Exploring the Divided Brain – Trying to be sane in an insane world

21^st August 2016 pm – a 4 day course with Iain McGilchrist. Day 3 (pm)

This is the fifth in a series of posts in which I am sharing the notes I took whilst attending a 4 day course- Exploring the Divided Brain- run by Field & Field and featuring Iain McGilchrist.

Here are the links to my previous posts:

Day 1 (am). Introduction to the Divided Brain

Day 1 (pm). The Divided Brain and Embodiment

Day 2 (am). Time, Space and Reality

Day 2 (pm). The One and the Many

Day 3 (am). Where can we go for truth?

 

Trying to be sane in an insane world (What can we do about the mess we are in? Answers on the back of a postcard please.)

This question was also asked on the course last year at the same stage in the course. This is the post I wrote then – 28-03-2015: Trying to be sane in and insane world.

Iain started this year’s session by reading David Whyte’s beautiful poem – The Winter of Listening. Despite that it was a summer day, it was easy for us to see the relevance of this poem not just to the topic, ‘Trying to be sane in an insane world’, but also to previous sessions in the course.

The Winter of Listening
by David Whyte

No one but me by the fire,
my hands burning
red in the palms while
the night wind carries
everything away outside.

All this petty worry
while the great cloak
of the sky grows dark
and intense
round every living thing.

What is precious
inside us does not
care to be known
by the mind
in ways that diminish
its presence.

What we strive for
in perfection
is not what turns us
into the lit angel
we desire,what disturbs
and then nourishes
has everything
we need.

What we hate
in ourselves
is what we cannot know
in ourselves but
what is true to the pattern
does not need
to be explained.

Inside everyone
is a great shout of joy
waiting to be born.

Even with the summer
so far off
I feel it grown in me
now and ready
to arrive in the world.

All those years
listening to those
who had
nothing to say.

All those years
forgetting
how everything
has its own voice
to make
itself heard.

All those years
forgetting
how easily
you can belong
to everything
simply by listening.

And the slow
difficulty
of remembering
how everything
is born from
an opposite
and miraculous
otherness.

Silence and winter
has led me to that
otherness.

So let this winter
of listening
be enough
for the new life
I must call my own.

Iain told us that he is a ‘hopeful pessimist’ and it was worth holding on to this as it turned out to be a ‘dark’ session, one that could easily leave you depressed.

For Iain, we have built a sick society, a WEIRD world (Western, Educated, Industrialised, Rich and Democratic), where we are living a lie, where competition is more important than co-operation, and where we are seeing less and less of the world and are becoming more like machines. We are obsessed with making better machines rather than better people. We are not happier than when we were materially less well off. There are many kinds of truth and many points of view and there is strength in pluralism, but we are controlled and manipulated by the uniformity promoted by business, advertising and the like. Technology is not neutral. It is highly invasive and there is already evidence that shows that the impact of technology on children is a loss of intimacy and imagination. Teachers have noticed that children can no longer sustain attention, they lack empathy and have difficulties reading the human face, all consequences of left hemisphere dominance.

Iain has anecdotal evidence and has referenced research findings to support this pessimistic view of our Western society. Thinking further about this part of his session I have some sympathy with his view of technology, but technology is a broad brush term and maybe we need to be more specific. I would also like to see a bit more evidence for the observation about happiness and I would be interested to read the research on children being less imaginative and empathic these days.

Iain believes that invisible dogmas are even more dangerous than visible dogmas. Having and controlling has got us in this mess and now life is full of paradoxes. For example

• In wanting a paperless technological environment we use more and more paper
• In trying to improve education through dictating the curriculum we discourage free thinking
• The overuse of antibiotics results in bacteria that we can’t control
• In trying to protect our children we make them risk averse
• In striving for equality we create inequality

As an aside, my current reading is Jeremy Knox’s book – Posthumanism and the Massive Open Online Course, in which he seems to agree with this last point. Knox believes that massive online courses are promoting a new form of colonialism and new forms of exclusion. I both agree and disagree. I think its people who exclude, not courses or technology, but that’s not to deny that exclusion can happen.

