edublogs

If the Army sees the potential in Facebook, why not schools?

When social networks were still finding their feet among their key demographic a few years ago, I was a keen advocate of formal learning institutions and their staff keeping out of those spaces, certainly not using them as social learning environments. danah's research backed this up and the concept of teachers creating "creepy treehouses" was enough to knock that desire of some on the head.

Seeing how the US Army has harnessed Facebook for a mix of both informal communication and leadership is opening up the question again in my mind, as the demographic using Facebook rises well into the 30s and Twitter's growth started with an older demographic and is only now appearing to edge southwards to early 20 year olds and teens (thanks to my wholly unscientific research - danah, if you're not busy this summer...).

It's particularly pertinent as Local Authorities charged with improving the prospects of their learners and staff in an increasingly technological age do not cease to become ever more Machiavellian in their desire to clamp down on any communication about the realities of being a teacher or learner in their patches.

On the Facebook blog this morning says Lieutenant Colonel Kevin Arata (link to his FB page):

Allowing our audience — including our soldiers — to connect and communicate through social networking is still considered risky business by some, and we do face unique challenges. The risks to operations security felt by some, or the fears that our soldiers will post "unbecoming" information, are outweighed by increased communication and sharing.

From an institution that in 2000 wouldn't allow unfettered access to email (and before that whose "Full Metal Jacket" reputation preceded it), one of the most traditional public institutions with the most apparently valid potential for killing communication to those back home has come a long way. And it also shows how far schools and teen learners working within them have to go before their life cycles start matching the real world.

What is it that Facebook brings the military? It allows family to keep in touch with minimal effort through a great deal of the deep ambient intimacy of the status update:

Facebook is also giving a platform for sharing of skills and advice between recruits:

It also allows senior members of staff in the military to, quickly and easily, without disrupting the flow of their day, update via cellphone or laptop on what (non-secret) operations they are undertaking. What exactly does an army Colonel do? Well, now you can 'follow' them and find out. It will almost certainly make a few more people aspire to doing something different or improving their act not just in seeing what superiors and, above all, seeing what peers are up to.

While intranets and VLEs provide a structured learning environment for teacher-defined groups of learners, they do not provide very well (or at all) for friends-of-a-friend (FOAF) communication, happenstance connections and temporary windows in on what FOAFs are up to. They are designed for preset activity with preset groups, despite the admirable efforts of talented creative individuals to shoehorn them into other more enticing uses. It's hard to argue that, in terms of how kids connect within the school environment with school-like material and contacts, things have really moved on since the likes of my students blogging and podcasting from their French trip in 2003 (the 2004, 2005 and Auschwitz blog remain). The fun serendipitous connections are happening very much outside the school boundaries, and the school institution itself remains largely blind to this. The knock-on effect is that school and what it should stand for - learning - are also blind to learners outside the schooling complex.

Now, at Channel 4 the Education department has worked with great skill over the past two years to create learning opportunities in the social networks and spaces where young people hang out (think Battlefront, YearDot, Routes.... There has been little attempt to make these interactions fit into schooling per se. At 4iP, where many of our products and services involve learning of some description, we continue this 'non-school' of thought.

I wonder: is there mileage for schools in looking at what the Army is achieving here and for what purposes, and seeing if there are unmet needs in the schooling environment which could be supported by social networking services and platforms which are increasingly better embedded in society? Or is this something in which only others outside the formal schooling environment are prepared to invest?

Pic: Full Metal Jacket

Guy Kawasaki: The Art Of The Start in Scotland

Guy Kawasaki came to Edinburgh to help 100s of students, startups and investors understand better how to make the world a better place through startups.

1. Make meaning
The great tech companies did much more than make money. They made the world a better place, they brought meaning to people. If you want to make a great startup make sure that you are and that you surround yourself with people who want to make changes to the world - this is why an MBA is the worst possible member of your startup management team.

