Willard Foxton is an investigative journalist and television producer. According to his profile in the right learning UK Daily Telegraph newspaper “he writes on skulduggery wherever he finds it, especially in the world of technology.”

Two weeks ago Foxton achieved something few online reporters can claim. He received 897 comments on an article entitled “The Government wants to teach all children how to code. Here’s why it’s a stupid idea.” And almost all opposed him!

Foxton wrote:

My Telegraph Blogs colleague Jack Rivlin is looking for a developer, and is frustrated because he can’t find one in Shoreditch. Jack is the perfect poster child for why our kids can’t code – he’s a normal person, rather than an exceptionally dull weirdo, like the bulk of developers.

I’m all for people to learning to code – I wrote a piece arguing we should teach it in prisons earlier this year – but I think we need to be aware of its limitations. Coding is a niche, mechanical skill, a bit like plumbing or car repair.

As a subject, it only appeals to a limited set of people – the aforementioned dull weirdos.

As you can imagine, there were many incensed replies. But what is interesting is that there would now appear to be a consensus, at least from those who read the Daily Telegraph technology pages, that programming is a subject that should be taught in schools. And I doubt that such a consensus existed a few years ago. Of course there remain challenges for the English target of introducing the subject from next year, not least in curriculum development and in professional development and support for teachers. But teaching 5-7 year old kids key ideas like understanding the definition of an algorithm  as well as being able to “create and debug a simple computer program” is no longer seen as the crazed imagination of a weirdo!

A quick and overdue update on the Labour Market Information for All project, which we are developing together with Raycom, the University of Warwick and Rewired State and  is sponsored by the UK Commission for Employment and Skills (UKCES).

LMI for All will provide an online data portal bringing together existing sources of labour market information (LMI) that can inform people’s decisions about their careers.  The database will contain robust LMI from national surveys and data sources providing a common and consistent baseline to use alongside less formal sources of intelligence. Due for release at the end of May 2013, access to the database will be through an open API. the results of queries can then be embedded by developers in their own web sites of apps. We will also provide a code library to assist developers.

The project builds on the commitment by the UK government to open data. despite this, it is not simple. As the Open Data White Paper (HM Government, 2012)highlights,  data gathered by the public sector is not always readily accessible. Quality of the data, intermittent publication and a lack of common standards are also barriers. A commitment is given to change the culture of organisations, to bring about change: ‘This must change and one of the barriers to change is cultural’ (p. 18).

We have talked to a considerable number of data providers including government bodies. It is striking that all have been cooperative and wishing to help us in providing access to data. However, the devil is in the detail.

Much of the data publicly collected, is done so on the condition that is is non disclosive e.e. that it is impossible to find out who submitted that data. And of course the lower the level of aggregation, the easier it is to identify where the data is coming from. And the more the data is linked, the more risk there s of disclosure.

We have developed ways of getting round this using both statistical methods (e.g. estimation) and technical approaches (data aggregation). But it remains a lot of work preparing the data for uploading to our database. And I guess that level of work will discourage others from utilising the potential of open data. It may explain why, transport excluded, their remain limited applications built on the open data movement in the UK.

It may suggest that the model we are working on, of a publicly funded project providing access to data, and then providing tools to build applications on top of that data, could provide a model for providing access to public data.

In the meantime if you are interested in using our API and developing your own applications for careers guidance and support, please get in touch.

The main reason I have been so quiet on this blog in recent weeks has been the European bidding season.

Pontydysgu receives no regular funding and although we have some small consultancy contracts and do some teaching, the majority of our income is from project work. In the past, we had considerable funding from various UK agencies, this largely dried up with the onset of the recession and government cutbacks. This, we have become more reliant on funding from the European Union.

There are two main programmes for education and training in Europe, the European 7th Framework research programme and the Lifelong Learning Programme. The Research Framework funds larger projects than the LLL, but has historically been more competitive.

For both programmes, the application process is not straightforward, requiring completion of long forms and documents. In general both programmes are targeted towards innovation, however defined, and both tend to set priorities based on current EU policy directives. Both also require multinational project partnerships. Both have been on call recently – involving many hours of work to develop proposals.

In the past, the reality was that one or perhaps two partners would prepare the project requiring only limit input from other project members. And whilst this is still sometimes the case things are changing fast. For large and c0mplex projects especially in the Technology Enhanced Learning field expertise is needed from different disciplines and from people with different knowledge and skills.

