Ewan McIntosh | Digital Media & Education

How Mobile Cell Phones Change Everything When We Do

Will Richardson posts the above picture and asks

"how many educators look at that picture and think "OMG, puhleeeeese let me teach in that classroom!" (I suspect not many)".

He points out that with the mobile technologies already in our students' pockets we're probably not far off that level of ubiquitous kitting out in our schools already. He's right. But he's less right in implying that great teachers would want to teaching in that classroom.

Further on Will points out that often teachers and decision-makers can get hung up on the "what technology" question, rather than the "curriculum question". This might be a linguistic anomaly, but curriculum, to me, is deciding what we learn, when. It is important, but the most important peg on which we need to hang our thought is pedagogy, which is about how we learn. Teachers decide pedagogy, not administrators, authorities or Governments. That's why teachers discussing not tech, but teach, becomes ever more vital as technologies open up new ways to approach learning.

But linguistic anomalies are the stuff of learning, so I hope Will doesn't mind me challenging this one, and seeing what we really think it possible if we could encourage colleagues to move beyond "OMG puhleeeeese" statements.

The reason the picture presents a dubious message is that neither curriculum nor pedagogy have changed an iota in this learning space: it's about the same layout - with as many apples on laps - as a Victorian classroom would have appeared.

It's not an image to proud of, to smile at, to wonder at, or one I'd want to be in. It sums up the biggest challenge facing learning: too many educators look at that and think all of above.

What can we aspire to?

The other night Stephen Heppell pointed out the Education_2010 report that he, Graham Brown-Martin and other luminaries had pulled together in 1999, outlining what they thought technology would be doing for learning in 2010. The predictions and visions hinted at in that Garamond/Helvetica-shocker of a ClarisWorks document are not far off what we're close to as hurl towards the end of this decade. And that, in no short measure down to the work of the authors in promoting mobiles' inevitable conquest of learning spaces. The key message: learners will all have access to portable 'micros'. The micros, though, are maybe not the laptops or notebooks, even, that photos like the above one hint at.

Christmas Cracker Research

It's particularly apt as the decade ends with a supposedly "credit crunch Christmas" where iPhones and iPod touches, and cheaper but no-less effective smartphones with the major carriers, will be appearing under the trees of our youngsters (and, in what even I, a gadget fan, would consider a touch of spoiling, in their stockings).

In the UK the changes in equipment provision is already happening, and in the US it's going to follow really soon: the image of students locked to their laptops could change to a more human image of students talking to each other face-to-face, and using their mobile phones for research, reference and recording.

That change from the tech-oriented to the person-oriented could change, but it needs teachers, not tech, to make that change happen.

In the UK children have owned and used mobile phones at any kind of scale in schools (legitimately or otherwise) for about six years. I remember the Christmas when they all came back with them. The next year it was the mp3 player. This Christmas I bet it'll be the hyprid iPod Touch or iPhone (if they're lucky). What kids get for Christmas one year is nearly always the forerunner to what is really desirable in a few years' time. Where mp3 players were the hot item in 2003, the iPod shuffle and mini took until 2005 to hit the mainstream school audience. Where iPhones and iPod touches hit the Christmas pressie list in 2009, there will be something more profound and far more widespread in adoption in 2011.

If you want the real aficionados head to South Korea and Japan for a lesson in ubiquity, but still, I wouldn't bet on their curriculum or pedagogy having changed much as a result (and their relative educational success is more likely down to the insane hours students and their private tutors put in, compared to the average three weeks' per year absenteeism of Scottish students).

As the iPhone makes the mobile's northern American cousin, the 'cell', something more mainstream over the Pond, mobiles' learning potential is finally gaining more than a niche gadget audience's attention. It becomes even more palpable as the replacement cell phones are not of the simpler phone-text-image cariety, but, of course, the of smartphone stock. The pic below shows the scale of this: it's part of the half-a-million cells thrown out every day in the USA as people upgrade to the next, better model:

But the lessons learned about cell phone use (and handheld learning devices stuck in schoolbags) for learning in the UK, through trials, pilots and the generally higher adoption of mobile telephony here than over the Pond, risk being ignored. Most of the conversations being had in Will's monster 130-plus comment post are thinking through issues that have been thought through, put into action, analysed and researched in the UK as long as four years ago.

There's a monster post (or a book) in pointing to the work of the past decade and what it means for the next one. Many of those lessons are online, in places like the Wolverhampton Learning2Go project, whose initial work in mostly offline potential of PDAs was groundbreaking, or the Consolarium in Scotland which has pioneered games-based learning using devices often hidden away in school bags, not a pioneering effort in theory, I hasten to add, but in hard-to-initiate classroom practice.

Finally, though, it is heartening to see that the pedagogy of Higher Education institutions is changing. The above picture is still far from being out-of-date - for many campuses it's still light-years ahead. But iPhone-equipped students of Abilene university in the States have seen their lecturers change from information-transferal mode (that's what Google's for) to educator,  leader  and even developer roles in the lecture hall.

It’s like a mashup of a 1960s teach-in with smartphone technology from the 2000s.

Each participating Abilene instructor is incorporating the iPhone differently into their curriculum. In some classrooms, professors project discussion questions onscreen in a PowerPoint presentation. Then, using polling software that Abilene coded for the iPhone, students can answer the questions anonymously by sending responses electronically with their iPhones. The software can also quickly quiz students to gauge whether they’re understanding the lesson.