Iain gave us many more examples of these paradoxes.

Through his research and his book The Master and his Emissary, Iain suggests that we are approaching another dark age, when the balance between left hemisphere and right hemisphere is lost and the left hemisphere dominates. This has happened before (as written about in the second part of his book), but he thinks this time, because of our technological advances, we have too much power over nature.

So what should we do? Iain’s view is that we need a call to arms to effect cultural change; change from both the bottom up and the top down, change of the hearts and minds of people. But the left hemisphere has a stranglehold on the means of communication of the right hemisphere (p.374, The Master and his Emissary). It is hard to articulate the right hemisphere’s point of view.

Iain thinks we need to be more modest in our material demands (see William Ophuls’ books in the reference list); we need to know each other better, to be the change we want to see in others, and instead of fighting the existing paradigm, create a new one which renders the old one obsolete. Most of all we need to start with the education of our children. The future lies in our children. At this point Iain (by his own admission) went off on a passionate rant about what schools should be doing. Here are some of the things he said:

• Introduce mindfulness as a spiritual exercise into the curriculum. Children should practise mindfulness every day.
• Use cognitive behavioural therapy in schools to help children detect biases in their thinking. There should be at least one session a year.
• Teach children to think critically, learning to see both sides of every question
• Teach conflict resolution
• Re-introduce learning by heart (e.g. poetry) and the mastering of skills
• Promote embodied learning
• Schools should be challenging but give children the freedom to think
• Remove from the curriculum topics/subjects that the children can easily learn out of the classroom

Personal reflection

If we agree that the left hemisphere has become dominant, and Iain presents plenty of evidence to support this view, then I appreciate the difficulty of making the case for the right hemisphere’s view of the world through the left hemisphere. Iain quotes a lovely passage from I. Berlin on p.374 of the Master and his Emissary that seems to perfectly sum up the difficulty.

I wish to convey something immaterial and I have to use material means for it. I have to convey something which is inexpressible and I have to use expression. I have to convey, perhaps, something unconscious and I have to use conscious means. I know in advance that I shall not succeed, and therefore all I can do is to get nearer and nearer in some asymptotic approach; I do my best ….

I am in broad agreement with Iain’s arguments, but I wonder whether in having to fight the case for the right hemisphere, we sometimes give the left hemisphere an unfairly rough deal. Iain was at pains to point out that we definitely need the left hemisphere’s view of the world. We would not, as a civilization, have achieved much of what we have achieved without the left hemisphere. But it seemed on the course that a lot of our society’s problems were being placed squarely at the door of technological advance. On the one hand the problem is obvious; it can seem as though life isn’t real if we don’t record it (see my post on The One and the Many); we take photos of our meals in restaurants, we tweet the minutiae of our lives and so on. On the other hand advances in technology have made an enormous difference for the better to so many people’s lives. For example, children on the autism spectrum with right hemisphere damage can communicate through robots, and people across the world can gather in global networks and communities of practice to effect change through the affordances that technology can offer for networked cooperation and collaboration. So it is not all bad.

Like some of the other course participants, I don’t think we can go backwards. I agree that we may need to be more modest in our demands, but I don’t think it will work to ask people to go backwards. We need to feel that we are growing and progressing. As one participant said, we cannot un-know what we already know. So I do agree that perhaps the only way forward will be to render the existing paradigm obsolete and offer something with more hope, something that makes sense and that we will not be able to refuse.

In listening to Iain over this four day course and in writing these posts, it might seem that it was four days of doom and gloom. It was easy ‘hear’ and understand this message, and I know I wasn’t the only person to find this session depressing, but I didn’t find the course as a whole depressing. ‘Challenging’ and ‘stimulating’ are the words that come to mind.

