(Un)dreaming the future: (dis)connecting (some of) the dots in digital technology and education futures
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Invited presentation at edu4future conference 2-3 July 2019, University of Leeds, Leeds, United Kingdom
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(Un)dreaming the future: (dis)connecting (some of) the dots in digital technology and education futures
- 1. Imagecredit:https://pixabay.com/photos/stone-man-stone-stone-head-fantasy-2984962/ (Un)dreaming the future: (dis)connecting (some of) the dots Presentation Edu4Future Conference, University of Leeds, UK 2-3 July 2019 Paul Prinsloo University of South Africa (Unisa) 14prinsp
- 2. How do we dream in a world that is increasingly (dis)connected and fragile, where increasing numbers of individuals live precarious lives, where the roll of the dice shape lives and determine futures? ImagebyJuiMagicmanfromPixabay
- 3. How do we talk about digital technology and educational change when we allow this to happen? What kind of education and technologies made this possible?
- 4. Acknowledgement I do not own the copyright of any of the images in this presentation. I therefore acknowledge the original copyright and licensing regime of every image used. This presentation (excluding the images) is licensed under a Creative Commons Attribution 4.0 International License.
- 5. This is a story about stories… The stories that are being told about digital technology and educational change, the persons, interests behind these stories, the stories that are left out, the stories that are censured, the stories that need to be told. This is a story about stories This is a story about stories…
- 6. This is a story about stories… The stories that are being told about digital technology and educational change, the persons, interests behind these stories, the stories that are left out, the stories that are censured, the stories that need to be told. This is a story about stories • What stories are being told about digital technology and education? • What stories are being told about educational change? • Who are telling these stories?
- 7. This is a story about stories… The stories that are being told about digital technology and educational change, the persons, interests behind these stories, the stories that are left out, the stories that are censured, the stories that need to be told. This is a story about stories • Whose stories are not told? • What stories are not told and why not? • What stories need to be told?
- 8. Image credit: https://pixabay.com/photos/fantasy-landscape-elephant-man-2995326/ Why is it important to map (some of) the stories that are being told about digital technology and educational change?
- 9. Imagecredit:https://en.wikipedia.org/wiki/His_Master%27s_Voice The stories we tell say something about whose past and whose memory counts
- 10. Image credit: https://pixabay.com/photos/girl-swing-rock-skyline-skyscraper-2067378/ Stories about digital technology and educational change also tell us of what kind of futures are imagined, and who and what are included in these futures and who and what do not form part of that future
- 11. Image credit: https://pixabay.com/photos/fantasy-dragons-lizard-feed-child-2231796/ What other stories are there, to be told, to be investigated – that may lead to different possibilities, a different kind of humanity – more just, more sustainable, more equal?
- 12. What/whose stories are being told about digital technology and education change? • About being an educator/researcher/human • By/in your department/discipline • Your institution • Your country • Society What/whose stories have become normalised, are held up as normal? What/whose stories are considered not-normal, not being told, not endorsed, or re-told?
- 13. In the context of digital technologies and educational change… …who is framing our educational narratives? Who and what are driving the educational change agenda? Who is designing our learning management systems and what is their understanding of learning, our students, our contexts? What interests do they have? What types of learning result from these technologies, and what types of learning are excluded?