... And if students don’t understand a lesson, they can ask the teacher to repeat it by simply tapping a button on the iPhone.

This is the exception to the rule. Heck, it's in Wired. [Update: My good friend, former Pentagon man and superb Ireland-based educator Bernie Goldbach, blogs on what his students are doing with their Nokias, and the joy they have researching with them.] But a student in the story outlines why making these fundamental changes to access to technologies, whether that is giving it away for free (in Abilene) or just allowing students to bring out the panoply of kit from their Christmas 09 haul, is a no-brainer:

“They’re preparing us for the real world — not a place where you’re not allowed to use anything.”

Young and addicted to social networks: and they've never written so much

Clive Thompson in Wired has summed up some definitive research that backs up what many of us have been saying from our guts for years: kids have never been reading and writing so much, and with the proliferation of social networks and mobile messaging this stat will only increase with time:

Andrea Lunsford is a professor of writing and rhetoric at Stanford University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize college students' prose. From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions. Her conclusions are stirring.

"I think we're in the midst of a literacy revolution the likes of which we haven't seen since Greek civilization," she says. For Lunsford, technology isn't killing our ability to write. It's reviving it—and pushing our literacy in bold new directions.

The first thing she found is that young people today write far more than any generation before them. That's because so much socializing takes place online, and it almost always involves text. Of all the writing that the Stanford students did, a stunning 38 percent of it took place out of the classroom—life writing, as Lunsford calls it. Those Twitter updates and lists of 25 things about yourself add up.

Not only that but the writing is of an excellent technical standard, with status updates training our youngsters in the kind of "haiku-like concision" that their verbose parents could only dream of.

It's the kind of research that would have proven handy 18 months or so ago, when I had helped colleagues design some of the most forward-thinking literacy policies in the world, where text messages, computer games and blogs were deemed suitable 'texts' to study alongside the great classics. I got a bit of a hard time for condoning this at the time, and still get a rocky ride in believing that iPhones and iPod Touches could be amongst the digital toolkits in which our most reluctant readers might find the reading bug.

But it still felt right, and feels more right than ever now. Go read, digest and share.

Pic by Mads Berg in Wired.

Twitter for learning in extremis: Surgery Live and, erm, Big Brother

Adam Gee, Channel 4's Cross-Platform Commissioner for Factual, last week helped bring together one of the most bizarre, insightful and exhilarating learning experiences I think I've ever taken part in on television: watch a surgeon perform his art/science live on television and ask him questions direct through Twitter.

Open heart surgery, awake brain surgery (i.e. patient awake as well as surgeon and us the trusty viewers), keyhole surgery, tumour removal – alive&direct thanks to Windfall Films in collaboration with the Wellcome Trust. Wild enough in itself I hear you say but that is not all, oh no, that is not all…

We will not hold up the cup and the milk and the cake and the fish on a rake, but as the Cat in the Hat said, we know some new tricks and your mother will not mind (unless she’s etherised upon a table, as that other cat-lover said). The plan is to tip our hat (red and white striped topper or whatever) to that increasingly common behaviour of Twittering whilst watching TV and encourage people to tweet away during the live operations, sharing their thoughts and asking questions. The big difference here is that this is live TV and you can make an impact with your tweet on the TV editorial. The best questions tweeted will be fed through to the presenter, arch-Twitterer Krishnan Guru-Murthy of Channel 4 News, who will swiftly pose them to the surgeon at work. So a matter of seconds between tweet and the question being uttered on live TV.

There were, of course, thousands of questions put through to the programme, helping the Surgery Live hashtag #slive hit the 3rd, then 2nd then 1st position on Twitter's trending, but there was also a great deal of conversation about the live operation between complete strangers who had found each other through the commonality of the hashtag, and their shared experience of learning what goes on inside our hearts/brains/stomachs.

In more formal education circles there have been attempts this year to engage audiences across education districts in, for example, live dissections of animals, where students are encouraged to put forward their questions. I think the Channel 4 Twitter experiment reveals some different behaviours that can only be encouraged in these more formal learning situations:

1. Twitter offers a certain degree of anonymity, which can be incredibly helpful in illiciting honest, high value questions from an audience (think other Channel 4 examples like Sexperience and Embarrassing Teenage Bodies, and my forthcoming You Booze You Lose). Where people know who you are, it can be inhibiting ("is my question stupid?", "should I know the answer to this?", "oh, I'll just wikipedia it afterwards"...)

2. The restrictions in place around a 140 character question or message mean that people cut to the chase and avoid the redundant language that clutters thinking in classrooms (and blog posts, VLEs, bulletin boards...). This is something found by the UT Dallas experiment highlighted in Derek Wenmoth this week.

3. Twitter helps you bump into people outside your learning/social circle, which in turn helps you emphathise, and see an issue from someone else's (very different) perspective. The one challenge with any Virtual Learning Environment in a school or country is that you are, more or less, sharing like thought with like thought, shaped by the culture and curriculum around it. When you take the questioning and answering global, you have an almost infinite number of conflicting perspectives to challenge your thinking.

At 4iP my colleague Lucy Würstlin took Twitter to a more entertainment-based medium (Big Brother) with her new product, Hashdash. The Hashdash Big Brother 10 launch night might have seemed pure entertainment, but it indeed helped a number of new Twitterers find their voice by educating the masses in Twitter etiquette, how to use hashdashes to have your message seen by more people with the same passion (in this case, #BB10).

