Making it happen

I have been reflecting on how to make individuals take responsibility for their own learning. A number of conversations with people over the last few weeks have hammered home the difficulties of getting an informal learning programme off the ground.

e.g. our firewall shuts off access to anything of value, our risk department would never let us delegate responsibility that far down the line, imagine if someone said something really stupid on twitter...

Within the informal learning blogosphere the response seems to be, "Quit moaning and just accept that the change has already happened. Traditional learning and development is already dead, it just doesn't know it yet"

And yet I don't hear of many major employers who have jumped the early adopter chasm yet (I would love examples to prove me wrong)

Which prompts two thoughts:

1. Start really really small. Teach two or three small groups how to use RSS feeds and social bookmarking and maybe just maybe blogging about their experiences
2. Start huge. Approach major employers and say, "You currently spend £50 million or £590 per head on training each year. Appoint us to run your L&D function and we'll save you 20% in the first year and improve the quality. We'll make ourselves redundant in two years leaving you with the capability to teach yourselves.

Hmmm.

Data swimming

George Siemens wrote an interesting post yesterday on the narrowing gap between virtual reality and reality. Starting from the changing behaviour of conference audiences who no longer sit patiently and listen but tweet, blog, tag, chat and fact check, George explains his desire to have an "overlaying data layer on the physical world... such as walking through a historical district and being able to see buildings on your mobile device as they looked 100 years ago"

He concludes that the integration of the physical self and the online self is the greatest challenge facing technologists, arguing that total convergence is the likely outcome.

Now, I'll be the first to admit that a Terminator like Head Up Display which offers us the constant seamless ability to access data on our multiple realities would be very cool. Moreover, I am sure that they will be available, if indeed there are not already some working prototypes. But I wonder whether it would necessarily be a good thing...

Moreover would it be put to good use? More (data) does not necessarily mean better it just means more.

I'm tying myself in mental knots here because by nature I am a liberal - throw open the doors see what happens type, treat 'em like grown ups. As appear to be many in the informal learning community and associated networks. But at the same time it remains true that you can lead a horse to water but you can't make it think... Many people, I would even go so far as to say, the majority, want to be told what to do.

When I wax lyrical about the opportunities for learning in this brave new world even some of my own staff say, "Yeah, it's OK for you to say that. You're educated, curious, enthusiastic... I can't see the relevance."

Now I am really heading into dangerous territory.

Might it be the case that people without the skills to sift, sort, weigh and assess the wealth of available information will marginalised; left at the side of the pool afraid to jump in. Those with confidence to jump in, who lack these metaphorical data swimming skills or who don't learn them fast will drown. Think of how many people cross the road or drive while texting. This figure will rise exponentially with the increase of available distractions. "Surfing related death" will become a whole new category in our national statistics

Previously knowledge was power because most people couldn't be trusted to deal with the information. Where data is ubiquitous, does "data swimming" become power because most people simply can't handle the information.

Old fogey status confirmed...

Today, I am forty... (pause for gnashing of teeth). A delightful vignette in the office this morning confirms just how out of touch I am. In a brief office conversation about YouTube, I mentioned the current Internet meme of mash-ups involving Kanye West.

I had read in the traditional print media about West interrupting the recent MTV event and then noticed references to it becoming a meme (like Star Wars Kid, Rick Astley and many others before) in some of my RSS feeds this morning.

Unfortunately, I pronounced his name as Kayne as is "Cane" not Kanye as in "Cahn-yay". This was enough to send one of my young colleagues into red faced paroxysms of delight at just how out of touch I am.

The thing is, I have never knowingly heard Mr. West's name spoken out loud. I have simply read it. My mind decided not to recognise the reversal of the "Y" and the "N" in his name in favour of a more plausible (in my head at least) mispelling of Abel's brother's name.

