Connectivism and Curators

In his website dedicated to Connectivism, George Siemens describes how traditional learning theories cannot adequately address the new facets and dimensions of learning in the digital age, where the “half-life of knowledge” is rapidly shrinking. (The half-life of knowledge is ”the time span from when knowledge is gained to when it becomes obsolete”…Gonzalez 2004, cited by Siemens in Connectivism: A Learning Theory for the Digital Age)


Today, “chaos is the new reality for knowledge workers” and learners must not only know where to look for knowledge, they must also rapidly evaluate different sources, select only what is relevant, and filter out the rest. “The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins”.

Connectivism recognises the role of networks and “other people’s experiences” in meaning-making. Connectivism sees learning as a process that is not entirely under the control of the individual. Learning or actionable knowledge resides outside the learner in the network of connections between entities.

Knowledge resides in different people and institutions, interlinked through many different constantly shifting, living networks. Individuals and organizations feed the networks and the networks in turn feed the individuals and organizations. The trick is to foster and maintain an effective knowledge flow between the individual and the network, “Learning is a process of connecting specialised nodes or information sources”.

Hence pattern recognition, or the “ability to see connections between fields, ideas and concepts” becomes vital. This concept is similar to DeGroot’s (1965) findings that experts were able to see patterns and connections not evident to novices. In today’s world, the body of information and knowledge resides in a constantly shifting network. Hence, we need to build a new breed of learners that can effectively contribute to as well as tap the network to obtain accurate and up to date knowledge. They must network and constantly contribute to the network for a value exchange.

Recently, a connection on LinkedIn (thanks Christopher Pappas!) shared this very useful resource on Free E-learning Books. I am in turn sharing it on this blog…and perhaps you will find something of value in this share. This is Connectivism - the new mantra for Learning in the Digital Age.

In another discussion, Siemens explores the role of edubloggers who offer a commentary on current trends and technologies in education and share not just resources, but their thoughts and ideas.

“They serve as curators of ideas, connections, philosophies, and world views. They create frameworks of interpreting and understanding history, new technologies, and trends through their work and public dialogue…”.

He extends this analogy to the role of the teacher, in providing an interpretation of content, knowledge or ideas being explored.

“A curatorial teacher acknowledges the autonomy of learners, yet understands the frustration of exploring unknown territories without a map. A curator is an expert learner. Instead of dispensing knowledge, he creates spaces in which knowledge can be created, explored, and connected. While curators understand their field very well, they don’t adhere to traditional in-class teacher-centric power structures. A curator balances the freedom of individual learners with the thoughtful interpretation of the subject being explored.”

So, how good a curator are you?

(Don’t) Do As You’re Told!

Resident of Daulatabad Fort, Aurangabad, India (November 2010)

Image courtesy: Paavan Karia

In 1963, social psychologist Milgram explored the effect of authority on obedience. The question was how much pain would one person inflict on another simply because they were ordered to do so?

Participants were asked to administer increasingly severe electric shocks to a “learner “(actor), if they answered questions incorrectly. If they hesitated to administer the shocks, they were pressured to do so by the experimenter. (In reality, no shocks were given, but participants believed that they were being inflicted).

Milgram found that 65% of the participants were willing to inflict the maximum voltage level as punishment. Only a minority questioned the experiment and refused to inflict the shocks.

It appears that the essence of obedience lies in conditioning and to some extent, a diminished sense of responsibility. It appears that we are culturally conditioned to obey. How much of that conditioning takes place at home, in schools and educational institutions?

Before Milgram's experiment, in the 1950s, Solomon Asch conducted experiments to study conformity in groups. He found that nearly 75 percent of the participants went along with the rest of the group at least once, even though the group opinion was clearly erroneous. Apart from the need to be liked and an aversion to isolation, perhaps this is based on a belief in the superior wisdom of the group.

"The tendency to conformity in our society is so strong that reasonably intelligent and well-meaning young people are willing to call white black. This is a matter of concern. It raises questions about our ways of education and about the values that guide our conduct."

Interestingly, Asch also found that subjects conformed much less if they had an ally, and that even a single ally made a big difference to conformity levels. So, support from just one person can give people the courage to dissent.

Mahatma Gandhi, Rosa Parks, Martin Luther King are icons for dissent. They were able to give millions of people the courage to disobey the establishment and they were the driving force of major civil disobedience movements that changed the world.