Of course, at 4iP we have bigger plans afoot for this baby to help more people learn how the anonymity of Twitter can improve their learning (and their entertainment) with each other.

New Channel 4 research into young people's web/tv habits

Me'colleague Andy Pipes at Channel 4 has published some of the results of in-depth research carried out for the Channel into how young people relate to the web, gaming, the telly and each other. It's got some insights that would dispel some of the myth mongering that will take place in this summer's education conference circuit. Prepare your bullshit bingo cards now...

• "They personally own 8 devices (including MP3 player, PC, TV, DVD player, mobile phone, stereo, games console, and digital camera)
• They frequently conduct over 5 activities whilst watching TV
• 25% of them agree that “I’d rather stay at home than go on a holiday with no internet or phone access”
• A quarter of young people interviewed text or IM (instant message) friends they are physically with at the time
• They have on average 123 friends on their social network spaces
• And the first thing the majority of them do when they get home is turn on their PC

"Yet despite living such a ‘connected’ life, kids these days still find technology a means to an end - primarily meeting up with their friends, watching television and listening to music. Above all, youth’s obsession with technology is around communication. The average person surveyed was doing 5 simultaneous actions whilst they watched television these days; and the majority of those actions involved communicating at some level. One young teenage girl admitted “I talk to my friend and MSN (instant message) her at the same time.” In fact, a full 34% of those asked said that they texted friends they were with at the time..."

"The TV is still young people’s most popular way to consume media, though in terms of time spent, TV time is pipped to the post by spending time on the internet."

How to help people better use the net - go to them, let them copy, open up

Tanya Byron reckons we're guilty of Ephebiphobia, the fear of young people, as we incarcerate our young people in their bedroom prisons and replace the dangers of the street corner with risk-taking on unbridled access to the net. Worse still, the challenges raised by the continued lack of interest we take in our children's use of the net are coming back fast to create broader challenges for society.

The reaction to this might be 'teach the kids and teach the parents'. But we're now in an era where it's not so much about signposting where to go on the web, but teaching society how to navigate the net without even a map.

For years now, parents (and by default most educators and decision-makers) underestimate what young people do online. While most adults think youngsters spend somewhere in the region of 18.8 hours per month online, the reality is that UK kids are averaging 43.5 hours a month. Only four of those hours are spent using the net in schools, the rest is mostly unaccounted for on mobile phones and at home in those bedroom prisons. What's going on in those remaining 24.7 hours each month is unknown. The people with the media literacy challenge are not just young people - it's adults, too, who lack the basic alphabet of understanding that's needed to bottom out responsible, creative, enjoyable and engaging use of the web by us all.

Gen-Y doesn't exist
We know from research, anecdote and a cursory glance across Bebo or Facebook profiles (I've probably viewed close to 15,000 in my previous work with Learning and Teaching Scotland) that we are wrong to annoint youngsters with some sort of technological superiority through lables such as the "Google Generation", "Gen Y" or, my pet armageddon, "Digital Natives".

Firstly, we know that while young people are taught how to swim in the safe goldfish bowl of school and private intranets, often by educators who themselves have a filmsy idea of how to operate in that arena, they are completely incapable of operating safely and responsibly in the oceans of the web. If young people are to learn how to upload and download information responsibly then they must be allowed to play with their technologies with the lifeguard of the educator to drag them back to safety when they start to falter. Filtering these technologies serves only to compound the ability of the educator to work with the youngster on media literacy, and harms us all in a wider sense.

Secondly, we romanticise the technological creativity of our youngsters online. While large numbers now upload material online (close to 78% of teens according to most recent research) most of this material is photographic - i.e. mobile snaps from nights out. Creating and publishing original narrative, original code or Facebook apps or even mashed up video or code is not currently a regular pass-time of you average British kid, though we are beginning to see valiant efforts to make this process of creation-publication the norm in our schooling.

However, most don't come close to the kind of creativity illustrated by a young Mark Zuckerberg, pictured, who avoided his near flunk at Harvard art class with some online creativity, a story recounted by Jeff in WWGD. With a few days to go until his final exam, for which he hadn't done any work (well, he was creating his $15b company), he created a site with copies of the artwork that was likely to appear in the final exam, put in some comment boxes under each one, and let his fellow students know that he had created a collaborative study guide. All they had to do was fill in the blanks. Not only did a cheeky Zuckerberg pass with flying colours, but his classmates also did better than normal thanks to their formative assessment that Zuckerberg offered them.

But here's the tough question Jarvis doesn't ask: how many youngsters actually do that, or even think of it as a possibility? Today's literacy benchmark is copy and paste. A media literacy strategy, instead of talking about how we block copying and pasting, and enforce filtering, rating, copyright and IPR restrictions, could begin the hard work of illustrating how copy, paste, open sourcing and creative commons-ing can lead to much better content and information for all.

The challenges of attracting attention to these challenges with a public that's hard to get
The biggest challenge for a 'strategy' like this is that it's incredibly hard to a) attract young audiences b) keep them and c) turn that into some form of value. Channel 4's arguably one of the best broadcasters in the world at doing this, and with 4iP and Channel 4 Education's work online, we're attempting to work out how we replicate television's success at 'reach' to this group online, on mobile and in socially connected games.

