I’ve completely moved to social media | Scobleizer

So, Robert Scoble has left the blogosphere. I’m not entirely sure in what sense his blog was not an instance of social media but I do know why this bothers me. It’s not just that he no longer owns his own space but that we don’t either. I am certainly not going to use Facebook to follow him – the company has neither his nor my interests in mind. I might catch the odd post via Twitter or Google+, but it will be lost in a sea of other things and won’t grab my attention, and any attempt I might make to organize and control the tide will be susceptible to the whims of the companies that own the sites, who are playing a much too large role in determining what I get to see in my particular filter bubble as it is.

If I’m going to be in a bubble then I want to be the one that makes it. The great thing about blogs is that they are distributed, not centralized, owned by individuals, not organizations. This is not just important to the individuals that they belong to, but to the individuals that read them, subscribe to them, aggregate them, remix them and learn from them. That’s why things like WordPressElgg (that runs this site) and Known (by Ben Werdemuller, who co-developed Elgg) matter more than all the glitzy social silos put together.

 

Address of the bookmark: http://scobleizer.com/?p=8494

Gordon Pask PDFs

A great collection of papers and even the odd full book by the late great Gordon Pask. His cybernetic theories of learning, especially in the form of conversation theory and the value of teachback in learning, have been very influential (notably through the work of Diane Laurillard) and deserve to be more so. His serialist/holist learning style theory is one of the few that I find even slightly compelling because it actually relates teaching to learning style though, like all the rest of the genre, it makes little sense apart from as a useful reminder that there are infinite different ways to teach the same thing. His systems views of learning are, on the other hand, unequivocally brilliant. Sometimes difficult reading, but the effort pays off.

Address of the bookmark: http://www.pangaro.com/pask-pdfs.html

SocialCom 2014

Social Computing & Networking is an IEEE conference for those interested in how computers can affect and support social engagement. It is distinctly biased to the computing end of this spectrum and tends to have a lot of stuff concerned with social network theory and similar issues, but it covers some broader and more human-oriented ground too. The paper submission deadline is August 25th and the conference itself is in Sydney Australia, Dec 3-5 this year.

Address of the bookmark: http://www.swinflow.org/confs/socialcom2014/

Book: Reusing Open Resources

Now in print, a new and interesting edited book by Allison Littlejohn and Chris Pegler on open educational resources, (disclaimer: includes a chapter by me and Terry Anderson).  Apart from us, Allison and Chris have gathered a great bunch of people together to explore issues from some distinctly learner-oriented perspectives, and across a broad range of contexts, including informal and non-formal learning as well as in formal education.

If you want to get a good flavour of the kind of chapters it contains, and in keeping with the subject matter, a few selected chapters (including ours) have been published openly at http://jime.open.ac.uk/jime/issue/view/2014-ReusingResources-OpenforLearning

Address of the bookmark: http://routledge-ny.com/books/details/9780415838696/

DRM-free indie ebooks outsell DRM-locked ones 2:1

Yet more evidence that not only is DRM (digital rights management –  locking of digital content in order to limit purchasers’ options to use it, copy it, etc) an evil blight for consumers, it is actually a really dumb thing for producers to do, assuming they wish to make money. 

So why do publishers do it? I don’t get it. It is just about conceivable that a lack of DRM might lead to more illegal copying, sure, which might be seen as taking legitimate future profits away from the producers. It’s a strange definition of ‘theft’ but I could accept it if it were true. But it isn’t.  The incontrovertible fact of the matter is that all the available evidence shows that this almost invariably leads to more purchases and greater profits. In other words, not only does this lead to no loss, it actually leads to significant gain. So who is losing what, exactly, here? 

I believe that the main reason that theft is evil is because of the harm it causes to its victims. By that token, DRM is a greater evil than illegitimate copying because it causes significantly greater harm, both to those who buy locked content and those that sell it. Theft – real theft, not this weird virtual abstraction – is not only harmful to individuals but it is destructive to society too. It destroys the social contracts, written and unwritten, that bind us as a society and that allow us to trust one another, whether or not we know one another.  DRM is evil in much the same way because it sends a strong message that everyone is a potential criminal that cannot be trusted. That cannot be good for a society.

Address of the bookmark: http://boingboing.net/2014/07/19/drm-free-indie-ebooks-outsell.html

Does the Online Environment Promote Plagiarism?

