Ridiculously easy group-forming

The title of this post comes from a quote by Seb Paquet in the book Here Comes Everybody by Clay Shirky. This book is situated somewhere between the simplicity of Wikinomics and the complexity of The Wealth of Networks, which makes it a welcome addition to the field of social networks. Shirky’s analysis is excellent and is not just a repeat of the echo-chamber of the blogosphere. For example:

When we change the way we communicate, we change society. (p. 17)

You can think of group undertaking as a kind of ladder of activities, activities that are enabled or improved by social tools. The rungs on the ladder, in order of difficulty, are sharing, cooperation, and collective action. (p. 49)

It’s when a technology becomes normal, then ubiquitous, and finally so pervasive as to be invisible, that the really profound changes happen, and for young people today, our new social tools have passed normal and are heading to ubiquitous, and invisible is coming. (p. 105)

I saw social tools in action this week, when a parent/lawyer in Saint John, NB, was interviewed on the radio concerning the abolition of the early French immersion program in the province. The interviewer asked her what was the best way for other concerned parents to get involved. Her answer, “Facebook”. We now have tools for ridiculously easy group-forming, and these are being used at the local level by non-techies. Indeed, social media are getting close to “normal” even for those who are not so young.

Update:

Two groups on Facebook concerning EFI in NB (what Shirky would describe as “sharing”) have over 2,000 and 3,000 members respectively. The EFI Day of Protest has 104 Facebook members registered at this time (what Shirky would describe as “collective action”). As you go up the ladder, it requires more commitment, and you don’t get as many members. It’s interesting to watch this phenomenon and I’ll update the stats as time goes on, as well as confirm the actual numbers on the day of the protest.

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One hundred years later

One hundred years ago was an age of print, when most of our information and knowledge came via books and newspapers. I was reminded of the changes that we’ve seen in information distribution with the release of Before Green Gables on the 100th anniversary of Anne of Green Gables.

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Budge Wilson was commissioned by Penguin Books and the L.M. Montgomery family to write the prequel to this popular series of books whose stories take place not far from where we live [full disclosure: Budge Wilson is my mother-in-law]. The official book launch and other events are happening in Toronto this week.

I have been interested in the entire process as I’ve watched from the sidelines. The way in which a work is commissioned by a publishing company, the fact that the heirs to Lucy Maud still have control over her works 100 years later and the slow process of going from manuscript to published book. It’s the opposite end of the spectrum from blogging, but then Budge’s prose is of significantly greater quality than my ramblings.

So what will publishing look like 100 years from now? The process of publishing this book is not that different than it was in Montgomery’s time. Will it be the same for Budge Wilson’s grandchildren should they decide to become authors? Will copyright, as we know it, still exist and will it be practical to enforce it?

Review: Moodle Teaching Techniques

I had written a review of William Rice’s previous book and noted that it was rather technical. Moodle Teaching Techniques is more pedagogical and gets down to the details of how to develop online courses in Moodle.

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Moodle adoption is growing and it is probably the most widely-used open source learning content management system in the world. That makes this book rather timely [not like my review which I had hoped to write in 2007].

This is a good guidebook for anyone developing online courses with Moodle. The introduction covers some basic instructional techniques and then the book gets right into the “how-to’s” of course building. One comment I found interesting was how Rice recommends that wikis, forums and blogs should be used:

In Moodle, each student can have a blog. This is turned on by default. However, a student’s blog is not attached to any course. That is, you do not access a Moodle blog by going into a course and selecting the blog. Instead, you view the user’s profile, and access that user’s blog from there. In a Moodle student’s blog, there is no way to associate a post with a course that the student is taking. This results in “blogging outside of the course”. Also, as of version 1.9, you cannot leave comments on Moodle blogs.

These comments show the inherent weakness of the “course” model when used online. Everything has to fit neatly inside the box that contains the course. Having blogs outside of the course is a good concept, because student’s posts can travel with them from course to course. The use of “tags” could alleviate the problem of finding blog comments, but would require another tool for aggregation of these tags. Once again, several tools (blogs, wikis, social bookmarks, etc.) loosely joined may give more flexibility than a single system, such as Moodle. Furthermore, I cannot understand why the comment function was removed from Moodle blogs. Why have a blog at all if you cannot comment? You may as well just have an HTML editor and a place to publish web pages.

The bottom line for this book is that 1) if you are using Moodle and 2) you are designing courses, it’s full of helpful tips and techniques. An excellent review of this book is available from Susan Smith Nash.

Blessed Unrest

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Over the holidays I read Blessed Unrest: How the Largest Movement in the World Came into Being and Why No One Saw It Coming by Paul Hawken. This is a book that is more a reference than a story and what will serve me well after reading the book is the extensive appendix, which is about 1/3 of the book. Hawken covers many themes familiar to readers of Al Gore’s An Inconvenient Truth or Thomas Homer-Dixon’s The Upside of Down.

The approach taken by “the movement” to address problems, noticed by Hawken, is one that makes sense to me, given my own consulting business as well as some local initiatives that I’m involved with, such as our Commons.

