Category Archives: stuff

Visual Clutter

So why do we feel the need to fill the space with signs and notices.

At my local library/community space, I noticed how cluttered the new café area was with notices and signs. The end result was not clarity, but a visual cluttered mess.

The Campus Cafe

The nice and probably somewhat pricey wooden café sign is now covered with notices and menus. There are lots of notices and signs on the noticeboard behind the counter too.

Now I am sure whoever designed the new space probably didn’t think it would end up as cluttered as it has been. Likewise I am sure that the people who put up the notices didn’t start putting up notices and signs in order to clutter the visual environment. They probably had very good reasons, such as wanting to change behaviour, following a complaint that there wasn’t a sign, or there is an event they need to publicise.

The problem with visual clutter is that too many notices and signs usually has the end result that none of the signs work any more. We don’t see the signs and notices because there are too many.

Most new spaces start off as a blank canvas and then because of various issues, behavioural ones usually, signs are put up. Notices are also added to inform and advertise.

In order to maximise impact you can put up a large temporary sign or notice for a short amount of time. They key is to make it large, bright and visible. The other thing to note is to remove it, but don’t immediately replace it. The impact will be more noticeable and it might have the effect you are looking for.

I have often seen similar things in libraries, you have a nice clean visual environment, and then before you know it, the place is full of signs and notices. Signs telling you to work quietly, not to eat or drink, not to use the PCs for Facebook.

In terms of signs about behaviour, just because there isn’t a sign doesn’t mean that the behaviour is acceptable and just because their isn’t a sign doesn’t mean that you can do what you like. When I ran libraries we didn’t have a single sign saying no cycling, but that didn’t mean we would condone cycling in the library, and if there was a cyclist in the library, I doubt a no cycling sign would make any difference. Just because there wasn’t a sign, that didn’t mean that entitled someone to cycle in the library, as there wasn’t a sign.

So next time you are about to put up a notice or a sign, ask yourself is this the best way to achieve what I want to achieve?

Still Predicting

change

So where are the flying cars, the silver jumpsuits and video phones which were going to be part of everyday life in the 21st Century?

Making predictions about the future of technology is easy. However accurately predicting the future is not easy and to put it bluntly everyone gets it wrong. Either they try and push an existing process and technology and extrapolate and “miss” out on any future potential inventions that make the existing processes redundant. The other mistake that people make is assume that the process of adoption of new technologies will happen faster than it actually does. So whilst fashion is still quite conservative and cars clog the roads and don’t fly, we through technologies such as Skype and Facetime are able to not just video phone, but we can instant message, present and share our computer desktops at the same time, using the same tool!

The one constant in life is change, we have social change, technological change, political change. This makes predicting change and the impact of change a real challenge.

Predicting how life will change for the university student of the future is fraught with difficulties and challenges and no doubt it is easy to get it wrong… However it’s an interesting thought experiment to try, which is why I think that people do it.

There are many people out there predicting the end of formal education and the radical change to university life for students. This, here I go predicting the future, however in my opinion, is a nice idea, but isn’t going to happen. The culture within education and academics is so embedded and rigid that changes in technology are only flexing and tweaking education, not breaking it or resulting in a radical metamorphosis.

The university students who will start their studies in September 2016 would have been born in 1998 On September 4th 1998 was the day that Google was founded.

1998 Google Logo

A year later in 1999, the term Web 2.0 was first used in an article. These students do not know a world without the internet, within their primary and secondary schools they probably had ICT suites and depending on which FE College they went to they have used tablets, netbooks, mobile devices and wifi enabled laptops to support their learning. These students have mobile phones that in the main are more likely to be used for things other than phone calls. The students of 2016 are very different to the students of 2006 and 1996, or are they?

How different are the educational institutions of 2016 to those ten or twenty years ago? Yes of course they are different, libraries have changed, classroom technologies have changed, but has education changed that much? If not why? There are many factors to take into account the inertia that you find in education. The main one appears to be is culture and a preference for what has been done before. The introduction of technology either falls into the depths of the pilot pit or is used sparingly at the edges of what has been done before and always.

So with all this technology savviness and awareness, you will hear phrases such as the Google Generation and Digital Natives been banded about in the media and in education. The assumption is that as these learners have grown up in a world with technology immersed into their world, grown up with the internet, Web 2.0, social media, tablets, smartphones and other new technologies; that these learners are able to skilfully use these technologies to support, enhance and enrich their learning. A pretty poor assumption in many respects, as learners have also grown up with books and magazines, but often lack study skills to utilise academic books and journals to enhance and enrich their learning. Learners may be using technology and the internet on a regular basis, this doesn’t necessarily mean that they have the study skills to use these same technologies for learning. Study and information skills need to take into account the changes in technology and access to information that the internet allows.

