Category: Conferences

Politics v personhood: #iltaedtech17 conversations

This week’s EdTech 2017 Conference, the annual conference organised by the Irish Learning Technology Association (ILTA) had the theme: TEL in an Age of Supercomplexity: Challenges, Opportunities and Strategies. Some very interesting conversations have come out of the event, and you can explore the conversation on Twitter #iltaedtech17 or explore the hashtag and archive on TAGSExplorer as well as ILTA’s webpages for the programme and live streaming links with videos to follow shortly.

Last year at the event Audrey Watters gave a keynote talk called ‘The Rough Beasts of Education Technology‘ and at the time Audrey was looking at a future before the Brexit referendum or the Trump administration. One of the themes from Audrey’s talk last year that continued to resonate with me when listening to this year’s speakers was the role of machines in the future of education. Whether it’s AI, AR, VR or machine learning, one of the dominant narratives is one of inevitability, of machines taking the place of human beings, of technology dominating how we meet the challenges of our age. At the same time, there were many sessions I attended that a a focus on up-skilling and supporting staff in the deployment of Learning Technology, with the aim of building competence, confident and leadership.

Reflecting on the keynotes and breakout sessions I find myself exploring the tension between the politics of globalised, technological capitalism on the one hand and how our sense of being a person is defined by how we learn and teach on the other.

I heard of many examples of technology being used to scale up provision of teaching and assessment, to deliver content in more personalised, flexible ways, to collect and analyse data and make use of it to increase retention or enhance outcomes. The use of technology in this context is a response to solving the challenges presented by the labour market, the political climate, the shareholder – and reflects a transactional relationship between the learner and the institution that accredits the outcome. There is a sense of inevitability, of technological determinism, that points to a future in which we as human beings only find a use in education for ‘what we are good at’ or rather for what machines are not yet deemed good enough, like providing guidance or critical dialogue.

At the other end of the spectrum where a range of sessions that were focused on putting Learning Technology in the hands of the teachers and learners in more creative, empowered ways – to enhance not replace human learning and teaching. These highlighted how difficult it is to keep up with innovation and use of technology, how big a challenge it is to address ethical implications or build critical approaches while keeping pace with an ever changing technology landscape. And there were many, many examples of Learning Technology at its best: broadening access, supporting learning, transforming teaching and connecting people. One of these was awarded the Jennifer Burke Award at the conference for the #coolPE project, ‘focused on preparing pre-service teachers for the inclusive classroom in a digital era’. It showcased powerful examples of using Learning Technology to address issues like body image, bullying and confidence.

My own short talk at the conference was about how openness in professional practice in Learning Technology can promote equality. Before the conference I did a lot of reading about efforts to promote equality in different contexts, such as gender equality, pay equality, marriage equality and so forth. After the conference I thought more about how our rights are affected by the decisions of those who control the technology that increasingly shapes our understanding of who we are. These kinds of questions have been explored by writers far more eloquent that what I can write here, but it is important that events like this enable us to reflect as part of a community and continue the conversation.

04/06/2017
Big challenge ahead: talking about equality #iltaedtech17 #femedtech #oer17 #altc

This week I am looking forward to giving a short talk at the EdTech 2017 Conference, the annual conference organised by the Irish Learning Technology Association (ILTA). This year’s theme is TEL in an Age of Supercomplexity: Challenges, Opportunities and Strategies.

The event has what looks like a great programme. My own focus is on exploring how openness can be a tool for Learning Technology professionals to promote equality. I am going to look at three specific examples of this, starting with work that’s happening close to home in the ALT Member Community and in particular our local Member Groups – illustrating this with the visual thinkery created for ALT by Bryan Mathers. The other two examples I want to talk about are the emerging FemEdTech network and the voices still echoing from the OER17 conference. I’ve shared my slides below and I look forward to the conversations and feedback in response to my contribution – and a special thanks to Catherine Cronin who has already provided me with some very helpful comments!

Below is the full transcript of my talk:

Thank you for giving me the opportunity to share with you how individuals are taking action to promote equality in Learning Technology, equality in our profession and across sectors – equality for individuals and within institutions.

Equality. We are facing a big challenge. Looking around this room everyone among us has witnessed inequality in some form. On a global scale policy and strategy are necessary to address some of the most fundamental challenges that stand in the way of greater equality for all – but what I’d like to explore is how taking action on a personal basis, taking action as part of our professional practice, can make a difference. Make a difference through openness – openness as in for example sharing OERs, using open licencing, through open governance and open practice at all levels.

