Punning Wine By Mike Knell
(includes edited content from a comment I made to Stephen Downes blog post)
I have been watching a ‘debate’ unfold over the weekend with increasing mystification. I even posted a couple of comments but I didn’t really feel that there was much idea exchange taking place. If you want to check it out, George Siemens has some useful links here .
For me the first old wine in new bottles (itself a fairly stale metaphor but I love the picture) is the idea of a MOOC (Massive Open Online Course) – I thought that open fora and ‘free’ courses had been around for a long time for example WebHeads in Action since 1997, open learning environments have been under discussion since mid 1990s at least (though open learning variously defined) e.g. http://carbon.ucdenver.edu/~bwilson/wils95 and I am sure (though I can’t find links at present) there have been free courses online (e.g. in HTML) since mid 1990s too. Don’t get me wrong the recent crop of MOOCs has generated a lot of interest and experimentation but this will be more informed if they acknowledge their heritage.
The second old wine in new bottles is the terminology and paradigm debate. Quite a lot of the talk was about the meaning of learning, knowledge and even the term ‘knowledge transfer’. This one really made me smile, as the term ‘Knowledge Transfer’ has a fairly well-defined meaning in UK HE, as it refers to a funded graduate recruitment scheme where businesses, graduates and academic work in partnership to transfer knowledge between them – very contextual and processy, unlike knowledge transfer as item of ‘knowledge’ passing from sender to receiver . The knowledge transfer being discussed this weekend sounded more like ‘transmission mode learning’ about which acres of text have been written, and clearly linked back to earlier work on communication, explained and critiqued rather well here in the transmission mode of communication.
This critique also neatly demonstrates how a model originating from a viewpoint different from one’s own can still be useful (up to a point) in one’s own meaning-making. I am very interested in how those to whom ‘learning’ means something different can still have a productive and meaningful dialogue. I think participants would have to start by trying to explain what the word means to them and then listen to what others have to say. It would also help participants (especially given the context of openness) to enter the dialogue with the possibility of changing their minds even if only in a small way. Maybe what is important about theories of learning and knowledge is what they mean to learners and teachers, as we personally theorise the world around us. Since that can often be in a social context we need to get the knack of sharing theories in dialogue. I have observed over a long period (and on CCK08 in particular) that teachers use theories in a very pragmatic way (connectivism being a good example), sometimes thinking about transmission modes of learning, other times using constructivism and in our digitally-saturated environment, turning to connectivism to help them practice and reflect. I spent a short time as a Maths teacher in school and saw the twin disadvantages of knowing your times tables without understanding how they were constructed and vice versa, whereas what practice of numeracy requires both that you know your times tables and understand what they mean. This may be achieved by combining rote learning and discovery learning.
The last point I wanted to make was about the general tetchy tone of some of the contributions (notable exception being @dkernohan ) Stephen Downes using the term nonsense and David Wiley identifying a comment as the ‘snob’ response. Just what is this ? are the writers claiming ‘truth’? ownership of ideas or concepts like MOOCs? This seemed to me to a very ‘masculine’ debate (OK that’s my interpretation) both in terms of style and inclusivity. I would playfully prescribe that the main contenders in this weekend’s debate assign themselves an OOC on Belenky’s Womens Ways of Knowing, since Belenky’s work challenged and grew out of Perry’s Model of Intellectual Development which emerged from a very restricted sample of white middleclass male MBA students and was then generalised to others.
So here is my contention:
that if we want to grow and explore concepts like informal learning online, MOOCs and OERs for the benefit of all, we need to involve all – men, women, young, old, from different philosophical and religious perspectives, from countries all over the world, and acknowledge the contributions of earlier scholars.
Now that isn’t going to be easy, inclusivity never is, but I don’t think this recent ‘debate’ has contributed much – however good some of the individual contributions were, the whole left a sour taste, in my mouth at least.