Somehow late in the game I have suddenly realized in the background of my life there was a war going on in my Internet and still is most likely, and without much fuss or noise it took place and I suspect is still going on. It is one of these new dimensions of war, it happens undercover, behind the scene with little fan fair and without much human interaction. So not being aware of it is somewhat understandable. According to some pundits this has been going on for a few years but recently a Security company http://www.kaspersky.com/ started noticing this virus called “Flame” and since has been trying to better understand its workings and complexity. Flame’ Virus explained: How it works and who’s behind it and Flame and Stuxnet cyber-attacks. What to me is interesting, is that potentially nation states can engage in a destructive war within the internet, damage, capture, manipulate and steal information and in return shut down, wipe out or paralyze computer systems deemed a threat, or the country with the machines deemed a threat. This is now fact, and in the last years different groups have been busy at work using this powerful technology. Is this in the headlines, part of our daily discourse, something night news talk shows are spending time on? No, not at all this is something that happens undercover behind the scenes with little information or we hear of it after the fact.
With the global information glut and overload we consume, engage and live off, we just cannot keep up or be in tune with the various events, stories, and key pieces of information that might frame a better understanding of everything that is taking place in our world. Then there is the information that does not get shared, or buried deep away from the main stream traffic, headlines and captions. As humans we tend to engage with our digital devices, apps, web environments and new technologies in removed manner, less questioning or critical at an ethical and moral level of the role these have on us as humans. The sheer convenience of the digital devices, apps, web environments and new technologies we live, work, play and entertain ourselves with, dilutes often a critical engagement in understanding how these different tools are impacting us as individuals and a society. No time with our day to day business and the bombardment of new devices, apps and technologies daily being pushed out to us, prevents avenues for us to really stop, think, question and engage with this issue.
We are at the cusp of an age where there are more digital devices than humans on the planet: Mobile devices to outnumber people on planet this year.
New Technologies, digital devices, and web environments as they become more seamless, integrated, and part of our day to day fabric for us to function as humans. We are at many levels defaulting executive decisions to these devices/environments independent of our input. I suspect most of us might feel that it is a small price to pay for the convenience of these digital devices, apps and technologies making the mundane decisions we need to engage with work, play, and living in a connected world. These two articles illustrate the wonders of some of these new technologies but at the same time test and confront our own morals and ethics.
Running repairs: An experiment on rats brings hope to the paralyzed
A big step toward ‘designer babies’ – and big questions
There has to be a cautionary tale if this convenience overrides our ability to stop and reflect, think, probe, discuss, and question the world of digital devices, web environments, and technologies we adopt. If we are happy to sub contract our digital devices and new technologies to work, care, entertain, and support our day to day lives, how far do we give up the control for the convenience of it all? This article from the Economist highlights for me “Morals and the machine: As robots grow more autonomous, society needs to develop rules to manage them“, that we need to have this conversation as educators, organizations and a society in general, and be fully engaged with what is the potential impact to us all.
Walking around our school, one thing that always grabs my attention is the capacity of our learners to engage independently in the process of creative innovation to generate something quite unique and original. Unfortunately this often happens outside of the classroom setting, or in an elective classes, after school activity as the structure and expectations tend to be more open ended. Granted this is not always the case. This capacity for autonomous innovation often conflicts with the more regimented curriculum and learning that students engage with in the context of their classes. This is also the case for adults in our own work environments. There is no doubt that the rigid structures of school and work have served their purpose well, but today I am not convinced these are as helpful as in the past.
Today with the acceleration of change in technology and our lives I believe there is a growing need for autonomous creative innovation to become an integral part of the day to day fabric of our schools and work places. In a world where the acceleration of change only increases there is evidence that this is impacting our day to day capacity to work and live effectively. Our to do list becomes bigger, we are multitasking to manage an ever increasing information flow and somehow things do not seem to slow down.
We are dealing with a situation that is relatively new, change at an ever increasing pace, desperately trying to manage this with tools and structures that simply do not seem to work for us.
Schools and work places need to engage actively to create environments where the unstructured opportunities to innovate, create, explore and try out new ideas autonomously are part of the day to day schedule, structure and learning. So often you hear the term let us think “out of the box” but as long as we start from a box and then go out of it to think, we still are tied to certain structures and habits connected to the initial box. There is no doubt that a set of standard skills, a clear scope and sequence, and learning capacity needs to be formally introduced and nurtured for each learner to develop a strong skill set to be then able to effectively innovate and problem solve.
There are company’s that have developed a structure into their work flows “creative time” (Google calls it 20%). This is being done by many other companies and even some schools currently. The results of this dedicated time to explore autonomously has generated extremely innovative products or learning which have been integrated into the companies markets or schools learning.
For our respective community of learners who are exposed to continual accelerated change, we will need new solutions to be able to deal with this effectively. Creating in our learning environments (schools and workplace) time, capacity, structures and a cultural expectation were innovation becomes part of the day to day fabric will generate in my opinion a greater capacity for us to deal with this accelerated change.
Do not think out of the box, simpley get rid of the box, and let us think without a box.
John @ https://beyonddigital.org
When is the last time you opened up the manual from some device you purchased, sat down and went through the pages to become familiar with your purchase? The chances are a long time ago. To be honest nowadays often items do not come with a manual at all.
This last week we had the pleasure of having Jason Ohler visit our school and work with our parents, students and faculty. One statement that stood out during the day was Jason‘s reference that a sign of intelligence is not how much knowledge you have, but one’s adaptability to learn, unlearn and relearn.
