusive ways of online communication. Face to face dialogue inevitably short-circuits online engagement – always has, always will. People in Athabasca, as any humans would and should, tend to talk among themselves, and tend to only communicate with others online, as the rest of us do, in directed, intentional ways. This might not be so bad were it not for the fact that Athabasca is very unrepresentative of the university population as a whole, containing the bulk of our administrators, managers, and technical staff, with less than 10 actual faculty in the region. This is a separate subculture, it is not the university, but it has enormous sway over how we evolve. It is not too surprising that our most critical learning systems account for only about 5% of our IT budget because that side of things is barely heard of among decision-makers and implementors that live there and they only indirectly have to face the consequences of its failings (a matter made much worse by the way we disempower the tutors that have to deal with them most of all, and filter their channels of communication through just a handful of obligated committee members). It is no surprise that channels of communication are weak because those that design and maintain them can easily bypass the problems they cause. In fact, if there were more faculty there, it would be even worse, because then we would never face any of the problems encountered by our students. Further concentrations of staff in Edmonton (where most faculty reside), St Albert (mainly our business faculty) and Calgary do not help one bit, simply building further enclaves, which again lead to short circuits in communication and isolated self-reinforcing clusters that distort our perspectives and reduce online communication. Ideas, innovations, and concerns do not spread because of hierarchies that isolate them, filter them as they move up through the hierarchy, and dissipate them in Athabasca. Such clustering could be a good part of the engine that drives adaptation: natural ecosystems diversify thanks to parcellation. However, that’s not how it works here, thanks to the aforementioned excess in structure and process and the fact that those clusters are far from independently evolving. They are subject to the same rules and the same selection pressures as one another, unable to independently evolve because they are rigidly, structurally, and technologically bound to the centre. This is not evolution – it is barely even design, though every part of it has been designed and top-down structures overlay the whole thing. It’s a side effect of many small decisions that, taken as a whole, result in a very flawed system.
This can and must change.
The town of Athabasca and what it means to us
Though I have made quite a few day trips to Athabasca over the years, I had never stayed overnight until around convocation time this year. Though it was a busy few days so I only had a little chance to explore, I found it to be a fascinating place that parallels AU in many ways. The impression it gives is of a raw, rather broken-down and depressed little frontier town of around 4,000 souls (a village by some reckonings) and almost as many churches. It was once a thriving staging post on the way to the Klondike gold rush, when it was filled with the rollicking clamour of around 20,000 prospectors dreaming of fortunes. Many just passed through, but quite a few stayed, helping to define some of its current character but, when the gold rush died down, there was little left to sustain a population. Much of the town still feels a bit temporary, still a bit of a campground waiting to turn into a real town. Like much of Northern Alberta, its fortunes in more recent years have been significantly bound to the oil business, feeding an industry that has no viable future and the morals of an errant crow, tied to its roller coaster fortunes. There are signs that money has been around, from time to time: a few nice buildings, a bit of landscaping here and there, a memorial podium at Athabasca Landing. But there are bigger signs that it has left.
Today, Athabasca’s bleak main street is filled with condemned buildings, closed businesses, discount stores, and shops with ‘sale’ signs in their windows. There are two somewhat empty town centre pubs, where a karaoke night in one will denude the other of almost all its customers.
There are virtually no transit links to the outside world: one Greyhound bus from Edmonton (2 hours away) comes through it, in the dead of night, and passenger trains stopped running decades ago. The roads leading in and out are dangerous: people die way too often getting there, including one of our most valued colleagues in my own school. It is never too far from being reclaimed by the forces of nature that surround it. Moose, bear, deer, and coyotes wander fairly freely. Minus forty temperatures don’t help, nor does a river that is pushed too hard by meltwaters from the rapidly receding Athabasca Glacier and that is increasingly polluted by the side-effects of oil production.
So far so bleak. But there are some notable upsides too. The town is full of delightfully kind, helpful, down-to-earth people infused with that wonderful Canadian spirit of caring for their neighbours, grittily facing the elements with good cheer, getting up early, eating dinner in the late afternoon, gathering for potlucks in one another’s houses, and organizing community get-togethers. The bulk of housing is well cared-for, set in well-tended gardens, in quiet, neat little streets. I bet most people there know their neighbours and their kids play together. Though tainted by its ties with the oil industry, the town comes across as, fundamentally, a wholesome centre for homesteaders in the region, self-reliant and obstinately surviving against great odds by helping one another and helping themselves. The businesses that thrive are those selling tools, materials, and services to build and maintain your farm and house, along with stores for loading your provisions into your truck to get you through the grim winters. It certainly helps that a large number of residents are employees of the university, providing greater diversity than is typically found in such settlements, but they are frontier folk like the rest. They have to be.
It would be unthinkable to pull the university out at this point – it would utterly destroy an already threatened town and, I think, it would cause great damage to the university. This was clearly at the forefront of Coates’s mind, too. The solution is not to withdraw from this strange place, but to dilute and divert the damage it causes and perhaps, even, to find ways to use its strengths. Greater engagement with Northern communities might be one way to save it – we have some big largely empty buildings up there that will be getting emptier, and that might not be a bad place for some face-to-face branching out, perhaps semi-autonomously, perhaps in partnership with colleges in the region. It also has potential as a place for a research retreat though it is not exactly a Mecca that would draw people to it, especially without transit links to sustain it. A well-designed research centre cost a fortune to build, though, so it would be nice to get some use out of it.
Perhaps more importantly, we should not pull out because Athabasca is a part of the soul of the institution. It is a little fitting that Athabasca University has – not without resistance – had its fortunes tied to this town. Athabasca is kind-of who we are and, to a large extent, defines who we should aspire to be. As an institution we are, right now, a decaying frontier town on the edge of civilization that was once a thriving metropolis, forced to help ourselves and one another battle with the elements, a caring bunch of individuals bound by a common purpose but stuck in a wilderness that cares little for us and whose ties with the outside world are fickle, costly, and tenuous. Athabasca is certainly a hobble but it is our hobble and, if we want to move on, we need to find ways to make the best of it – to find value in it, to move people and things away from it that it impedes the most, at least where we can, but to build upon it as a mythic hub that helps to define our identity, a symbolic centre for our thinking. We can and will help ourselves and one another to make it great again. And we have a big advantage that our home town lacks: a renewable and sustainable resource and product. Very much unlike Athabasca the town, the source of our wealth is entirely in our people, and the means we have for connecting them. We have the people already: we just need to refocus on the connection.
I describe some of what I do as ‘unteaching’, so I find this highly critical article by Miss Smith –
It appears reasonable at first glance: who would not want kids to be more successful in their exams? When my own kids had to do this sort of thing I would have been very keen on something that would improve their chances of success, and would be especially keen on something that appears to help to reduce systemic inequalities. But this is not about helping students to learn or improving education: this is completely and utterly about enforcing compliance and improving exam results. The fact that there might be a perceived benefit to the victims is a red herring: it’s like saying that hitting dogs harder is good for the dogs because it makes them behave better than hitting them gently. The point is that we should not be hitting them at all. It’s not just morally wrong, it doesn’t even work very well, and only continues to work at all if you keep hitting them. It teaches students that the end matters more than the process, that learning is inherently undesirable and should only done when there is a promise of a reward or threat of punishment, and that they are not in charge of it.