The term solving for pattern was coined by Wendall Berry, and refers to a solution that addresses multiple problems instead of one. Solving for pattern arises naturally when one perceives problems as symptoms of systemic failure, rather than random errors requiring anodynes. For example, sustainable agriculture addresses a number of issues simultaneously: It reduces agricultural runoff, which is a main cause of eutrophication and dead zones in lakes, estuaries and oceans; it reduces use of energy-intensive nitrogen-based fertilizers; it ameliorates climate change, because organic soil sequesters carbon, whereas industrial farming releases carbon dioxide to the atmosphere, and is the second-greatest cause of climate change after fossil fuel combustion; it improves worker health because of the absence of pesticide; it enables soil to retain more moisture and is thus less reliant on irrigation and outside sources of water; it is more productive than conventional agriculture; it is less susceptible to erosion; and it provides habitat for pollinators, birds, and beneficial insects, which promotes biodiversity. On top of all that, the resulting food commands a premium in the market, making small farms economically more viable. Solving for pattern is the de facto approach of the movement because it is resource constrained. It cannot afford “fixes”, only solutions.

This evening, I’m off to an executive meeting of the Sackville Community Supported Agriculture group, as we plan for this year’s challenge of supplying 60 families with good, locally-grown produce; up from 20 families last year.

Spiders and Starfish

Reading The Starfish and the Spider only took one day [resting with a cold] and it’s an illuminating book. Spider organizations are those with centralized control and if you cut off the head, the rest will die. In starfish organizations, cutting off one leg will not kill it, because intelligence is distributed throughout the organism. The authors start by examining the two hundred year struggle between the Apache (starfish) and the Spanish Army (spiders), showing how a decentralized Apache nation was almost impossible to conquer because there was no head. A modern day equivalent is Al Quaeda.

What I found most interesting is that the degree of centralization for an optimal organization depends on many factors, so there is no magic recipe [like informal versus formal learning]. Finding what the authors call the “sweet spot” requires constant monitoring of the environment. Today’s sweet spot may be tomorrow’s lost cause.

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One of the five requirements for a successful starfish organization is to have a catalyst. In many ways, I think that is the role I’ve played, or tried to, in various organizations over the years, and it explains why I quickly lost interest in climbing the corporate ladder.

Catalysts are bound to rock the boat. They are much better at being agents of change than guardians of tradition. Catalysts do well in situations that call for radical change or creative thinking. They bring innovation, but they’re also likely to create a certain amount of chaos and ambiguity. Put them into a structured environment and they might suffocate. But let them dream and they’ll thrive. (p. 131)

I would recommend this book, especially the chapters on “The Hybrid Organization” and “In Search of the Sweet Spot”. The book should provide a new lens to look at your organization and its environment, whether it be for-profit, non-profit or a government agency.

If you think that decentralization is not an option for your organization, consider that your employees may strongly disagree, as reported by Ross Dawson:

In the first boom we [WPP Group] lost a lot of our staff to start-ups. When the companies failed, many came back to work for us. At the re-entry interviews, they didn’t say they were grateful to have a job. They said to a man and woman that if they could go back to work in a more unstructured and flexible work environment they’d go in a heartbeat.

Revolutionary Wealth – Review

The Toffler’s continue their series of books on the rise of the Third Wave, or knowledge economy, with Revolutionary Wealth. As with several of their other books, this one looks at the larger and deeper patterns affecting our economies and societies as certain parts of the world make the transition from the second wave (industrial) economic structure. The three deep fundamentals that most economists do not examine are said to be – time, space and knowledge. Changes in each of these are having profound effects on us. Even more so, we are seeing conflicts between first wave (agrarian) societies with second and third wave ones. In many countries, all three co-exist and tensions occur as each has fundamentally different values, priorities and institutional needs.

I thoroughly enjoyed this book which is bound to expand anyone’s perspectives on the state of the world. It is neither pessimistic nor optimistic. The discussions on energy use are a refreshing change from much of the hyperbole in the media and the few references to education are clear and succinct. “The coming clash will set defenders of our existing educational factories against a growing movement committed to replacing them – a movement comprising four key elements … Teachers …  Parents … Students …  Business.”

Probably the best audience for this book would be our politicians and corporate leaders, as it provides a good overview of the “big picture”, which is missed by many in these two groups.

Other books I would recommend.

Job Aids & Performance Support

I’m currently working on a project that requires me to get back to some performance and training analysis. Of course, my initial outlook is that training can often be a problem looking for a solution.

I had to review the basics and decided to read Rossett & Schaffer’s, Job Aids & Performance Support. This is a good introduction to performance support, and more up to date than Gery’s classic EPSS. The section on when performance support is appropriate is a good reminder for everyone in our field:

  • When performance is infrequent
  • When the situation is complex
  • When the consequence of errors is intolerable
  • When performance depends on a large body of information
  • When performance is dependent on knowledge or information that changes frequently
  • When performance can be improved through self-assessment
  • When there is a high turnover rate
  • When there is little time or money for training

Sound like any workplace you know?