Matt Locke and I have been playing around with Dave McClure's Metrics for Pirates in our work with independent companies to push them to think about those questions: how are you going to attract people, how are you going to keep them, and how are you going to turn that into some sort of value? Matt came up with a strong reduction of this, and I made it look less pretty but more utilitarian by insisting on a timescale for each metric. Take those three questions and apply them to what we know about online community uptake (that 90% lurk, 9% will follow regularly and 1% might contribute something) and we end up with a roll-your-own site metrics table:

To help see it in action I made one up for YouTube, had they approached 4iP a few years back for funding. It shows how a site that "gets people to upload videos" has added a lot of small ingredients to the recipe to take people on that more-complex-than-it-looks journey to uploading a vid. It still takes great ideas and a strong awareness of the potential of different technologies and techniques (RSS, Ajax, email, marketing, business development, cloud computing) to be able to fill it in and act on it, and this is where we might just see some problems in our institutions and schools. The knowledge and understanding just isn't there in enough quantities to high enough a level.

Our well-meaning institutions are another obstacle in the process
One could even go as far as saying that it would be counter-intuitive, professionally suicidal even, for institutions to seize this opportunity to engage with young people - any people - in this kind of open, copiable, distributable, redistributable, changeable, alterable way. Jeff Jarvis is right:

"Industries and institutions, in their most messianic moments, tend to view the internet in their own image: Retailers thin of the internet as a store... Marketers see it as their means to deliver a brand message. Media companies see it as a medium, assuming that online is about content and distribution...
"The internet explodes [this notion that industries and institutions have some point of control over people]. It abhors centralization. It loves sea level and tears down barriers to entry. It despises secrecy and rewards openness. It favors collaboration over ownership. The once-powerful approach the internet with dread when they realize they cannot control it."

As a starting point, therefore, media literacy begins with much more communication between young people and adults when we're taking decisions on how we proceed. There are three main areas that need tackled first:

1. Filtering needs to be a joint-decision activity
Who defines 'safe' in the large grey area where user's own discrepency is accepted as the main tool of judgement? Who decides what 'Bad Content' might be (a phrase used in the context of a presentation at the EU Media Literacy conference)? Who decides if content is culturally acceptable or not within a geographical area, and why should I as a Brit have to have an internet that is culturally adapted to the country in which I find myself, while I and my judgements remain coloured by being British? Filtering is the poor cousin of film classification, something invented as a solution for atoms crossing borders, not digits.

While filtering illegal content is a no-brainer, we need to assume the rest is whitelisted and have conversations about those where we're less sure. Blocking the unpopular but legitimately published free speech of bloggers, for example, is plainly wrong and not an option any more.

Neither is it an option to create 'safe havens' where we expect people to come along and get 'safe' stuff. Glow, a national intranet for schools, thus far comes over as this, although the desire for it to 'leak' out onto the web is becoming clearer. But I feel it needs to take a leaf out of the book of, say,

Battlefront, an education project designed to encourage more young people to campaign on important issues. It consists of broadcast and social media 'authored' elements on the web, rooted in getting people to think about campaigning, but gets huge amounts of traffic from being distributed around the web, in as many parts of it as possible. Traditional education would have you "Come to school", broadcaster's to "their channel" - it's got to be the opposite, modeling good online behaviour by providing different contexts for the same material, different discussions, setting off new trails amongst users.

2. Parents need to understand better what's going on
I'd disagree with some speakers' assertion that "most learning goes on in schools", at least in relation to learning about internet use. On average only 60 minutes per week per pupil is spent on the net in school, compared to 1340 minutes per week at home.

Yet, only a third of parents in UK befriend their offspring (and what about the 'real' profiles where youngsters go and live their 'real' lives away from the old folks?). While 80% of parents feel sure they know what their offspring are doing online, only 30% of the offspring think so. We see a gross lack of communication between students and teachers, even when they are fighting the same cause. British parents in particular are poor at understanding what they're children do online - this means parents and educators need to speak more with the youngsters in their lives.

We also need to make sure that we don't demonise anonymity on the web. For public service media, the type that makes people's lives better and draws them from one-way web to the read-write web, anonymity is often the prerequisite for stimulating and sincere discussions.

Take a look, for example, at Embarrassing Teenage Bodies where anonymity offers the chance to discuss those 'embarrassing' but pervasive issues of growing up. Or Sexperience, where people of all ages, shapes, sizes and cultures are able to anonymously tackle the myriad of issues around seual health, wellbeing and enjoyment.

On the flip-side, anonymity doesn't work for Landshare, where we want people to trade their unused land with people who can cultivate it - we need to know who people are and if they're bona fide for the safety of those involved: anonymity needs handled with due diligence.

3. Talking helps you know, but using helps you understand
We all need to get more involved in not just the theory of how these things work but in the practice too - being in and creating media opportunities in the places where we seek participation from the public or our students.

One of the biggest media literacy and digital divide challenges, now that most of the UK is online or can get online, is making enough interesting stuff for non-net-users to want to get online. That means content that empowers them more than not using it, maybe in the form of some of MySociety's projects (TheyWorkForYou or the travel maps)

To take that point of empowerment further, and to conclude, there has to be a realisation that while artists and creators of content used to have value in owning their IPR in a world of atoms, in a world of digits this ownership if IPR comes only with costs. In a digital world if you own the only version of something then, for a while, your IPR has value but, eventually, will be commodotised as me-toos appear - not direct copies, but similar and maybe even better.

