Question 190 of 365: Should we be after pure research?

I’ve been rereading Cat’s Cradle by Kurt Vonnegut Jr. recently. I always forget how good that book is until I take another look at it. While the idea that I am most drawn to in the book is that of the false religion (self-proclaimed by the creator itself.), the one that seems to keep on haunting me is the idea that one of the characters was a pure research man. He was someone who didn’t bend to the wants of the people around him for fulfillment of a job. Rather, he studied only what he was interested in studying. Sure, he created the atom bomb and a new way for ice to form, but he didn’t do those things necessarily on purpose. He did them just because he got interested in them. At least for a while.

He was a pure researcher in the sense that he wasn’t required to produce anything of use. He was just paid to think and create.

I sometimes wish for such a job, free from the constraints of a requirements document or a meeting schedule. Pure research sounds like heaven, but then I realize what I would be giving up.

If I never bent my will to those of other people, I would never get anything done. It is only through other people asking me to do things and putting up fictitious deadlines in my way that I have a sense of worth.

I am not one who can toil away and never come up with something great. I have to convince myself that the things I create are great, and then I must convince other people too. Pure research gets in the way of two people having a conversation about where to go from here.

I feel as though we may be setting one another up to lust after pure research, always reaching further into the isolated extreme in order to attain it. We may be so much after the sense of freedom that comes from not answering to anyone or anything for your thoughts and whims that we make believe we have already attained it from time to time. What I mean by that is that we get lazy because there is only so much passion that people can devote to the next big thing. We become entrenched in the drama of offering solutions to other people’s problems. So entrenched that we become complacent in getting ourselves out of bed. We believe that just by thinking after something and experimenting within ourselves that we have created something of value.

But we haven’t.

Pure research creates some of the most interesting and useful products and projects, but on the whole it is a mirage. The beauty of creation is in making it useful and relevant. The conversations and implications of what we create are often more important than the things themselves. If we ever forget that, we will slip into the position of head quack of our organization.

We can’t become what we can become if we only want to follow our own interests. It takes two to tango, you know.

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• Careers for Pure Mathematicians (ask.metafilter.com)
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• Kurt Vonnegut and Drama in Stories and Life (kevinwmccarthy.com)

Question 27 of 365: What happens if we are wrong?

We seek truth. As much as we seek to be right, we must seek truth. If we are unable to see when we are wrong, then there is very little chance that we will ever be able to see a truth when it presents itself.

Being right is one thing I tend to think I am a lot. It isn’t that I am overly arrogant about being right, it just happens that I set myself up to be right. I make little tests for myself, hypothesize about what is going to happen and then when it does, I pat myself on the back. I do this constantly in the online school that I helped to create. When students are having a problem, I look at what they have written about it. It is usually something like “I can’t see this video” or “my login doesn’t work”. I sit for a moment and come up with what I think is the root cause. After a very simple investigation of about three clicks of the mouse, I am very often proved right. I am proved right because the stakes aren’t very high. I am proved right because I have experienced many of these issues and figured out the common denominators. In effect, I have all of the data and I can act on it.

But, why is it that I am equally certain about things like Authentic Learning (learning with a real purpose and for a real audience) and using a collaborative and social networks to get things done. Why is that I believe I am right when I say that being connected to knowledge is much better than memorizing it. I have a small amount of data to support this. I have seen it work in my own experience and I have read the work of people who agree with me on this topic. Yet, there are an equal number of people who are convinced that using technology instead of your memory is detrimental to the learning process. There are entire cadres of people who are researching and working so that the curriculum is well-defined and does not include my passion for collaboration and co-authorship. Do they have more data? Have they gone through this more times than I have and so they can make better predictions about what will happen to students?

I don’t know any way other than to write and think what I believe to be true, but there is always this gnawing suspicion in the back of my head that I could be wrong. Perhaps open source isn’t as good as proprietary software. Perhaps hybrid courses will really destroy our system of learning. Perhaps all companies do need to have a formal business plan. Perhaps we should keep following through on a mass-production way of life.

