P of O Banking Metaphor and Virtual Money

Chapter 2 of P of P also impressed me with the "banking" metaphor and the problem of seeing education as the rich teacher making a deposit into the mind of the poor student.

A couple of scattered thoughts at this point. Maybe the banking metaphor is not so evil. We can make a deposit and build up credit in the noosphere but it doesn't have to be in a particular bank but rather it adds to the general balance of knowledge in the world of ideas. We don't have to pay the outrageous fees and overdraft charges the the Bank of Corporate Education gouges out of us. Learning is actually more like a Green dollar LTSystem or a gift economy. but we are bamboozed into paying for Corporate Education for what is freely available.
Here is a whole other angle on the banking money thing. Freire was writing in the 60's. I can't remember when the world abandoned the gold standard for currency but it is within my memory so it must be around then. Regan era, I think. With the gold standard each $dollar unit was actually represented by the equivalent value in gold bullion. So if a country printed a million dollars of banknotes there was the expectation that it be backed by something tangible a Fort Knox full of gold.
World economic volume surpassed this system so the world mostly abandoned the gold standard for currency and the dollar was allowed to float. Essentially, money is no longer real but is virtual. If I have $100.00 in my bank account it doesn't mean that somewhere there is an actual $100 bill representing my wealth.

We don't even think about the fact that we only really have virtual money but we are concerned if we have virtual education. Something interesting there? We are economic cyborgs.

BYOD for Digital Emanicipation

Remember when you had to go to a priest or a scribe to have a letter read or written? Nah, fundamental literacy has been pretty much an expectation of enlightened society for a few hundred years. Pockets of under-privileged people have always persisted for whom lack of literacy has resulted in exploitation and disadvantage. One of Paulo Frierie's main missions was to emancipate the poor by promoting literacy and his harshest criticisms was for systems and institutions that deprived poor people of access to education. We have a similar circumstance today with respect to digital literacy. The ability to participate in our current society is, in part, governed by our ability to use information and communications networks. Society recognizes this and increasingly, digital literacy is seen as an essential skill which is being infused into the regular school curriculum.

What's the Story, Morning Glory

I was listening to a snippet of a CBC Ideas radio show today Paul Kennedy Aging by the Book on the topic Narrative Gerontology. The idea is that the richer you tell your life story the more resilient you are in old age. I checked Wikipedia and created a new entry when I found nothing there. The program and my subsequent research gave me some interesting ideas for the creative non-fiction class that I have been trying to get off the ground as part of a journalism minor in the English and Creative Writing department at the local University. People tell stories naturally and great story tellers are always in demand. We can learn how to tell better stories, for the entertainment and illumination of others but also for personal transformation and to provide closure for ourselves and others. Some authors studying aging determined that we sometimes begin writing the final chapters of our life stories long before they are due in response to social pressures, expectations of retirement, diminished physical capacity. They called this "foreclosure and suggested that this resulted in unnecessary unhappiness and depression. As I thought about these stories I was reminded of an older story in this blog Secret, Sacred and Cover Stories. I'll have to think about this some more and see what emerges. One of the most well regarded self-help/mutual aid organizations, Alcoholics Anonymous employs the therapeutic effects of story telling. The fourth and fifth steps involve the development of a personal moral written inventory which is then shared aloud with another person. The amounts to the story of a persons life to that point. For alcoholics, the therapy comes from the recognition of the way that their emotions and attitudes had been infected by the disease of alcoholism. The act of writing down the personal inventory, detailing the way that fear, resentment and sex (three issues if left unresolved were considered to be the most likely to return an alcoholic to active drinking) was essential to the change of character necessary for recovery. The act of telling that story to another person provided additional therapeutic punch and allowed the individual to hear themselves tell their story aloud. Seeing your story on paper and hearing spoke provides the transformational power. Transformation and transformational learning theory (Merzirov, 19xx) Information and communication technologies provide a potent means of amplifying this already powerful effect. If a picture paints a thousand words, then a 5 minute YouTube video paints 10,000 words. Applying digital multimedia to the personal story telling amplifies immensely. Whereas in the past the creation of audiovisual artifacts required costly equipment and extensive training, current multimedia is much more accessible. Everyone has a smartphone which has the capacity to create audio and visual materials and to share them in an instant.

Wikispaces being fattened for market like Mendeley?

I've been using Wikispaces for years. I have a number of free wikis and pay for a few others. Over the years I have been recommending Wikispaces.com to the teachers and graduate students who I teach in a variety of settings, online and face-to-face. I always liked Wikispaces because of the WISIWIG editor and the simple process of getting set up. I feel that it is important that professional educators have a web presence, an e-portfolio or personal encyclopedia that allows them to explore and develop in their own web- based multimedia applications, their own website. I hope that they model the process to the students that they will soon be teaching. This is the essence of education for me, encouraging independent learning. When I say I want people to take ownership of their learning I mean it figuratively AND literally. Do your work in your own space and not in some institution's Learning Management System (LMS).

 I am currently teaching a group of pre-service teachers how to use ICT and social media as part of the Literacy with ICT across the Curriculum initiative mandated by the Manitoba department of education a few years ago. People learn how to use the Googleverse of Maps, Blogger, YouTube, Gmail, Calendar etc. Skype, Mindmeister, Brainshark, Audacity, Vocaroo and any number of web applications. They are encouraged to set up their own instances of all of these things (using their own anonymous accounts while they are learning) and to use a central web-space as a display/demonstration/reflection/personal learning environment. Mostly, I have recommended Wikispaces as this central space  because of their policy of support for educators and because of the excellent education community that has emerged around Wikispaces and for the excellent support that I have always received when ever I have had occasion to need help directly from Wikispaces. The current group is the ICT class for the Brandon University PENT program. Things have been going well and people have been putting their work in a Wikispaces wiki. We are at the point where I want to start demonstrating the collaborative and communication dimension of wikis but when the students try to make their Wikispaces wiki public they are asked to pay a $1.00 fee.

