Punya Mishra’s Web whatnmnmn

One who knows and knows he knows is a wise man, Follow Him
One who knows and knows not he knows is asleep, Awaken him
One who knows not and knows he knows not is a child, Teach him
One who knows not and knows not he knows not is a Fool, Avoid him.
– Attributed variously to Confucius, Socrates and others

I was reminded of this quote while reading an article by Ken Friedman titled, Design Science and Design Education and came across a section that described a view of learning. Friedman describes a framework on going from incompetence in a domain to mastery in the same domain. More specifically, Skoe talks of this process as having four key stages. These four stages are: unconscious incompetence, conscious incompetence, conscious competence, unconscious competence. Here is Friedman:

In unconscious incompetence, the learner — that is, the neophyte or apprentice — doesn’t know that he [sic] doesn’t have the skills or knowledge he requires to address a task properly. Conscious incompetence is a valuable and important step. It entails the recognition of missing skills and the need to learn. Conscious competence moves through the long, and sometimes painful learning process, awkward at first, with increasing skill later, but requiring conscious effort at all stages. Skoe’s special contribution is the articulate recognition of the emotional factors that accompany the different stages of progress. He notes the danger points where awkwardness and frustration lead to reversals, those moments when students turn back to the comfort and security of earlier stages.

At every stage along the path from unconscious incompetence to unconscious competence, the task of teaching is the task of helping learners to identify and articulate the issues and tasks they face, intellectual and academic, personal and professional. That progress moves them from immaturity to maturity, from dependent engagement to independent knowledge. The special role of the teacher in this work is shaping the context for growth. This is the core of the teaching task. Individual research and personal expertise form a necessary background for teaching, but the activity of teaching itself primarily involves guiding the student along the road to knowledge.

Let me begin with one aspect that bothered me somewhat before going onto what I liked. My concern was with the last stage of the process, i.e. the idea of unconscious competence. Firstly, I wonder if anybody really ever reaches this stage? Secondly, and more importantly, whether it is even right to see this stage as being the ultimate goal. If something becomes unconscious, does that not mean that we have now ceased to learn (or at least to realize that there are things that we still need to learn). Now performance in any complex task (say teaching) requires many different kinds of knowledge. Some of them are skills oriented – and I can see this four stage process as being quite applicable to such skill based learning goals. However, being reflective (and thus conscious) is of critical importance in other areas of complex performance and this four stage process may not be appropriate for tasks that require different kinds of knowledge. For instance, knowing how to manage a classroom or how to use specific technologies can be seen as a skill based performance that would go through these stages. However, the performance of actually being in front of a group of students and conducting a lesson, though dependent on these skills requires more. It requires a sense of “being there” and also “watching yourself” which if far from unconscious.

I am reminded of my daughter describing a recent dance performance she was practicing for. She described this as having “two parts to her brain.” One part focuses on the moment, the music and the rhythm, and sort of goes with the flow. This part becomes automatic with practice – unconscious competence. The other part however, monitors and observes the first. It checks out the other dancers, their moves, and focuses on keeping track of what came next. This part is in some sense the opposite of unconscious – it is if anything, hyper-conscious. I have found that I have a similar bifurcation of experience when I am making presentations (particularly ones where slides are synched to my talking as in the SITE keynote). A part of me is going through the moves, because I have practiced them and the words flow effortlessly. There is another part though that is processing all this, looking at the next slide coming up, monitoring the audience, tweaking the sentence that is to come next to make it fit what comes next and what this specific audience seems to be responding to. I have found that the days I am tired (or unwell) the part that fails me is the second one. In such situations I end up giving a performance, that to me, is shallow and repetitive and uninteresting. On days I am in flow, I go beyond the structure I had planned, surprising often myself with what I say in the spur of the moment. This is not to say the structure is not required, in fact I argue it is the structure and practice, unconscious competence, that allows me to rise above the material as it were.

This criticism apart I loved the part in the second paragraph about the role of the teacher. The idea that the teacher shapes the context for growth by guiding the student along the path to knowledge! How apt and profound is that.

Finally I was impressed by Skoe’s identification of the first two stages, which led to the initial quote that lead this entry. The first two stages are unconscious incompetence and conscious incompetence. Both are incompetent but what a difference there is between the two. One is unaware of their deficits while the other is acutely aware of them. It is this difference, this awareness of ignorance that can be a key motivator, can position a learner to seek new experiences and knowledge.