 

Authors/people referred to during the session

Nicholas Carr (2011).  The Shallows: How the internet is changing the way we think, read, remember

Sue Gerhardt (2004). Why love matters: How affection shapes a baby’s brain.

Susan Greenfield (2015). Mind Change. How digital technologies are leaving their mark on our brains

See also this Guardian article

Nancy Kline (2002). Time to think. Listening to ignite the human mind.

Knox, J. (2016). Posthumanism and the MOOC: Contaminating the Subject of Global Education. Abingdon: Routledge.

Susan Maushart (2010) The Winter of our Disconnect: How one family pulled the plug and lived to tell/text/tweet the tale 

William Ophuls (2012). Immoderate Greatness: Why Civilizations Fail. CreateSpace Independent Publishing Platform.

Heidi Ravven (2013). The Self Beyond Itself: An Alternative History of Ethics, the New Brain Sciences, and the Myth of Free Will. The New Press

Sherry Turkle (2015) Reclaiming Conversation. The power of talk in a digital age.

Questions for Iain McGilchrist on the implications of the divided brain for education

At the end of next week I will attend, for the second year running, Iain McGilchrist’s four-day course on Exploring the Divided Brain  organised by Field & Field and taking place in the Cotswolds, UK.

At the end of last year’s course, Iain talked very briefly about the implications of left hemisphere dominance for education. I know from another of Iain’s talks that I attended in Edinburgh a couple of years ago, that he is now writing a book which focuses on education – The Porcupine is a Monkey . I am hoping that we will hear more about this on this year’s course.

I have been interested in the links between Iain McGilchrist’s ideas about the Divided Brain and teaching and learning, since I was pointed to his book by Matthias Melcher (@x28de) in 2011. Matthias and I have often discussed the possible links between McGilchrist’s work and Siemens’ and Downes’ work on connectivism. As such I am hoping that the following questions might be discussed on the course next week.

If (as discussed in the book The Master and his Emissary) we are living in an age of left hemisphere dominance, then how can a left hemisphere dominant population recognise the merits of right hemisphere thinking?

A recently developed theory for education in a digital age is ‘connectivism’. This theory has been proposed by George Siemens and Stephen Downes. The theory posits that knowledge is in the network of connections between people, concepts and neurons, and that learning involves the creation and navigation of networked connections. In addition, Stephen Downes claims that knowledge is pattern recognition, although in a paper critiquing connectivism, Clara and Barbera have questioned how we can recognise something that we don’t already know. In what ways does the theory of connectivism align with the functions of the left and right hemispheres of the brain in relation to recognition and representation?

Connectivism is a theory for a digital age. Advances in technologiy increasingly focus on virtual and augmented reality and machine learning (e.g. the use of pattern recognition machines to study paintings ) Given these sorts of developments, can we say that technology can function like the right hemisphere and if so, what might be the implications for left hemisphere dominance?

Last year’s course was very thought provoking. I wrote a blog post about each of Iain’s sessions. Here are the links – The Divided Brain – A four day course with Iain McGilchrist.  I am expecting to find this year’s course equally thought-provoking.

Teaching and Learning in the Rhizome: challenges and possibilities

On Thursday 18^th June Frances Bell and I presented a session at Liverpool John Moores University’s Teaching and Learning Conference, which earlier in the year put out a call for papers which could address the theme: ‘Locations for learning: where does the learning take place?’

We immediately recognized that our research into rhizomatic learning would fit this theme. The rhizome has been used as a metaphor for teaching and learning by many educators who are interested in encouraging learners to explore new spaces for learning.

This is the Abstract we submitted.

We can no longer preserve the illusion that learning is bounded by the classroom or other formal educational structures. Learners routinely navigate complex uncertain environments offered by social media and the web. Beyond the boundaries of the classroom, on the social web, learners enter the rhizome.

