Chaos from Order: Me @TED

Sometime ago, I gave a TED Talk. The extended transcript, by way of blog posts formed a six-part blog series, and the video was upload recently. The theme of the talk was essentially that we have become used to thinking of the educational system as a system to produce the learned rather than a system that fosters learners, and that scale is our biggest challenge today.

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As always, would love to hear your comments!

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Scale and Educational Systems

Educational systems do not scale well. We see that all around us. At smaller scales, these systems are far more effective than at larger scales. At larger scales, several constraints emerge rapidly – shortage of qualified teachers, lack of infrastructure, equitable access, degradation of learning experiences - that are primarily impacted by vision, capability and level of investments (government or private).

Since the educational system is, like Healthcare or even the government itself, primarily driven by the expert capability of human resources, there is even more pressure if we use the same systems to train/educate future human resources. Even with the promise of tools such as eLearning, intelligent tutors or e-tutoring that help reduce load on critical teaching resources, which is really a mode to reduce the adversity of scale, this primary capability is paramount.

I find this in my research over USA-India educational systems. The startling insight is that while there may be operational differences (learning autonomy is higher in the USA, teaching system is more transparent/accountable), fundamentally both countries are facing the same challenges (employability, access, equity, infrastructure, pressure on government funding, thrust on vocational training) despite there being a multiple of 4 in enrolments at school and projected multiple of 2 in HE enrolment (by 2020), if one was to compare the student population statistics (India has 4X school and will have 2X HE students as compared to the USA). We have 6 times the number of colleges. And so on.

In fact, the census (I am using this as a proxy for enrolment data which I have to find), shows that Finland, Denmark & New Zealand have a 05-24 years age group population of less than 1.5 mn people; and Australia has 5.5 mn in the same age group. But UK and USA have 15 mn and 85 mn respectively; while India has 451 mn! Finland, Denmark, New Zealand and Australia are the highest performing nations.

The UN Education Index gives these smaller countries the highest ranking in the world! Finland, Denmark, New Zealand, Cuba and Australia shared the top rank, USA is at rank 20, UK at rank 30 and India at rank 145. Not too surprisingly, the GDP per capita index by the IMF (2010) pegs the USA at rank 7, UK at 21, Australia at 10, Denmark at 17, Finland at 22, New Zealand at 32, India at 129. This showcases that despite having lower per capita GDP, all 4 top ranked countries have a better ranking. This is despite the general high correlation between the two indicators of nearly 0.81 (I took 169 countries and compared them), as would normally be expected.

This sort of questions positions like in this post, How does Finland’s Education become the Best in the World?, which tries to take what is good in the Finnish context and tries to apply it in the USA context, something I advise against for the most part.

From the Huffington Post comes another reiteration of do what works well elsewhere, Lessons from Finland’s Educational System. There is an interesting insight into the way the Finns think from what Dr. Pasi Sahlberg says:

Finns don’t believe you can reliably measure the essence of learning. You know, one big difference in thinking about education and the whole discourse is that in the United States it’s based on a belief in competition. In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth. 

Zaidlearn points to some interesting comparisons between the Finnish and Singaporean Educational Systems in The Finnish Education System rocks!. What is interesting here that Finland GDP per capita lags behind Singapore’s, but Singapore is 52 on the Education Index rankings.

I am basically trying to make the argument that traditional educational systems are unlike traditional industrial systems and cannot scale. In which case, international lessons could be learnt for micro-strategy or operational considerations, but perhaps not for macro, policy level changes.

More importantly, this is one piece that contributes to the thinking on alternate systems of education or to change discussions.

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3 Idiots: Educational Pedagogy or Fantasy

In case you didn’t know, 3 Idiots is now a record-breaking Hindi movie, that explores and exposes the educational system. As of the time of this post, it has been released worldwide and is the highest grosser in Indian cinema history (about US$68mn in 19 days and also made 43 million pounds worldwide to date).

The movie is based in a “traditional” academic setting in an engineering college, reputed for its excellence and for its no-holds-barred-excellence-is-the-most-important thing principal. The story revolves around 3 students who get to live together in the college hostel and become lasting friends. The story tries to bring to the front the problems created by a severe focus on grades and book knowledge and essentially laments the restriction of freedom of thought and reflection that has become a hallmark of the educational system. The term “idiot” is used to refer to not someone stupid but to an irrepressible free thinker who follows his heart.

It has caught the imagination of an entire nation of learners. And that fact bears important testimony to the popular perception that the academic system discourages free thinking, diversity of opinion, creativity and innovation because of it’s over emphasis on grades, bookish knowledge, competitive spirit and teacher-centricity.

