Over the last weeks ChatGPT and Natural Language Models of Artificial Intelligence have created a real buzz for many in the technology industry and general media. For schools the arrival of these have generated important reflections and introspection on the role of AI, Chatbots and Natural Language Models in schools and the classroom. ChatGPT bringing on important moments to think about the role #AI in a classroom- schools. How does this refocus and challenge educators pedagogy, which can often in schools be focused on teaching content -knowledge with assessments designed around tests and exams.
We as educators and schools need to invite ourselves to ask what then is the value added proposition of learning in a classroom and school in the age of #AI #ChatGPT3. How do schools position themselves for a future with #AI. We all need to create the space, time, and support community voices to engage with this creative tension. To find the time and space, and hear these voices, will only allow us to be better prepared for such cohabitation.
Glaucia Rosas co-founder and Director of the https://edutecalliance.com/ invited me to sit down and share some reflections on her podcast about Educational Technology, Online Learning and juggling General Data Protection in a School setting.
Every year has its moments, and 2016 was no exception. Various significant shifts occurred, including changes in the political landscape in the United States, United Kingdom, and other countries around the globe. And the horrors of war, civil strife, terrorism and an underlying global tension have been constantly fed into our digital lives from the comfort of our screens.
As we consume the aggregated algorithmic social network feeds, each customized to ensure we get what we want to digest, we are choreographed into a more divisive world.
Information is power. This year, the pollsters, news agencies, and pundits got caught out with two big votes, and so many predictions seemed off.
Our landscape of information has entered a level of Orwellian curation, and what is news, fact, or reality seems dictated by emotion and perspectives constructed from our own curated news feeds. They are rarely factual. “Post Truth” – Oxford English Dictionary Names ‘Post-Truth’ Word of the Year by Jon Blistein is the word that defines these moments and a shift to a new narrative.
For many of us, this Orwellian curation has us struggling to distinguish fact from fiction. The level of sophistication of not only the algorithms but how these are manipulated to shift thinking is the new power. In schools, we are being told by various studies that our students capacity for media and information literacy is weak. (Students Have ‘Dismaying’ Inability To Tell Fake News From Real, Study Finds by Camila Domonoske ). When you consider we as adults struggle with this landscape, it is no surprise that our students struggle too.
To be complacent is short-sighted in a school setting. There is a tendency with school professional development to not explicitly address the digital reality that engulfs our lives as an essential part of our professional learning. Information and Media literacy are what frame our own democratic values: choice, perspective, empathy, resilience, and critical thinking. If we as educators are going to assign students critical thinking tasks and ask them to engage with media and information while juggling screen time in a complex digital landscape, we cannot be passive bystanders.
As school leaders, we need to re-frame our engagement with the role of digital life in professional development. Together, we need to understand the complexity and impact of algorithmic information flows on our devices.
We also need dedicated spaces for this professional learning. We must learn how to mentor information flows, authenticate media, source perspectives, and understand the pedagogic impact of a curated news. We must approach this with patience and empathy, and allow everyone to build an understanding of the digital flows we live by, tapping into the talent of our librarians and digital coaches as guides. We must take advantage of the frameworks available to us (e.g: #1 or #2) and use them ourselves, as a point of reference for a pedagogic consensus on how to mentor our school community.
The paradigm shift asks us to look at Digital Intelligence as a core intelligence. As defined by http://www.projectdq.org: “- the sum of social, emotional, and cognitive abilities essential to digital life.” and shared out in the World Economic Forum article: “8 digital life skills all children need – and a plan for teaching them“.
Digital Intelligence needs to be woven into the curriculum. We do this on a daily basis with all other aspects of the curriculum. Let us do it with Digital Intelligence. Re-structure the focus and content to explicitly encompass screen-time management, privacy management, cyber security management, digital footprints, and digital identity; use these to make authentic connections based on our experiences. Then, reflect on our digital habits, likes, tensions, questions and understandings to create activities to share. In this process, we should hope to find comfort in being honest with our own vulnerabilities. We can then use this life-learning to support our students’ understanding of digital intelligence.
Being explicit about implementing Digital Intelligence in faculty professional learning ensures this is an essential part of our educators professional growth. Working together, as adults learners, we need to harness the complexity of the choreographed digital world. By ensuring this is in our professional learning landscape, we are then empowered to share our digital intelligence to students. It is the only way to counter an Orwellian curation of information in a “post truth” world.