If I (or more importantly, we) are wrong about our hypotheses for all of this then we are clearly going to be leading a whole lot of people down a rabbit hole after us. We may be looking at the data completely wrong, or it is entirely possible that we don’t have the right data. Perhaps all of the things that people will create within this hyper-collaborative vein will lead to the downfall of society as we know it.

While that sounds pretty dire, it is something that keeps me trying to justify every move that I make. It keeps me pivoting at every crossroads I come to, reassessing my direction with all of the available data. Because if I am wrong, especially about the big stuff, I’m not sure how I would live with the consequences of  not preparing my kids, my students, my employees, or my society for what they face today and will continue to face unless they pick up what I have not been able to give them as a result of my hair-brained hypotheses.

I’m just glad no one has called me on it yet.

Question 13 of 365: What does it mean to be an Expert?

In a world where the network is what matters, where being able to tap into knowledge that is distributed and widespread is valued, what does it mean to be an expert? Just because we can figure out the answer to most of our every day questions by googling them or by asking them of our friends and followers, does that mean that having individual experience and knowledge does not matter? Is being an expert today the same as just knowing an expert in years past?

Maybe.

Yet, there is something about actually having the understanding yourself. There is something to being able to call up information and theories and research within your own head and create a synthesis of where to go next on the spot. I have a deep respect for all those who know their stuff and can create something new out of their experience. I believe that the power to rip away any BS from what you are looking at is in knowing the truth for yourself. And so it could be that only when expertise is tested that you can see what it truly is. That is why it is still so important to know who is an expert and who is a pretender. I still need to be able to rely on the people who do have something to offer of themselves rather than those who are simply offering up their network or remixing other’s ideas by 1 degree. I believe that in a world of wikipedia, true expertise is in short supply.

So, how can we put expertise to the test? Walking up to a PhD and asking them about their work isn’t exactly going to yield the results I am looking for. I also can’t just say that I know expertise when I see it. There must be a good way to tell who it is that knows what they need to.

Perhaps there is a question that can be designed, one that will test the very nature of “knowledge” within the person. The question should be something that requires you to justify your position, to show that you believe what you believe for a reason. “Who do you think you are?” doesn’t have quite the right level of nuance. And, “What is your truth?” is really an existential mess that I think would cause more confusion than anything else.

A Curriculum Vitae is supposed to do this for us. The list of accomplishments in a resume is supposed to have the same affect. A blog perhaps is the digital equivalent of someone attempting to state their knowledge. But, I want a way to weed out the spam. Surely, even in the best Curriculum Vitae, there is some filler, some padding, some spam.

The one sticking point of my argument (although I should probably leave it to others to find those) is that becoming an expert requires experience, it requires living through and telling the stories of how you got from point A to point B. So, perhaps there is no better question than “What is your story?”.

If they have a story that is worth listening to, that really does reveal their expertise then they could be considered an expert. On the flip side, anyone who is not willing to tell their story cannot be an expert. They can be knowledgeable and even wise, but without sharing their wisdom, their expertise cannot be established. Telling your story is the test of your expertise. It is how you show the world that you are who you say you are.

Staying away

This is the first time in a few years that I did not attend NECC
virtually. I have never attended physically, but I have anticipated
all of the thinking and writing that happens during this conference.
This year, however, I am on vacation. I have not taken a vacation from
thinking or pushing myself in all things ed tech. Rather, a vacation
from the competition for attention. A vacation from large halls with
standing room only (for even virtual attendees). A vacation from
second-hand commentary standing for research.
 
Really though, this vacation isn’t about escaping NECC. It is about
sleeping on a hammock with my daughter and waiting for the warm Austin
wind to take us away from everything that plugs in.

Posted via email from olco5′s posterous

What is it now?

There is a syndrome that I see from many of the people that I work
with, and at many times, it I can be guilty as well. It happens when
someone asks a question or has a request of you. They have a simple
thought that they would like to discuss with you, but instead of
answering, you put it off or say that you don’t have time for their
tangent. You talk about all of the other things that you have to do
and you just don’t have time for their little project.
 