The main “idiot”, played by Aamir Khan, is, in my opinion, the only idiot in the film. Born to the assistant of a rich man, he proxies all the way through engineering college for the rich man’s son. As a result, he gets to go where his interests take him, to whichever subject and teacher that excite his imagination. He is naturally inclined to be curious, his questioning ways earning him the ire of his teachers and the ridicule of his peers. But he is brilliant and ultimately emerges as a scientist with a large number of important patents to his name.

Aamir believes in free thinking, of questioning the dominant paradigm. Ultimately he converts the principal of the engineering college, who is fanatically entrenched in the “traditional” mindset, to seeing things in a different light. The movie ends with shots of Aamir in a “school” in Ladakh doing what he believes – teaching kids to let their imagination, innovation and creativity take over.

But there is a bit of demagoguery here, with no clear indication that the ideas are as revolutionary as they seem. For example, a point of discussion should be what is exactly being proposed. The movie is not clear on what or how this pedagogy and system really to be made possible. If it is argued that ultimately it is a movie and not a research project, I would argue that it is not a trifling matter given the reach and success of the movie and its ability to shape popular perception.

The applicability of these ideas and their sudden, almost inexplicable shift from a higher education setting to a school, is a little puzzling too. There is no evidence of Aamir’s school principal having the same endgame delirium as was the case with Boman Irani, who played the engineering college principal. The dynamics are very different between the two scenarios. 

Also, there is little evidence that creativity, innovation and imagination does not at all exist in the traditional system -sometimes teacher-heroes led and sometimes with an organizational focus. It then begs the question – are we talking of a change from inside the box or are we talking about something revolutionary that is at odds with tradition. I don’t see that debate happening around me. Most of the debate seems to be around how the movie has borrowed more from Chetan Bhagat’s Five Point Someone than anything else.

Conflicting verdict at the end for me, though. It leaves me wanting for more because it was hugely entertaining. And a trifle irritable because perhaps the matter should not be trifled with.

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LMS and SNS

Interesting contribution and ensuing discussion from George Siemens post on the Future of Learning: LMS or SNS. Had this brief discussion not long ago on Wilko’s blog.

What has Facebook taught us? That “social connections and information sharing” is the model that will be “successful in the long run”? I am sure George is not saying that it will be the ONLY successful model there is going to be. Also,  George lets out a fear of not using a Google service, for fear of it being revoked by Google if not successful – are we to worry too?

Was also really interesting to follow Ulises Mejias’ post on the tyranny of nodes. Ulises argues that “network undermines productive forms of sociality by over-privileging the node.” That is, by focusing on the nodes, we are obscuring the spaces that lie between nodes. Context is important, the ability to make connections and explore these dark spaces is what is important.

I am forever confused, though, why discussions on tools should precede discussion on the model. The tools will follow if the model or framework is defined, should not be the other way around. Janet does point out the amazing work around social media that some vendors are putting in to their LMS systems in her reviews and the challenges they face running both in parallel in an organization.

But to get into a discussion of whether ELGG is the best way or Moodle is really it is bringing the tools before the concept. The concept is NOT fleshed out yet. We do not have a working understanding of an implementation of networked learning beyond the collaboration tools we have today, much less an appreciation of how organizations can really implement it. For example, we do not know how to reconcile or present in alternative ways the nouns and verbs of a traditional LMS (and processes).

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The Open Screen Project

I am a little ambivalent about this one – the Open Screen project. Adobe is leading this initiative along with other majors such as Nokia. Their dream is to unify and defragment our experiences with internet, devices and media by providing a “consistent runtime environment for open web browsing and standalone applications”.

The runtime enviroment is one thought-out combination of device (PC, mobile phone, kiosk etc.), operating system, browser and media (read Flash) capabilities that they hope will get users “richer, more interactive, and universal user experiences across devices”. Basically cross-platform both in terms of viewing experiences and interaction possibilities (interoperability) that the new Internet engenders.

Why am I ambivalent? A $10 mn fund for developers over 2 years should perhaps be reason enough to realize the commitment of these players to the strategy. Moreover, a brief look at the supporting partners must rank as the who is who of telecom, computing and software. Not only that I saw that Adobe has committed to making AIR and Flash player open.

The response on the Silverlight side is also very interesting. Perhaps that is the reason for the ambivalence I have. I am sure there is space enough for two (or more) technologies to operate in the same space. However, this debate and struggle may result in greater defragmentation and lesser interoperability than before.