In reaction to this sense of disconnect and divide, educators often restrict access to technology, keep the screens out of the classroom, or tightly dictate the parameters of its use on their own terms. This is often done in an effort to dampen the disconnect we feel when trying to understand the students’ perspectives.
Often, parents and teachers express a sense of having to “catch up” or “keep up” with children’s adeptness at using digital tools and environments. There is a feeling that a race is on, and somehow as adults we have the odds stacked against us.
Children are not born digital natives, they are born digital consumers. A child’s first encounter with digital devices and environments will be framed by their parent’s digital use: a mom walking with the stroller whilst talking on her phone, listening to her music player, or checking a social media post; a father texting while giving his child a bath; parents watching a video on their tablet, searching on their phones as they feed their child, checking email or wall posts while their kid watches from the stroller at a restaurant. These daily routines are part of our growing fractured attention – being here but actually somewhere else. This behaviour quickly frames the context and role of the devices in our relationships, as well as their role in communication and day to day actions. Children from a very early age are the audience to our digital behaviors. Children start constructing their own understanding of digital devices and their role in response to our actions. They use this experience as a guide, most often subconsciously at a young age, and ultimately frame their own interactions based on what they have seen.
As children start interacting with the digital devices, be it on their own or with ones shared by a sibling or parent, they are in consumption mode. This consumption often becomes the source of their relationship with these digital devices and ecosystems – playing a game, watching a video, chatting, posting, and searching. Often the experience can be a solitary one, disconnected from physical reality. The device becomes a babysitter, a tool to give parents a break, or an opportunity to allow us to have a split attention.
Yes, so-called digital natives are very adept at using devices and quickly working out the tools they provide. The strategy is one of press, try, press, click, try again. They have a sandbox mentality when it comes to exploring technology. Anything is okay, as long as the child is making progress. It is this blind capacity to forge ahead, try, and try again with a fail forward philosophy that throws us off as adults. For many of us, the point of reference is a more linear approach to problem solving, working sequentially and sometimes with more hesitation than blind confidence.
This difference should not be our exit card from the need to engage with children and digital device use. We as adults have a responsibility to be active participants in the digital device journey of children, both at home and at school. We have a responsibility to choreograph concrete strategies where we become active participants and guides. This starts with us understanding and being mindful of our own use, and how digital devices are tethered to our day to day workflows. We need to consciously reflect on how our own behaviors frame the context of digital device usage for our children.
The social media and digital ecosystems we have are the environment of our age. Throughout time there have been repeated instances where new technologies come into play, and a generation gravitates to these. This divide between the current generation of users and adults is one that has occurred time and time again – with the telephone, the radio, and television, just to name a few. The process of learning and adapting to these new cognitive interactions is part of being human. We frame our use of technology on human emotions, understandings and aspirations. Our role as mentors, educators and parents is to nurture these human emotions, as well as the aspirations of our children, as active partners.
As adults, being a proactive partner in learning with a child creates a rich opportunity for both to understand the shared experience. The partnership provides language development through the conversations between the adult and child. Unpacking the context together and developing an ability for questions and comprehension is part of the process we use to construct new understanding. For adults these are precious moments. With our own development of this relationship, we scaffold a vital critical thinking experience for the child. This gives us a unique opportunity to understand the child’s experience. Throughout the ages, the sharing of knowledge and experience between adult and child has been an essential part of the building blocks of relationships between different generations.
Moving kids away from a consumer model with digital devices requires guidance and inspiration. What they are doing and how is more important than what digital device they are using. As adults, we can curate these experiences and provide inspiration by modeling less of a swipe and point consumption philosophy. By doing so, we would encourage children to engage with critical thinking skills through creative content and inspire them to get excited about creative problem solving.
With our society’s nearly ubiquitous access to digital devices, why have we as adults disengaged with the changes? Is our own digital consumption numbing our ability to find inspiration? Parenting is still parenting, be it in an online or offline environment. Children are still children. It boils down to our willingness to carve out the time. The world does not need a growing population of digital devices consumers. The world we live in is hungry for critical thinkers who are engaged in creative problem solving and in leveraging digital devices and ecosystems in a way that might create a more connected society.