If you let people copy and distribute your stuff then you're able, eventually, to reduce your overhead on marketing and distribution - your fans and copiers are doing this for you. Your challenge, should you choose to accept it, is twofold:

1. Get over the idea that your creation is the last stop of the creative bus:
People will change your message, distort it, make it worse, make it better, create something you hadn't intended - your original will always be your original, their altered version always their altered version. The important thing here is that it's as easy as clicking a link or running a Google search to find the original source and to let the user/participant make their own mind up as to which message they are more engaged with.

2. Find alternative means of being recompensed for your initial efforts
Have your original stuff carry ads or sponsorship, give away poor versions for free but top quality versions for money as eBook fans and TV companies on YouTube and social networks already do, find the George Lucas approach to making your stuff, and make your money on something else.

Pic 1: Smoking and texting

Pic 2: Zuckerberg

A 4iP take on Media Literacy: EU Commission's Media Literacy Conference, Prague

I'm in a snowy Prague at the European Union Commission's Media Literacy and Copyright Conference, where the strange but predictable and slightly 20th Century juxtaposition of copyright, piracy and our 'literacy' with media is reflected in the media packs provided by the European Audiovisual Observatory.

It includes gems such as Online Games from the Standpoint of Media and Copyright Law (pdf) which makes a point of comparing video games to film, and applies the 'logic' that their copyright and distribution be controlled in the same way. Unfortunately, it fails to apply the logic in the other direction, that one where openness and free distribution bring success and riches to the likes of Playfish, a London-based social games company whose five games in Facebook's Top 10 have helped the company generate millions of dollars in revenue and funding, or to iMob, the current iPhone social game that turns over around $1m a month from its subscribers.

Other hits in store include Searching for Audiovisual Content with its openner on the "dangers of search". Anyone from social app developers to filmmakers should be hungry for open, wide and free search to their stuff. CBS worked that out halfway through the production of their video on demand website Innertube, realising that the site should probably have been called www.cbs.com/nobodycomeshere. YouTube, not Innertube, is where their audiences hang out, where their public comment on, mashup and make more engaging (for them) the content. Above all, it's where they search for it.

During the conference itself I'll be challenging these more traditional views that there is greater worth in ownership of 'stuff' in an age of digital media rather than making it easier for people to find, alter and republish.

It's in the unhandily titled Media Literacy panel, a phrase that is open to even more (mis)interpretation with 34 more nations in the room than normal. It's also up against panels on Copyright and Piracy, so a lot of the folk that would maybe benefit from a jolt of reality are likely to be having their 1999 preconceptions of media confirmed. Oh well, at least I can send them the link to my blog post of the talk. And, if they're not of the blog persuasion, they can just go and read Jeff's new book for starters, the oeuvre that's currently infecting every bit of dialogue I have on the question of what it means to be media literate.

Pic: CC of Charles Bridge, Prague

Fresh research showing the damage of filtering 'real world' technology

Students in schools around the world find that their research, creativity and learning potential is seriously curbed by filtering and lack of use of their own mobile and gaming devices in schools. This comes from research spanning the Americas, brought to my attention by its author, Research Consultant Kim Farris-Berg.

Kim got in touch with me to highlight the research she carried out in the summer of 2008, across the USA and swathes of South America and Australia. Filtering of sites they use at home for learning is the number one obstacle for high school students, arguably those in whom we should be able to place more trust thanks to more time learning about how to exploit the web wisely:

"In 2007, [filtering] was high school students’ number one obstacle to using technology at their schools (53 percent). For middle school students, two obstacles tied for the greatest barrier (39 percent each): “there are rules against using technology at school” and “teachers limit technology use”. It’s likely that when students face obstacles to using technology at school, they also face obstacles to inquiry-based learning opportunities which can include online research, visualizations, and games."

 

The digital divide between schools and 'real world' is also an increasingly common complaint across communities both well-off and poor:

"Students reported that other major obstacles to using technology at school are not being able to access email accounts and slow internet access. Perhaps these are the reasons why just 34 percent of teachers communicate with students via email. Teachers are certainly online; just not with students. Ninety percent of teachers, parents, and school leaders use email to communicate with one another about school."

This would seem to correlate with the completely unscientific but anecdotally true "Friendwheel research" I've often shown in my talks and keynotes, showing that compared to media workers and young people, who connect furiously with one another all the time, teachers and other public servants tend to connect to "the person next door", with relatively little cross-fertilisation across sectors, age-groups:

 

It's not as if teachers and teaching leaders don't see the potential of bringing in student devices to make up the gap, either:

"Students’ increased access to mobile computing devices might now mean that the instruments in their backpacks and pockets—not to mention their high-speed internet at home (which 90 percent of them have, according to parents)—are far more useful to them for learning and communicating than the tools at school. Sixty-five percent of students in grades 9-12 said their school could make it easier for them to work electronically by allowing them to use their own laptop, cell phone, or other mobile device. Sixty-six percent of school leaders and 51 percent of teachers said the most significant value of incorporating such devices into instruction would be to increase student engagement in school and learning."

Education leaders' role in transforming the obvious into the reality
However, one would have to ask why leaders aren't transforming this 'obvious' feel and understanding into action more often. Number one on that list of engagement and learning tools, too expensive for schools and education authorities to buy en masse, would be the plethora of ever-evolving, ever-entertaining, ever-educational (in the right hands) gaming consoles:

"Games could also increase student engagement, according to 65 percent of teachers. Outside of school, 64 percent of students in grades K-12 regularly play online or electronics-based games. Besides winning, students reported that they like to play because of the competition with their peers (48 percent). Middle and high school students indicated that they like finding ways to be successful at the games (46 percent) and the high level of interactivity (44 percent). About half reported that the value of gaming technologies for learning is that games make it easier to understand difficult concepts and would engage them more in the subject. Fifty-six percent of students in grades K-2 reported that gaming would help them learn more about a subject.
 