Our research in a massive open online course, Rhizomatic Learning: The community is the curriculum (now known as Rhizo14) revealed mixed learner experiences. Rhizo14 was modelled on Deleuze and Guattari’s principles of the rhizome, outlined in their book ‘A Thousand Plateaus’, although ultimately it was an experiment about learning in an age of uncertainty and abundance, rather than a course about the rhizome. The experiment sought to learn about what happens when learners take control of their learning and through connection and interaction determine the curriculum.

As a location for learning, the rhizome challenges traditional views of education, allowing entry anywhere and knowing no boundaries. Within a rhizome, learners select and follow their own learning paths, taking many ‘lines of flight’ and travelling as nomads. Learning takes place through a multiplicity of connections, continually being formed, broken and reformed. Learners learn from each other and together create their own curricula; hierarchies and authority are eschewed.

Learning in the Rhizo14 rhizome had both light and dark sides. It was motivating and stimulating, leading to intense creativity, engagement and transformational learning, but the freedom to roam increased learner vulnerability. In the absence of an ethical framework, the burden of ‘teaching’ fell on to the most active with some unintended and invisible consequences.

We will discuss with the audience how learning ethically in the rhizome might take place and how freedom and responsibility might be balanced.

Mackness, J. & Bell, F. (2015). Rhizo14: A Rhizomatic Learning cMOOC in Sunlight and in Shade. Open Praxis. 7(1), p. 25-38

Over 400 delegates, mostly from the University but also including a few external presenters like ourselves, signed up for the conference and more than 80 sessions were presented over the two days. It was a lively conference and an enjoyable experience.

For our session we had 25 minutes in which we wanted to leave as much time for discussion as possible. As such we spoke for about 10 minutes, and then spent the remaining time discussing the challenges and possibilities of rhizomatic learning with our audience.

At the start we asked whether anyone was familiar with Deleuze and Guattari’s work on the principles of the rhizome. Two people were, but the concept was new to everyone else. In the time we had available to us we were only able to briefly outline what happened in Rhizo14 and the rhizomatic principles that inspired it. We then asked participants to divide into groups to discuss four statements that we hoped would stimulate thinking about the challenges and possibilities of using the rhizome as a concept for teaching and learning:

• Learning requires boundaries
• Learners cannot be trusted to select and follow their own learning paths
• Learners can create their own curriculum through peer interaction
• Learners and teachers know how to balance freedom and responsibility in social learning spaces

Ultimately only the first three statements were discussed but the feedback culminated in a response to the fourth statement.

Learning requires boundaries. The group discussing this statement felt that boundaries are helpful and that learners benefit from different types of boundaries at different times. Sometimes boundaries need to be rigid, which they represented by drawing a solid line, sometimes more flexible, which they represented with a dotted line. They acknowledged that looser institutional boundaries allow for more personal learning and that boundaries are always moving.

Learners cannot be trusted to select and follow their own learning paths. This group thought that selection is part and parcel of the learning process because learning goals change as the learning progresses. They made the interesting comment that the learning path is determined by a process of elimination.

Learners can create their own curriculum through peer interaction. This group wanted to change the word ‘create’ to ‘shape’. They thought that it is possible for learners to shape their own curriculum through peer interaction with facilitation and guidance, but they recognized that ultimately the curriculum would be determined by the majority and that there would be institutional constraints.

In listening to these responses we felt that all three statements had been discussed in the context of balancing structure and freedom, which relates to the fourth statement, and to ideas that we continue to explore in our ongoing research into rhizomatic learning.

We were very pleased with how this session went. Participants only had 15 minutes for discussion and feedback, but all engaged with the prompts and each group responded with thoughtful and insightful comments.

Many thanks to all those who attended our session and engaged so actively, and also to Elena Zaitseva, who chaired the session, fully engaged herself and kept us all to time so well.

ALTC14 – Two keynotes: the power of stories

Today has been the last day of the ALT Conference for 2014.

As an online participant, I was able to listen to two really great keynotes, given by two women who are always worth listening to.

1. Keynote Speech from Catherine Cronin – Navigating the Marvellous: Openness in Education

 NB: Audio does not start on this video until 4.26.

