Thanks @demetriosnAB for your generous offer. We completely misunderstood that you wanted to help us. Here’s what we need…

Dear Demetrios Nicolaides

You say,

I’ve offered to provide any kind of assistance that the university needs. They haven’t asked for any.

This is very kind! I am sorry for all the very, very, very bad thoughts I have been thinking about you and your party. So, all we had to do was ask, eh?

We currently (in ball park terms) have about 300 staff in Athabasca out of a total of roughly 1200 staff overall. You want 65% of us to live there. So, what we need is:

  • ongoing funding to pay the salaries of 1500 new staff;
  • good, diverse, well-paid jobs for their families (yes, we have families);
  • support for building new homes to house the new staff;
  • computers, software, cloud services, high speed reliable internet to the town (not the rubbish we have now) for those new staff;
  • extra buildings to house them on the campus, including canteens, leisure facilities, etc;
  • regular, frequent transit links to the town of Athabasca.

We’ll let you off paying for 8 of those staff if you let our execs live wherever the hell they want. Maybe you could re-use the absurdly overblown presidential accommodation to house a family or six.

This is just a guess, but I think that, in total, such assistance might just about raise the government funding per student that you currently so generously provide us to around 70-80% of what you currently give to other Albertan universities.

It’s still a damn fool place to put a university so you’d better be prepared to offer some much better incentives for those you are forcing to live there. Higher pay, of course, maybe a free vehicle (electric, of course – you wouldn’t want to increase the outrageously high environmental impact of this proposal even more, would you?). If you expect us to do proper research, attracting international and national partners and research students, we will need at least a good rail link to the nearest international airport (you could have one built at Athabasca, perhaps? Imagine the additional benefits to Northern communities! Who wouldn’t want to fly to Athabasca rather than, say, Edmonton or Calgary?). You should probably improve and better maintain the road into town so that it stops killing and injuring our colleagues. We really don’t like that aspect of the job. It puts people off working there.

So, at the end of it, with all these additional expenses, you might have to put us nearly on par for per-student funding with the rest of Alberta’s comprehensive research universities. On the bright side, you’ll not have to pay for all the lawsuits and payouts for constructive dismissal, nor the humiliation of having destroyed one of the world’s finest universities, and I bet it would win you a ton of votes.

Thank you for the offer. Over to you.


P.S. And please, please, please would you just stop it with the micromanaging? It would save us all much unnecessary work and pain. More savings there.

P.P.S. And please stop talking about “not reinventing the school’s mandate but simply trying to reverse the trend away from it”  by the way. You’re just lending fuel to the popular misconception that there are liars, damned liars, and politicians. I suppose you mean the mandate forced on us against our will 40 years ago that made the president and half the faculty resign? The one that was rescinded decades ago because it was completely unworkable for a university hoping to hire top quality researchers, teachers, tutors, professional staff, and administrators? That one?

P.P.P.S. ‘An ultimatum (/ˌʌltɪˈmeɪtəm/; Latin for ‘the last one’) is a demand whose fulfillment is requested in a specified period of time and which is backed up by a threat to be followed through in case of noncompliance’. Sound familiar?

For anyone else reading this…

Wherever you live, please make your views known by contacting the Minister, Demetrios Nicolaides, at, or comment on social media, by tagging @demetriosnAB on Twitter, #abpse, #abpoli. Blog about it, write to the press about it, lobby outside the gates of the Albertan legislature, tell your friends, whatever: make a fuss.


Mediaeval Teaching in the Digital Age (slides from my keynote at Oxford Brookes University, May 26, 2021)

 front slide, mediaeval teaching

These are the slides from my keynote today at the Oxford Brookes “Theorizing the Virtual” School of Education Research Conference. As theorizing the virtual is pretty much my thing, I was keen to be a part of this! It was an ungodly hour of the day for me (2am kickoff) but it was worth staying up for. It was a great bunch of attendees who really got into the spirit of the thing and kept me wide awake. I wish I could hang around for the rest of it but, on the bright side, at least I’m up at the right time to see the Super Flower Blood Moon (though it’s looking cloudy, darn it).  In this talk I dwelt on a few of the notable differences between online and in-person teaching. This is the abstract…