Efficacy, power and liberation is the message we get from cotton, leather and rubber, via Nike. What's the message we get from you about your startup or big idea?

Ice 1.0
Ice harvesters of the 1900s ran an explosive business gathering ice. Later, ice factories produced mass quantities of ice for people. Then refrigerator companies destroyed both businesses. The ice factories were not started by the ice gatherers; the refrigerator companies were not started by the ice factory people. Most people, most startups, fail to jump the curve - they think they'll just carry on without change. They think of the product they make, rather than what they provide (and then coming up with different, ever-changing products to achieve that provision better).

2. Make mantra
Find meaning for your mission, but don't make a mission statement. Delete anything that would qualify for a bullshit bingo competition: partnership, collaboration, cooperation. These are givens. A mantra should be repeatable by everyone in the company, and everyone in the company should be able to make decisions based on that: Do It First, Inspire Change, Make Trouble.

3. Get going
Think different - don't be another ice harvester
Polarise people - have the courage to create the product or service that you would want to use. Some people will hate it and some people will love it. If you try to make something that makes everyone happy then you'll make something mediocre.
Find a few soul mates - genius does not happen alone. You need someone to bounce ideas around with.

4. Define a business
Keep it simple - paradigm-shifting, patent-pending technologies are not going to tempt most people. Most folk want something that can be made, sold and collect money. Keep your business model simple.
Ask women what they think of your business model - Guy believes that men, deep in their DNA, have a deep disposition to kill things: people, animals, plants... the competition. Killing the competition is a bad business model in and of itself. Don't count on that to convince people.

5. Milestones, Assumptions, Tasks - Weave a MAT
Milestones are things you would brag about to your friends: "we finished the design", "we produced our product"; "we shipped today". It's not "we made a logo".
Assumptions are based on, say, getting a tiny percentage out of a huge market: there are 1.2bn on the net, and we only need 0.1% on our service to become zilloinnaires.
Define the tasks required to open up your potential: hire a sales person.

6. Work out your ability to provide a unique product or service

What is unique and valuable about your idea?

7. Follow the 10/20/30 rule
Every pitch a VC (or Commissioner) hears is unique, paradigm-shifting, patent-pending, with a proven management team who are experts in what they do, who only need a small part of a huge market to make loads of money (conservatively speaking). Less is more. Tell us:

• The title
• The Problem
• The Solution
• The Business Model
• The Underlying Magic
• The Marketing and Sales
• The Competition
• The Team
• The Projections and Milestones
• The Status and Timeline
• The Call To Action

More on what goes in these over on Guy's blog.

8. Hire infected people
If you get a great horse then any idiot can ride it to the finish line. But were they responsible for getting it there?
Ignore the irrelevant, the lack of their 'perfect' background for the job and, instead, concentrate on those who "get it".
Hire people, surround yourself with people who are passionate about changing the world with your stuff. Hire people who are better than you - the hardest part of the startup is not the engineering. Marketing and sales, CEO-ing, community-building are just as hard and you need to work out what you're not good at, and get in people are are good at it.

9. Lower the barriers to adoption
The learning curve for startups' products is often too complex. People need to be able to fire up and go for it. If they need a manual or training for your stuff, then it's too complex. Lower the barriers to adoption. In Edinburgh, the one o'clock gun goes off at precisely one o'clock so that you can set your watch. It doesn't go off at noon because they'd have to fire twelve times and the users wouldn't know whether to set at the beginning or the end of the 12 chimes.
Don't ask people to do something that you wouldn't.
Embrace your evangelists. Those customers or users who love what you do need to be thanked, embraced, give them information, give them the ability to help new people into the fold.

10. Seed the clouds
Sales fixes everything. Your investors are probably facing 90% of their portfolio not making money, so if you're in that successful (even vaguely successful) 10% they'll not bother you.
Let a hundred flowers blossom. When "the wrong people" are using your service don't freak out, don't tell them how it's not their service to use - take their money and embrace them. Apple made spreadsheets, but Aldus Pagemaker was the "wrong product" but turned Apple into a media-making-enabler company.
Enable people to test drive your product. People need to be able to be playing before paying. Find the key influencers in your community and give them the product for free.