There is an excellent sidebar in the book by Marc Rosenberg, author of Beyond e-Learning:

This is our challenge when we blend interventions to solve performance problems. We must recognize that relying solely on blending instructional solutions is not always the best way to meet the economic worth test for long-term, sustainable and valued performance improvement. Including performance support in the mix lowers overall investment, reduces time to competence, and makes the solution more durable over time …

I’m still amazed that performance support is not seen as a standard intervention for all training and learning organisations. The data are there; it works.

Three Conflicting Pillars – Synthesized

I took some time to re-read Kieran Egan’s book The Educated Mind: How Cognitive Tools Shape Our Understanding. I’ve referred to his premises in Education’s Three Conflicting Pillars. These three premises are:

  • education as socialization
  • education as a quest for truth (Plato)
  • education as the realization of individual potential (Rousseau)

The same topic was later revisited with a good discussion between Brian Alger, Rory McGreal, and Terry Wassall, and myself.

Later, I then went back to Egan’s website and came across a shorter article that summarizes the main premises of the book, Why Education is So Difficult and Contentious:

“… educational thinking draws on only three fundamental ideas – that of socializing the young, shaping the mind by a disciplined academic curriculum, and facilitating the development of students’ potential. All educational positions are made up of various mixes of these ideas. The problems we face in education are due to the fact that each of these ideas is significantly flawed and also that each is incompatible in basic ways with the other two. Until we recognize these basic incompatibilities we will be unable adequately to respond to the problems we face.”

Egan’s suggestions for a curriculum based on process, not content, has made sense for me ever since I read The Educated Mind and some of his other writings in 1997. The book includes a Planning Framework that still makes more sense to me than any other curriculum framework that I have seen to date. You have to read the book to understand how to implement it, though.

After ten years, Egan’s ideas remain fresh and workable for the Internet Age and I strongly recommend this book.

Building Resilience – The Upside of Down

I’ve just finished reading The Upside of Down, which is very disturbing, but at the same confirms some of my own directions in life. A good part of this book reads like An Inconvenient Truth, but Homer-Dixon adds more detail about how we got into this mess. Much of the book is dedicated to an explanation of the five tectonic stresses that we face as a civilization — population; energy; environmental; climate and economic. About 80% of this book is depressing to any thoughtful or caring person.

However, there is a positive note — in times of crisis and destruction come opportunities for regeneration. This requires a ‘prospective mind’ that can anticipate crises and prepare for them. For instance, Homer-Dixon encourages building resilience into our communities and economies, so that we are not dependent on tightly coupled global supply chains. Resilience implies redundancy and is evident everywhere in nature.

Homer-Dixon suggests two related tools for helping us to build more resilient communities – the Internet and open source collaborative problem-solving. He sees much untapped potential in using one billion interconnected volunteers to bypass elite special interests and tackle our urgent global problems. Connecting with a worldwide community of interest while creating resilient local communities is the general recommendation from Homer-Dixon.

Advance planning means we need to develop a wide range of scenarios and experiment with technologies, organizations, and ideas. We’ll do better at these tasks, and we’ll also do better in the confusing aftermath of breakdown, if we use a decentralized approach to solving our problems, because traditional centralized and top-down approaches are not nimble enough, and they stifle creativity.

Homer-Dixon’s argument and suggestion to address “catastrophe, creativity and the renewal of civilization” is a solid argument for many of the activities that I now find myself engaged in. These range from the creation of our community work Commons; our local organic food purchasing cooperative; and implementing open source organisational models. There is also the search for meaning, beyond that which was developed two millennia ago by the great faiths, during what is described in the book as the Axial Age, when “… people came to understand that they could use reason and reflection to see beyond their immediate reality …”. What we usually experience is more like this:

When we get in the door of our nearest church, mosque or synagogue, we find there’s no real opportunity for discussion. Instead, we’re handed a creed of some kind. We’re told what to think about values, not how to think about them.

The first step in our renewal as a civilization is admitting that we face a global crisis and talking about what we can do.

Teaching Defiance

I had the opportunity to listen to Anne Bartlett-Bragg’s podcast with Mike Newman, author of Teaching Defiance, while traveling last week. This cover note is what caught my attention:

This is a book about choice. It urges activist educators to help people break free from their pasts, take control of the present, and make deliberate, defiant choices about their futures. A true polemic, Teaching Defiance offers an exciting antidote to some of the formulaic writing in the fields of adult education, organizational learning, and human resource development.

Teaching Defiance sounds like the perfect book for any learning revolutionary. I made some notes while listening to the podcast and saw a clear linkage between critical theory and informal learning. Newman discusses three steps in the learning/teaching process. The first is Rational Discourse, which seems similar to traditional teaching. Here you get the facts and establish some common understanding. The second is Non-rational Discourse where learners gain non-teachable insight through various methods such as play or metaphor. The last step is Choose Action Well. This is where the learner exchanges stories and finds other people. I would also call this seeking meaningful conversations or networked learning. You have to seek out those who might shake your cognitive tree a bit, but you need a moral or philosphical framework from which to decide who you seek to converse with. Critical theory requires that you constantly question authority, including your own.

I have yet to pick up the book, but it’s on my list and I look forward to reading it. So far, there are no reader reviews on Amazon or Wiley.

By the way, I made these notes on my Moleskine notebook while on the plane.