"Just 11 percent of K-12 teachers reported they are incorporating gaming into their instruction, but over half said they would be interested in learning more about integrating gaming technologies into the classroom. Forty-six percent said they would also be interested in professional development to do so. Without differentiation by gender, subject taught, or years of experience, teachers thought games could address different learning styles (65 percent), focus on student-centered learning (47 percent), and develop problem-solving and critical thinking skills (40 percent)."

We know (mostly) that it's true, that it can have valid effects and, for various reasons including incompetence and ignorance, we don't act. The buck stops, I think, with middle management, with the leaders in schools and in the subject departments in those (secondary) schools. It's not that they are necessarily people who should have acted earlier.

No, I wonder if we're not losing faith in an increasingly bureaucratic group of non-educators who currently run our networked affairs, a group that are increasingly finding their own specialism - technology and network management - eaten away by democratising technologies and the cloud, and by a more enthusiastic, creative and demanding set of users (teachers students and parents) than they, as specialists, will ever be able to support effectively.

The support, like the technology, has to become more crowd-sourced, more with the users than the managers. By failing to move quickly and creatively enough with their technology management, they, like the newspaper business, may soon find their position unsustainable in the larger scheme of things.

It's well worth taking some time out of your day to read Kim's full report, available as a PDF from the tomorrow.org site.

Pic of the groovy MOMA Gaming Console from ViaGallery, with more here.

Ken Robinson's The Element: reincarnating creativity

Ken Robinson's "The Element" gets launched in the UK this week. It's a superb tome, and one that every educator, employee or entrepreneur should read, if only to check that they themselves are in the right place personally and professionally. Do your natural talents and passions meet at the same time and place, or are you plugging away at the wrong thing completely? Ken's book contains no simplistic lists of things one must do to survive the 21st century - it's Johnny Bunko for the over-educated.

Update: The RSA have now featured a film of his Element Lecture from February 2009.

Many of the messages will be familiar to those who have viewed his famous TED talk which proclaims, rightly in this blogger's opinion, that schools kill creativity. Why? Here's some of the stimulus from Ken's book along with some of my own observations, thoughts and inaccurate takes on the world of education.

Schools are built for, and in the image of, the industrial revolution
Schools are not only built for an industrial revolution past but also in its image - my first ever teaching placement in the most deprived area of Scotland was marked by every period of learning being 53 minutes long, something more like a chicken processing plant's shifts than a stimulating learning environment, with students batched by age and subject to standardised tests for quality before shipping to the real world. Conformity has thus always had a higher value than diversity. Disciplines on offer are subject to a hierarchy (maths and native language, followed by the sciences with music and the arts chasing the coattails).

Creativity and standardised testing can't share the same bed
We know this set of unchanging givens is killing creativity not just in high schools, though generally to a much lesser degree in primary schools, but also in Higher Education establishments. As the number of school leavers not in employment, education or training (NEET) creates a political headache for governments around the world, they are failing to tackle the continued problem in universities and colleges where the numbers also falling into the NEET category are surpassing the figures for high schools.

From recent personal experience of the 'creative output' of some UK Higher Education institutions I can vouch for a killing of creativity, independent thought and entrepreneurship, as hoardes of undergraduates and MScs fight to conform to what university markers want to see and take advantage of the spread of 'cramming courses' at the expense of pursuing personal passions at their best effort. When working on personal projects that are put forward for commissioning (i.e. asking for several £00,000s from the likes of 4iP) or for national and international media and technology prizes, the constraints of the learning environment ("a one-month unit using only x or y software") are used to justify downright poor propositions. Where's the passion that makes them stay up until 11pm and be up at 5.30am to work on their Big Idea? (These are the times 11 year olds at the New York KIPP schools regularly keep to tackle their learning, something about which they, at least, are passionate).

I said earlier that elementary schools have largely escaped this struggle for conformity, but even this elevated position is being gnawed away by standardised tests and curricula. Nothing in the past three years has made me more depressed about the state of education in England than hearing a young Wolverhampton child, part of a PDA-in-the-classroom project, saying that his prime goal from learning was to "get a five" - I still have no idea what "a five" is, but I have a feeling that it's not something that inspires me.

The death of entrepreneurship
This desire to "get a five" or to gain the best possible SAT test result is based on a wrong assumption, both in the creation of such tests and their perceived value in the wider world, particularly in the growing creative sector (worth £50b a year in the UK). Malcolm Gladwell's (right) Outliers, which I read immediately after Robinson's Element, offers a great counterpart in where creative success comes from in the first place. It explores the element of chance, background and opportunity in one's success, but also the need for a serious superhuman degree of practice at something before you reach the beginning of your prime, somewhere, that is, in the region of 10 years or 10,000 hours of passionate practice.

In the schooling environment we still see in most countries' high schools and higher education establishments, it's rare that the personal passion of a young person is given the chance to steer activity, resource and time in order that they might get close to achieving that 10,000 hours quicker. But it's not all the fault of institutions' structures and strictures.