Inspired by a Seamus Heaney poem, Catherine will explore “navigating the marvellous”, the challenge of being open in higher education. To be in higher education is to learn in two worlds: the open world of informal learning and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; developing different skills, practices and identities in different learning spaces. Both students and educators make choices about the extent to which they learn, teach, share and interact in bounded and open spaces. If, as Joi Ito has said, openness is a “survival trait” for the future, how do we facilitate this process of opening? The task is one not just of changing practices but also of changing culture; we can learn much from other movements for justice, equality and social change.

2. Keynote Speech from Audrey Watters – Ed-Tech, Frankinstein’s Monster, and Teaching Machines (See also http://hackeducation.com/2014/09/03/monsters-altc2014/)

What does it mean to create intelligent machines? What does it mean to create intelligent teaching machines? What does this mean in turn when we talk about using these technologies to create intelligent humans? A romp through literature and the cultural history of ed-tech to talk about teaching machines and monsters.

Both talks were powerful and I wonder if that was because they both took a ‘story-telling’ approach.

Catherine talked about levels of openness, quoting Jim Groom as saying that ‘Openness is an ethos, not a license’. We cannot know who will benefit from the resources we share, but we have to take the risk. I don’t think we should underestimate this risk for our students and have discussed the pedagogy of risk elsewhere on this blog. I don’t think Catherine underestimates the risk.

The title of Catherine’s talk Navigating the Marvellous: Openness in Education was inspired by Seamus Heaney’s poem – Lightenings

The annals say: when the monks of Clonmacnoise
Were all at prayers inside the oratory
A ship appeared above them in the air.

The anchor dragged along behind so deep
It hooked itself into the altar rails
And then, as the big hull rocked to a standstill,

A crewman shinned and grappled down the rope
And struggled to release it. But in vain.
‘This man can’t bear our life here and will drown,’

The abbot said, ‘unless we help him.’ So
They did, the freed ship sailed, and the man climbed back
Out of the marvellous as he had known it.

She used this poem to explain that things that are so normal to us may be marvelous and strange to others – so strange that they cannot breathe – and that the dichotomy of formal and informal learning can make students feel ‘other’ and unable to breathe. She believes that as educators we need to try to understand the spaces that students occupy – physical, bounded online (e.g. VLEs) and open online spaces – and what is possible in these spaces to ensure that students can ‘breathe’ in them all. She then shared many stories with us of the ways in which she and her students are working to come to grips with the process of openness in education.

Audrey also took a storytelling approach. She described herself as a folklorist who is interested in hidden and lost stories – stories from history, literature and science, which she weaves together to illustrate her point – in this case that monsters have been created in the name of Ed-Tech. She drew on the poetry of Walt Whitman and Lord Byron, the history of the Luddites, the science of B.F. Skinner’s teaching machines, the work of Ayn Rand and Mary Shelley’s story Frankenstein, to make a compelling case for the dangers we face from technological monsters which she believes we have created through a lack of care and thought. Near the end of her talk Audrey left us with a quote from Hannah Arendt:

Education is the point at which we decide whether we love the world enough to assume responsibility for it.

She noted that in an age when many jobs will be replaced by automation, we must love and care for our machines lest they become monsters.

Whilst listening to both speakers, I was struck by the power of a story and was reminded of the work of Chimamanda Ngozi Adichie who in this Ted talk  explains, from personal experience, the danger of the single story and says:

The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.

 This is not a video, but an image. I have provided a link to the video above

Both Catherine and Audrey seemed to be aware of alternative perspectives; Catherine that her students have ‘other’ perspectives and different stories, and Audrey that stories are multi-faceted and that we can confuse the characters within stories.

As listeners to stories (and keynotes :-)), we have a responsibility to be aware of alternative perspectives and to engage critically with the stories, particularly since they can be so powerful in getting across a point.