While this may be strictly true, you are shutting any opportunity to
advance your relationships with those people who ask or your skills
with the tools that are required for the request.
 
I know this sounds that I am advocating for dropping everything you
are working on to fix other’s problems, and I guess I kind of am.
 
If we have programs in schools that are called drop everything and
read for kids, I think we may as well have programs in schools called
drop everything and help for adults. I believe that if the culture
within a school or online space is based upon helping others to be
better or to know more, it is the only way to truly institutionalize
life-long learning.
 
When I shut people and their unique requests for help out (or put them
off indefinitely) I find that I stagnate. It take some going out to
help someone else in order to truly lean something new about what I
need to work upon.
 
I guess that I learn more and more that all learning is connected.
Even if I am not researching online schools when I am helping someone
to forward their email, it doesn’t mean that it won’t eventually end
up helping in the long run.
 
I guess all of the things in my brain really do have a long tail, and
it isn’t until it wraps around something important that I notice.

Posted via email from olco5′s posterous

Bigger than pedagogy

The last two posts that I have written have talked about ideas vs. Tools. I didn’t realize it until after I had written them that I had not used the word pedagogy once. I was speaking of ideas in education, concepts, schemas for how learning works now.
 
At some point I would like to figure out a new word, though, for what I would like to see happen in schools. Pedagogy is too small and idea is too large. Pedagogy is all about the art and science of teaching. It is about best-practices and research in the classroom. And ideas are simply the supporting structures that allow us to carry on a conversation.
 
What I would like is a word that describes an understanding of connected learning, a word that explains the use of a tool for all stakeholder’s learning, not just the student’s. I want a word that keeps a network in focus at all times to show that learning is not an isolated act.
 
Well, I will be thinking about this for a bit, but what I would love to know what your word for what you would like to see within people in education. Do you want them to know the pedagogy? Do you want them to have a schema? Do you want them to just get a clue?
 
I’m interested in moving this conversation along.
Sent from my Verizon Wireless BlackBerry

Posted via email from olco5′s posterous

Strategic vs. Slow

Am I just imagining things, or are more and more educators using the term “strategic” when they want to move slowly? Since when does having a strategy mean that there is no hope for reason to feel urgency.
 
I believe in research and I believe in planning, but these things do not seem to have anything to do with how quickly you can get things done.
 
I have had major conversations about making sure that everyone is on the same page before we move ahead with an initiative or roll out a new tool. While I seem to agree in principle, I think it is much more about our wish for everyone to be great, rather than it is based in reality. In reality, you will never have everyone on the same page. In reality, you wouldn’t want all teachers to be doing the same things in their classroom, only reaching the same kids. Why shouldn’t we let the truly exceptional work and ideas be what they can be? Why shouldn’t we run with a great, well thought out proposal, even if it doesn’t fit in with a strategy of standing still.
 
Now, I am not interested in only my ideas. I am not so egotistical to believe that I have a monopoly on change. However, it is my contention that the glacial pace of educational reform is not in place because of a lack of good ideas, but rather, it exists because of a lack of urgency.
 
How do we show the immediacy of how powerful connected learning is? How do we make sure that all of what we say has an overwhelming sense of need? I love the direction that our schools are headed, but I worry that we are going to strategize ourselves out of options for saving public education and reaching our kids. Sent from my Verizon Wireless BlackBerry

Posted via email from olco5′s posterous

“Hope Online” Professional Development 11.14.08

Do Not turn off your cell phones and laptops.
If you have them, use them.

(Throughout this workshop, you can ask questions via text message by texting hopeonline and your question to 41411. You can also add to our questions without a cell phone by going to http://www.textmarks.com/HOPEONLINE)

I am not here today in order to introduce to you a brand new initiative that will require extensive amounts of training and make your life busier before you see any real benefit. I am also not here today to say that there is any one tool or strategy for making the ways in which you work actually work.

Rather, I am here to ask you a lot of questions, mostly about what you are spending the most time with in your job. What are those things that take away from what you would rather be doing, the rewarding experiences of working with kids and other adults who are working with kids.

In order to do this, let’s get one thing straight. Information is infinite. Attention is finite.

