Fools march in (a #twistedpair post)

For Fools rush in where Angels fear to tread

Alexander Pope, An Essay on Criticism

Roobarb_smilesWe all know them, don’t we? Those enthusiastic colleagues who launch into everything they do with fervent enthusiasm without a thought for the consequences. Remember Roobarb? Voiced wonderfully by Richard Briers, the green dog approached misadventure with boundless enthusiasm as Custard the pink cat watched cynically.

It’s easy to be a Custard in HE, especially as we get older. “Been there, done that, got the tee-shirt” we sigh as we hear of the latest bit of shiny, shiny technology which we are told will revolutionise education. “Fools rush in” we say, wagging our finger and advising caution. But, though fools might rush in where angels fear to tread, angels must remember to evaluate possibilities and step purposefully forward later.

So how do we train our inner Roobarb? How do we curb our inner Custard? How do we strike a balance between reckless abandon and curmudgeonly complacency? Or maybe that’s just me 😉

This post was inspired by Steve Wheeler’s new challenge

Image from Wikipedia

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Really connecting

Here’s some pics of my pals wearing my hand knits. I’m having a lot of fun doing this 🙂

Rhizoknitting

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Penfriends

IMG_20150925_155351573[1] When I was a teenager I had two pen friends – one in Paris and one in Berlin. I wrote them painfully dull letters in excruciating French and German and received  equally dull letters back from them. My heart sank when I came home to find one of those letters awaiting me – foreign looking squiggly writing from a friend who was not really a friend. I wonder if modern, middle class teens have the same awkward experiences that I had, or if the internet has helped to improve such things.

Nowadays I am EXCITED when I come home and find mail in an unfamiliar hand. Which of my friends, I wonder, has written to me? I’ve had a lovely dish from Autumm, yummy peach preserves from Karen, a beautiful painting from Stephanie – I am rich, and I am thankful that I live in this digital age and have real friends all over the world. It’s not about the gifts, precious though these are to me, it’s about the friendships they represent.

IMG_20150925_161231397[1]IMG_20150831_174707110[1]IMG_20150910_195555584[1]

IMG_20150925_163607678[1] Karen also wrote me a long letter – and as I sat down to read it I remembered those earlier letters from abroad. There’s lots of us talking and writing about these new friendships at the moment – whatever these are, there is nothing virtual about them.

This picture was a gift from Maha to Niall – not through the post, but when we met her recently. I’ve already written about that 🙂

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Being vulnerable

18425537072_954d4b0e1d_oI’ve had so much fun over the last 18 or so months. Ever since I happened upon rhizo14 and then discovered other such events I have been making the most wonderful friends. I’m not going to list you all – there are too many of you for that – but I hope you know that I mean you  – that’s right – you. It’s been glorious – I’ve laughed so much, and learnt so much, and I feel very lucky to be a part of it (whatever “it” is).

Then something happened a couple of weeks ago that hurt me – a lot. It still hurts. And Helen wrote this blog post asking how we share our human side online. And it made me cry, because I saw that she understood.

I knew about trolls, and how they could hurt – I’ve been hanging about in left-wing, feminist spaces online for long enough now that I am mainly immune to them – but I didn’t expect to be hurt by somebody I counted as a friend.

So – my questions are – if we reveal our human sides in digital spaces, and in so doing we make ourselves vulnerable, then how do we prepare ourselves for the possibility that others, also being human, might do things that hurt us? And how do we attempt, being human ourselves, to model our behaviour so as not to inadvertently hurt others?

And how would we go about helping students work through these questions?

Picture of vulnerable black-handed spider monkey: flickr photo by goingslo http://flickr.com/photos/goingslo/18425537072 shared under a Creative Commons (BY) license

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Not virtually connecting

I was at a loose end.  I spotted my pals.

“We’re going to do a Hangout”, they said. “Want to join in?”

I didn’t, really, but I perched at the end of the sofa.

The hangout started. I waved. They angled the laptop screen away from me so I could nearly hear and see what was going on. Not enough to join in, though.  I had my knitting, so I got that out. It seemed churlish to move away, so I stayed.

They thought the hangout was deep. Maybe it was. From where I was it was not even shallow – it did not register. I was not included. Look at the photos and you might think I was there, but I heard nothing, saw nothing, said nothing.

Was I there?

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Squinting sideways

Sweet is the lore which Nature brings;
Our meddling intellect
Mis-shapes the beauteous forms of things:–
We murder to dissect. (Wordsworth, The Tables Turned)

I often used to feel that doing analytic philosophy was like pulling the legs of a spider in order to see how it worked – by analysing things too rigorously and asking what things “really” are we miss any chance of understanding them at all. As a wise man1 once said, sometimes it doesn’t pay to look at things too deeply – it’s better to sort of squint at things sideways, out of the corner of one’s eye – that’s when you’ll see the spider scuttling off to weave its web.