The dependence on written assessment in education is a result of the high cost and time required for oral assessment. As a result there was a shift from oral to written testing and the end result is no longer do we have a questioning and probing assessment, no we have the challenge of writing four essays in three hours. So assessment has changed in the past, but can it make such a radical change in the future? Students can now carry thousands of books in a single device, can access journals when and wherever they have an internet connection, communicate with the world. This quick and easy access to content in likelihood probably changes how learners learn. However when it comes to much assessment, we turn off this access, restrict what learners can use, apart from that, which can be remembered. Often other forms of assessment are seen as having less value. If we are to take advantage of the access that new technologies bring to learners, we need to rethink the ways and medium of assessment.

Part of the problem for planning for the future using the same processes and protocols we have used for change in the past, is that the pace of technological change can be faster than the pace of change. For example just as we get round to the idea of students using their laptops in lectures and thinking we should therefore equip lecture theatres with power sockets and overcome the challenges put in place by over zealous health and safety officers with learners using their own devices within an institution. We find that the devices our learners are now using and will be using have batteries that allow the device to be used all day without needing to be charged up. The new power sockets are now redundant before they have been used.

The same can be said with connectivity, a single wireless router was probably more than ample where there were a small number of devices using small amounts of bandwidth. Now with students having multiple devices and accessing a range of high bandwidth content, wireless networks need to be robust, scalable and capable of handling large numbers of devices and provide sufficient bandwidth. Look in your own pockets and bags, how many wireless devices do you have?

The question that we do need to ask is are we using technology to extend and improve an existing process, or can we use technology to radically change processes? Expectations are that we can use technology to lever radical change in education. This has never happened before, it would be surprising if it happened now. A simple example, when the internet had limited bandwidth, it wasn’t possible to use video or even audio across the web, so people resorted to textual communication. Bulletin boards, usenet and discussions forums allowed asynchronous conversations. The depth of discussion and learning that can take place with such tools certainly outweighed the disadvantages of textual conversations. However these were challenging tools for learning as it required a change in thinking and culture. Many academics and learners found them difficult to use and challenging to change the way in which they delivered learning. As bandwidth improved and new synchronous tools arrived, we have seen how virtual classroom and webinar tools allow for live teaching. These tools have proved popular with academics and learners alike. We have to question why is this, part of the reason has to be that webinar tools are digitising a traditional lesson or lecture format. Academics and learners are comfortable with this format, so a virtual version is easy to grasp and understand. This affinity with traditional approaches, means when given a choice, they will choose a virtual version of something they understand rather than try a different possibly better process. It is this aversion to the new and preference for the comfortable means that radical change is highly unlikely.

Cynicism and resistance to technological change in education has been part of education as long as people have tried to introduce new technologies. Paper was seen as wasteful and extravagant when it replaced slates. Pen and ink was an expensive luxury and shouldn’t be used by education. Likewise there was widespread resistance to the introduction of calculators. Some of today’s academics are cynical and resistant to the use of the web and mobile devices, just as their predecessors were to the new technologies of their time. Some academics are not, just as some of their predecessors, they embrace and see the opportunities that new technologies bring to learning.

Changing technologies is only one factor that impacts and affects education, a look at the newspapers and news websites, as well as glancing at Twitter will show how changes in policy and funding can have a much greater impact than a change in technology.

Change is happening, and the one constant in life is change, but it is happening very slowly. One thing is certain though, things change and academics and institutions that see change as an opportunity and a challenge will probably thrive better than those that ignore or encounter resistance to change.

Scared of the Screens

brokentech

This is an interesting article on the response to recent media reports on the negative impact of screens on young people and how the art of conversation is been lost.

Reading the article I was reminded of this cartoon from XKCD about the pace of modern life.

There are lots of gems in the “cartoon” including this one from 1890

Conversation is said to be a lost art … Good talk presupposes leisure, both for preparation and enjoyment. The age of leisure is dead, and the art of conversation is dying.

Frank Leslie’s popular Monthly, Volume 29 1890

and this comment from 1905

The art of conversation is almost a lost one. People talk as they ride bicycles–at a rush–without pausing to consider their surroundings … what has been generally understood as cultured society is rapidly deteriorating into baseness and voluntary ignorance. The profession of letters is so little understood, and so far from being seriously appreciated, that … Newspapers are full, not of thoughtful honestly expressed public opinion on the affairs of the nation, but of vapid personalities interesting to none save gossips and busy bodies.

Marie Corelli, Free opinions, freely expressed 1905

People love to blame the so called problems of society on something, easier to pick the new shiny things, or the new way of doing things, rather than wondering if this is all normal and that we are all different.

When I read articles about how technology or change is negative I am reminded that change is constant and negative comments about change never change.

Should we be fearful of screens? Depends if we want to be scared.