Executive summary: no.

Thanks to Terry Anderson for alerting me to Ison’s interesting and informative paper, which suggests there is no significant difference  between levels of plagiarism in doctoral dissertations/theses whether students are online or not. There are slightly different distributions – notably, students at physical institutions appear to be somewhat more prone to severe cases of plagiarism. I’d hazard a guess that this small variation has more to do with the demographic differences between online and face-to-face doctoral students rather than anything directly to do with modality. Distance learners tend to be a little older and a little more intrinsically motivated, on average, than their physically collocated counterparts. 

While it is, on the face of it, disturbing that more than half of the examined dissertations at a doctoral level (where most studies have shown that by far the least amount of cheating is normally to be found) appeared to have some level of plagiarism, the results should be treated with a generous pinch of salt. A lot of this revolves around:

  1. definitions. The authors note that the greyer area of self-plagiarism affects these results. It is worth remembering that, in many countries, it is not just accepted but positively required that doctoral students use their published work as part of their theses. Indeed, in many countries, such publications often make up by far the majority of the thesis. Even where that is not the case, it is normal to include published papers in appendices and it would be extremely unusual for a student not to at least partially re-use their doctoral work as a basis for papers and vice versa. It is a widespread and accepted practice that I think should be encouraged, not damned. There is not much better proof of research competency than publication in peer-reviewed journals and, as that competence is what a doctorate is supposed to show, it is churlish to exclude such evidence. It is also worth remembering that there are very few fully online doctoral programs. Even at Athabasca, which is about as extreme as it gets, almost all doctoral students get to spend a little face-to-face time with one another and their supervisors. Equally, there are very few fully face-to-face programs. Way back in the 1990s much of my supervisors’ help came to me online, even though they were only a minute down the hall. It’s just a matter of degree and perception.
  2. the effectiveness of TurnItIn as a plagiarism detector. Having used TurnItIn over many years, I have always found it necessary to look really closely at the passages that it identifies and never to take its scoring at face value, especially for those passages in the ‘yellow’ zone. It often fails to notice that verbatim or paraphrased passages have been correctly cited (or at least an honest attempt has been made), for instance. It can provide a useful alert to help narrow down the papers to be concerned about, it is usually pretty reliable when a lot falls into the red zone, and it can make preparation of evidence in a plagiarism case a great deal easier, but it is very far from infallible, producing many false positives and missing some quite blatant examples that have been lightly obfuscated. 

Whether or not the results are reliable at an individual or overall scale, the relative proportions are what is interesting here. The fact that there is little difference between levels of plagiarism for online and face to face learners is both unsurprising and heartening. 

 

Address of the bookmark: http://jolt.merlot.org/vol10no2/ison_0614.pdf

Communities Vs. Networks: To Which Do You Belong? | The Art of Manliness

I am often surprised at the occasional academic depth, reflectiveness and perspicuity of articles in the Art of Manliness website, which does have a slight tendency to (manly) frivolity much of the time and is as likely to discuss shaving as it is the meaning and value of ritual. This is article is definitely on the academic side and it’s a good read although, as this is an area I am a little familiar with, I do see a few flaws, fuzzy thoughts and shortcuts here and there. The authors Brett & Kate McKay, appear to draw rather heavily on John Taylor Gatto who, in his fine book ‘Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling‘, makes a rather curious distinction between networks, communities and institutions (that are, in his terminology, actually networks). While the book has many strengths and some excellent and powerful points to make, its curious and rather puzzling terminology, that perhaps made a little sense in the early 90s before the study of networks became a significant field, is not one of them. I don’t think this is a great starting point.