Wittgenstein makes a similar point about the futility of finding and defining essences with his talk about games and family resemblance:

One might say that the concept ‘game’ is a concept with blurred edges.—”But is a blurred concept a concept at all?”—Is an indistinct photograph a picture of a person at all? Is it even always an advantage to replace an indistinct picture by a sharp one? Isn’t the indistinct one often exactly what we need? (Wittgenstein, PI, Section 71)

And, earlier in the same discussion he admonishes those who think that games must all have something in common to challenge such assumptions:

Don’t think, but look! (PI, Section 66)

A few days ago some of us from #rhizo14 presented at ALT-C In this talk we ask how we should describe ourselves. A community?  A collective?  A network?  A group? A swarm? Rhizocats, I jokingly said.2

We simplify, in order to discuss. And in so simplifying we distort. There is no one thing that is/was #rhizo14, there is no one band of rhizo researchers. As Heraclitus probably once said:

You cannot step into the same river twice (Here)

Actually, I don’t think you can even step into the same river once.3

1. I’m paraphrasing and extending something Dave Cormier once said in a Facebook group when some folk were trying to work out what rhizomatic learning was.

2. Simon might be making related points here and here

3. This semester I have to tutor about personal identity to 1st years. Ugh!

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Rhizocats

This week we presented at ALT-C, a fairly large (about 500 delegates) annual conference which was held in Manchester this year. Maha has already blogged about us all meeting there, so I won’t repeat that – but I do have a tear in my eye remembering all of it, and thinking about sweet little Hoda. We were asked (by Catherine, I think) what word we used to describe ourselves – as Ash said afterwards, we should have returned to our title slide – we’re rhizocats!  Thanks, Scott, for the inspiration.

Niall recorded our talk, and I have uploaded it to YouTube.

Slides from the talk are here.

Posted in #rhizo14, Conferences, Learning, MOOC, Online learning, Rhizomes, Social Media, Technology | Tagged , , , , , | 7 Comments

Virtually connecting, but missing the real connections

I’m presenting at ALT-C this week. I was really excited about it – my co-presenters are part of my rhizo14 folk and I never thought I would get to meet them.

But a bad thing seems to have happened. Somehow, rather than spending time with me and other folk at the conference in the UK it seems that they have found an elite set of presenters and are choosing to set up Google Hangouts with North Americans.

 

🙁

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What’s the point of feedback?

I recently had a conversation with some other academics about the whole marking, assessment and feedback parade that we go through in HE, and the NSS student survey results, which always score lower for feedback than for other areas.

We were pondering about why that might be – and came up with the following hypothesis:

These is a mismatch between the perceived goal of feedback – students think it does one thing, whereas staff think it does something entirely different.

When a student gets feedback, according to this hypothesis, they are hoping to be told how to get a better mark next time. However, when staff give feedback, they are looking to justify the mark they have given (negative sense of this: explaining why they have given such a low mark; positive sense: asking oneself “what could I reasonably expect a student at this point in the studies to be able to do?”).

I suppose one way of summing this up might be to suggest that staff are in the business of providing feedback, while students are looking for feed forward.  Steve Draper, of course, has written a paper suggesting that feedback is pointless unless it changes the learner.

Tee trick then, according to Steve, is to provide feedback that triggers the student to do something … and the challenge is how to do that when teaching modules with the bulk of the assessment falling towards the end of the module …

 

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When is a pilot not a pilot?

Student pilot Jean McRae of Homosassa: Tallahassee, Florida
Student pilot Jean McRae of Homosassa: Tallahassee, Florida flickr photo by State Library and Archives of Florida shared with no copyright restriction (Flickr Commons)

Recently we’ve been running some software pilots in our unit. Although I am sure that some folk in our Uni think that we are unnecessarily risk averse with regard to core systems such as Moodle (“it’s just  a line of code” is a running in joke we have about folk who do not understand the complexity of the systems we run, and the possibility of them breaking in unpredicatable ways if we try to hack them), we are actually keen to run pilots of potential software as and when the opportunity arises. These are usually bits of 3rd party software, so we are seeing if they are suitable for use within our Uni – we do not have the capacity to rewrite other folks’ products.

But we’ve noticed a funny thing. When we run a pilot we assume that our aim is to evaluate a bit of software and produce a report weighing up the pros and cons prior to making a recommendation about its suitability, sustainability, robustness, etc. – so it is by no means a done deal. Here’s a quote from Prof Wiki to summarise what we think that we are doing:

Often in engineering applications, pilot experiments are used to sell a product and provide quantitative proof that the system has potential to succeed on a full-scale basis. Pilot experiments are also used to reduce cost, as they are less expensive than full experiments. If there is not enough reason to provide full scale applications, pilot studies can generally provide this proof.

 

Ostriches by Fwaaldijk [CC0], via Wikimedia Commons

A consequence of the above, then, is that a pilot might fail, or might have to be shelved for the time being because the software is not quite up to scratch yet – we do try not to say no, but often we have to say “not yet”. So we think that what we are doing is working with a group of folk who are willing to take  a risk and help us decide whether a system is viable. However, we’ve recently come across some people who seem to believe something different. When these folk are faced with any problems with the software they are helping us test they do not see this as a barrier to rolling out the software at an institutional level – instead they assume that is is we that are at fault and not the software, and that if they shout loud enough magic will happen.  Like the proverbial ostrich they stick their heads in the sand and refuse to believe that some bits of software are just not suitable (because they are too broken, too primitive, whatever the reason) and that consequently not every pilot will result in a full scale roll out of software.

I am not sure how we can educate such people.

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