- 14. Image credit: xhttps://pixabay.com/en/cyclone-forward-hurricane-storm-2102397/ Our first story… disrupting education
- 17. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/ “An avalanche of nonsense. … This is not our language – because it is not written for us. This is written for the kind of people who are impressed by such language” Kernohan, D. (2013, March 11). We’re under fifteen feet of pure white snow. [Web log post]. Retrieved from http://followersoftheapocalyp.se/were-under-fifteen-feet-of-pure-white-snow/ Source credit: http://www.ippr.org/files/images/media/files/publication/2013/03/avalanche-is-coming_Mar2013_10432.pdf?noredirect=1
- 18. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/ Weasel words … and higher education Image credit: https://www.amazon.com/Watsons-Dictionary-Contemporary-Cliches-Management/dp/1740513215 “Weasel words are words that have been sucked dry of meaning, they are mere ‘shells’ of words: words from which life has gone, facsimiles, frauds, corpses. Weasel words are the words of the powerful, the treacherous and the unfaithful, spies, assassins and thieves. Bureaucrats and ideologues love them. Tyrants cannot do without them” (Watson, 2004, pp. 1-2)
- 19. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/ Images retrieved from Amazon.com
- 20. Dila, M.A. (2016, March 6). Pardon our disruption, Mr Christensen. [Web log post]. Retrieved from https://medium.com/the- overlap/pardon-our-disruption-mr-christensen-be57d9f1433c#.1ogfsyue4 Moazed. A. (2016, February 16). Why Clayton Christensen is wrong about Uber and disruptive innovation. TechCrunch. Retrieved from https://techcrunch.com/2016/02/27/why-clayton-christensen-is-wrong-about-uber-and-disruptive-innovation/
- 21. The story about disruption and technology that is not told “The problem with the cult of technology is not that it exaggerates the power that comes with the practical application of scientific knowledge. It is that it if forgets the unregenerate human beings that use it” (p. 120) Gray, J. (2004). Heresies. Against progress and other illusions. London: Granta Books
- 22. “Knowledge [and technology] is not an unmixed good; it can be as much a curse as a blessing” (p. 70) “Human beings use the power of scientific knowledge to assert and defend the values and goals they already have. New technologies can be used to alleviate suffering and enhance freedom. They can, and will, also be used to wage war and strengthen tyranny” (p. 106) Gray, J. (2004). Heresies. Against progress and other illusions. London: Granta Books
- 24. Image by Pavlofox from Pixabay Story 2: Increasing our effectiveness/ efficiency – making us faster, more agile
- 26. While efficiencies/effectiveness/impact in education are important, and digital technologies may assist in these… we should also ask if the use of any particular technology in a particular context is appropriate, ethical and how does the use of digital technology serve social justice?
- 27. Story 3: The 4th Industrial Revolution Image by Pete Linforth from Pixabay
- 28. Source credit: https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-and-how-to-respond/ 2016 There has never been a time of greater promise, or one of greater potential peril First imaginary…
- 29. Image credit: https://upload.wikimedia.org/wikipedia/commons/c/c8/Industry_4.0.png ± 1760 – 1820/40 ± 1870 – 1940 1960 - PLATO 1982 - WWW 1998 – Google 2004 – Facebook 2005- YouTube … -> Slavery – slavery abolished in the UK 1807 Colonisation Berlin Conference 1884-1885
- 30. ± 1760 – 1820/40 ± 1870 – 1940 1960 - PLATO 1982 - WWW 1998 – Google 2004 – Facebook 2005- YouTube Colonisation Berlin Conference 1884-1885 Slavery – slavery abolished in the UK 1807 Image credit: https://upload.wikimedia.org/wikipedia/commons/c/c8/Industry_4.0.png … ->
- 35. Smart cities, smart campuses and smart classrooms Image credit: https://pxhere.com/en/photo/1575607
- 37. “As sensors become ubiquitous and more data is collected and analyzed, elected officials will gain a radically granular understanding of the city’s needs. They’ll be able to collaborate with engaged citizens in designing social and physical interventions that better meet everyone’s needs. Moreover, administrators and technologists can design responsive systems that automatically adjust to the specific needs of citizens without constant oversight, cutting both costs and human error. As the city’s needs change over the hours, years, and generations, the city will begin to respond like an intelligent organism.” Retrieved from https://www.iotforall.com/what-is-smart-city/
- 38. “As sensors become ubiquitous and more data is collected and analyzed, elected officials will gain a radically granular understanding of the city’s needs. They’ll be able to collaborate with engaged citizens in designing social and physical interventions that better meet everyone’s needs. Moreover, administrators and technologists can design responsive systems that automatically adjust to the specific needs of citizens without constant oversight, cutting both costs and human error. As the city’s needs change over the hours, years, and generations, the city will begin to respond like an intelligent organism.” Retrieved from https://www.iotforall.com/what-is-smart-city/
- 41. 2017
- 43. The Smart Campus actively learns from and adapts to the needs of its people and place, unlocking the potential of e technology and enabling world-changing learning and research. Retrieved from https://futurecities.catapult.org.uk/project/smart-campus-university-of-glasgow/
- 46. 20170412 Stony Brook Smart Campus & IoT v2.pdf
- 49. Using data captured via research-based psychometrics, combined with individual SIS information, the BrightBytes Whole Child module analyses areas including SEL, engagement, safety, and environment, and provides educators with deep insight into the mindset and social and emotional state across individuals, demographic cohorts, and the district itself. Retrieved from https://www.brightbytes.net/resources-archive/wholechild?fbclid=IwAR3NH8- bpwg1OFMd3paL1_qgjKe51yrRam8SVK-zseaV2XmWPbI5J0tFx9o
- 54. Hartong, S., & Förschler, A. (2019). Opening the black box of data-based school monitoring: Data infrastructures, flows and practices in state education agencies. Big Data & Society, 6(1), 2053951719853311.