The distinction made by the McKays and Gatto between communities and networks is superficially the same as that made by Wenger, Trayner and de Laat, and seems similar to the distinction that Terry Anderson and I (and others, such as Barry Wellman and Stephen Downes) have made between groups and networks. However, the differences appear very early on. For the authors of this post, a community is an organic and autonomous entity made up of families bound together by geography and shared values – in short, they are talking about a community of place, in its traditional village/tribal sense, though they confuse the issue later on by blurring this a little with communities of interest and communities of practice when they exhort us to go and make our own tribes. While a community of this sort is easy to identify, and such communities do tend to share a few common features, the similarities between them are skin deep. Such communities can and do exhibit and encompass a wide variety of social forms, including actual networks, as well as groups and sets, along with clusters of those forms. Empirically, there is no idealized form or pattern that all exhibit – it depends on the context. They can be violent, exclusionary, isolating, and many other things that are far from healthy. While there is value in examining communities of place/practice/interest, they are really a starting point for further investigation, not an endpoint, and certainly not a particular kind of thing to be extolled in its own right.  The McKays (following Gatto to some extent) are using the term ‘community’ as a shorthand for a rose-tinted idealized kind of supportive, nurturing, small-scale society that has probably seldom if ever existed. It’s a thinly veiled ‘good old days’ argument that is based on belief rather than research. Dunbar’s Number doesn’t imply warm cuddly coziness of the sort described here.

Conversely, the McKays’ (and Gatto’s) concept of networks appears much closer to what I would recognize as a hierarchically structured group (in some of its guises) or a group-like set such as a religion or tribe.  The concept is used a bit fuzzily and appears to include sets and nets that result from product marketing as well as more formally organized tribal forms that certainly includes schools and universities, and that I’m guessing should also include religions, cities and nations. For the McKay’s, a network is designed for a purpose, has leaders, is deliberately nurtured, and is to some extent dehumanizing, inasmuch as it is not much concerned with caring and is deliberately divisive along functional/interest lines. The concept is elided with networks of the sort companies try to develop around their products, which is carrying things a bit far and a few miles from what I think Gatto had in mind when he used the term. I think this is a bit of an invented straw man. It is easy to define a kind of social collection that we don’t much like and point to many examples, but I don’t think it helps. It is self-confirming. Moreover, this is not the kind of network most of us mean when we think of networks. A network, for most of us researching in the field, does not have boundaries, nor purposes, nor imposed hierarchies, and is different depending on whose perspective you take: everyone has different networks from everyone else, though we may be share membership of the same groups and sets.  Networks operate through and beyond those idealized communities and, to a large extent, are what drive and bind them. We have strong (very strong) as well as weak ties, and these are as human and personal as they get.  I think that the McKays are actually talking about the difference between intimate bands and designed organizations/institutions here, though it is a bit blurry. Following a little from Dunbar, they are talking about ways that people organize communities when the communities become too large for everyone to know everyone else and so begin to develop organizational strata and foci that are designed (or evolve) to let people live together productively and safely.

While I find the conceptual distinctions fuzzy, the general thinking behind the article is likeable: that we should not exchange our physical communities for a technologized substitute for real human interaction. Such communities of real, supportive people are part of what make us human. As the authors admit, there is great value to be had from larger organizational forms, online communities, and relationships  at a distance, and such things can be a great supplement to, cradle for and sustainer of rich human connections, but that does not mean such things should replace our connections with those around us. Happily, most of the research I have read on the subject suggests that they do not and, if anything, they strengthen traditional bonds of friendship and kinship. 

Address of the bookmark: http://www.artofmanliness.com/2014/07/01/communities-vs-networks-to-which-do-you-belong/

Widening access, student retention and success national programmes

Another recommendation from a recent conference presentation that I attended in the UK. The Higher Education Academy of the UK commissioned this large-scale study and intervention to explore factors affecting retention and engagement in UK universities. The full report is at Building student engagement and belonging in higher Education at a time of change: Final report from the What Works? Student Retention & Success programme but this page leads to a useful set of summaries and recommendations that are a bit more easily digested. The summary report is great.

Amongst the key issues that impressed me are (original emphases):

At the heart of successful retention and success is a strong sense of belonging in HE for all students. This is most effectively nurtured through mainstream activities that all students participate in. “

Specific interventions cannot be recommended over and above each other. Rather the institution, department, programme and module should all nurture a culture of belonging through the way they function and relate to people. “

Student belonging is achieved through:

  • Supportive peer relations

  • Meaningful interaction between staff and students

  • Developing knowledge, confidence and identity as successful HE learners

  • An HE experience relevant to students’ interests and future goals

     

I really like the notion of a ‘culture of belonging’ and the holistic approach recommended in this report. At Athabasca University we do well in some of these areas but less well in others. I think we are often over-focused on subjects and specific competences, especially in undergraduate programs, to the exclusion of other vital pieces of the educational machine, which greatly inhibits the sense of belonging that the HEA project identifies as so central. We lose too many students before they even start. Though we tend to be at least on par with other institutions for keeping them on specific courses once they have submitted their first assignments, we don’t have as many moving on through programs as we might. But this is just symptomatic of a broader malaise, that it is very hard to feel a part of a learning community in our isolated online spaces. Interactions tend to be limited to tutor-student communication much of the time, and the various tools (notably Moodle) that we use for teaching are intentionally isolated from one another. There’s little cohesion or sense of the broader community, and not much that is obvious that we can feel we can belong to.  

