Interesting things are happening – a window has opened

Joss Winn / / Education, Student as Producer, Theory

Dr Dean Lockwood recently gave some lectures where he reflected on Student as Producer in the context of digital media theory. Go to the Student as Producer site for the full paper. Here’s a very brief excerpt.

Interesting things are happening – a window has opened. Let’s focus on the university. For a couple of decades and more, higher education has increasingly been pushed towards running on a business model, a market model, in which the student is understood as a consumer. The current struggle over tuition fees highlights the extent to which this model is in crisis, in common with the market model more generally. Many are arguing again, just as they did in 68, that education must be politicized, connected back up to struggles against exploitation. Here, at Lincoln, the institution of the university itself is showing signs of moving this way, or at least there is an initiative, an experiment, at large within the university which is based on the argument that those who teach can no longer remain politically indifferent. Mike Neary, our Dean of Teaching and Learning, has even gone so far as to call for an agenda for ‘revolutionary teaching’, what he calls a ‘pedagogy of excess’ (see bibliography).

This agenda has become dominated by an organizing principle for teaching and learning which goes by the name of ‘Student as Producer’, which I want to say a few words about.

Encryption and Google docs

Joss Winn / / Data, Software, Web

We’ve recently started providing staff training on using Google apps and one of the questions that always comes up is around privacy and security. Following one of our sessions, one member of staff is using Google docs to manage a large number of sensitive documents, with several other colleagues. The sharing of folders and documents with different people is proving very useful. Recently, that member of staff asked me about whether it was possible to encrypt files stored on Google docs so I had a look around to see what the situation is. I knew that transport encryption is available (i.e. https) and that there was no feature in Google docs to encrypt a file, but wanted to provide a thorough response to my colleague.

As I said, Google doesn’t provide the facility to encrypt data held in Google docs. You can however, encrypt a file and upload it to Google docs for online storage only. To read the file, it has to be downloaded and decrypted. I tested this with a .pgp file.

I searched around on the web for a few more clues and there’s the suggestion (last comment) that the data is ‘sharded’ across multiple servers and when you click on the name of a file, the data is brought together into the file for you to work on. I haven’t found any official confirmation of this technique being used.

There’s a Google docs employee on Get Satisfaction that has responded a few times to people’s questions around this area. These replies offer some clarity:

In summary, there is no encryption of data on Google’s servers, but Google are using the same systems to manage their private corporate data and they comply with international (including the UK) data privacy policies. Introducing encryption is technically feasible but would introduce many negative consequences to the features they provide (slower, no collaboration, etc.)

If you’ve got any other, officially confirmed, information on the security of Google docs, please do leave a comment. Thanks.

Pedagogy, Technology and Student as Producer

Joss Winn / / Education, Fun, PhD, Presentations, Student as Producer, Theory

I was recently asked to present a paper to the university’s Teaching and Learning Committee about the role of technology in the context of Student as Producer. The paper was well received by the committee and I have been asked to draw up a Business Case  which will be presented to the Academic Board and then, hopefully, for final approval by the Executive Board. Unlike this paper, which is pretty high level, the Business Case will go into more detail about what we actually propose to do and how. Comments very welcome. Thanks to my colleague, Sue Watling, for  help with the section on ‘digital inclusion’.

Pedagogy, Technology and Student as Producer

Summary

Student as Producer will have a significant impact on the work of both students and staff at the university and this paper briefly addresses the strategic role of technology and teaching and learning within the context of Student as Producer. In summary, we argue that the university can lead the sector in re-engineering knowledge creation and sharing through the open development of edgeless social learning networks, based on a methodology of peer-to-peer innovation and a commitment to digital inclusion and critical, digital literacy.

Student as Producer

Student as Producer is underpinned by progressive pedagogical theory which asserts that students can and should be producers of their social world by genuinely collaborating in the processes of research, teaching and learning. Student as Producer has a radically democratic agenda, valuing critique, speculative thinking, openness and a form of social learning that aims to transform the social context so that students become the subjects rather than objects of history – individuals who make history and personify knowledge. Student as Producer is not simply a project to transform and improve the ‘student experience’ but aspires to a paradigm shift in how knowledge is produced, where the traditional student and teacher roles are ‘interrupted’ through close collaboration and a recognition that both teachers and students have much to learn from each other. Student as Producer is not dependent on technology but rather on the quality of the relationship between teacher and student. The extent to which technology can support, advance and even progressively disrupt this relationship is therefore key.

Critical, digital literacy

Increasingly, the language of digital networks is that of ‘users’ who produce and consume ‘content’. With the availability of ‘free’ Web 2.0 tools, we are told that anyone on the web is a potential publisher of content for someone else to consume. The message from The Edgeless University (2009) is increasingly typical: In the world of Web 2.0, universities are being positioned as distinctive “resource providers” i.e. research outputs, lectures and podcasts on iTunesU, Open Access institutional repositories and and Open Educational Resources, with the expertise to “validate learning”. Student as Producer both challenges and leverages this ‘abundance’ of open resources by articulating a “pedagogy of excess”, whereby the student is encouraged and supported in being not just a student-consumer but rather a productive, critical, digitally literate social individual. In this view, technology is inclusive and understated, advocated by the institution primarily to develop the individual’s critical, social understanding and abilities which they apply to their learning and in this way technology does not become an end in itself.