Pedagogical methods (ways of teaching) are solutions to problems of helping people to learn, in a context filled with economic, physical, temporal, legal, moral, social, political, technological, and organizational constraints. In mediaeval times books were rare and unaffordable, and experts’ time was precious and limited, so lectures were a pragmatic solution, but they in turn created more problems. Counter-technologies such as classes, classrooms, behavioural rules and norms, courses, terms, curricula, timetables and assignment deadlines were were devised to solve those problems, then methods of teaching (pedagogies) were in turn invented to solve problems these counter-technologies caused, notably including:
· people who might not want (or be able) to be there at that time,
· people who were bored and
· people who were confused.
Better pedagogies supported learner needs for autonomy and competence, or helped learners find relevance to their own goals, values, and interests. They exploited physical closeness for support, role-modelling, inspiration, belongingness and so on. However, increasingly many relied on extrinsic motivators, like classroom discipline, grades and credentials to coerce students to learn. Extrinsic motivation achieves compliance, but it makes the reward or avoidance of the punishment the goal, persistently and often permanently crowding out intrinsic motivation. Intelligent students respond with instrumental approaches, satisficing, or cheating. Learning seldom persists; love of the subject is subdued; learners learn to learn in ineffective ways. More layers of counter-technologies are needed to limit the damage, and so it goes on.
Online, the constraints are very different, and its native forms are the motivational inverse of in-person learning. An online teacher cannot control every moment of a learner’s time, and learners can use the freedoms they gain to take the time they need, when they need it, to learn and to reflect, without the constraints of scheduled classroom hours and deadlines. However, more effort is usually needed to support their needs for relatedness. Unfortunately, many online teachers try (or are required) to re-establish the control they had in the classroom through grading or the promise of credentials, recreating the mediaeval problems that would otherwise not exist, using tools like learning management systems that were designed (poorly) to replicate in-person teaching functions. These are solutions to the problems caused by counter-technologies, not to problems of learning.
There are better ways, and that’s what this session is about.

front slide, mediaeval teaching

Beyond learning outcomes

What we teach, what a student learns, what we assess This is a slide deck for a talk I’m giving today, at a faculty workshop, on the subject of learning outcomes.

I think that well-considered learning outcomes can be really helpful when planning and designing learning activities, especially where there is a need to assess learning. They can help keep a learning designer focused, and to remember to ensure that assessment activities actually make a positive contribution to learning. They can also be helpful to teachers while teaching, as a framework to keep them on track (if they wish to remain on track).  However, that’s about it. Learning outcomes are not useful when applied to bureaucratic ends, they are very poor descriptors of what learning actually happens, as a rule, and they are of very little (if any) use to students under most circumstances (there are exceptions – it’s a design issue, not a logical flaw).

The big point of my talk, though, is that we should be measuring what students have actually learned, not whether they have learned what we think we have taught, and that the purpose of everything we do should be to support learning, not to support bureaucracy.

I frame this in terms of the relationships between:

  • what we teach (what we actually teach, not just what we think we are teaching, including stuff like attitudes, beliefs, methods of teaching, etc),
  • what a student learns in the process (an individual student, not students as a whole), and
  • what we assess (formally and summatively, not necessarily as part of the learning process).

There are many things that we teach that any given student will not learn, albeit that (arguably) we wouldn’t be teaching at all if learning were not happening for someone. Most students get a small subset of that. There are also many things that we teach without intentionally teaching, not all of them good or useful.

There are also very many things that students learn that we do not teach, intentionally or otherwise. In fact, it is normal for us to mandate this as part of a learning design: any mildly creative or problem-solving/inquiry-oriented activity will lead to different learning outcomes for every learner. Even in the most horribly regimented teaching contexts, students are the ones that connect everything together, and that’s always going to include a lot more than what their teachers teach.

Similarly, there are lots of things that we assess that we do not teach, even with great constructive alignment. For example, the students’ ability to string a sentence together tends to be not just a prerequisite but something that is actively graded in typical assessments.

My main points are that, though it is good to have a teaching plan (albeit that it should be flexible,  reponsive to student needs, and should accommodate serendipity)learning :

  • students should be participants in planning outcomes and
  • we should assess what students actually learn, not what we think we are teaching.

From a learning perspective, there’s less than no point in summatively judging what learners have not learned. However, that’s exactly what most institutions actually do. Assessment should be about how learners have positively changed, not whether they have met our demands.

This also implies that students should be participants in the planning and use of learning outcomes: they should be able to personalize their learning, and we should recognize their needs and interests. I use andragogy to frame this, because it is relatively uncontroversial, is easily understood, and doesn’t require people to change everything in their world view to become better teachers, but I could have equally used quite a large number of other models. Connectivism, Communities of Practice, and most constructivist theories, for instance, force us to similar conclusions.

I suggest that appreciative inquiry may be useful as an approach to assessment, inasmuch as the research methodology is purpose-built to bring about positive change, and its focus on success rather than failure makes sense in a learning context.

I also suggest the use of outcome mapping (and its close cousin, outcome harvesting) as a means of capturing unplanned as well as planned outcomes. I like these methods because they only look at changes, and then try to find out what led to those changes. Again, it’s about evaluation rather than judgment.