Our students often have a lovely capacity to sit down and just click around a device or software and through persistence, trial and error work things out gradually using the learn, unlearn and relearn strategy at an accelerated pace.
With the sheer volume of online videos, online FAQ, reference sights and web resource available at the click of a mouse it is still surprising to see how many adults need to filter their learn, unlearn and relearning through another person. Somehow for many in the education world, we are quick to engage with the idea that students should be independent learners, work things out on their own, and be able to breakdown complex tasks and create understanding from this process by troubleshooting independently. But then when it comes to us, we seem to loose the capacity to engage with these same attitudes. I witness daily adults confronted in having to work out a problem or go through steps to understand a process or procedure automatically looking to another adult for support.
There is no doubt that the culture of learning many of us have as a frame of reference is one of the sage on the stage, and the expectation and need for all our knowledge and learning to go through such a filter. Granted often it is easier to ask someone to find the answer for you then take the time to do it yourself.
I believe that many adults are not equipped with the tools or skills to be able to take advantage of the rich mix of resources and mediums available via the internet 24/7 to learn, unlearn and relearn.
The reality we face not only in our schools, but globally is there is a dramatic shift in what skills and jobs are pertinent for the new global economy. The tragedy is that for many who have worked and lived in a world where they were able to survive on one skill has disappeared. The throngs of unemployed around the world will not be finding the same jobs as many pundits keep reminding us. The only option, and the challenge both emotionally and logistically, is how does one engage with this bitter reality of being jobless, and find the capacity to engage with the learn, unlearn and relearn concept.
It is not really our students that need the mentoring with this, they have got it to a certain extent. They have grown up in a world where there has been no manual for the devices and online environments they live with. If they are not sure they go to either Youtube, or click around till they bump into enough things to construct their understanding.
The concern is if we have a generation of adults currently who are adverse or not sure how to go about learning unlearning and relearning, mentoring our students and peers we are setting ourselves for some tough times. The world has moved on, and to sit and always expect your company, school or organization helpdesk to have the answers to everything is avoiding the reality that each one of us has to become our own helpdesk. This needs to be the non negotiable under current in our own professional learning communities.
I am convinced as educational institutions we do not celebrate and nurture failure enough. Our days are so centered on highlighting success, and drilling into our students and faculty minds, that success is the measure which validates the time and effort we put into each of our days.
Life’s and the world problems are messy, inconsistent, unclear, and more importantly do not come with clear solutions. Sometimes there are no solutions! This is the reality many of us walked into once we left school. Each of us has built capacity to learn and deal with this differently and the learning occurring in the motion of confronting the problems. Future generations of students will and are heading out of the school gates into this dynamic.
An acquaintance shared with me a perspective a few Venture Capitalist work with before investing into start ups. They look how many times a potential group/organization has failed in trying to start something, and the more failure they have experienced the more likely these Venture Capitalist will invest in them. The premise is that from each failure, there is significant learning that takes place, and as you build on this learning, and fail again, you increase your capacity to deal with the next set of problems. Through this process and engagement you as a group/organization are more likely to succeed with your idea. A key ingredient tied to this premise is the level of tenacity, passion, and belief you engage with as a group/organization in confronting multiple failures and what learning/lesson you build from this to then deal with the next challenge ahead.
A group of students pictured above working with Lego Mindstorms, faced an issue with the version they had installed on their laptops. The Lego Mindstorms software was not fully compatible with the MacOS version running on the laptop. Lego Mindstorms had not updated some of the drivers to work with more recent version of the Mac OS they where working with. The problem they faced was some functions required you to tap, click multiple times, sometimes it worked and sometime it did not. Their solution just tap/clicked till it worked, and before long they understood how many taps/clicks they needed for the function to work. This they integrated into their collective problem solving and moved on. They continued to come across glitches. They adapted each time a set of strategies to work around the failure with one goal in mind to have their robots do some movements and tricks. Even though things took longer, often requiring restarting the computer, or clicking non stop, it became part of their workflow and solution to a messy problem. The passion, tenacity, and collective energy had them, even thought failing quite a lot, over come the problems and learning a little more little by litte to program the Robots to move and do tricks. Their goal and measure of success.
A group of International School students taking part in the European Student Film Festival Challenge came to a roadblock. Partly to the fact that these 6 individuals had never worked together, some where from different schools, different countries and cultures. The dynamics in front of them was pretty much one problem after another, coupled with the pressure of being in a timed challenge. They gradually unpacked things slowly, each step faced with a level of failure, but giving them a better understanding of the other group members potential. The setting for their collaboration was around a set of chairs with a chess set in the middle, which often saw them fiddling with, as an outlet to their nervousness and stress. The only common ingredient they all brought to the group, was each was passionate about Film. Individually they knew they each had a set of skills that could contribute towards their challenge. Surrounded by the discomfort of hesitation, false starts, juggling opinions, different individual needs, unpacking the parameters of the challenge, translating it into something concrete they all could move forward with. 24 hours later below was the result.
Czechmate used with permission from Julien M. A collaboration and joint production by Begum E., Ema E., Jerome B., Julien M., Lenny M., and Oliver Z winner of the European Student Film Festival Film Challenge Excellence Award.
We should stop and celebrate failure within our groups/organizations more often than we do. Make it part of every learning experience. Invite ourselves to focus on the unique learning which failure can bring to our reflections, ideas, and ability to overcome the messiness of problems we face and will face. If our respective communities spent more time taking apart the failures we experience, look at each moment, see what components are in play, give us opportunities to do things differently than before. This can be the celebration of our collective learning from which we build our successes.