Technology for distance communication and for research has allowed the dispersed and collaborative development of project proposals to become a reality. We have recently submitted a large scale proposal to the Research Framework IST  programme on learning in Small and Medium Enterprises. This project has some 16 partners drawn from I guess around ten countries. And whilst the input and hard work of the coordinator was central to the proposal, the work was undertaken collaboratively with many of the partners making a major input.

What tools did we use? Google docs were used for collaboratively producing earlier versions of our ideas. Doodle was important for setting dates for meetings. Flashmeeting was used extensively for fortnightly meetings of partners (in the latter stages of the proposal weekly or even daily meetings became the norm). Skype was also used for bilateral meetings. And Dropbox was used as a shared file repository. Dropbox proved to be a little problematic in producing somewhat confusing conflicted copies which then has to be edited together. But overall the system worked well. I think what is important is that the tools do exist. And we do not need any big research infrastructure, rather what is needed is the imagination to share through the use of everyday productivity and social software tools.

And it seems to me that if we are able to use such tools to develop a complex and collaboratively produced research proposal, the same tools can be used for collaboration between learners or for small businesses. The barrier is not so much usability fo the applications themselves, but a willingness, understanding and appreciation of how to collaborate!

Have been in Brussels for the last two days – speaking at 9th European Week of Regions and Cities organized by DG Regio and also taking the opportunity to join other sessions. My topic was Evaluation 2.0. Very encouraged by the positive feedback I’ve been getting all day both face-to-face and through twitter. I thought people would be generally resistant to the idea as it was fairly hard-hitting (and in fairness, some were horrified!) but far more have been interested and very positive, including quite a lot of Commission staff. However, the question now being asked by a number of them of them is “How do we progress this?” – meaning, specifically, in the context of the evaluation of Regional Policy and DG Regio intervention.

Evaluation 2.0 in Regional Policy evaluation
I don’t have any answers to this – in some ways, that’s not for me to decide! I have mostly used Evaluation 2.0 stuff in the evaluation of education projects not regional policy. And my recent experience of the Cohesion Fund, ERDF, IPA or any of the structural funds is minimal. However, the ideas are generic and if people think that there are some they could work with, that’s fine!

That said, here are some suggestions for moving things forward – some of them are mine, most have been mooted by various people who have come to talk to me today (and bought me lots of coffee!)

Suggestions for taking it forward

• Set up a twitter hashtag #evaluation2.0. Well that’s easy but I don’t know how much traffic there would be as yet!
• Set up a webpage providing information and discussion around Evaluation 2.0. More difficult – who does that and who keeps it updated? Maybe, instead, it is worth feeding in to the Evalsed site that DG Regio maintain, which currently provides information and support for their evaluators. I gather it is under the process of review – a good opportunity to make it more interactive, to make more use of multimedia and with space for users to create content as well as DG Regio!
• Form a small working group or interest group – this could be formal or informal, stand alone or tied to their existing evaluation network. Either way, it needs to be open and accessible to people who are interested in developing new ideas and trying some stuff out rather than a representative ‘committee’.
• Alternatively, set up an expert group to move some ideas forward.
• Or how about a Diigo group?
• Undertake some small-scale trials with specific tools – to see whether the ideas do cross over from the areas I work in to Regional Policy.
• Run a couple of one-day training events on Evaluation 2.0 focusing on some real hands-on workshops for evaluators and evaluation unit staff rather than just on information giving.
• Check out with people responsible for evaluation in other DGs whether there is an opportunity for some joint development (a novel idea!) Unlike other ‘perspectives’ it is not tied to content or any particular theoretical approach.
• Think about developing some mobile phone apps for evaluators and stakeholders around content specific issues – I can easily think of 5 or 6 possibilities to support both counterfactual, quantitative approaches and theory-based qualitative approaches. Although the ideas are generic, customizing the content means evaluators would have something concrete to work with rather than just ideas.
• Produce an easy-to-use handbook on evaluation 2.0 for evaluators / evaluation units who want practical information on how to do it.
• Ring fence a small amount of funding to support one-off explorations into innovative practice and new ideas around evaluation.
• Encourage the evaluation unit to demonstrate leadership in new approaches – for example, try streaming a live internet radio programme around the theme of evaluation (cheap and easy!); set up a multi-user blog for people to post work in progress and interesting observations of ongoing projects using a range of media as well as text-based major reports; make some podcasts of interviews with key players in the evaluation of Regional Policy; set up a wiki around evaluation rather than having to drill down through the various Commission websites; try locating projects using GPS data so that we can all see where the action is taking place! Keep a twitter stream going around questions and issues – make use of crowd sourcing!
• Advertise the next European Evaluation Society biennial conference, in Helsinki, October 1st – 5th 2012 “Evaluation in the networked society: New concepts, New challenges, New solutions” (There you go Bob, I just did!)
• Broaden the idea of Evaluation 2.0 and maybe get rid of the catchphrase! We are already using the power of the semantic web in evaluation to mash open and linked data, for example. Should we be now be talking about Evaluation 3.0?? Or should we find another name – Technology Enhanced Evaluation? We could have TEE parties instead of conferences – Europe’s answer to the American far right ; )