More often than not, the successful student pictures themselves working in the 'safety' of faceless institutions rather than taking their passions and ideas to market themselves. History shows more entrepreneurs who were not successful students making it in the relative unsupported privacy of their entrepreneurship. Most students fail to realise, as Robinson puts it so well, that a degree these days is not so much a passport to a good job and salary, but a visa, something that needs renewed on an ever more frequent basis. But institutions and Governments are not particularly vocal in promoting this fact, thus encouraging the self-perpetuating myth that going to univesrity is better than going to college which is better than following a passion that, while you're willing to spend every waking hour working on it, might not lead to anything.

What is it that needs to change? Clue: It isn't curriculum or assessment
Nearly every country I've worked in for the past three years, from India to China, New Zealand to the states and provinces of Canada and the USA, from my native Scotland to our neighbours in England and Wales, is fiddling with two things: curriculum and assessment. Technology is often seen as the means of making teaching and learning better. I don't want to tackle here whether it does, but one thing is sure, as Arthur C Clarke (via Sugata Mitra) put it: "If a teacher can be replaced by a computer, then they should." This doesn't mean that all teachers should be replaced by computers, of course. It doesn't even mean that poor teachers should be, really. What it does highlight is that the myth an education system has no poor teachers or even a large hump of mediocre teachers needs to be met head on.

We also need to recognise that, largely, those teachers who use technology the most effectively and lead the way with its use are also, by and large, excellent teachers with or without the technology.

This helps us see what many of us appreciate already: the one biggest element of improving education, making learning more creatively inclined and entrepreneurial, is the teacher. It's not curriculum, class sizes (though smaller class sizes make the teacher's life easier) or even assessment. This is something I've been reporting back from research for two years (and which I've been blown out on more times than I can count). It's not about letting students lead the way with technology and "show us teachers" how it's done. Students are generally quite narrow in their knowledge of how to harness technology or creative venture.

No, it's how teachers and parents teach that is important. It is, to use a piece of edu-jargon, pedagogy, both at school and at home.

Yet no national strategy - and I would love to be corrected - headlines pedagogy as the key factor. Think about it: A Curriculum for Excellence (Scotland); No Child Left Behind (assessment: USA); New Zealand's curriculum is about values, competences, subject areas... Also, there's no large educational business à la Pearson that places its centre of gravity around pedagogy forcing the issue with superb pedagogy-based programmes of change, and with good reason - the business of standardised testing, where pedagogy must play second fiddle to cramming and passing the test, is worth in the USA between $1.2 and $5 billion per year per state. How much is teaching the teachers worth? Currently, a lot less.

Fundamental change through Brains Trusts
When I was having a post-panel-session chat with Clay Shirky (I was on the panel and he was the first question-asker of the day) he talked about my current place of employment not in terms of what it was, but in terms of who was in it: "What a brain trust you guys have there", he said. What did he mean? He meant that the organisation employed what it felt were the best people for the job of moving its business forward, and left them to get the hell on with it. The result of feeling that you're part of this brains trust is that you strive more than you ever have to be the best in the world. How many times has someone called the teachers in your school a "brains trust"? Or, for that matter, the management team? Or the parents? Or the students? How many times a day are you aware that you're goal is to be the best in the world?

When we were developing eduBuzz for students and teachers in East Lothian, we centred it around the people, not the platform or the politique of the education authority's management (who, in some schools and particularly in the early days, riled against what we were doing). In a LIFT talk last year, I made the point of saying that its success as a project was probably down to the fact that it offered an immediate change from the importance placed on the school - school boards, school achievement, school councils - and moved it instead onto a level where individuals - people - were the focus. People, not institutions and paper-borne structures, are the sole way to help individuals find their element, nurture it and take advantage of that for the greater good. It's just that most people who have ound their element have had to go and create their own institutions or projects to find a like-minded tribe - education institutions where one is packed away by age and ability, ability determined through standardised tests, are not the place to find fellow tribesmen and women who want to be the best in the world.

It's the nurturing of the brains trust in one's place of work or place of learning that counts the most if we are to improve learning. Schools are pretty poor at identifying talents that are not testable, yet alone nurturing it (this happens thanks to the actions of individual teachers rather than a systemic ability and framework to nurture talent, in the same way as, say, a broadcaster like Channel 4 does; there, the raison d'être is to nurture alternative voices and new talent, with a budget and infrastructure built more or less solely around this. My own department, for example, manages some £50m of public and private money to nurture new talent in online, mobile and gaming media alone.).

Making sure that our current and future students in schools and higher education establishments are capable of entrepreneurship in many areas of their lives, of coming up with solutions that marry new technology (bringing with it new possibilities we could not have before thought through) with strong understanding of design to tackle issues that really matter is the number one task to ensure that they can fully participate as citizens. Simply providing access to part of that equation is not enough: broadband for all without understanding for all, community without happenstance on a global scale, a child's creativity without understanding of the potential technology brings.

Pic: How Intelligent Are You? |   Malcolm Gladwell   |   C4 Offices

Ken Robinson's The Element   |   Malcolm Gladwell's Outliers

Britain's 100% Broadband by 2012 - but wires aren't the whole problem

The whole country will be connected to the web in 2012 via high speed broadband if Lord Carter's recommendations, released partly today and concluded in late Spring, are taken up. Given our current politique of grand public works to keep the country moving and the view that broadband infrastructure is as important as road and train infrastructure, it seems likely that this will happen.