11. Don't let the Bozos grind you down
Get yourself immunised against Bozosity:

• This "telephone" has too many shortcomings to be seriously considered as a means of communication. The device is inherently of no value to us.
  Western Union internal memo, 1876
  
  
• Everything that can be invented has been invented.
  Charles H Duell, Commissioner, U.S. Office of Patents, 1899
  
  
• I think there is a world market for about five computers.
  Remark attributed to Thomas Watson, chairman of the board of IBM, 1943
  
  
• There is no reason for any individual to have a computer in their home.
  Ken Olsen, President of Digital Equipment Corporation, 1977

On the flip side, it's not the case that we should be writing off anyone who says no. People who say no can sometimes be right - take on their advice and work out if you can ignore it.

Pic: From Alex. Thanks ;-)

Dopplr's Matts on designing sites that no-one has to visit

Over on 38minutes, the creative community I helped create for Scottish and Northern Irish webpreneurs, I've been blogging a lot about what makes online services, communities, apps and APIs attract, retain and turn into some kind of value the interactions of the people out there.

The last post I wrote was a summary of some gems of wisdom in the two Matts (Biddulph and Jones) behind travellers' site Dopplr.com, lifted from the transcript of their talk at last year's dConstruct conference (you can listen along, too). Here are my own highlights that potential 4iP developers and those working on web-based services for young people might bear in mind as they develop their ideas and products:

On a web of data

"Find one bit of catalytic information that you can inject into a bunch of other arenas."

"Flickr is a mainframe. It's a big, giant machine that stores loads of stuff, and by storing lots of stuff in the same place, we get economies of scale out of it.

"And from there, we come to pretty much where we are now, which is having seen the power of combining massive amounts of information from many sources—the enormous, sort of easy group-forming power, the zero-coordination power of things like tagging, and linking, and all these things used properly—is we get to this realization of the original vision of the web, which is the web is not just a sort of teletext or view data system.

"It's a web of data. It was designed as that right from the start. And everyone's dear friend Tom Coates talks in wonderful detail about the way that we are now starting to design not just for our web sites, not just for that little bit you're seeing in your browser, but for the re-use of data, and realizing that data crosses the boundaries of sites. And sites open up access to that data and allow the easy recombination of it with other sites, are themselves benefiting from it.

"And to quote another of our—this is a friend's quote, a talk, by the way—another of our respected friends, Matt Webb. He's been talking recently about movement as a paradigm for the way the web is going. "So the web, when we started out, the web was a physical thing. You went to a site, you hang out on a forum. We had destinations, and people tried to build portals, places that could be almost physical sort of arcologies—places you could go and put your online life.

"And then we moved from this web page era into the era of web applications—the sort of the power-lifter, the Internet as magnifier of your individual capabilities—gives you superpowers and power-ups, and lets you do things over great distances, access knowledge that you can't immediately access from your physical environment.

"And that's the stuff that's evolving now. But as we are able to move from site to site, we get away from the arcology—the individual approach to sites. We are moving around sites, as is our data. And something that Matt said in a presentation recently, which I think is a really wonderful concept, is that your web service is a finite-state machine that executes on your users."

On distributable media

"A guy called Martin Lindstrom said, "The genius of a coke bottle is when it smashes into a thousand pieces, you still know it's a coke bottle.""

On delighters

"...Delighter is a world that I learnt from a guy who used to run the W Hotels in New York and in San Diego. And he used to say that delighter is a term evolved from the hotel industry or the hospitality industry. Where you put something into somebody's experience or into a room, but you do it in such a way that it creates nothing but absolute joy and delight.