P.S. Message to the large numbers of English delegates at the conference

When you left Heathrow yesterday to come to Brussels, I do hope you waved to the English Rugby team arriving home from the Rugby World Cup in New Zealand.

(Just as well this conference was not a week later or I’d have leave a similar message for the French delegates…..)

On Wednesday I had the pleasure of being part of a team of guest bloggers on the TEDxKids event in Brussels. Sadly I was not there in person, but followed the video stream. Here are a few quick reflections on the event.

Firstly this was not really one event, but two events running in parallel. Firstly was the grown ups conference, following the by now familiar TED format of ‘inspirational’ guest speakers making short presentations. And second was the kids event, which followed a workshop format. There were periodic report backs on the progress of the kids workshop and a final round up session presenting their work.

Despite many interesting talks, I can’t help thinking the kids event would have been the one I would have liked to be at!

Be that as it may, the grown ups event was certainly interesting. Taken overall, the theme was about learning by doing, enabled by technology. And this involves giving young people more space to play, to experiment, to make things and to fail (“mistaking your way to success”) : all things the present educational system is not very good at. And of course allowing young people access to play with and shape the tools needed for this. There was a big emphasis on making things – from 3D printing to toothbrush robots. The kids seemed to particularly enjoy playing with soldering irons (to the extent where I am tempted to go out and buy one). And the event confirmed the positive connotations now being attributed to the word “hacking”.

My favourite speaker was Mark Frauenfeder from MAKE magazine – if you have no time for anything else I would recommend watching the video of his presentation when it comes out.  I also liked the discussion around the Sugar software (can’t remember who the speaker was) with an emphasis on kids being able to reprogramme and repurpose applications as part of the learning process.

I must say though, I am not so convinced by the TED format. It works well for video. But I am not sure of the learning and creativity in passively watching an event – be it live or streamed. OK – the Twitter feed was lively. But there is no ability to ask questions or interact with the speakers. there seems little advantage to me in attending a TED event (apart from meeting friends) over watching on YouTube in the comfort of your home.

There is an interesting debate taking place on Steve Wheeler’s blog about disruptive technologies. Steve says:

Disruptive technologies are those that change the market and in most cases replace an existing technology. They are characterised by their capability to do so over a relatively short period of time. Some are known as ‘killer applications’ because they completely wipe out the opposition due to their placement in the market, their greater appeal, availability and lower price, to name just a few of the key factors.

Welcome though the debate is I think it is overly simplistic and veers towards technological determinism. Technology progress is seen as an inevitable and to take on a life of its own in terms of social impact. In counter to this there is a long tradition or research and thinking, especially in The Nordic countries and in Germany which sees technology as being ‘socially shaped;. Researchers such as Engestrom, through activity theory, have seen technology as a mediating factor within a human activity system. German researchers have referred to the idea of ‘Gestaltung;, a difficult word to translate, but variously used to refer to ‘social shaping’ or ‘design’. Technology is designed by humans and has social impact. In the area of vocational education, researchers form the University of Bremen have pointed to the interaction between ‘competence is use’ (Beruf – another almost impossible term to translate) and work organisation in shaping the use of technology. This is an excerpt from a paper called “The social shaping of work and technology as a guiding principle for vocational education and training” which totherw ith Gerld Heidegger I wrote around 200) and was subsequently, published by CEDEFOP, I think.

Social shaping and the perspective of an open future

An important counter-argument against the shaping approach challenges the supposition of the possibility of influencing production technology as well as the concomitant work organisation.