While the cost is not onerous, the problem is that the Wikispaces subscription requires a credit card or Paypal account that students don't necessarily have. Wikispaces says they are trying to eliminate spammers who have been setting up wikis for unspecified and undocumented nefarious purposes. What it looks more like to me is that Wikispaces is trying to build up a customer base who have provided a billing option. I don't begrudge them wanting to be compensated but it seems a little suspect to me that they are doing this. I would happily cough up the $15.00 to set every class member with a Wikispaces account. I can set them up as members of my Wikispaces Classroom but that doesn't support the principle of personal ownership. I don't want people to work in my learning environments, I want them to work in their own personal learning environments.

One of the reasons that I am a bit suspicious is the recent example of Mendeley. Mendeley is a wonderful web-based bibliographic tool that has a social networking dimension. You can set up Mendeley groups to share bibliographic resources and to establish scholarly communities of interest. I have established a number of Mendeley groups on a range of topics with significant numbers of followers. I started doing this with Zotero many years ago and when Mendeley came up with something similar, thought I would try it out. The groups have been working and sharing and building up a huge repository of user generated content in an open platform. Recently, Mendeley announced that it had been purchased by Elsevier publishing. Reactions have been predictably unfavorable because Elsevier is not known for its support of open scholarship. So now all of the user-generated content is owned by Elsevier and it seems likely that they will be selling that data as part of their regular business practices.

When I first signed up for Mendeley I was a little concerned about putting my eggs in a commercial basket and I feel vindicated in that hesitation. I have continued to develop my Zotero collection and groups so that I am not worried about losing data. Zotero is a different type of enterprise, established with a Carnegie Mellon Grant and maintained by George Mason University. Although anything can happen, I feel more confident that Zotero is not going to sell me and my content and connections to a publishing company or to a learning management corporation.

 Another similar situation is Moodlerooms where the CMS behemoth Blackboard has been acquiring some of the partners of the open source Moodle platform. Blackboard is hardly an open source or open access proponent and is not likely to hesitate to capitalize on the BS and T that educators have been freely helping develop over the years. No question the corporatization of education is well underway.

I have no illusions about the motives of corporations -- more profit each quarter. Is Wikispaces planning to do the same thing? I will be putting my eggs in another basket although it is hard to figure out exactly where to go. Likely Google Sites for the meantime.

Scholarly Competencies for Graduate Learners in the eLearning Discipline

Scholarly Competencies for Graduate Learners in the 0eLearning Discipline by Glen Gatin

Google docs version in case the Scribd link above gives grief. 

https://drive.google.com/open?id=1PvrnDa4fLfpuTKZUpSf0U-OAMaI1qgdu9zP934R9mbw

Unchallenged assumptions

One of the obligations of graduate scholars is to challenge taken for granted assumptions. One common unchallenged assumptions in elearning ( and education generally) is the notion of learning styles. Beginning scholars in this field should be aware that the learning styles theory is contested. This is the case with all theories and scholars are charged with the testing and verification of theories. One of the most common criticisms of learning styles theory is that the theory has not been very well supported by empirical research. To understand some of the dimensions of the scholarly debate over the issue of learning styles see:

 Coffield, F., Moseley, D., Hall, E., & Eccleston, K. (2004). Learning styles and pedagogy in post-16 learning. Learning and Skills Research Center. Retrieved from https://crm.lsnlearning.org.uk/user/order.aspx?code=041543 and

Jay Cross, one of the architects of the learning model used by the University of Phoenix reviewed Coffield et al. (2004) and has this to say about Learning Styles Theory. Cross, J. (n.d.). Learning Styles, ha, ha, ha, ha. Time. Retrieved from http://www.internettime.com/2013/04/learning-styles-ha-ha-ha-ha/comment-page-1/#comment-43513

 Pashler, H., McDaniel, M., Roher, D., & Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3). Retrieved from http://personal.crocodoc.com/xw1pugQ

Cognitive scientist Daniel Willingham has be working to test and verify learning styles theory.

Willingham, D. (2005). Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic Instruction? Ask the Cognitive Scientist, Summer. Retrieved from http://www.aft.org/newspubs/periodicals/ae/summer2005/willingham.cfm

 Willingham also has a short YouTube video which presents his position on the matter.

 Incidentally this is a good model for the scholarly use of web based multimedia. Willingham, D. (2008). YouTube - Learning Styles Don’t Exist. Retrieved from http://www.youtube.com/watch?v=sIv9rz2NTUk&feature=related

Learners must take ownership of their learning

This seems to be a bit of a buzz phrase and I hear it mentioned a lot with respect to 21st C learning skills and elearning. To often it means holding learners responsible for their failure to learn or more often blaming them for their failure to learn. I agree that taking ownership learning is essential but as educators how do we enable learners to actually accomplish this? One of the most important ways to actualize taking ownership of learning is to allow learners to use their own devices, in their own preferred online learning environments. This means BYOD instead of institutional computer labs and it means the learners using their own blog, wiki, or interactive web-page instead of an institutional content management system. It is no good to insist that learners take ownership of their learning and then force them to use technology owned by the institution. What is worse is to insist that people do their work inside a learning management system where all their effort will be filed away after the course is done and the tuition has ended. Most institutions keep digital archives for a legislated period but then just scrap them without anyone ever looking at them after the final grade has been recorded. Let people BYOD and let them decide where they want to do their learning and connecting.