And of course, who can forget the great Zen master and his ruminations on knowledge and ignorance. I speak of no other than Donald Rumsfeld former secretary of defense. One of his famous quotes is:

There are known knowns. These are things we know that we know. There are known unknowns. That is to say, there are things that we now know we don’t know. But there are also unknown unknowns. These are things we do not know we don’t know.

Scott McLeod over at Dangerously Irrelevant posted a video of a CNN story about the Ron Clark Academy and asked whether something like this was scalable?

Watch the video as you ponder this question.

This is a question often asked of me, when I am conducting creativity workshops or talking about passionate teaching. In fact I was asked this just a couple of days ago when I was at the Dexter Schools talking about 21st Century Learning and Creativity. This issues comes up most when I am in India where the magnitude of the problems is just so large that scalability is always an issue.

My response to this typically has been quite straightforward. I say that I can’t think that big. I have a congenital defect that renders me incapable of thinking of projects on a large scale. I cannot comprehend states and nations. I can barely comprehend a district. What I am most comfortable with is one classroom. What this does is color my way of thinking about innovation, pushing me towards the position that change can be effected one classroom at a time. When I teach my summer courses as a part of the MAET program, I usually have 25 students, a number I can comprehend. My goal is to touch these 25, to connect with them, and to raise within them a passion for using technology to teach subject matter. If I manage to touch even a fifth of them and they go back to their classes inspired to do something new and better, hey I have succeeded.

This is not to say that policies don’t matter that social change can’t happen. Just that I am personally incapable of thinking in grand generalities. I have a feeling that my skepticism regarding large scale efforts comes from my deep suspicion that visions and plans mutate in often detrimental ways when they move out of the local. So I stay in the local, and frankly that is good enough for me.

Now Scott may think that this is a cop-out and not necessarily a response to his question, but sadly that is the best I can give. The Ron Clark Academy works well where it does. Just training a bunch of teachers in the techniques used there and asking them to implement it in their classrooms will not necessarily translate into better student achievement. For instance, I am not sure that the Ron Clark approach would work in India, a country with very different cultural and historical expectations of what teaching and learning could/should be. So I choose to withhold judgment and work harder with the people I know I can influence.

The Institute of Education, University of London is organizing a series of seminars on New forms of doctorate i.e. the manner in which multimodality and e-learning are influencing the nature and format of doctoral theses in Education and the social sciences.

This is a topic of great interest to me and I spent a bit of time browsing through some of these presentations. There is a lot to learn here. One thing that stood out for me is just how influenced by technology and cultural/historical context the Ph.D. thesis / dissertation really is. Several of the presentations, make this point. In fact, the entire symposium series is predicated on some version of this idea.

One presentation that really stood out for me, particularly given some of the discussions that are going on in my department is by Prof. Carol Costley Institute for Work Based Learning, Middlesex University.. Below is a brief description of her presentation followed by a copy of her slides (sadly there is no audio track).

On the distinction (if any) between doctorates which are research qualifications and those which are qualifications in advanced practice.
Since the early 1990’s work based learning (WBL) has been developing in UK universities within subject disciplines and also outside disciplinary frameworks as a field of study in it own right. Both forms of WBL (as a mode of study and as a field of study), have developed pedagogies that have moved away from more traditional approaches. In some part this can be attributed to the mature adult community who are attracted to part-time courses that incorporate study into their work rather than a learning experience unrelated to working life. However, the developing pedagogies also relate to a wider, more transdisciplinary reflection of a knowledge-based society.

Following the successful institution of WBL ‘taught’ degrees at Bachelor and Master levels the natural progression was to introduce work-based doctorates. Professional doctorates had already started to increase in the UK and in the late 1990’s the Doctorate in Professional Studies sometimes called Professional Practice (DProf. sometimes called Prof D.) was introduced. The DProf is aimed at the actual work activities and circumstances of people engaged in high-level professional practice. Candidates already have considerable expertise in their work and their work-based research and development projects are likely to draw upon knowledge from a range of fields and also on tacit and professional knowledge. The Candidates’ situatedness outside the academic sphere brings about a balance of activity, focus and control between the academic and the professional environments.