Very often, and currently again with increasing intensity, technical change, or technical innovations, are thought to be determined solely by the progress of knowledge within the technological and natural sciences. Such a technological determinism would signify that only the most effective path existed for the development of production technology, for technical progress, and it would also determine the path to be taken to the future of work. Such a view is one-sided, as has been shown from historical studies (Kuby, 1980; Hellige, 1984; Noble, 1984). If one looks at technical development, one sees there were situations with forks in the road in the past where development could have taken different directions. The development of technology is also a social process (Bijker et al., 1990). In other words, technology is influenced by social conditions, both in its application and in its inner principles. As far as applications are concerned, this topic was discussed some time ago (Cooley, 1980). It seems apparent that the economic conditions of capitalism have influenced the specific way of applying technology in the production process. And this is, of course, still the case. But relating only to this would mean maintaining an economic determinism. There are, however, other societal influences that have tended to be consistently overlooked in recent discussions. According to the view of the authors cited above, that which can be considered to be a ‘successful’ technical solution – there is no ‘right’ one, though there are a lot of wrong ones – depends on cultural parameters; that means, it is also influenced by the form of human social life.

Hellige (1984) in particular introduced the concept of ‘horizons of technological problem solving’ which vary during historical development. This means that the engineers themselves take into consideration only the restricted set of criteria which lies inside their horizon of thinking. This horizon, however, varies according to ‘industrial culture’ (Ruth & Rauner, 1991). If the shaping of technology aims at really new solutions it is necessary to overcome these boundaries. Here non-experts can show considerable imagination because they are less influenced by the ‘normal’ thinking of the community of engineers. Therefore, devising new technical ‘outlooks’ might well be possible in secondary education. At the very least, future skilled workers should be able to discuss certain aspects of technology with the engineers. The same should be true for the participation of persons as non-experts in general discussions regarding technological policies.
Speaking within the scope of a more theoretical orientation, the development of technology not only owes a debt to a ‘material’ logic, ‘techno-logic’, but at the same time to the opposite element of social ‘development logic’, with this the former forms a ‘dialectical unit’. One cannot refer to social ‘development logic’ until one also assumes an ‘inner logic’ of development for social conditions. But, on the other hand, in the social field the unforeseen is a daily experience.

According to Luhmann (1984), this can be attributed to a basic condition of human communication, ‘double contingency’. In the case of communication between two people, this means that ‘each of them knows that each of them knows that one can also act differently’.
Technology in its interaction with chance results in a partially predetermined, partially unforeseeable progress that can be termed technical change. Accordingly, the interaction of social development logic with ‘contingency’ leads to social change. The latter takes place on a less spectacular, though no less profound scale than the former, especially since it is a question of interpretation whether one attaches greater weight to the persistent or to the changing aspects. This becomes plain particularly for the goal of social shaping of work and technology. Rauner & Martin (1988) interpreted socially shaped technology as a unity of the elements of that which is technically feasible and that which is socially desirable, as a regulative principle at any rate. That which will be feasible is, even in the case of technology, not that much a question of forecasts; because there, too, is great uncertainty concerning the change in this field. Therefore scenario pictures of the future can mislead. Just think of some of the grotesquely exaggerated forecasts of the past, prepared by ‘scientific futurology’.

What is desirable, however? The answer is the subject of controversy and will probably remain so. Is it, at the same time, that which is reasonable? And what is then the latter? An attempt will have to be made to obtain, as has been said, compromises between different wishes (Romanyshyn, 1989). This does not mean harmonious assent, but rather a restructured dissent which has to be discussed and disputed over; from there on, one should hope, one would become able – to some extent – to act jointly. For the task of shaping work and technology this perspective does not allow for objectively valid criteria. Instead teaching should aim at developing orientations for deciding on different alternatives, and to enable young people to develop their own orientations.

The point we were trying to make is that vocational educatio0n should provide young people with the ability themselves to shape technologies for the future. Such ideas are not a long way from recent work by Ceri Facer looking at the future of education. Ceri says:

The developments in remote interactions and in disaggregation of content from institution; the rise of the personal ‘cloud‘; the diagnostic potential of genetic and neuro-science; the ageing population; all of these, when combined with different social, political and cultural values lead to very different pedagogies, curriculum, institutional arrangements and cultural dispositions towards learners.

She suggests that

the coming two decades may see a significant shift away from the equation of ‘learning‘ with ‘educational institutions‘ that emerged with industrialisation, toward a more mixed, diverse and complex learning landscape which sees formal and informal learning taking place across a wide range of different sites and institutions.

Rather than try to develop a single blueprint for dealing with change we should rather develop a resilient education system based on diversity to deal with the different challenges of an uncertain future. But such diversity

will emerge only if educators, researchers and communities are empowered to develop localised or novel responses to socio-technical change – including developing new approaches to curriculum, to assessment, to the workforce and governance, as well as to pedagogy.