The first example is the work of ALT’s Member Groups, and also Special Interest Groups who share their practice and collaborate openly, all across the UK and beyond. Aligned to ALT’s aims the Learning Technology professionals who are active in these groups share the values we have set out as a community and sharing their experiences, both failures and success. These groups, by being inclusive and community-led, have contributed to making our membership more diverse and their work continues to contribute to strengthen equality in our profession.

Now, the emerging femedtech network is a new initiative that is led by Learning Technology professionals who are taking personal action to promote equality and to do so through open practice, conversations and events. It’s an important effort to create a safe space that is also open and inclusive. We want to celebrate and extend the opportunities offered by education in/and/with technology – to women, and to all people who might otherwise be disadvantaged or excluded. If you haven’t already, I urge you to look at the work that this network is beginning to undertake.

My last example are the voices still echo-ing from the OER17 conference convened earlier this year by Josie Fraser and Alek Tarkowski. Josie, Alek and the organising committee made a concerted effort this year to create a more diverse, inclusive programme with a distinctive all female keynote line up and a programme that inspired a lot of critical reflection and conversation long after the event – and indeed that conversation is still going on. Catherine Cronin, who was part of the closing plenary at the conference, later reflected that the themes of criticality, equality and social justice were at the heart of OER17. It was a powerful example of many individuals taking action together – through openness – and making a difference.

Days like today give us that opportunity, to reflect on how we, as individuals, as a professional community, can take action to achieve greater equality through openness, to harness technology to do so – and then to go and make a difference.

31/05/2017
Input welcome: promoting equality in Learning Technology through openness
I am working on a slide deck to give a short presentation at the upcoming EdTech2017 conference (1-2 June, Institute of Technology Sligo, Ireland)on promoting equality in Learning Technology through openness. The proposal I submitted already includes a number of examples, but the inspiring (and still growing!) list of blog posts following the OER17 conference has made me consider what else I might include. In particular, there are two aspects of my talk I am going to be researching further and if you have any suggestions or references any input is most welcome:
- “Where are we now”… in terms of equality in Learning Technology. I am thinking both about the edtech sector in general and the way in which the use of technology for learning, teaching or assessment can help promote equality;
- Reading and ideas for good practice. As this is a short talk I’d like to include a list of where to go next so that participants can follow up further.
If you can contribute any references or other ideas, please leave a note in the comments or via Twitter to @marendeepwell . Thank you.
24/04/2017
Time to be… open #OER17

We’re getting ready for the OER17: The Politics of Open conference this week. As one of the organisers of the event my main focus has to be on making sure everything runs as well as it can – but it’s also an opportunity for me to spend a few days with a community who shape the future of open education around the globe. And this year the conference has a stellar line up across 2 days with sessions set to challenge the politics of openness from the personal to the national.

Stickers featured in the workshop

There already is a plethora of blog posts by practitioners reflecting on and setting out their thoughts, hopes and inspirations. It makes for inspiring reading and personally I can’t wait to see some of these conversations play out at the event. I might have to write a follow up blog post (with a particular focus on a workshop I will be running jointly with Bryan Mathers called ‘From Voice to Visual – the making of an open strategy’ ). For now, here is what I’ve got in mind for my own #OER17, beyond the running of it:

First, I’ll be looking out for new opportunities for Learning Technology to scale up, support and strengthen Open Educational practice. Technology isn’t always the answer, but I often think it can do more for openness.

Second, I’ll be making time to have conversations. This year I am prioritising people over the programme… so if you are at the event in person or joining into one of the streamed sessions (or my first venture into Virtually Connecting thanks to Maha Bali!) come and say hello.

Third on my list for this week is to enjoy OER17. That might seem like an obvious one, but it’s worth remembering. Over the past 12 months I have seen volunteers and colleagues pull together an event that has grown in participation, influence and voice. It’s going to be an amazing opportunity for everyone to come together and hopefully translate into practice and policy what they experience this week – taking action for open education.

03/04/2017
Equality, empowerment, accreditation and beyond. My fantasy conference proposals… #altc

Every year around this time when I encourage my peers to submit proposals to the ALT Annual Conference, I reflect on the fact that as one of the organisers I can’t submit a proposal myself. And given that as a Learning Technologist this is one of the key events in my diary each year, I have often thought about what I would submit if I wasn’t affiliated with ALT. So here are some of my fantasy proposals, ideas in the making, that I won’t be submitting (again) this year. If you have your own ideas then your chance to submit your 250/500 word proposal is still open until 20th (or soon to be 27th) March. Take your chance & make your voice heard.