More to come…

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UK diaries

In the UK for a few days. Cool and windy on the streets of London right about now and it can get more than a little cold at times!

eLearningAge features this early May story from Caspian Learning, Caspian Learning offers Thinking Worlds to business, that offers easy 3D based simulation authoring that blends into the LMS. Read more at the thinking worlds site.

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On communities, processes and technology

A recent set of conversations with customers and colleagues around communities of practice, networked learning, tools and platforms has provoked a lot of thought.

One perspective, that was heavily process oriented & steeped in real life experiences, argued that unless processes and workflows (and related metrics) were established, implementing these tools in the enterprise would be exhausting and with little return for the amount of effort it would take to manage and the money it would cost.

Then I came across (thanks Swati and Shikha!) this Defence Acquisition University (DAU)  Community of Practice Implementation Guide, which provides a 14-step, 3 phaseprocess for setting up practices that could contain CoPs, Shared Interest Areas (SIA) and collaborative workspaces. This document is very elaborate and covers processes, roles, permissions, workflow, engagement rules and metrics for setting up CoPs and community knowledge bases.

With true process orientation, this document provides a fairly detailed best practice for the DAU in its community development initiatives. What struck me, at second glance, was the fact that it leverages the same principles that we would use to create and manage an enterprise unit. 

The second set of comments was around how useful or participated in really are blogs and wikis. Talk CoPs or networked learning, and all that people think of is Web 2.0 technology and tools, the hype not really difficult to understand, given that major technology vendors are pushing for implementation of these tools in their recent launches.

The perception that the process and/or the technology are responsible for making networked learning happen is problematic. This is especially true given the power laws we have experienced in terms of community participation and effectiveness or the constant refrain that elearning is not, perhaps, living upto its potential.

Stephen explains in his post, Connectivist Dynamics in Communities, that connectivist networks produce connective knowledge. Four elements  distinguish a knowledge-generating network from a mere set of connected elements. These are autonomy, diversity, open-ness and interactivity & connectedness. There are compelling arguments that Stephen makes, as in the past, that we need to respect these elements if we want to increase the probability of generating new knowledge (and make sense of the current base of knowledge). These elements can also be the basis of metrics and tracking.

George laments the inadequacy of tools for sense-making. He also declares “…But any view of society that does not start with the individual is disconcerting.“

All these views, taken together, suggest that there is something more to networked learning than just processes and technology. It is a connectivist approach, a model that focuses on how we learn, that provides us a different lens through which to regard fundamental questions such as how do we learn to perform in a fast changing environment or how do we get incited to participate in a network to create new knowledge.

More concerted thoughts to follow in good time…

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The digital life

I came across two ideas today that are part of a stream of developments that continue to amaze and intrigue me immensely. Mostly because of their impact on how we will be, perhaps, 10 years or so from now.

The first was when my colleagues at work showed me www.visualcomplexity.com and the second, a few minutes later in my mail, was George’s geo-broadcasting post. I now see many examples of how to THINK NETWORK (as opposed to thinking business or learning or society). As George says:

Why shouldn’t my history of search be combined with my interactions on facebook and used as a basis to provide me with important information…

We are now envisioning a digitally enhanced life where technology augments all our senses in multiple ways (Kurzweil?). Will it still make sense to think in terms of stereotypes such as web based training and instructor led training any more? Or is it the begining of , like Fabrizio Cardinali from Giunti Labs puts it, e-Learning 3.0 – Personal Ambient Learning - which he defines as:

…wireless, broadband and mobile networks transparently delivering ubiquitous and nomadic rich media content and learning services enabling media and skills based personalization to support users’ personal knowledge development plans.

Fabrizio talks about Personal Ambient Knowledge, location based and context aware (mobile learning, wearable learning, virtual worlds, location based games, on-field performance support). And Personal Ambient Knowledge as the killer technology for the knowledge society just as electricity was for the industrial society. He re-inforces Stephen’s assertion of learning:

Rather, the idea is that learning is like a utility – like water or electricity – that flows in a network or a grip, that we tap into when we want

I think it is out there and evolving in leaps and bounds every moment, and exciting to watch and contribute to in ways we only can. We are quickly moving to another inflection point that reflects a new understanding of technology that can enhance our digital lives, that can serve us from the shadows.

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Network based Training (NBTs)

I have written earlier about what I am proposing as the evolution from the CBT and WBT – the NBT or Network based training, for some time now. NBTs provide a framework for organizations who want to adopt Web 2.0 and networked learning (the connectivism way) in their systems. The main components of the NBT would be both learning process and tool based.