"And the example that he used, which stuck with me for ages, was the rubber duck. If you go into a hotel room and there's a rubber duck already in there. You will go, "Oh, rubber duck. Cool." If you go into the hotel room on your second night there when you had been shopping all day and it's been raining. And you are naked and you really want to bat, and there's a rubber duck. You will be incredibly delighted. At least that's the theory. So we are always trying to find the rubber duck that we can put into the experience where we can.

"And one of the things that I really like about the logo is that, almost entirely dependably, people don't notice that the colors are changing until like two or three months in. And they go, "Oh! The colors are changing. Why are the colors changing?" And you set up all your vanity alerts on Dopplr on surmise and things like that. And they go, "Oh, just nice, the colors are changing" and, "Why are the colors changing?"

"So then we go and talk to them and say, "Hey, this is why the colors are changing. It reflects what you are doing around the world. And these are city colors that are referring to where you are around the world. They go, "Ah, that's really nice. I really like that."

"And then apparently another month later they go, "And you did it in the favicon.""

On the language of 'Friends'

"But the thing that's kind of bubbling up in my mind is that soon, we may have to kind of say this: that a lot of the reasons that we are tying up ourselves in knots is because of language. Because so much is tied on to the notion of friendship, the intimacy, the kind of transitiveness of friendship, what you're able to share, and what you wouldn't with certain people. And then how does that move to friends of friends?

"And all of the things that he was talking about—I mean, very fantastic things to be able to do with information. But using that word "friend" just kind of takes it to something in our monkey brain, kind of just goes, "Oh, I need to collect a dollhouse of friends, or I need to be very careful about how I handle this."

"So I'm kind of thinking very carefully about this at the moment. One of the things that we started off at Dopplr—when we started off Dopplr, we tried to keep to it—is that we never use the word "friend." We always talk about the informational relationship. We talk about the kind of switchboard pipe that you're connecting to somebody that you trust.

"And we talk about the information that's going, and we talk about the level of trust, and we talk about what's going to happen, but we don't judge whether that is your friend, your bank manager, your boss, your archenemy, whoever it is. And it just makes life a hell of a lot easier."

Really. Seriously. If you're making any kind of online platform in the coming months go and read/listen to it all. I'll be asking questions later... ;-)

Other posts you might like:

• Adam Gee on the challenges of commissioning web-only platforms and content
• Matt Locke's Commissioning for attention

Pic from dConstruct 2008

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

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

The national bard's letters... blogged

This year is Homecoming 09, celebrating 250 years since we started reciting poetry we rarely understand on January 25th, the birthday of our national bard, Robert Burns. It is not, the Government are at pains to tell us, a poorly camouflaged cynical plan to get more tourists to come "back home" to Scotland.

My pal Craig McGill at Dada let me know about a new project that brings together all the letters Burns ever wrote to his many mistresses and followers, published on a blog on the day they were written. It's as simple as they come, but charming and insightful to the bard's many passions.

Robert Burns' Letters, being on a blog and RSS feed, would make the ideal daily posting on a student's personal learning page on a VLE, like Glow. It wouldn't take a designer or enthusiastic teacher more than twenty minutes to put together some nice artwork and the feed, and get some kind-hearted soul who thought it worthwhile to promote it and amplify it through the main LTS site for more to enjoy. Hint, hint, nudge, nudge... we shall see what happens over the next couple of weeks in the run-up to Burns' night festivities. For the rest of us living on the interweb, you can just head over to the site throughout this year.

Follow Rich's pain and heroics on the Vendée Globe Twitter

 While still at Learning and Teaching Scotland I had hoped the national schools intranet, Glow, might help highlight an amazing story of heroism, and encourage Scotland's young people to follow, question and work around the adventures of solo skipper Rich Wilson as he battles alone around the world in his yacht in the Vendée Globe race. Alas, nothing seems to have arisen from the potential.