Diversity and Peer Assessment in OldGlobe MOOC

I am finding OldGlobeMOOC a fascinating experience – quite unlike any other MOOC I have participated in, and my first xMOOC. For me one of the best things about OldGlobe is the diversity of the participant group. All the other MOOCs I have participated in have attracted groups in which similarities can easily be seen, i.e. mostly from academic backgrounds or interested in e-learning technologies.

But OldGlobeMOOC is truly diverse. It has attracted a huge age range from 11 to upper 80s, and people from all continents apart from Antarctica, although as you would expect the American participant presence is, I think, dominant – it would be interesting to see the analytics. But more importantly, it has attracted people from all walks of life and from very different education backgrounds. We have people very knowledgeable about the discipline of gerontology and related health and medical issues, but also very many people who have no subject related background other than we are all ageing and therefore all have a point of view.

This diversity is great. The stories being told in OldGlobe are richly diverse and a privilege to read.

But this diversity brings its own problems in relation to peer assessment of the OldGlobe assignments.

I mentioned in a previous post how the assignments are open to a range of approaches and creativity. Originally I hadn’t intended to complete the assignments, but I was drawn in by the energy and enthusiasm of the OldGlobe community and I’m glad I was.  I have seen examples of participants posting videos of themselves speaking about the assignment question, writing about their own personal experiences, drawing on academic literature, posting links to videos, websites and photos, and drawing on literature and poetry to illustrate their response. A requirement of the assignment process is peer review of 5 assignments and I have reviewed some wonderful submissions. The first assignment I reviewed used this song in response to the question ‘What is ageing?”

Fantastic!

But the peer review process is where the wonderful diversity in OldGlobeMOOC creates problems. We have the whole continuum of people from those who have no experience of peer review to people who have worked in Higher Education for years and are very experienced in assessing student assignments and reviewing research articles.

This is a dilemma for OldGlobe, because some participants are getting a bit of a rough deal in terms of their feedback, despite the OldGlobe team urging participants to be generous with their feedback and scoring. For example, one participant has been accused of plagiarism for his/her original submission, another has been accused of plagiarism for using an essay site, even though this was cited as a source, another has received the feedback ‘I don’t get it’ and a mark of zero for an academic piece of work, others have received one line or less in their feedback. It all seems a bit of a lottery. So diversity brings both advantages and disadvantages. How might this dilemma be overcome?

I applaud the OldGlobe team for designing the MOOC to attract such a diversity of participants and for designing the assignment tasks such as they can be completed by anyone from any background. We are all getting older. We all live in a society where we can see people getting older. We all know old people. We all have some thoughts and perspectives about the ageing society. Even an 11 year old can say something about their grandparents and an 89 year old has a wealth of experience to share. We can all read other people’s discussion forum posts and assignments and have a response.

OldGlobe has asked us to answer the following questions when responding

Please type your 100-250 word peer assessment below.

What do you think about this participant’s portfolio item choice to answer this question of the week?
How does this participant’s perspective differ from your point of view?
How is your point of view similar?

I think the whole age range could do this, provided they could understand the submission.

The problem comes with the scoring. Here are the instructions:

Here is the rubric for the assignment. You’ll use this as a guide to complete your own work in the Submission Phase, and as a guide for grading your peers in the Evaluation Phase:

2 points	Assignment is completed with a clear commentary of 250 – 500 words that pertains to the question of the week
1 point	Assignment is completed with some commentary that may or may not pertain to the question of the week
0 points	Assignment is missing an item, a commentary, or both

It seems straightforward, but given the diversity of course participants is so open to misinterpretation or overly subjective interpretation, which some participants seem to have experienced.

For me, the peer review process on the first assignment has been positive. I have really enjoyed reading the submissions I was sent to review. They were not all academic pieces of work, but they had all been thought about and I appreciated the open sharing of experience however articulate or inarticulate that might be.

This MOOC is not for credit. Participants will simply get at Statement of Achievement.