Drawing mainly on the DProf., the presentation explores how postgraduate WBL works in higher education and there is some consideration of its academic underpinning (Costley and Stephenson 2008). There is discussion concerning generic assessment criteria; the structure of the doctoral programme; the kinds of research and development projects undertaken by the candidates; and the learning and teaching processes which are ‘essentially concerned with the individual and their own practice’ (Scott et al 2004).

From my end of the university as we know it series, here is another article, this time from The Washington Monthly, titled College for $99 a Month: The next generation of online education could be great for students—and catastrophic for universities. Here are some key quotes but the article is worth reading in full. [H/T Daily Dish]

[T]he day is coming—sooner than many people think—when a great deal of money is going to abruptly melt out of the higher education system, just as it has in scores of other industries that traffic in information that is now far cheaper and more easily accessible than it has ever been before. Much of that money will end up in the pockets of students in the form of lower prices, a boon and a necessity in a time when higher education is the key to prosperity. Colleges will specialize where they have comparative advantage, rather than trying to be all things to all people. A lot of silly, too-expensive things—vainglorious building projects, money-sucking sports programs, tenured professors who contribute little in the way of teaching or research—will fade from memory, and won’t be missed.

But other parts of those institutions will be threatened too—vital parts that support local communities and legitimate scholarship, that make the world a more enlightened, richer place to live. Just as the world needs the foreign bureaus that newspapers are rapidly shutting down, it needs quirky small university presses, Mughal textile historians, and people who are paid to think deep, economically unproductive thoughts. Rather than hiding within the conglomerate, each unbundled part of the university will have to find new ways to stand alone. There is an unstable, treacherous future ahead for institutions that have been comfortable for a long time. Like it or not, that’s the higher education world to come.

Have you heard of the marshmallow experiment? It is a pretty famous experiment conducted at Stanford back in the 60’s. Walter Mischel a psychologist conducted this experiment on four-year olds in which the children were given one marshmallow and promised a second marshmallow if only they could wait 20 minutes before eating the first one. Turns out that some children could and others couldn’t wait. Following up on this study Mischel and his collaborators found that those who waited were better adjusted, dependable and, on some measures, more successful than those who could not delay gratification. In fact they found that these children scored an average of 210 points higher on the SAT!!

You can read more about this experiment and its findings in this New Yorker article titled Don’t: The secret of self control.

I had read of this experiment a while ago, it had also been the focus of a recent RadioLab segment and then I began running across a video titled Oh, The Temptation. As the director describes it he used, 2 Hidden Cameras, A bunch of Kids, 1 Marshmallow each to create this movie. He agrees that this was “not an original idea, but very fun to make.” And it is great fun to watch…

A decade into the 21st century, how are we doing with the movement to “position 21st century skills at the center of US K-12 education.” The National Journal Online has been conducting an discussion on this topic… some very interesting views represented there, from both sides of the spectrum. I have some definite opinions on this, which will have to wait for another day (I am swamped with work right now) … but for now here is the link to the discussion: Has The P21 Movement Succeeded?

What do you think? What do we mean by 21st Century skills? How are they different from traditional skills (such as critical thinking) that were the rage some time ago? What is the role of content knowledge in the 21st Century? What about trans-disciplinary, or inter-disciplinary knowledge? … Important questions, worthy of discussion and thought.

Telegraph article titled: Charles Darwin film ‘too controversial for religious America’

How sad is that!

Zephyr Teachout (supposedly an associate law professor at Fordham University, a writer, and an online entrepreneur) has a great article on bigmoney.com, titled Welcome to Yahoo! U: The Web will dismember universities, just like newspapers.

His essential argument is that under the assault of new technologies, mainly the rise of online learning, the business model that sustained U.S. colleges can’t survive. [He restricts his comments to just private colleges and universities, but given the condition of state funding, I see the points he is making relevant to all universities and colleges, private and public.]

He paints a bleak picture of the future college/university, saying

When this happens—be it in 10 years or 20—we will see a structural disintegration in the academy akin to that in newspapers now. It will mean fewer professors and worse pay; low-paid, untenured faculty will do much of the teaching. Online instructors are already joining freelance reporters in the underpaid, insecure, overeducated work force that works from home. The market will encourage this trend. The typical 2030 faculty will likely be a collection of adjuncts alone in their apartments, using recycled syllabi and administering multiple-choice tests from afar.