I could complain at this stage that life would be a whole lot easier if people learned to spell and stopped making up words. But it has been ever thus and it is one of the functions of language to separate the wheat from the chaffe, the "in" from the "out" and the young from the old. Many pronunciations of English names and places (Featherstonehaugh: pronounced Fanshaw; Cholmondeley: pronounced Chumly except where it is pronounced Cholmondeley; Loughborough pronounced Luffbra) are deliberate traps for the unwary to highlight the fact that you are either foreign, uneducated or worse "middle class"; depending on your prejudice.

Anyway Kanye's name did its job. It identified me as one of the uninitiated.

This made me think about my learning. Much of my receptive processes are written. I read more than I watch or listen. But when trying out new ideas I will discuss them or write about them as in this blog. This practice, to become useful, must feel safe and indeed the creation of a safe learning environment is one of the cornerstones of a good teacher's art.

Fortunately, I have developed a fairly thick skin in my four decades on this earth and I am happy to be laughed at occasionally. I will not forget Mr West's name in a hurry nor yet will the shame of my mistake prevent me from talking or wrtiting about things that I don't entirely understand.

But it does offer me an insight into why this might be difficult for other people. For people who are still sensitive to the opinions of others the internet and the world of informal learning might resemble less a quasi-infinite candy sore of ideas and opportunity and more a place of almost infinite opportunities for self-embarassment

The information foxtrot

On Saturday I managed to lose my blackberry. In the past this would have been cause for something akin to panic. OMG there goes my life.!! Not just the address book which I have built up over the years but also the photographs of my daughter I took whilst we were on holiday.

This time no such thing. Most of my contacts are in linkedin or Facebook, my photographs are mostly uploaded to Picasa, my emails are all still waiting for me at work and the phone itself is being replaced by the insurance I didn't know I had (nice to know you can insure yourself against stupidity...)

All of this is lovely and so far so web 2.0...

But the thing that struck me most was the joy of being inaccessible and the things I didn't do whilst deprived of my technological worry bead substitute.

Over the weekend and this morning I didn't read any news I wasn't interested in on the BBC website whilst I was ostensibly doing something else; I didn't absent mindedly check for emails or texts at least 30 times in the day; I didn't play WordMole or FreeRice whilst waiting for something else; I didn't zone out in the middle of a conversation to check a fact on Google; I didn't visit Facebook; I didn't send any text messages when I could have talked to someone.

What did I do?

I took my daughter out on her bicycle and then to the cinema. I watched the last night of the proms on TV when my daughter was in bed. I read a book. I talked to family and friends. I painted with my daughter (her grandmother has bought her oil paints so help me!). I cooked dinner for a neighbour. I thought about stuff.

Then I came to work this morning (reading a book on the way) and checked my RSS feeds and then my emails and the world hadn't ended. I didn't have the courage to leave my phone behind when I went on holiday and yet when it was removed from me I loved it.

I think there is something in this alternation of pace of information (a bit like the slow food movement). Slow, slow, quick, quick, slow (for those of you who wondered about the title)

Summer musings

The new term is upon us and over the next few days another generation of children will be asked to write about what they did on their summer holidays. I thought I'd reflect upon some of the things I thought about on my summer holidays.



I devoured Naseem Nicholas Taleb's book, "The Black Swan" which really made me think. He takes a prolonged pop at historians, much of which is justified, given that it is easy to find patterns retrospectively if you are looking for them. Indeed the subtitle of his book could be, "post hoc ergo propter hoc", which as well as being the title of an excellent episode of the West Wing highlights the popular misconception that when one event follows another the latter is caused by the former (a new CEO is hired and the company stock price goes up = excellent CEO). More often than not there is no link and the latter event is mere accident.



I don't share his contempt for history because I don't think the purpose of history is one of finding causation or explaining why something happened. Although students who had to explain the origins of the first world war in their exams this year may be surprised at this. I think the discipline of history is in weighing evidence, trying to understand humans and deciding how much credibility to give to any particular account. The value is in asking why someone took this or that particular view of any event and this sits quite well with the empirical skepticism that Taleb encourages.