All of this helps to explain some of the key motivations behind why we created the Landing. It is meant as a space where academic identities can be explored, reflected upon and discovered, where we can feel that we belong to a real and vibrant community, where we can meet peers, see how others think and learn, and engage in meaningful interactions with them. It’s kind of like a virtual campus or learning commons, a space where many things happen, people meet, post information, engage in dialogue.

The Landing has been a success in very many ways and has helped many (including me) to achieve a greater sense of belonging. In retrospect, though, it would have been better to have seamlessly built its social richness and conrollable engagement into all of our other systems rather than as yet another loosely linked monolith. This is not impossible to retrofit. Since earlier this year it has been possible to integrate the Landing fairly well with other pages, such as those provided via Moodle, through its embedding functionality (simply make an iframe and add ‘?view=embed’ to most Landing URLs to separate a post from the surrounding site). This is, however, still not as seamless as it should be and requires some skill and deliberate intent on the part of people embedding it. We’ve not seen much uptake yet, though we have not promoted it at all actively, and we probably should. The Elgg technology behind the Landing does, however, have the capability of being embedded far more deeply as a web service to other applications, so that it can appear to be part of a quite different site (Moodle, say, or the main website, or MyAU, or pretty much anything). To make this happen needs a lot of carefully coordinated effort and clear communication between developers and managers of disparate systems that might use such a service, and plenty of planning, so it is not trivial to do. I’d be interested in doing such a project that either built on the Landing (makes sense, especially as it has other roles too) or started afresh to embed cross-cutting social engagement, sharing, connection and communication into all our student-facing sites, with all the same features and strengths (like discretionary access control, persistence, ownership, etc) of the Landing but without the need to go out of your way to visit it. I think I feel a research proposal coming on.

 

Address of the bookmark: http://www.heacademy.ac.uk/what-works-retention

"Future time orientation predicts academic engagement among first-year " by Louise Horstmanshof and Craig Zimitat

A study recommended during a recent conference that I attended that looks into student retention and engagement as a function of temporal orientation. In brief, Time Perspective (TP) theory predicts that

“students who are confident of their abilities (Past Positive) and who believe that their efforts produce results (low Present Hedonistic) are more likely than those who do not, to work towards a future goal (Future) to which they are committed and with which they can identify. Thus, by harnessing their time perspectives, they are able to regulate their behaviour to persist with their studies to achieve their educational goals”

The well-conducted study confirms the hypothesis but goes into a lot more detail, differentiates issues much further, and comes to some sophisticated conclusions that show that it is interestingly complicated. There is no silver bullet, behaviours are hugely interdependent and contextually situated, and multiple and diverse intervention strategies are needed to support students on their learning journeys through a university. It also provides some useful hints about how to help students improve their chances. It’s worth reading if you have any involvement with education, whether as a teacher or a learner. If you get overwhelmed by the tabular representations of the results of the study (thorough but turgid), after reading the theoretical background, skip to the discussion and implications sections.

Address of the bookmark: http://epubs.scu.edu.au/tlc_pubs/194/

There's a fitness tracker for your vagina. Quantifying your life has gone too far

A Guardian article from  Jess Zimmerman. The arguments are inelligent and Zimmerman recognizes the value as well as the dangers of socially-enabled biofeedback devices. The kGoal (tagline ‘Fitbit for your vagina’) actually sounds like rather a good idea, but the cons are significant. I particularly like “But the pitfall of data devices … is that they hijack your reward pathways” and “The quantified self … takes theaggregate self out of the equation”. Good food for thought, and some important lessons for those seeking to gamify many things, including learning and teaching.

Address of the bookmark: http://www.theguardian.com/commentisfree/2014/jul/14/fitness-tracker-vagina-quantified-life