All students wishing to obtain a Statement of Accomplishment must achieve 7 out of 12 points and submit 5 peer reviews each week. If a student fails to complete the 5 peer reviews, that week’s assignment will incur a 20% penalty.

This makes me wonder if we need points at all. I think the feedback is very valuable and I would prefer to call it feedback than peer review, which I think puts the emphasis in a different place.

But perhaps we don’t need the points. Perhaps it’s enough for participants to complete the assignments and 5 peer reviews to receive the Statement of Accomplishment. Of course, using this system, some people will receive the Statement of Accomplishment for exceptional work and some for simply submitting ‘any old thing’. But does that really matter, given that this course is not for Higher Education credit?

If it came to a choice between diversity and peer review – I would go for diversity, and trust that people are participating in the learning environment just as much as they want to and need to for their own purposes.

There is so much of interest in OldGlobeMOOC. As an educator myself I find this tension beween diversity and peer assessment very interesting, quite apart from the fascinating discussions about ageing.

ETMOOC Orientation Week

ETMOOC which is being offered by Alec Couros and his conspirators has just come to the end of its first week – which focused on Orientation.

ETMOOC is described as a MOOC with a ‘weak centre’ which marks it out as being very different to OLDSMOOC, which I have been ‘observing’. OLDSMOOC feels as though it has a strong centre, even though it is distributed across a variety of platforms.

This week I attended ETMOOC’s live Orientation session and an Introduction to Twitter session and from these sessions ETMOOC does feel very different to OLDSMOOC. For a start it has a very different audience who this week have been asked to introduce themselves in the ETMOOC Google Community. My email inbox became so inundated with posts that I had to set up a filter.

At the beginning of the week I was very struck by Tomas Lorincz’s introduction and that together with many of the other introductions has made me realize that I will have to do something more creative with my text-based introduction on this blog – but that is going on my ‘to do’ list, for sometime in the future.

And now at the end of this week, I go to my filtered folder and right at the top is this post by Glenn Hervieux which describes participation in a MOOC like working on a jigsaw puzzle. I think this is a great analogy.

Evidently ETMOOC has almost 1500 participants from over 60 countries,  355 blogs have subscribed to the blog hub  (and as an aside, sorry but I really do not like the idea of featured blog posts -feels a bit competitive and not quite in the spirit of community) – 200 people attended the first Orientation session in Blackboard Collaborate and 71 were in the second session that I attended.

Participants have been invited to run a session if they are interested. Nice touch!

An interesting point is that ETMOOC is being run on a ‘zero budget’. Evidently ‘not one dollar has exchanged hands’.

Some principles of participation were strongly emphasized:

• Collaborative and cooperative working on shared problems of education and society

• Collaborative creation of experience

• Trust (much was made of this)

• This is a connectivist MOOC  (cMOOC) which relies on its members to connect and co-create knowledge. cMOOCs are discursive communities creating knowledge together (Cormier 2012)

•  There is no assessment, but badges will be awarded

• Topics will be crowdsourced

• Participants will control their own learning spaces, but key questions are 1) How are you making your learning visible? 2) How are you contributing to the learning of others?

Many of the particpants in ETMOOC appear to be new to online learning and were reminded that many people are afraid when first posting online or joining a MOOC. This video was used to excellent effect to illustrate how that might feel: http://www.youtube.com/watch?v=ebtGRvP3ILg

There is lots of advice on how to participate in this MOOC including a Dynamic Guide to Participation

And recordings of the live sessions are in the Archive

The topic for next week is Connected Learning.

The science of teaching

Eric Mazur was the opening speaker at the ALT-C 2012  conference in Manchester UK this week. The keynote presentations were streamed online and I attended this presentation virtually – well worth the hour spent.

The slides of this talk are available here

A recording of the keynote has not yet been posted, but should ultimately appear here

Eric Mazur is a Harvard University physicist who is as interested in researching how his students learn physics, particularly through peer instruction, as he is in researching specific physics concepts.