Most of the points he makes are not not new – they have been made in the past by others (I have had a couple of posts about these issues as well). However, there is one new idea that I had not fully thought about, and that has to do with the idea of college aggregators. Making an analogy with news aggregators that are pushing traditional news organizations towards demise, he argues that the future will see the rise of college aggregators.

Taking the newspaper analogy one step further, I would venture that college aggregators will be the hub of the new school experience. In the world of news, the aggregators (Google News, Yahoo News, blogs) have taken over from the physical—and virtual—newspaper as the entry point for news consumption. Already, half of college graduates attend more than one school before graduation. Soon, you’ll see more Web sites that make it easy to take classes from a blend of different universities, mixing and matching parts of a degree and helping to navigate the different institutional requirements. Already you can go to Web sites like http://www.bachelorsdegreeonline.com or www.EducationDegreeSource.com to learn about possible online-only degrees. Or you can go to the University of North Carolina’s Web portal to find classes around the state, some online, some offline. These are crude beginnings—like the news listservs of 1996. Soon, aggregators will combine and repackage not just courses, but the modules inside courses. Hourlong sessions will be remixed for different classes: That one hour on the French Revolution is good for both French History and for the History of Revolutions class.

The age of the educational mashup is here!!

He ends with a plea, that I would strong endorse:

But unless we make a strong commitment to even greater funding of higher education, the institutions that have allowed for academic freedom, communal learning, unpressured research, and intellectual risk-taking are themselves at risk. If the mainstream of “college teaching” becomes a set of atomistic, underpaid adjuncts whose wares are sold by barkers in the subway, we’ll lose a precious academic tradition that is not easily replaced.

I had written earlier about how the rate of change of technology is speeding up, i.e. technologies are changing at an ever faster rate. Related to this is something I just came across today (on Kottke.org). Kottle links to a chart that provides a historical look at the speed of information travel from one point to another (in miles per hour). For instance,

For instance, in 1805 the news of the Battle of Trafalgar took 17 days to travel the 1100 miles to London; that’s a speed of 2.7 mph. By 1891 when the Nobi earthquake occurred in Japan, it only took the news one day to travel 5916 miles, a speed of 246 mph.

The original article (The speed of information travel) stopped at 1891. Kottke brings it upto date in his posting on the subject.

The 2008 Sichaun earthquake occurred 5100 miles from London with the first Twitter update in English occurring about 7 minutes after the quake started. Assuming the message was read a minute later by someone in London, that’s 38,250 mph.

In essence the speed of information travel has gone from 1.4 MPH in 1798 to almost 200,000 MPH today!! That is an amazing level of change!! Just indicates how the world we live in today is fundamentally different from the past.

Imagine controlling machines, typing text or juggling balls using nothing but the power of thought. What sounds like far-fetched science fiction is gradually becoming possible, providing hope for disabled patients — and new gimmicks for the computer gaming industry. Read more in Playing With Your Head: The Dawning Age of Mind-Reading Machines

What implications do these new technologies have for learning and education? I mean even Mattel is getting into the action… As the article says

The new system Mattel is introducing at computer trade shows is called “Mindflex.” According to the company’s fact sheet: “A true mental marathon, Mindflex exercises the brain in an entirely new way as players learn to continuously control their brain activity.”

So, you ask, how does it work? To train the brain, the user puts on a headband with sensors at the temples and a cable connected to something that looks like a mini miniature golf course. Then the user tries to master the first task: balancing a small ball above an air current, causing it to levitate and making it pass through a plastic ring.

At this time these interfaces work only in one direction, from the brain to the computer. But can the reverse, from computer to the brain be far behind? The power being discussed here is truly revolutionary. We have all known that computers are cognitive tools i.e. working with them changes the way we think. However, at some level changes in brain states are mediated via our senses and through movement, a somewhat inefficient process. What these technologies indicate is the future is in a merging of our brains directly with the computer… where the distinction between us and the machine will be increasingly blurred till we won’t be able to tell one from the other. Imagine having access to Google like search engines whenever a question pops up in our heads? How can we tell where the brain ends and the machine begins?