However, the social web being as simple to use as it is, even when you're balancing a sat phone to send text messages as you nurse a broken rib, Rich, on the recommendation of superb Boston-based teacher and BLC-buddy Lorraine Leo, has taken the initiative with his SitesAlive colleagues and is now Tweeting very regularly as he sails alone through the dark waters of the Southern seas this Christmas. His latest messages read:

Had an albatross crash land on the boat. Not sure which of us was more surprised. It struggled a bit to take off, but it finally flew away. about 1 hour ago from mobile web

Have 35-40 kt winds for foreseeable future. Making good time if boat & skipper can sustain tension of rocketing down waves. 10:33 PM Dec 21st from web

Harrowing sea conditions. With just mainsail, boat is less stable directionally than if we had a jib up front. 6:53 PM Dec 21st from web

Hammered yet again, big seas, breaking, barograph descended, then steadied as front came through with gradual windshift, not sudden. 6:51 PM Dec 21st from web

Had albatross around the boat today. They are amazingly large and also serene birds. 4:15 AM Dec 20th from web

Past the Heard Islands. Saw Iridium satellite fly fast overhead tonight among the bright stars, with its solar panels reflecting sunlight. 4:11 AM Dec 20th from web

Had a nice chat with Jonny Malbon on the Iridium last night. Good to talk, especially with what happened to Yann yesterday. 12:30 AM Dec 20th from web

Off the Kerguelen Plateau at last, seas much smoother. 8:22 PM Dec 19th from mobile web

I am devastated to hear of Yann Elies broken leg. He's a great sailor and a kind man. 2:47 AM Dec 19th from web

Contact with the 'outside world' during this time must mean so much, so I'd like to encourage you all to wish him well, add him as a contact for the duration of the final half of this race and be amazed at what a former maths teacher, close to retirement, is able to achieve.

UK Government Research: Web 2.0 does improve learning

New research from Scotland and the UK Government shows that Web 2.0 and gaming can and do make a difference to educational attainment and student experience.

Since the birth of most "web 2.0" technology in the past six years I've been there gathering and even doing some of the research into whether it offers up any improvements on pedagogy and/or student experience in the classroom. It's not stopped healthy questioning of the validity of data, normally in midflow during a keynote, but there has always been a layer of distrust in stats and research that has not been peer reviewed, to the extent that there has been a great excuse for the lack of change by haughty educators and States that don't want to make the effort.

So I'm delighted that colleague Derek Robertson and University of Dundee researcher David Miller have, through their large-scale study, found that playing 20 minutes of Dr Kawashima's Brain Training every day is much more likely to improve attainment and speed of calculation in mathematics (up to 50% faster than the control group). Their results are to be peer-reviewed, hence the frustrating but necessary wait for the graphs, stats and data.

Furthermore, Becta's research into Web 2.0's impact in the classsroom, for which I presented the opening keynote at the expert seminar earlier this year, has just been completely published, and shows

• Web 2.0 helps to encourage student engagement and increase participation – particularly among quieter pupils, who can use it to work collaboratively online, without the anxiety of having to raise questions in front of peers in class – or by enabling expression through less traditional media such as video.
• Teachers have reported that the use of social networking technology can encourage online discussion amongst students outside school.
• Web 2.0 can be available anytime, anywhere, which encourages some individuals to extend their learning through further investigation into topics that interest them.
• Pupils feel a sense of ownership and engagement when they publish their work online and this can encourage attention to detail and an overall improved quality of work. Some teachers reported using publication of work to encourage peer assessment.

You can read the full research report online, which includes some input from myself and colleague Matt Locke at Channel 4. The recommendations state that all teachers need to be given more significant time to do more complex work with Web 2.0 in their classrooms, directing students learning in these tools. It also, thankfully, helps us see realistically what students do with technology.

Above all comes the caveat that we must not over romanticise what young people are capable of doing with technology without the structure of learning and teachers acting as guides on the side.

Fascinating stuff on which to start building more daring policies. Essential reading for all those who lament the lack of interest in new technologies from "those up top".
Pic from David Muir, his blog is here.