So how do we foster an education that encourages people to live authentic lives, and develop a self-awareness that enables them to question and transcend their own conditioning to be true to themselves?

Remember John Lennon’s beautiful song Stand By Me?

“When the night has come
And the land is dark
And the moon is the only light we see
No I won't be afraid
No I won't be afraid
Just as long as you stand, stand by me…”

The Selfish Gene

We are back in the chaos of Mumbai again and it feels as though we were never away. Construction work is going on everywhere, and traffic jams at every point give me lots of time for meditation. Tall buildings have sprung up in many places and it's hard to believe how quickly change has happened. Property prices have soared so much that I cannot see how future generations of young people will ever be able to buy their own homes. Large popoulations live in faraway suburbs and commute 3-4 hours daily. And another section of people are paying hundreds of millions for small one bedroom homes. The city is is held together and functions because of drivers, policemen, security guards, cooks, maids, taxiwallas, and rickshawallas and the indispensible dabbawallas. The exploitation of one class by another continues. As it has since the times of early Man.

There is still too much poverty. It is hard to stand by and watch. So people have developed an indifference to the scenes that greet them everyday, at railway stations, along railway tracks, near shanty towns that they must pass to get to work. Yet there is an amazing spirit and good naturedness about the working people of Mumbai, who are resigned to the steady degradation of their environment and the daily struggle.

Richard Dawkins' book The Selfish Gene, first published in 1976 makes for good reading even today and provides an insight into the genetic basis of human psychology and social interaction. He explains the genetic roots of selfishness and altruism, of racism and patriotism. He describes Man as "the survival machine", the vehicle used by genes for their own continuity. "A body really is a machine blindly programmed by its selfish genes" (p. 146).

He talks about "evolutionarily stable strategies", designed and programmed into Man for the perpetuation of the species. While genetics to some extent, explains the fundamental differences in outlook and worldviews of men and women, he also recognises the role of culture in shaping behaviour. He goes on to explain the genetic roots of Kamikaze behaviour, cooperation and self-sacrifice, and parasitic organisms. But at the end of it all, there is the recognition that Man is perhaps the only machine that can override genetically programmed instructions.

"One unique feature of man....is his capacity for conscious foresight. Selfish genes...have no foresight. They are unconscious, blind, replicators."

BUT,

"We are built as gene machines and cultured as meme machines, but we have the power to turn agains our creators. We, alone on earth, can rebel against the tyranny of the selfish replicators."
Much needed insights for survival in Mumbai.

The Musaafir Must Move On

The view from Porth Clais Campsite, St. David's, in Pembrokeshire

The word "Musaafir" means traveller. I like to think of myself as the eternal Musaafir, always on the move, always searching, always on a journey. Now the Musaafir must move on. It is time to leave. The breathtakingly beautiful hills and valleys of Wales, the daffodils, the tinkling streams, the arctic winds, the rocky cliffs and the sight of the seagulls circling above will always remain in our hearts. Wales has become a part of us now and we carry it back with us.

We are returning to Mumbai to be back with the family. And to an exciting new role working to develop innovative science education resources for schools in India. An opportunity to repay the debt I owe the wonderful teachers and all the people who have played their part in my education there.

Some people ask me why I am leaving this beautiful place and do not understand me when I say I am terribly homesick. No, I am not homesick for the traffic, the noise, the pollution. I am homesick for all the wonderful people who shared my journey over there, and it is hard to live in heaven without the people who matter most.

So when I read this brilliant piece by David Brooks in the New York Times, I felt I had to share it on this blog. He discusses the research and study of the relationship between happiness and money:

"If you want to find a good place to live, just ask people if they trust their neighbors. Levels of social trust vary enormously, but countries with high social trust have happier people, better health, more efficient government, more economic growth, and less fear of crime (regardless of whether actual crime rates are increasing or decreasing).....The overall impression from this research is that economic and professional success exists on the surface of life, and that they emerge out of interpersonal relationships, which are much deeper and more important...."

He goes on: "The second impression is that most of us pay attention to the wrong things. Most people vastly overestimate the extent to which more money would improve our lives. Most schools and colleges spend too much time preparing students for careers and not enough preparing them to make social decisions. Most governments release a ton of data on economic trends but not enough on trust and other social conditions. In short, modern societies have developed vast institutions oriented around the things that are easy to count, not around the things that matter most. They have an affinity for material concerns and a primordial fear of moral and social ones."