The hope is that the digital divide will be broken down this way. The reality is that the very real and current digital divide is less finance-based and more to do with other complex often education-related issues, issues that are often linked to standards of living in general in socially deprived areas. The research tells us that people not online at the moment make this choice based on a belief that there is nothing of interest to them. For most people already online this is patently not true. The challenges for this die-hard digitally secluded group are

a) knowing how to find relevant, engaging and entertaining material
The traditional television schedule works on the basis that you will be somewhat 'forced' to bump into content you would otherwise not choose to watch. Take tonight's schedule on one Channel, chosen at random ;-) You start off with the non-partisan Channel 4 News, bump into the often partisan docs of Unreported World or 3 Minute Wonder, bump into a light and frothy Million Pound Home In The Sun before a hard-hitting, full-of-sweary words, public service hour of Jamie Oliver making sure we buy sustainable meat sausages. You don't have to work too hard to find interesting material that you wouldn't normally have sought out - all you need is an initial hook and then the schedulers work hard to keep you.

This, of course, is being somewhat eroded by the EPG, which could offer around 600 choices every thirty minutes, but also offers a way to personalise your TV schedule into stuff you know you want to watch.

Take it to the web, where there are billions of choices every second, constantly changing, and you hit a new problem. Understanding the tools is harder than understanding how an EPG works. Knowing what you want in the first place is a start, but websites are designed to keep you on one piece of content - theirs - and that content is often more narrowly defined than a TV schedule. For example, you are reading this education blog, or you are reading about the creative industries in Scotland and Northern Ireland, or you are reading about travel - but more often than not you're not necessarily bumping in on completely new content, merely different angles on the same content. This is, I think, why nearly all of the top content websites are rehashed versions of television, newspaper or magazine type sites, all of which carry ever-changing focuses and recycle your traffic, helping you bump into new and unexpected content. Think: all social networking sites, YouTube, the NYT, the Guardian... think Google.

b) knowing how to navigate and read off the screen
6% of adults can't read to the level expected of an 11 year old. One in five Scots has trouble with reading and numbers. This means that you can expect somewhere between 6-20% of folk to have trouble using the internet on that basis alone, followed by an aging population who lack much targeted content (because currently there is no market for it - only 16% or so of over-65s are online).

Laying cable alone will not make a difference to these groups. Schools' continued efforts to raise the media literacy flag's importance against a lot of other more sexy technology policies are required for tomorrow's generations. A lot more is required, though, to work with those who, for the next 40+ years are not in school, and not online.

At Channel 4's 4iP we announced last week that we would be venturing into this very territory, with Talk About Local:

Talk About Local will train several thousand people in 150 disadvantaged places in England to set up locality/community/neighbourhood based websites.  The project will use UK online centres as its delivery backbone.  Talk About Local will catalyse an online resource and community for people publishing neighbourhood or community websites, so that people can help each other.

Talk About Local is about giving people skills and empowering communities.  The project will empower active citizens who already have a burning need to communicate as they campaign for cleaner streets, better schools, activities for young people or put on local arts or organise a village fete.  Talk About Local will give these citizens the basic skills to communicate online more effectively and at less cost than using traditional means.  By networking citizens together, they will be able support each other in their local activism, as well as on technical publishing issues.  This will lead to stronger more effective community action.

Media Literacy is not just about learning how to use the net for the sake of it. The net is fundamentally a tool of and for democracy, to allow people to discover information, challenge authority and be entertained and educated. Talk About Local is one of the many projects 4iP will be commissioning over the next two years or so to make a dent in this huge task, with nearly all the ideas for tackling it coming from the very population it serves - you.

What are you going to do this week to make the web feel more worthwhile to folk in your community? What are you going to do to challenge those who block, filter and avoid the media literacy issue for the sake of expediency or, worse, ignorance? We've got till 2012 to answer. Your time starts... now.

Read the full Carter Report   |   Pic: I hate networking

Lack of broadband for all, an implicit denial of full citizenship to some

My big boss at Channel 4 (spot the new website), Chief Executive Andy Duncan, gave a speech last week in anticipation of the Digital Britain report, the first part of which is released next week. In it he makes some key points about the importance of the public service intervention we are making on the web, mobile and gaming with 4iP, but also stresses why Government needs to act rather than talk about broadband access for all.

I still hear about the digital divide as a legitimate excuse for not embracing technologies and equally a reason for blocking and banning sites with which the Establishment of our education institutions don't agree or don't understand. It's the main reason for a propagation of 'safe' social networking sites and school intranets destined for tweens and teens who spend up to six hours a night unleashed in the 'real' online world, reaping the benefits this untempered activity has to offer. Making sure all citizens have access is a key "must-change" in 2009:

...We must have universal access to broadband services.  At the moment we rank fifth of the OECD countries for access, but in terms of speed we are some considerable way behind countries like Korea and Japan.   If we are to be a fully digital society, then every citizen must be able to participate.  Anything less would be an implicit denial of full citizenship to some.   For a household to be online is becoming as essential to participation in the life of society as having a TV and a phone.   And TV and phone are probably most important to those who are most disadvantaged.   The same should be true of broadband access.   In any case, the more universal a network, the greater its value.  Google, Yahoo, You Tube, Facebook, Bebo – they know that very well.  It’s even more true in a wider social sense as a common unifying element of citizenship.  And while many people - perhaps most people - will want to top up any basic provision by paying more for hi-speed or specialist equipment or content and services, just as they do with television today, access itself should be a basic right for everyone.
Full speech (pdf)   |   Listen to the speech online   |   Pic: Informitv