there is a separation between the digital world and the real world
all students have an excellent understanding of digital tools and ethics
technology is a learning outcome and not a tool
failure and open ended outcomes are bad
we are not in a state of constant accelerated change
Scott McLeod challenged others to participate in a conversation on how to #makeschooldifferent with the prompt “… we have to stop pretending”. In this challenge, I’d like to invite @pgreensoup @jasonohler @arniebieber @russiazurfluh
I caught a tweet about Reid Wilson’s post with this infographic and it simply jumped out at me. It got me thinking about my own learning. The idea of letting go, being open, okay to mess up, explore, tinker and celebrate being vulnerable and taking advantage of my failures as a learning opportunity. The habits of mind Reid shared resonated with me. The powerful infographic highlights how in today’s rapidly changing world habits of mind are critical in engaging with these changes. Reid Wilson‘s infographic does a wonderful job of challenging educators thinking and push one to reconsider the pedagogic discourse of learning in schools.
The important premise is that these new habits of mind are about educators cognitive capacity to build new frameworks with a significantly different set of behaviors and beliefs connected to a world that is in a constant state of accelerated change.
There are some concrete outside forces which come into play challenging our learning communities. The shifts caused by these outside forces are significant and only highlight the importance of seriously engaging with Reid Wilson‘s premise.
One of the biggest shifts is how the work place, employment and jobs are radically changing due to the adoption of new technologies and more importantly a break from traditional business models. Examples like Air B and B, Uber, the apps market and the rash of start ups fueled by the E-economy are re-framing employment rules in the work place. The dynamics of this shift are nicely broken down in this article: Workers on tap @Economist. A whole generation of students in schools today, are entering a new work place being choreographed by these changes. The social contract of employment we have lived with is being turned upside down.
If tools can be emailed at a click of a button (Nasa emails spanner to space station@BBC) and constructed in the confines of our homes with a 3D printer. How does that shift the dynamic of manufacturing and in tandem the role of design, location, innovation and production. As this develops we are seeing a re-framing of manufacturing, and it will not be about location but innovation, creativity, flexibility and adaptability.
The growing field of machine intelligence and the complex dynamics of the ethical implications are starting to challenge our own moral construct and the relationship between machines and humans. Shivon Zilis shares out an interesting graphic on her blog (the Current State of Machine Intelligence.) that delineates the companies and organizations involved in machine intelligence and the accelerated growth of areas unheard off a few years back. The growing investment tied to the development of machine intelligence coupled with the field of “learning machines” as described by Jeremy Howard’s Tedtalk are ushering a science fiction like future which actually is being constructed today!
These are just a few of the many new shifts changing our world, and being unpacked before our eyes. A term which encapsulates these forces well, is VUCA, an acronym for “volatility, uncertainty, complexity and ambiguity” initially coined as a military term in the 1990’s and now often shared in the context of companies and organization engaging with a variety of leadership frameworks.
Schools and education leaders are in a unique position to engage, lead and model Reid Wilson‘s construct of the 21 century habits of mind in response to the forces of accelerated change. Education leaders must be risk takers themselves and engage with the responsibility to scaffold, curate and facilitate this new construct that prepares not only our students for a world of “ volatility, uncertainty, complexity and ambiguity” but the educators that are in the control room of learning.
Words are a powerful vehicle for meaning and understanding, connected to individual or group perspectives, interpretations, and connections. The word “Digital” has been part of our vocabulary landscape for a long time. It was only after reading Nicholas Negroponte’s book, “Being Digital” in 1995, that I began to be aware of the term and its impact on the world to come, but in 2014, the word “digital” has now blended itself into the daily fabric of our lives. When we think of the word “digital”, it creates a sense of disconnect from our world and implies that the digital world is a separate part of our reality. However, this is no longer true. Our lives are so embedded within this digital realm that the two have become inseparable. So, I invite us to use a new set of vocabularies to frame this paradigm: Appliances, Utilities, Information Flows, Ethics and Algorithms.
Appliances are the consumables that we connect and interact with (laptops, phones, tablets, GPS, and other hardware). These tools have become the default to our connectedness; disposable and with each new version more seamless, simple and integrated.
Utilities frame our day to day interactions. These social medias, networks, email, RSS, professional learning networks and Web 2.0/ 3.0 tools have become the architectural framework of communication and information for our connected world.
Information flows are the 150,000,000 Blogs posted a year, 5 million tweets per day, 200,000 videos uploaded on YouTube daily, and the petabytes of information created, aggregated, shared, and circulated daily around the earth.