- 55. Knox, J., Williamson, B., & Bayne, S. (2019). Machine behaviourism: future visions of ‘learnification’ and ‘datafication’ across humans and digital technologies. Learning, Media and Technology, 1-15. Through the growing influence of ‘data science’ on education, behaviourist psychology is increasingly and powerfully invested in future educational practices. Finally, it is argued that future education may tend toward very specific forms of behavioural governance – a ‘machine behaviourism’ – entailing combinations of radical behaviourist theories and machine learning systems, that appear to work against notions of student autonomy and participation, seeking to intervene in educational conduct and shaping learner behaviour towards predefined aims.
- 58. Source credit: http://timoelliott.com/blog/2013/02/gartnerbi-emea-2013-part-1-analytics-moves-to-the-core.html Uses of student data
- 60. Last story: The “data gaze” (Beer, 2019)
- 61. Image credit: https://pixabay.com/photos/statue-bronze-cabot-bristol-1515390/ “data themselves come to life and begin to have consequences when they are analysed and when those analysis are integrated into social, governmental and organisational structures” (Beer, 2019, p. 15).
- 62. Central to the purpose of the data gaze, is to incorporate, appropriate and to occupy practices and organisational structures, and described by (Beer, 2019) as “data frontiers” (Beer, 2019, p. 19).The notion of the “data frontier” (Beer, 2019)
- 63. “Oiling” (Beer 2019, p. 21) this expansion and data-as-frontier is creating (and selling) a particular data imaginary in which data analytics are presented as “speedy, accessible, revealing, panoramic, prophetic and smart” (p. 22; emphasis in the original).
- 64. Thatcher, J., O’Sullivan, D., & Mahmoudi, D. (2016). Data colonialism through accumulation by dispossession: New metaphors for daily data. Environment and Planning D: Society and Space, 34(6), 990-1006.
- 65. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/ How colonialism… • Objectified humans as mere data points and information in the global, colonial imaginary • Stole the dignity and lives of millions based on arbitrary criteria and beliefs about meritocracy supported by asymmetries of power • Extracted value in exchange for bare survival Imagecredit:https://www.flickr.com/photos/jumborois/6932819813 • Controlled the movement of millions based on arbitrary criteria such as race, cultural grouping and risk of subversion?
- 67. Where to from here?
- 68. All stories end. Actually, they never end. The stories we hear, tell, and repeat become normalised as policies, curricula and hierarchies of power, benefits and (in)justice What is/will be your story?
- 69. THANK YOU Paul Prinsloo (Prof) Research Professor in Open Distance Learning (ODL) College of Economic and Management Sciences, Samuel Pauw Building, Office 5-21, P.O. Box 392 Unisa, 0003, Republic of South Africa T: +27 (0) 12 433 4719 (office) prinsp@unisa.ac.za Skype: paul.prinsloo59 Personal blog: http://opendistanceteachingandlearning.wordpress.com Twitter profile: @14prinsp
Editor's Notes
- Talking about algorithms, Artifical Intelligence and machine learning immediately raises a number of serious issues, and one of the most dominant issues in the popular press is the question whether robots will replace teachers…Except for the fact that this is a crude representation of the potential of Artificial Intelligence, it does allow for some light relief...