Steering a supertanker…

Tanker

…it’s quite easy actually.

We often use analogies to explain why something is challenging or difficult.

One analogy that is often used is the iceberg, a good example of this is Schien model of organisational culture.

iceberg

The problem with icebergs is that the focus of any discussion about the topic often switches to the Titanic, an unsinkable ship that sank after hitting an iceberg. Then discussion moves onto what a terrible or excellent film it was, and it’s not long before someone shouts out “I’m king of the world” with outstretched arms. Before you know it, you have no idea what you were discussing and the important stuff is slowly sinking to the seabed!

Sometimes we make assumptions in our analogies which are just plain wrong. The supertanker in the title of this blog post is a prime example. We compare organisations to supertankers as these huge behemoths that are challenging to steer and keep going in one direction with no way of turning them.

Searching Google on how to turn or steer a supertanker, the only results you seem to get are articles and news items on how something else is like trying to turn a supertanker!

The reality is that steering a supertanker is quite easy and they are in fact highly manoeuvrable, they have to be to dock at refineries and ports across the world.

What is challenging with a supertanker is stopping to avoid hitting something, and most times supertanklers don’t stop they turn and move in a different direction.

Maybe the supertanker analogy isn’t so bad after all…

Tanker

e-Learning Stuff – Top Ten Blog Posts of 2013

Oxford

A little later than planned. Well 2013 was an eventful year for me, moving jobs after seven years at Gloucestershire College. I have continued with writing blog posts. There was a lot less writing on the blog this year with just 64 posts, which averages about one a week. Here are the top ten blog posts of 2013. Interestingly this year eight of the posts are from 2013. Half of the posts are app reviews from my series “App of the Week”.

10. Frame Magic – iPhone App of the Week

I wrote about Frame Magic in June and it is one of the many photographic and image apps I have used and reviewed.

9. Is the Scroll of Death Inevitable?

This article from May looked at how the default setup of a Moodle installation, the way in which we do training will inevitably result in the Moodle “scroll of death”.

8. Comic Life – iPad App of the Week

Though I have been using Comic Life on the Mac for a few years now I realised I hadn’t written much about the iPad app that I had bought back when the iPad was released. It’s a great app for creating comics and works really well with the touch interface and iPad camera.

7. 100 ways to use a VLE – #89 Embedding a Comic Strip

This is an older post from July 2011, that looked at the different comic tools out there on the web, which can be used to create comic strips that can then be embedded into the VLE.

It is from my ongoing series of ways in which to use a VLE. This particular posting was about embedding a comic strip into the VLE using free online services such as Strip Creator and Toonlet.

It is quite a lengthy post and goes into some detail about the tools you can use and how comics can be used within the VLE.

The series itself is quite popular and I am glad to see one of my favourite in the series and one of the more in-depth pieces has maintained itself in the top ten, dropping two places from last year.

6. Show what you know [Infographic] – Updated

I liked Tony Vincent’s excellent Infographic on apps that can be used for different activities. This post was showing off his updated version.

5. Keynote – iPad App of the Week

Probably one of my longest blog posts that explores the iPad presentation app from Apple. I used the post to help me to understand the app better and what it is capable of.

4. VideoScribe HD – iPad App of the Week

I talked about VideoScribe HD in July and was impressed with the power and versatility of the app for creating animated presentations.

3. Educreations – iPad App of the Week

I was introduced to this app by a colleague at Gloucestershire College in 2012 and used it and demonstrated it a lot to staff. It was great to see how they and their students used it to support their learning over the year. 2

2. Thinking about iTunes U

Maintaing its position at number two, is this blog post on iTunes U, which followed posts on iBooks 2 and iBooks Author. I discussed the merits and challenges that using iTunes U would bring to an institution. Back then I wrote, if every learner in your institution has an iPad, then iTunes U is a great way of delivering content to your learners, if every learner doesn’t… well I wouldn’t bother with iTunes U. I still stand by that, I like the concept and execution of iTunes U, but in the diverse device ecosystem most colleges and universities find themselves in, iTunes U wouldn’t be a solution, it would create more challenges than problems it would solve.

1. The iPad Pedagogy Wheel

This was my most popular blog post of the year (and if the stats are to be believed of all time on my blog). I re-posted the iPad Pedagogy Wheel as I was getting asked a fair bit, “how can I use this nice shiny iPad that you have given me to support teaching and learning?”.

It’s a really simple nice graphic that explores the different apps available and where they fit within Bloom’s Taxonomy. What I like about it is that you can start where you like, if you have an iPad app you like you can see how it fits into the pedagogy. Or you can work out which iPads apps fit into a pedagogical problem.

Allan Carrington who drew up the diagram has published a revised version, what I like about the original is the simplicity. The revised version is more complex, but as an introduction to what the iPad can do, I much prefer the simpler diagram.