Ethics is the why, how, when, where and who of our digital footprint in today’s world. It is the wide ranging issues from Killer Robots to the impact of a Filter Bubble (where search, news, and information algorithms choreograph what information types we get based on our personal browsing habits). The curation of our online and offline privacy as governments, corporations, and organizations juggle a treasure trove of information created by our respective digital footprints, is the new ethical dilemma we all deal with, as individuals, groups and as societies at large.
Algorithms are the backbone to the intelligent softwares that inhabit the engine of the internet. These are predictive, anticipatory, intelligent and analytical. The are the lifeblood of the internet ecosystems for individuals, governments, corporations, and organizations which then create, develop, build, facilitate, monitor, analyze, synthesize and evaluate our day to day interactions. The algorithms have become the life line to the information flows, ethics, utilities and appliances.
These words are not the definitive list, but reflect a vocabulary we use both from our past and present. They highlight how the “digital” world is ingrained in our daily lives, to the point we often are not even conscious of its presence. This connectedness fueled by our devices and ecosystems now are part of the fabric of our lives, often out of our control, and a non negotiable aspect of our own participation with the day.
A critical understanding of these words and their respective dynamics should be an essential ingredient in School and Organizational curricula. We can no longer think of them as separate entities. We have inherited this reality which now has us connected in ways where opting out becomes the abnormality . These Appliances, Utilities, Information Flows, Ethics and Algorithms are part of the fabric of our world and impact us as humans both consciously and unconsciously.
This discourse needs be given equal time in all educational settings; imbedded as seamlessly in the curriculum as they are in our lives. A responsibility to highlight the power, richness and cautions that come with tying ourselves to a set of appliances, utilities, information flows, ethics and algorithms that have and will continue to change the fabric of our interactions as humans and organizations.
So how do we do this? The key is that these terms and their meanings are introduced as part of the learning landscape in all units of study. Creating authentic connections between these words and the learning environment will then scaffold a clearer understanding of their real world applications. In our school ecosystems most subjects and curricular areas are using technology, often as a separate tool, or as a side show, but, if it is so seamless and embedded in our day to day lives, then we need to translate this into our learning. One of the first steps is to give ourselves permission to change the way we work with this vocabulary. As we change the vocabulary, and with it the meaning and role of these words, we are engaging in an active learning process connected to the changing world.
To ignore this vocabulary is to short change future generations of their awareness of a world that has become more invisible, seamless and blended both in our conscious and unconscious day. The death of “digital” is here.
All of us are engaged daily in the process of looking for information on the Internet, or “searching“. Sometimes, we search for clarification, facts, confirmation, projects, solutions, while other times our searches help us broaden our views, come to terms with a concept, make a plan, find a definition, or cross check a fact. Watch yourself or a friend at your next social function. Someone is bound to pull out their portable digital device (phone, tablet and/or computer) before long to make sure something that was said is correct. They might look up an actor, a city, an album, a song, a title, or an author. This is now part of our daily digital diet: a quick hop onto our device and off into the Internet to “search” for information.
51 million – Number of websites added during the year.
1.2 trillion Number of searches on Google in 2012.
43,339,547 gigabytes are sent across all mobile phones globally everyday.
Humankind in 2007 successfully sent 1.9 zettabytes of information through broadcast technology such as televisions and GPS. That’s equivalent to every person in the world reading 174 newspapers every day.
There are 5 million tweets per day enough to fill New York Times for 19 years.
Humankind shared 65 exabytes of information through two-way telecommunications in 2007
That’s the equivalent of every person in the world communicating the contents of six newspapers every day
Information grows from Terabyte to Petabyte . As a human race, we cannot actually view, analyze, or keep track of all the information we generate without third party digital tools and softwares. We now defer to sophisticated algorithms and intelligent softwares to store, track, synthesis, analysis, aggregate, and deliver information in amounts we have the time and capacity to digest. And most of us today expect to have this information available non-stop, over multiple devices.
Information overload, information stress, information pollution and information anxiety are part of the narrative of the digital age. With the amount of information increasing at accelerated speeds, we have relinquished any control we once had over its exponential growth. What we need to do is develop strategies, skills and understanding on how to filter, sift, analyze and juggle information, so we feel some level of control.
As we embed ourselves in this vast information landscape and wish to remain critical thinkers, we need to be ready to retool ourselves:
Coming to terms with the “Filter Bubble“ : this is where information is processed and delivered through algorithms based on what our viewing and search habits are, thus filtering information to our perspectives and not providing alternative views and information. The balance of information is vital to building a broad understanding of different views. Nowadays however, through the “Filter Bubble“, this balance is being diluted. We need to understand this and be able to counter it as critical thinkers.