Poster, Theme: Wildcard: Poster showing how peer accreditation for Learning Technologist works based on the CMALT framework, which is mapped to a number of other accreditation pathways including the UKPSF, the Jisc Digital Capabilities Framework and Blended Learning Essentials. CC licenced so that the model can be adopted by participants in their own contexts.

Lightening Talk, Theme: Empowerment in learning Technology: Empowered #edtech governance. A fast paced, visual take on how to work collaboratively with decision makers to build new strategies, using work with cross-sector stake holders as examples. Would include a 1 page “recipe” handout to take away and try out in your own organisation.

Presentation, Theme: Learning Spaces: this presentation would be led by three apprentices/interns whom I have worked with in the past year and they would take participants on a tour of their learning spaces, both physical and virtual. The tour guides would explain how spaces are used and lived in, why and for what purpose. We would reflect on issues like privacy and agency in different spaces and importantly what happens in the spaces and time periods between things, i.e. between institutions, between life stages, between qualifications. We’d question how Learning Technology can provide continuity for life long learning both online and in person.

Panel, Theme: Empowerment in Learning Technology: Working in Learning technology one of the things I am passionate about is equality. Particularly for those working as open practitioners there are so many ways in which inequality and discrimination can impact on our ability to achieve our aims. This panel would bring together 5 exceptional practitioners to share their own strategies for empowered practice in Learning Technology and to reflect critically on how their approaches are challenged. We’d invite participants to contribute their own tips and tools in advance and during the discussion, ending up in a series of posts providing practical information that would be useful to both learners and professionals.

Workshop, Theme: Wildcard: Learning Technology: top 10 complete failures. This is one of the sessions I’d like to go to but somehow it doesn’t seem to make it onto any conference programme. Presumably because no institution pays for their staff to go and share the details of how they lost money or worse when Learning Technology failed. And indeed because no one wishes to have this particular reference added to their CV. Still, other conferences now include specific sessions where we explore what happens when things go wrong. What happens when projects don’t deliver, students don’t use the tools or academics simply don’t co-operate. The list of forgotten, crumbling Learning Technologies is long. This workshop then would include the brave colleagues I have known and worked with over the years who would be prepared to share their perspectives so that we don’t have to make the same mistakes over and over again. Participants would be contributing their own stories. Ideally one or two policy makers and industry experts would be contributing, too.

You probably have your own ideas as to what sessions you’d like to go and see at the conference. Submit them… .

15/03/2017
The Future of Education in the House of Stairs…

I am looking forward to participating in the OEB Midsummit in June. Speakers have been invited to provide a quote about the future of education and you can read what others have written already on the event’s website (click on a speaker’s name to see their quote).

Whilst I was thinking about what I might say, I read through what the others have written and one quote from Audrey Watters is “I’m afraid that the future of education will be built by people who read dystopian science fiction novels and liked the “innovations”.” That made me think about books I have recently been reading by William Sleator. I am only familiar with his young adult novels and one book in particular has stuck in my mind for the past 20 years or so: it’s called House of Stairs and was published in 1974.

When I read it as a young adult I was most interested in the individual characters, five 16-year old orphans, trapped in a seemingly endless space that is filled with white stairs. The stairs become their world, the landscape in which they negotiate each other and themselves. As their struggle to survive intensifies their relationships do, too. At the end of the book [spoiler alert…] they are rescued. Yet despite the relative safety they find themselves in, their experience alters their behaviour and lives irrevocably. Some resist, others comply, and all pay a high price. It is not a happy ending and the vision of a dystopian future where even the most basic of rights and choices are beyond the characters’ control stayed with me.

Reading it again recently I thought less about the individuals, although the story is still gripping, and more about those in charge. Those who watch over their experiment as it comes to its gruesome conclusion. The powers that be (political or economic) have needs that this experiment must meet and the fate of the young protagonists is only incidental, it is revealed, to the wider effort. They have no agency, no say over their fate or future.

To be able to think, analyse and reflect is empowering. Having agency, having the power to determine the shape of things to come, seems to me to be a purpose of education. In the House of Stairs only extreme resistance offers the chance to exercise your own will, to have any form of agency.

I just hope that the people Audrey Watters is talking about don’t have the same bedtime reading as me.

03/03/2017