Does this resonate with you?

Keep Evolving - your descendents will thank you!

I really liked this line from an advertisement for the Scientific American magazine! To keep evolving, we must constantly respond to change. Which involves both learning and unlearning. For those of you who enjoy living on the cutting edge of change, visit Unlearning 101 for some useful and thought-provoking insights, for example this Powerful Lesson in Unlearning.

Coming back to the Scientific American, I was reading an article, Watching the Brain Learn, by R. Douglas Fields, in which he discusses the research into the changes that occur in the brain as a result of learning a new skill, such as juggling.

You may also enjoy this discussion on the brain and the myth of multi-tasking. Thank you Brain Friendly Trainer.

The journey continued from here to Dr John Medina's site where I found this excellent slideshow, a must for all interested in learning and teaching, as it explains how patterns and emotion influence how we assimilate information and the downsides of divided attention. Two important things I carried in a doggy bag from his blog (there's lot's more, but you'll have to read it yourself!):

1. Words presented in a logically organized, hierarchical structure are much better remembered than words placed randomly
2. Meaning before details - embedding associations between different pieces of information improves retention

Check out the YouTube videos, I especially liked the Death by Powerpoint clip.

Human Touch - A Key Ingredient

Hello there! Good morning and hope you are well and that the sun is shining over you!

It has been a while since I last posted to this blog. The past few weeks have been filled with a whirlwind trip to Mumbai, and then a chilling return to the coldest winter in thirty years in the UK.

Picking up from where I left off in the last post, today, we'll talk about a key element in human interaction that is often missing in human-computer interaction and in digital resources created for e-learning – the friendly touch. What does this really mean, and why is the human touch necessary for positive, gainful, interaction? Some recent research sheds more light on the subject.

“A warm touch seems to set off the release of oxytocin, a hormone that helps create a sensation of trust, and to reduce levels of the stress hormone cortisol”.

Aha. This is something that perhaps we all instinctively know and understand. Yet, isn't it amazing how the human touch is often missing in the way we communicate, and in the way we create learning for the new age.

For those of us whose bread and butter often depends on hours spent on a machine that has become a much revered family member , and who like me, must work in virtual teams and do not often experience the joy of face to face communication with the project team, this becomes a critical factor in how we work together as a team and cooperate and collaborate. Ever thought about how the tone of your email can change with a simple greeting at the start?

So I’ve been thinking about this a lot. About the need to change the way we communicate, both online and offline, in a way that metaphorically at least, communicates the human touch. Very much a design issue don’t you think?

The Social Brain and The Need to Connect

I am a die hard fan of Dr Who, a British science fiction television series, in which the last of the Time Lords, (Dr Who) travels to different worlds in his amazing ship, the Tardis.

It’s a lonely life for the Doctor, whose world and people have long since been destroyed. Of course, it is the Doctor’s lovely lady companion, a woman from Planet Earth, who keeps him centred and helps him in his task of saving the different worlds from annhilation.

Now why am I going on about all of this? In one particular episode, New Earth, Dr Who discovers a hospital in which there are hundreds of pods containing artificially-grown humans, forcibly inflicted with numerous diseases. These human lab rats have never had contact with other humans and have never experienced being touched. Imagine that.

If you’ve not guessed it by now, the topic today is Social Brains.

The Channel 4 documentary, Man on Earth explores how Homo Sapiens survived the last Ice Age, and the events that led to the disappearance of their cousins, the Neanderthals. It is because the Neanderthals lacked our 'social brains', that they were unable to work out simple trades for goods and get help from outsiders, and this is what eventually led to their starvation and dying out in lonely communities.

Ralph Adolphs discusses the role of the social brain, or the “orbitofrontal cortex, which is located at the base of the frontal lobes, right behind the eyes, and the amygdala, a small structure deep within the brain. These two seem to integrate cognition and emotion, linking what we see in the outside world to an emotional response to it.” He describes the case of Phineas Gage and other patients who have suffered damage to the orbitofrontal cortex.

“If you ask these patients what their main difficulty in life is, they’ll tell you it’s social—they can’t understand other people’s emotions…In fact, their impairments in many respects resemble those seen in people with high-functioning autism.”