Developing a strong searching expertise: We need to understand the capacity of search engine tools, their variables, and limitations so we can refine and sift information in a manner which gives us manageable amounts of results.
Be able to Aggregate: Learn how to leverage news aggregators, real time syndication, social media, micro blogging, and social bookmarking sites. These tools can help in sorting different formats, cull large amounts of information and deliver it in digestible portions for us to develop new capacities.
Engage in Connectivism: A learning theory constructed on the idea we can learn with digital, social and cultural connections, and from this interchange build individual and/or collective capacity to gain knowledge and understanding. Through our social and professional connections create networks of expertise, knowledge, and understanding to support learning. Use the “cognitive surplus” we have available in our social and professional groups to increase our own knowledge so we can create, communicate, produce and share effectively as critical thinkers.
“Learn, unlearn and relearn“: We need to develop the strategies and methodologies that allow us to engage effectively in this process of “learning, unlearning and relearning” daily. In tandem, we need to ensure that everyone has the opportunity, support and resources to do this.
From this point forward, there is not going to be any less information – that is a fact. As the world moves into a state of constant change, and the pace accelerates, we have a responsibility to ourselves, our peers and our communities to make the process of learning, unlearning and relearning permanent. If we do not, we could potentially lose our ability to participate as critical thinkers and control the information landscape we live in.
As consumers of digital technology do you not get the sense that the pace of change is increasing and impacting us with little time to sit back, watch, take things in, and try to make sense of it all. Nowadays digital devices and digital environments tend to suddenly show up almost invisible to our awareness and quickly become an integral part of our digital landscape. The consumer acting, to often, as a passive bystander and paying little attention on how this impacts our lives.
Recently I was invited to set up Google Drive and realized this was one more service that I work and live by tied to one flavor of a digital grid. We as consumers of the internet navigate within a variety of digital grids which are the framework of our digital ecosystems. A digital grid is the interface we log into with a username and password that in return provides us with tools, information and services all within the confines of one brand, organization or company. These digital grids have become essential to our communication, collaboration, creative output, and ability to share information in our professional and personal lives. A digital ecosystem are all the connections, hardware, switches, wires, boxes and components which tie us to the services and tools these digital grids provide. Common digital grids are for example Google, Apple, Facebook, Microsoft to name a few. Some dominate our digital ecosystems more than others. This market dominance is critical to these organizations and companies managing our digital grids. This dominance translates into power and control over large groups of users’ information which generates huge incomes and profits for these companies and organizations. The price of this convenience, seamless integration, and menu of powerful tools and services at ones fingertips is being locked into a single organization’s/companies’ digital grid. Millions if not billions of users like you and me live in these digital grids and cannot function without them.
There is immense motivation for the organizations and companies delivering these services to make the experience more unified, seamless and a one stop shop for all our needs. In developing these architectures as digital grids the companies and organizations are provided with limitless information, access and control of personal/professional habits, relationships and behaviors of their users. The more diversity of mediums, tools and services delivered, the more users they get, the more information they generate resulting in income and profits. As our digital lives evolve in interacting within a limited number of digital grids out of convenience, ease and habit what is the long term impact to us as individuals?
Looking at the different privacy policies (here paraphrased on this link) of cloud data storage services for individuals for Google Drive, Microsoft Skydrive and Dropbox provides us with significant evidence of the change in ownership of personal/professional intellectual property and information. As our off line lives blend more and more with our online lives, all within a limited digital grid, organizations and companies suddenly have access to all the aspects of our lives.
For many of us the convenience of the digital grid out weighs the reality of having a third party, organizations, and/or companies access, track and own all our personal/professional online information. Unfortunately if one chooses not to work within certain digital grids ones options to interact with other users both professionally and personally becomes quite limited and in some cases even impossible. Try to disconnect for a week, and not use your most commonly used digital grid. What would your work week look like, what would your socializing look like, what would your personal and professional communication look like? Yes it is still possible at some level to live outside of the larger digital grids and try to use a mix of different tools unconnected to each other. For most of us the effort, time, knowledge and logistics would require an immense amount of patience and skill to pull this off. At the end of the day the sheer convenience, seamlessness and variety of services the common digital grids provide us make opting out an impossible task for most of us. This reality has re-framed what personal and professional privacy is in our lives.
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.