You gather a seemingly insurmountable amount of information every single day from e-mails, voicemails, web sites, student data paperwork and many other sources. It can be even more daunting to think that there is more information out there about how to organize that information. With your attention stretched so thin, it is hard to think that there are ways of getting any of it back. We are still going to try, and for the most part, we are going to look at solutions that are already in your workflow.

Well, I would like to present you with a few possibilities for a different way of organizing information.

The first is I would like to use my voice to listen to my e-mail, create e-mail, put an event on my calendar, send myself a reminder, create a text, and post to my blog. While this service has a name, I would much rather you think about the strategies that I am using in order to create more time for other things. Because I am able to use my voice to do these things, I can make efficient use of my drive time (of which, there is a lot).

Dial2Do – A way to use your voice to get things done on your cell phone.

An example of using this strategy to create something.

I would like to next highlight the use of short messages to capture information. Many times, I need to be able to capture information from myself and others, but there is no time in order to send out an e-mail. I need to be able to capture it now. So I send a text message to a service that aggregates the information for me and for everyone else who I invite:

TextMarks – A way to both capture information and share information through SMS.

An example of using this strategy to create something.

I use e-mail a lot. Well, perhaps that is an understatement. I am available by e-mail about 20 hours of any given day. With that in mind, I would like to be able to use e-mail in order aggregate archive the most important things that I am sending out. I want to be able to attach anything I want and have the archive understand it.

Posterous – The e-mail blog that don’t even have to sign up for.

An example of using this strategy to create something.

Now, if I am on my computer and I want to capture information on a topic. I want to capture it as I am doing my research, not go back afterwards and document what is going on. I want to be able to simply highlight text and pictures and have them all simply show up in a webpage that I can e-mail to someone or share with somone for them to add to.

Google Notebook – Collect text, pictures, and movies from webpages in order to be shared later with others.

An example of using this strategy to create something.

Well, what if I want to show others exactly where to go on a webpage using my voice. I would like to guide people through a series of webpages that I think are important. I want to do this in less than 5 mintues too.

FlowGram - Create a screencast of webpages and archive it to send to others.

An example of using this trategy to create something.

Now I would like you to figure out what you would like to be able to do in terms of aggregating and storing information. Brainstorm things that you don’t know are possible. Think about how you gather information now and how you would like to change that to be less attention heavy and more information heavy.

Now that we have all of our information gathered and stored, we will want to collaborate and talk about that information. The easiest way to do that is to meet face-to-face, but for much of the time, that requires significant driving and serious scheduling.

So, I want to come together with a few others to talk something out. I want to be able to see, hear, and write with them. I don’t want to have to set up log in to anything. I just want to hit a power button.

Tokbox – Always on Video Conferencing.

An example of using this strategy to create something.

I would like to work on the same spreadsheet with someone else so that I don’t have to send e-mails of the same document back and forth and get lost in the versioning. I would also like to be able to have information be entered into the spreadsheet via a form that others can fill out so that I don’t have to do as much data processing tasks.

Google Docs – A truly collaborative version of office

An example of using this strategy to create something.

NaNoWriMo(2)

Finally, I really want all of this stuff to be accessible in one place. I would really like to not have to remember exactly what all of these sites are. I just want one place to go to where it makes sense to find all of these things. Almost like a well-maintained professional development environment for hope.

Our IQity classroom - A one stop shop for learning tools, collaboration, and further professional development.

Now I would like you to figure out what YOU want collaboration to look like at Hope. Brainstorm
things that you don’t know are possible. Think about how you collaborate now and how you would like to change that to be less
attention heavy and more information heavy.

Create your own MobileMe (Sync Everything, at all times).

An aside: it is too bad that every post I write seems like an attempt to get back into the habit of posting, but I suppose until I start blogging consistently again, that is just how it is going to have to be. I have missed way too many things that I have been thinking about to ever fully catch up, but perhaps I can start anew. Anyway, here are my latest thoughts.