For more insight into the role and importance of social networks, the need to stay connected, and how even perceived isolation can be damaging, watch this video in which Professor John Cacioppo, co-founder of the study of social neuroscience, outlines the vital importance of altruistic behaviour, social connection, and inclusive communities.

Now what does all this tell us? And what should we now keep in mind when we try to create more effective learning programmes?

Angel's Advocates and Creating New Social Norms

The Wired to Connect dialogues is a series of dialogues between Daniel Goleman and several leading thinkers. In the dialogue called The Inner Compass for Ethics and Excellence, Daniel Goleman and Naomi Wolf share their thoughts about how to create new social norms and cultures in which women develop their leadership.

Naomi Wolf explains how in order to be heard, women need to use their "true voice" and let go of old, overlearned responses such as, presenting a "false front of compliance" and "playing it safe" and "placate". For women who want to make change, there is a need to get over the aversion to criticism. In order to change this wiring, they need to live by the maxim, feel the fear and do it anyway.

Goleman speaks about how Neuroplasticity comes into play - the brain shapes itself through repeated experiences and it's only by putting women in a place where they are compelled to take risks, will these old, play-it-safe responses be overwritten.

Goleman explains this shift in terms of the amygdala, the part of the brain that receives direct inputs from the senses, to trigger a response even before these stimuli are registered by the neocortex or the thinking centre. The amygdala triggers an emotional response even before the cortical centres (or the thinking brain) have fully understood what is happening.

When women speak with their true voices, this shift resonates outwards, and is instantly and almost unconsciously, perceived by listeners (via the amygdala) and plays a significant role in building trust.

Goleman shares a story about an organisation that has developed the concept of the Angel's Advocate, a powerful and real way of creating a new culture and social norms. In this organisation, there is a tradition that whenever anyone advocates a new idea, the next person who speaks must support it. This allows breathing room for new ideas, and ensures that not every new idea is killed at the outset. This practice is now standard operating procedure in that organisation.

So for all of you who long for change - there's many routes - use your true voice, face up to and do not fear criticism, take risks often, and be an angel's advocate...in Gandhi's words, well, just go ahead and be the change!

I Want it Now(!)

We recently came across a product called I Want It in an electronic goods store and had a good laugh about its tongue-in-cheek jibe at today's consumer. Something to think about in this fast moving, fast changing world, where attention spans are short and the name of the game is instant gratification. It is a world where people want quick results and easy answers.

In his book Emotional Intelligence (Why it can matter more than IQ), Daniel Goleman describes The Marshmallow Test conducted by Walter Mischel. A group of four year olds were offered two marshmallows if they could wait till the researcher returned, and one if they didn't want to wait.

"There is perhaps no psychological skill more fundamental than resisting impulse. It is the root of all emotional self-control..." (Goleman, 2004, p.81)

When these children were tracked down fourteen years later, it was found that those who had resisted temptation at the age of four, were now more socially competent and better able to cope with life's frustrations than those who had given in to impulse and grabbed the one marshmallow. They also fared better academically than those who had acted on whim. "More than a decade later, they were still able to delay gratification in pursuit of their goals."

But there's hope for us all. As Goleman states, "There is ample evidence that emotional skills such as impulse control and accurately reading a social situation can be learned."

Reference: Goleman, Daniel,(2004), Emotional Intelligence and Working with Emotional Intelligence, Bloomsbury Publishing

The long and winding road to happiness

This post is for those who have never lived in India and who have never experienced the rigours of working toward the entrance exams for the famous Indian Institutes of Technology (IITs).
A true test of endurance.

For an indepth discussion and greater insight into the factors involved in success, read The Outliers by Malcolm Gladwell. He describes the role played by a culture, a culture of sheer effort and hard work in determining the rise to success. And he writes about the role of summer holidays in widening the achievement gap. "Cultures that believe that the route to success lies in rising before dawn 360 days a year are scarcely going to give their children three straight months off in the summer." (p.260) He tells the story of the KIPP Academy (p.250), "the miracle school that transforms losers into winners" (p.263) and the price the children pay to break out of poverty.

"Outliers are those who have been given opportunities and who have had the strength and presence of mind to seize them."

Wait no more. Seize the moment and get to work finding your dreams. Because Time Wastes Too Fast.