Remixing Cities, remixing learning: Charles Leadbeater

There's a great deal of 'play' at this year's Scottish Learning Festival, with LTS's Consolarium Challenge stretching over both days, pitching student gamers from across Scotland against each other for the ultimate accolades (and loads of free gaming kit for their school). I'll also be doing a seminar on the crossover between gaming, social media and learning, as well as leading a band of innovative educators at the Discovery Hour on Wednesday and, maybe, Thursday - come and find out how teachers have been making superb uses of Second Life, robots and new media in the classroom.

However, as always, there's at least one keynote I feel might not have the pulling power on the masses who, by the last day of the Festival, are seeking some easy takeaways for their schools and the latest classroom innovations, a keynote that promises to have several profound messages for our school leaders and curriculum designers. In fact, if the audience were not 2000 but more like 200 of Scotland's ICT coordinators, Directors of Education, Head Teachers and policy wonks I'd be quite happy. This is my appeal for you to attend or watch the video stream of Charles Leadbeater's keynote on the future of education.

To leave you in no doubt as to the thought he's given this issue, let me direct you to a paper he published about the evolution of the city. I normally abhor those who ask "What does School 2.0 look like" but, by kings, he's pretty damned close. In Remixing Cities he manages to succinctly outline what 'school' might look like. It's more like Schools, in the best tradition of Malcolm Gladwell's Pepsis and Spaghetti Sauces, because, in the future (well, the sooner the better really) there will no longer be a school that we go to, but rather schools that we go to. And, yes, play features heavily throughout. Here is a lengthy citation from his superb manifesto:

If a city addresse learning from the vantage point of these social web models, what could it offer? The outer circle would be:
An eBay for learning: a city-wide learning exchange to match learners to those with the skills to teach but who are not teachers. For example, if someone needed a tutorial in using garage band software, they could find someone with the skills who may not be a school teacher.

The Learning Game: more learning opportunities modeled on large scale, multi-player games in which players discover challenges and acquire the tools and skills to overcome them together. For example, a city-wide sustainability challenge using maths and science skills.

YouLearn: using the power of user-created video to provide learning opportunities complete with user ratings and comments.

Wiki-learning: a city based resource of facts, figures, information and insight, created by and for the city’s citizens for its curriculum.

Social search for learning: using tools such as tagging, folksonomies and social book marking to allow more structured peer-to-peer learning, so that one generation of learners can follow in the footsteps of others.

These mainly digital tools would be augmented by enhanced opportunities to learn outside schools in businesses, libraries, galleries or in settings relevant to what is being learned—the city as a classroom.

The middle circle would focus on families, learning and social networks. That might include:

Social networking for learning: peer-to-peer networks on MySpace, Facebook and other networks to link people in learning clubs to learn with and from their peers, including adults and parents, online and offline, in coffee shops and homes.

Enhanced parental involvement in schools: development of family learning centers; parents as teaching assistants.

Get Started: Increased investment in early years provision for disadvantaged families and linking them earlier to schools that prepare them for learning.

NetMoms: Using social networks to promote mothers’ clubs to support informal learning and employment.

Personal trainers for learning: Local learning support workers who would work door-to-door, similar to health visitors.

Schools would still be vital, but they would be designed to maximize the value of the wider platform. For instance:

Parents and adults might learn in the same building as children.

Schools could be productive enterprises, centers for small business clusters, in which children run real money-making businesses.

Teaching by discovery and doing to instill social skills alongside cognitive skills would be much more central.

Schools would be open longer, more flexible hours, with schedules that suit the different paces that children learn and the times that parents work.

There would be more, smaller, studio-style schools, akin to cafes or drop-in centers suited for more virtual learning communities and particularly for disaffected teenagers.

Alongside teachers would be more para-professionals, teaching assistants, business people, environmentalists and artists.

Children would learn from one another with the creation of a new generation of lead learners.

Every child would have a self-directed learning support plan to shape what they learn and from whom, in and outside school.

Download the whole document.
Picture; Sparktography