History is in a constant state of refurbishment. Note the contrasting comments by the Polish President and Russian Prime Minister at the recent events to commemorate the outbreak of the second world war also the disclosure of documents pertaining to the release of the Lockerbie bomber by the British and Libyan governments both appear to be attempts to rewrite history on the fly and then ask yourself is it possible that they are all correct? Although the content of what is said is interesting, it is often more interesting to ask why they might be saying this or that.



I enjoyed Christopher Brookmyre's latest book Pandaemonium which manages to contain the best explanantion of string theory that my simple mind has ever managed to hold, an examination of the role of faith and an understanding of teenage angst all within a comic thriller (who would have thought that possible?)



Thank you to those who commented on my blog about the lessons I learned from my late wife, Jelena. As I continue to reflect upon the time we spent together, I am sure I will learn more. I am learning the hard way but talking about the pain and loss clearly leads, albeit slowly, to healing.

And once again I was staggered by the capacity to learn of the young as I watched my daughter learn to swim in two weeks.

Percolating

I haven't seen a coffee percolator for years. They seem to have been replaced by alternative forms of coffee making. Indeed there is now a generation for whom the sound, "plerrrp, plerrrp, ffttt..... aahhhh" means nothing. But there is much to be said for the process of percolation, going round and round on something and letting it filter and change into something else.

You may have noticed I have not been posting for while. I have had other things on my mind (see below May 22nd) but I have also been lurking and percolating on a few things.

The changes in the learning industry precipitated by the current recession and alternative methods made possible through networks are being amply covered by Tony and Jay at their upcoming event on the Future of Learning as a Business. But they also make me think about the increasing virtualisation of life and relationships and individualisation of life. Margaret Thatcher said back in 1987 that "There is no such thing as society. There are individual men and women, and there are families". But this was largely in rejection to the "large state" idea. It is possible that her remark was prescient as well as political.

I am not sure where this percolation of ideas is taking me but the future looks quite lonely.

Ego and learning II

Reflecting quietly on the events of the weekend as I scooted in to work this morning, I returned to the idea of ego and learning. When typing the title into blogger it transpired I had written on the subject before, which only goes to show that I probably only have about seven ideas in total. Scanning my RSS Feeds once at work, I came across a nice piece by Lucy Kellaway on work at school vs work at work which added to the thought.

Yesterday I was helping my niece with her revision whilst she bounced on the trampoline with my daughter. Inadvertently we may have stumbled upon a nice way to reinforce learning. She was having fun, as was my daughter and the revision didn't seem to hurt too much. She was suitably distracted but not preoccupied.

My niece is spectacularly intelligent but also spectacularly and perversely lazy . She will devote superhuman effort into avoiding having to exert herself or actually think. This is always amusing to me as I resolutely resist telling her the answer until I believe she has really searched hard for it.

Her first approach to any homework task will always be ask you to tell her the answer, which she then immediately forgets as in her head the task is finished (the converse to the Zeigarnik effect). If you don't tell her, she will guess rather than think and try to read your reaction to see if she is right (in the interests of fairness my four year old daughter does this too as do most children). Again if you concur she will immediately forget. It is interesting that when she guesses she is quite happy to be wrong and will simply guess again.

I often deploy the Chris Tarrant defence to this strategy and ask for her "final answer". She will then vacillate and beg for the answer. Then and only then will she think. When she has given an answer to the question and it transpires that she was wrong, she will immediately say, "I knew that" when she clearly didn't.

I find it interesting that multiple guessing and being wrong doesn't affect her self image or ego at all. She doesn't feel at all bad about it or try to justify when wrong because it cost her nothing. But when she has put some effort into the task and still gets it wrong she feels the need to reshape and justify.

All this makes me think more about testing and how children acquire their reactions to tests which are often set for a lifetime thereby inhibiting future learning. I would like to know more about this...