Before I go into the details of how to sync yourself completely, I want to tell you why I even undertook this idea. Well, our school system uses an extremely proprietary e-mail and calendaring system called firstclass. Every person that uses firstclass in our schools is locked in to using the firstclass calendar for appointments and things of that nature. But, because I have seen the light of using Google Calendar (open API, shared calendars, embedding, etc), I refuse. In fact, I was so obsessed with the idea of converging the two that I speant an entire weekend (when I wasn’t having fun with my family) on getting Firstclass to sync with Google Calendar, and then eventually my new blackberry that the school district provided for me.

So, this is how you sync everything:

Calendars:

Contacts:

Now, for the details…

(Update: I didn’t put this in the initial post, but I think it is worth mentioning that Firstclass does have a way to sync with both Palm Desktop Software and SyncML directly, but since my district hasn’t set either of these up, I thought it was important to try and find a better way of doing things… there are also third party services that do some of this, but I want a FREE workflow)

In order to get your first class calendar to talk to anything else, you will need to export it as a iCal file:

Now, you may look at this picture and ask, why I wouldn’t just export it as a blackberry file and skip all of the steps in the middle. Well, there are a few reasons. One, if I did this, all of the events would be duplicated every time I exported and imported. Two, because I am on a Mac I do not have any blackberry desktop software to make this sync work.

So, onward we go to iCal. First, you will need to set up your Google Calendar to sync with iCal, using this handy dandy tutorial from Life Hacker.

Now that you have your Google Calendar set up to sync, simply import into iCal your latest and greatest export from Firstclass:

Now, if this isn’t your first time doing this, you will end up with a lot of duplicates. If that is the case, just use the iCal Dupe Deleter. This is also a good tool for deleting duplicates from Google Calendar if you have ever found yourself with too many of one item.

Now, you have synced completely to your Google Calendar and you are ready to sync to your blackberry. Simply point your device to this address and download your over-the-air sync application.

You can now enter an event in Firstclass, iCal, Google Calendar, or on your blackberry and they will sync with one another. Pretty cool, right. But, we are not done. If you would like to have your calendar in an even more universal Format, you can put it on a SyncML server, like Funambol.

All you have to do is download their blackberry application and you can sync to your heart’s content there.

For Contacts:

I understand that MobileMe does a lot more than this, but I believe that if we can create a FREE workflow for each one of our teachers, students, and administrators that syncs information to the place that they need it, we will be able to have the conversations that truly matter. We will no longer be stuck trying to find information, it will always be ours. Although you may not geek out at all that I am proposing, I think there are some pretty heavy implications for continuity in the systems that we are creating. If you have figured out any more syncing tricks, please leave a comment and add to the value of our collective research.

The Ripe Environment: Change cannot be Institutionalized

Well, when I first started blogging about The Ripe Environment, I didn’t know that I was being edupunk, but now that I have read the powerful thinking behind the theory (Students 2.0, Stephen Downes, Bavatuesdays, D’Arcy Norman) and I believe I was. I don’t know that I really want all of the baggage that goes along with labeling myself, but I truly believe in the idea that change is about people not processes.

It takes a person to create change because vision isn’t enough. It is great to create documents and blog posts and do research projects on creating change, but unless a teacher in the classroom does something differetly or a student asks for more in the classroom, there is no way that things will shift one iota.

I happen to love the nitty gritty.

I like talking about working through significant roadblocks to change. I like convincing others that change is worth their time, that it is important.

And not just any change, we need to be moving toward Authentic Learning with such passion and ferocity that it cannot be boiled down a powerpoint presentation. Passion doesn’t come from such things. Passion only comes from a place of specific experiences, not a generic goal of creating change.

The Ripe Environment should not be about creating a hope among people that there is a movement afoot, that technology is the silver bullet or that golden jargon will save us all. The Ripe Environment is about personally expressing a need to do things better and focusing on what better really is.

I have to constantly tell myself that learning is sacred. I do it for myself. I do not share because I know what is best. I share because I know beyond a shadow of a doubt that it is only through this act of rebellion that change will occur within others.

(I may be abstract in talking about this concept from time to time, but I really do want to talk about the personal stories and experiences that create change. Share yours in any way you know how.)