Happy Birthday, Internet
40 years old today!

It all started 40 years ago today,
when a couple of computers
were connected by a long gray cable …

Read more (and watch a video) at National Geographic

The recent (and ongoing) evens in Iran sadden me deeply… but also give me hope. The scenes and news emerging from there speak of courage and a need and demand for freedom. What is also amazing has been the use of technology particularly twitter to get news out of the country.

A few decades ago it was audio-cassette technology that led to the fall of the Shah of Iran. Ayotollah Khomeni had been exiled to France and his speeches would be secretly smuggled into Iran – where an informal underground network of people would dub and re-dub these tapes and pass them around. New technologies lead to new ways of sharing information, new ways to mobilize.

My heart goes out to these protesters as I obsessively track news coming out of Iran. The two best sources of news on this are Andrew Sullivan’s  Daily Dish and The Lede of the NYTimes. Or better still follow the incoming Twitter-feeds collected here.

Louis CK on appreciating the magic of technology…

A while back I had written about the idea of “serendipitous connectability;” the idea that the web allows us to “to run across things that are stunning in their ability to connect to us in powerful, emotionally touching ways.” I was prompted to do this by clicking on a random link on the We feel fine website that led to someone’s personal blog (one that I, deliberately, didn’t link to and have no real record of).

This idea seems to have been picked up a bit and this is my attempt to sort through and see how it started and how it is developing (note: there already is a mutant version out there). Details below. Read the rest of this entry »

What does it mean to represent something? Sean Nash (of Nashworld) and I have been having some fun at the expense of periodic representations (my post and his response) and even children’s books. I had been wanting to write about this for the past few days but travel, work and illness came in the way. However, I stumbled upon a way of thinking about DNA that prompted (actually forced) me to write this post. Read the rest of this entry »

I just stumbled upon this image from a 1950 issue of Popular Mechanics.

The tag line below the image says:
Because everything in her home is waterproof, the housewife of 2000 can do her daily cleaning with a hose.

I had posted earlier about a recent commercial that, though arguing at one level that technology can fundamentally change education, seemed to stick to the standard-lecture (albeit in different and cooler modes of transmission).

Just how little the discourse around educational technology has changed over time (while the technologies have changed drastically) was brought home to me recently through a book I borrowed by Patrick Dickson. Before I describe the book let me provide you one quote from that book.

The scope and nature of man’s learning have always been commissioned by the mediums of instruction which were available. The need for adapting himself to the changing conditions of his environment focused man’s attention upon bettering the tools by which he acquired learning…The modern school is forced to meet the demands of a rapidly changing civilization. Today the world of the learner is almost unbounded. He must acquire facts relating to a bewildering variety of places and things; he must acquire appreciations of far-reaching interrelationships. The curriculum and methods of teaching must undergo a continuous appraisal. New subject matter and new devices for instruction are being scrutinized for their potential contributions to the learning process.

Read the rest of this entry »

Scott McCloud is a pioneer in his field – the field of comics. (I had previously posted about him here). I just discovered (via Presentation Zen & Matt Koehler) a TED talk he had given back in 2005. It is a wonderful introduction to McCloud the man and his ideas. Worth viewing in full.

Of particular interest to me (given my TPACK leanings) is his idea of a “durable mutation” by which a old genre (that of comics) can realize its true potential given the capabilities of this new digital medium. This connection between form and function, style and substance is not easy to achieve, and McClouds ruminations on this issue are profound and inspiring. Watch the video, below:

Read the rest of this entry »

Interesting article in Scientific American about how flaws in our biology reveal our evolutionary history. Steven Gould talked about it in his famous essay on The Panda’s Thumb.

This is a wonderful argument for Darwinian evolution since it points not to perfection (which the deniers of evolution can point to as well as example of divine intervention) but rather to imperfection (which is somewhat more difficult to explain by non-evolutionists – why would an all-powerful deity make mistakes). The lesson here is that imperfections point to a contingent historical past. Tracing these imperfections allows us to make inferences about how things came to be. Think of the Qwerty keyboard, to take an example from technological evolution, an artifact from the days of early manual typewriters, that actually required a design that would slowdown people’s typing speed to prevent the keys from getting stuck.

Just came across another page devoted to the same issue, just with more examples.