Thus rather than view technology as inevitable and to wait to see what disruption it brings we have the ability to shape its future. But this in turn depends  on reshaping our education systems and pedagogies to empower both educators and worker to themselves co-determine their futures.

The first in a series of posts on the recent Association for Learning Technologies Conference (AltC) in Nottingham.  Besides the social side of meeting up with friends from across the UK, AltC is a good place for picking up on the trends in educational technology and, above all judging the mood of the community.

But first, a little about the formal part of the conference (at least the first day, more to follow on subsequent sessions).

I had some trouble getting to the conference due to strikes in London, and ended up listening to the first morning’s keynote through Elluminate on a G3 connection to my computer on a slow cross country train. That felt a little strange but worked quite well. The presentation by Donald Woods Clark (CEO of Epic Learning) was quite strange. variously described by delegates as a ‘traincrash’ and a ‘Glasgow Kiss’ (non UK readers will have to look that one up on Wikipedia!). Woods generally treated delegates to a didactic rant around his prejudices about education. He had never been to Alt C before, he told delegates, because conferences were a waste of time. He was getting angry, he said on a number of occasions (his swearing attracted some comments on twitter). His presentation was focused on the uselessness of lectures. Yet his preferred learning, apart from blogging, appeared to be watching recordings of lectures on iTunes U! It was overall a curious presentation, which although having the virtue of provoking much discussion over form, had little in content to discuss. A pity because I think he did have a theme which got lost in the invective. His general line, with which I have some sympathy, was that the present model of education is unsustainable and especially at university level cannot be expanded to include all those who wish to pursue a higher education. However, where he totally failed, was in putting forward any coherent vision of what an alternative might be – either at an organisational or pedagogic level. He seemed to dismiss the idea of any social aspect to learning. Instead he saw technology per se as the answer. or at least that is the impression I got from my train seat vantage point.

I was greatly impressed with the Tuesday early afternoon session with Helen Beetham et al on Digital Literacies. The work she and colleagues are carrying out for Jisc seems to me to be providing a richer pedagogic approach to how we can use technology for learning and an integration of technology as a transformative force in tecahing and learning. Haydon Buckley, in stark contrast to the morning keynote, treated us to an excellent example of the power of the spoken word, when, without powerpoints, he told us about experiences at the University of Glamorgan in introducing digital literacy across the curriculum (that was a speech which should have been streamed). The only thing which slightly puzzled me in the otherwise excellent pack of materials the Jisc funded project has produced is the underpinning Digital Literacies Framework model. The materials are available through the project Cloudworks site (however they link to slideshare and downloads from there do not seem to be working properly).  However my problem was that the model preserves the traditional UK distinction of ‘skills’. This tendency to separate skills from competence or from content underpins many problems in developing and implementing new pedagogic approaches to learning.

The third session I attended was a lot of fun.James Clay led a workshop entitled ‘Do you like books or do you like learning’? He demoed a number of different ebook readers and talked about experiences of using these devices at Gloucester College. This sparked considerable debate particularly about the relationships between publishers and the education community. My personal view is that cheap ebook readers may be one of the most significant scene changers in education, particularly as the use of the devices will span home and work, educational use and uses for pleasure.

One of the mots encouraging trends at the conference was the increasing move away from a focus on educational technology towards a focus on learning. Thus many of the research papers were drawing on social science methodologies and approaches. With the increasing integration of technology in teaching and learning, I wonder how much longer we are going to need conferences geared specifically at learning technologies.

However, underpinning the conference was the looming cutbacks in funding. This has already hit the educational technology sector with the forthcoming closure of Becta and the reduction in funding for Jisc.  The UK’s leading role in the use of technology for learning has been driven both by irelatuively generous unfrastructure investment but above all by very substatial project funding. Those days are over and a mood of uncertainty over the future pervaded the conference. Whilst there were attempts to pput a brave face on things through looking at increased pressues for sharing and the potential of bottom up networks, it seems unlikely the rate of innovation can be sustained without funding. Of course it is possible to question how effective that funding has been with may innovations remeianing isloated in islands of practice. Once more the likelhood is a refocusing on education and the role of technology in tecahing and learning, rather than the focus of many projects on innovationsin learning technologies, with pedagogy and teaching and learning playing second fiddle.

Further reports to follow.

Well, this is a question many people have been asking me. This is equally a question I ask myself. Simply because it is still hard to articulate my purpose and choices in such a way it becomes clear enough to those who ask. As Einstein once said, if you can’t explain it simply, you don’t […]