An interesting aspect of his keynote to the ALT-C conference was his focus on pedagogy rather than technology and his very convincing argument against traditional lecturing to large groups, despite the fact that he delivered the keynote through a lecture to a large group. He says in an interview with Seb Schmoller, before the conference, that lectures are ineffective for teaching anything that is conceptually very difficult, but are good for motivating people. I found his lecture very motivating and my attention didn’t waver during the hour, but I wasn’t asked to learn any difficult physics concepts.

His keynote focused on his recent research

• the gender gap between male and female achievement in physics,
• the ineffectiveness of demonstrations in physics teaching and
• the role of confusion in learning.

He urged us to continuously research our teaching and measure outcomes, using the scientific method. How he does this himself was very well illustrated through his talk.

Here are some of the key points for me.

The problem with traditional lectures….

… is that they hold the mind captive, whereas in fact the mind needs to wander to address problems. A ‘real problem’ is knowing where you want to get to, but not knowing how to get there. Science applies a known procedure to an unknown answer, whereas in our teaching we very often mark/measure students’ understanding by marking their answers rather than their procedures. A lot of assessment is simply regurgitation, rather than a measure of understanding.

The brain stores models not facts. To learn we need cognitive dissonance (Piaget).

Lectures don’t allow us time to make connections and reflect, or to register cognitive dissonance.

We need to build ‘speed bumps’ into lectures, to slow them down and allow time for sense-making.

Research on students’ neurological activity shows that they are more ‘asleep’ when they are in a traditional lecture than when they actually are asleep.

The scientific approach to teaching: Research as a basis for course design Slide 6

(click on the image to enlarge it)

Teacher explanations and demonstrations do not, by themselves, improve student understanding. Students’ misconceptions are very resistant to change. This can be seen in these two videos which I remembered when listening to the keynote

A Private Universe

Khan Academy and the Effectiveness of Science Videos

Interaction and collaboration for more effective lectures

In his research into the gender gap between men and women’s achievements in learning physics concepts from lectures, Eric Mazur found that women’s test score can be hugely improved through interactive and collaborative lectures. Men’s scores also improved.

He also found that asking students to simply observe scientific demonstrations is not helpful. Critical to improving their understanding is asking them to predict a possible outcome and to discuss their ideas with their peers.

Also critical to effective interaction is skilled questioning by the teacher.

All this takes time – so taking this approach, there is no longer time to use lectures for the dissemination of facts. Students should therefore be asked to prepare for lectures through pre-reading and discussion. The lecture or classroom should be used for sense-making.  In the classroom teachers need to facilitate the assimilation of information through interaction and questioning. Information transfer (through ‘telling’) should happen in a learning space out of the classroom before or after the lecture.

Technology should be used to free up the lecturer and the student to have more time to focus on interaction, collaboration and sense-making. If it is not doing this, then it is not being used effectively to serve pedagogy.

The role of confusion in learning

Eric Mazur finished his keynote by making some interesting points about confusion. His research has shown that ….

• Confusion doesn’t necessarily correlate with understanding
• Confused students are twice as likely to be correct as students who do not think they are confused
• Confusion is not necessarily the result of poor teaching
• Confusion is an essential part of the learning process

My perspective on all this…

…… is that a focus on pedagogy and how students learn applies to all teaching, online or offline, to large groups or small groups, in physics or another discipline. If we are teachers we need to find ways to make our students think, become aware of and confront their misconceptions, to learn how to learn and realise that learning is about understanding, more than about the ‘grade’. According to Eric Mazur

‘You can forget facts, but you cannot forget understanding’.

One question that I have always had about the teaching of science through discussion, based on my own experience is:

How do you prevent students from compounding their misconceptions through interaction and discussion with equally confused peers?’

I think the answer to this question might lie in Eric Mazur’s work on learning catalytics, which as yet I don’t know anything about.

For an alternative perspective on the keynote, see this blog post – Black Hole