The NBT consists of the following components:

• a learning process that emphasizes learner participation prior to the course in setting up goals and sequences
• definition of agreed upon sequence of focus areas and learning events based on a temporal sequence
• agreed upon rules/structures of participation with weakly or strongly defined compliance
• defined initial roles for participant and educator (and others) that is consonant with a networked learning strategy
• initially defined ecology of 2.0 tools (blog, wiki, discussion forum, live conference events, other collaboration techniques etc) to be enmeshed in the course
• choosing appropriate collaboration techniques e.g. Delphi, shared maps,
• if required, avenues for structured peer review (could have multiple levels) and group work; if so required an expert review
• resource repository that captures suggested content for review and discussion; could include documents or web collaboration resources
• collaboration using techniques specifically suited for the context of the course; e.g. grouped concept maps if a goal is to create a resource base
• policy for sharing; e.g. if sharing with a wider audience is agreed upon, some way of sharing blog posts, discussions with personal blogs or social network could be explored
• statistics for the facilitator role to judge quantitatively and tools for analysis based on qualitative criteria
• setting up of a default network for the participants of the course (as more people join, a historian role is defined that brings them up to speed using a special mechanism for navigating the content, maybe through learner contributed summaries or commentaries)
• post assessment of learning experiences to evolve the learning ecology
• some way of integrating and reporting on the experience in both directions – organizational and personal learning environments
• norming of the participants on how to use; overcoming barriers to use

These would define an ecology within which much learning could happen. One possible view is that each NBT could become a “slice” of learning that could be linked to the PLE. Several such slices could be linked and could potentially inter-mesh to allow cross-disciplinary or cross-network linkages to promote diversity.

Obviously, from a technology point of view, one could go in two directions. One, allow loosely coupled 2.0 service integration. Two, create generic tools to store localized data and build bridges so that this information can be ported to available 2.0 services. The first allows for easy extensibility when a new 2.0 service or app comes along. The second encourages careful selection of appropriate learning tools (not just mash up anything with anything irrespective of the impact on learning – if something is indeed effective, one would rather build it in to the system in a generic fashion, giving far more control).

From a learning process orientation, specifically a connectivist orientation, it will be necessary to position the NBT somewhere along the range between individuals and groups, connectives and collectives, in an attempt to engender the greatest possibilities for leveraging the power of networked learning, collaboration and innovation. The prime challenges and constraints will lie in shaping policy, between open-ness and protection of IP for instance.

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Terror in Mumbai

It is a heartbreaking moment for all of us. Terrorists, coming by the sea route, have wrought havoc on the city of Mumbai, our financial capital. They have killed scores of people and injured many more. Many still remain hostage to them across different locations in the city. An angered community has lashed out at what it calls inept political management while at the same time lauding the many brave soldiers and policemen who lost their lives and those that are continuing to stage an offensive even as I write this post.

In such a time of distress, as has happened in India, as has happened across the world, a plethora of emotions are being voiced – anger, frustration, grief and helplessness. It is a time when one hopes that everything will be alright, that public memory will be a tad longer this time, that governments in the South Asian region will accelerate the pace of the attack on terrorism, that politicians will not be able to inflame tensions or garner political mileage and that somewhere, somehow educators will start playing their part in encouraging an environment where our society and others start reflecting and acting on the core issues – demystifying and encouraging collaboration throughout the communities they work with every day.

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Connectivism MOC – Posts

I have been writing over at my other blog, http://learnoscck08.wordpress.com and thought I would reference some posts here as well. It’s nearing the end of the Connectivism MOOC and it’s been a ride!

• CCK08 – Paper 1 – Position on Connectivism
• CCK08 – Learning formations
• CCK08 – Elluminate – Groups and Networks
• CCK08 – Passion vs Reason
• CCK08 – Brain and Learning – Part One
• CCK08 – Connectivism Impacts
• CCK08 – Network Based and Network Led Training
• CCK08: I’ve got the power (Moodle Forum)
• CCK08: Paper 2 – Changing Roles
• CCK08: Level One MindMap

Enjoy reading and do write in with comments!

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CCK08 – Connectivism and Connective Knowledge

Well, the first week is coming to an end. It has been an eventful one, leading me to start at the very basics – my conceptions of theory, knowledge, reality, beliefs, meaning, understanding, truth - and the evolution of pholosophical, psychological and educational thought and how it informs any discussion around learning theory. Check out some of the observations at the CCK08 website and http://learnoscck08.wordpress.com (my blog for the course).

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