Digital inclusion

Digital divides, both within higher education and beyond our institutions, derive from the social shaping of technology where technical design and implementation is influenced by organisational, political, economic and cultural factors (Bjiker and Pinch 1984, Williams and Edge 1994). Technological ‘innovation’ is often the subsequent means whereby wider social inequalities are reproduced and reinforced. For example, operating effectively within a Web 2.0 environment privileges a narrow range of access criteria and assumes pre-requisite levels of digital confidence and competence. Those who fall outside of these parameters are digitally excluded and disempowered. In the development of critical, digital literacy, Student as Producer can raise awareness of the nature and effects of inequitable digital practices and in doing so, encourage socially responsible individuals who are then able to challenge exclusive practices and ensure inclusive ways of living in society.

Learning landscapes

In itself, technology arguably has no direct bearing on educational outcome. It is the extent to which technology is understood, developed and employed within the overall social and political environment that it contributes to the social wealth, education and overall well-being of society (Downes, 2010). The typical use of technology in higher education ranges from the mundane to the instrumental to the experimental, enabling, for example, the management of courses and assessment through the Learning Management Systems (LMS), the increasingly collaborative cross-institutional nature of research through discipline-specific Virtual Research Environments (VRE) and the creation of Personal Learning Environments (PLE) where teachers and students choose technologies appropriate to their own needs and capacities. Similarly, technologies such as Blackboard, are thoroughly embedded in critical institutional functions penetrating deep into the overall ‘learning landscape’ of the university. Networked technology is now ingrained in the very ‘idea of the university’ and the social production of knowledge. It is used to both intentionally effect change (i.e. innovate) in higher education and respond to change taking place in society (i.e. facilitate). Arguably, it is not a matter of asking “what is the role of technology in higher education?”, but rather “what is the role of the university in a networked world?” (Higher Education in a Web 2.0 World, 2009)

A pedagogy of excess

Student as Producer is perfectly timed to engage with what The Edgeless University states as a “time of maximum uncertainty and time for creative possibility between the ending of the way things have been and the beginning of the way they will be.” At a time when the higher education sector is being privatised and students are expected to assume the role of consumer, Student as Producer aims to provide the student with a more critical, more historically and socially informed experience of university life, which extends beyond their formal studies to engage with the role of the university and their own role in society. Pedagogically, this is through the idea of ‘excess’ where students, undertaking a critical evaluation of their subject and of their role in society, are anticipated to become more than just student-consumers during their course of research and study (Neary and Hagyard, 2010). In practice, a pedagogy of excess re-orientates the roles of staff and students to become producers of an edgeless university and creators of social wealth.

Student as Producer responds to calls for ‘edgelessness’ by asserting a radical agenda for the development and support of technology, extending the networks and spaces that we maintain to become social learning networks or, in Vygotsky’s term, ‘Zones of Proximal Development’ (ZPD), in which social learning has the potential to change the individual and their social context (Neary, 2010). We recognise the centrality of staff and students in “driving further innovation without losing the strengths of the traditional academic environment” (Learning Landscapes, 2009) and this should be coupled with the benefits that networked technology brings to the learning landscape, not only in advancing ubiquitous access to information but also the potential for challenging and re-engineering the relationships between teacher and student engaged in collaborative research.

Peer-to-peer production

To undertake this, we recommend that a flexible, cross-departmental team of staff and student peers are convened to further the research, development and support of technology for research, teaching and learning at the University of Lincoln. The team’s primary remit will be to support the objectives of Student as Producer through technology. To achieve this, it is proposed that the team has an acknowledged research and development role, and that the work of the team is theoretically informed by the progressive pedagogy of Student as Producer so as to engender critical, digitally literate staff and students. To this effect, the team will consolidate and extend the existing collaborative work taking place between CERD, The Library and ICT Services by inviting staff and students from across the university to openly contribute. The team will offer incentives to staff and students who wish to contribute to the rapid innovation of appropriate technology for education at the university, through work-experience, research bursaries and internal and external applications for funding. A core principle of the team will be that students and staff have much to learn from each other and that students as producers can be agents of change in the use of technology in education.

Conclusion

This proposal is supported by recent NUS data, which highlights the need for greater choice in how students learn, concerns around staff ICT competency, and the appropriateness of technology used across courses. (HEFCE/NUS, 2010). Overall, recent reports support the creation of a learning landscape where the distinction between teacher and student is increasingly fluid, emphasising the role of technology to enable collaboration and the co-production of knowledge. The multi-faceted nature of the institution remains highly valued, as does the multifarious role of the teacher. However, due to changes in the production and consumption of information in society, the student’s role is being reasserted in a new form of peer collaboration; one which we might call the ‘student as producer’.

Annual Budget Required

Digital Development Co-ordinator (Grade 8 )

Student/graduate developers (Grade 4/5) x 4

Student bursaries £4000

Staff research grants: £7000

Hardware/Software: £10,000

Conferences: £4000

References

Bradwell, P. (2009) The Edgeless University, DEMOS. http://lncn.eu/dpq

Downes, S. (2011) Better Education Through Technology. http://lncn.eu/c57

JISC (2009) Higher Education in a Web 2.0 World. http://lncn.eu/kp7

Neary, Mike and Winn, Joss (2009) The student as producer: reinventing the student experience in higher education. The future of higher education: policy, pedagogy and the student experience. Continuum, London. http://lncn.eu/xz2

Neary, Mike (2010) Student as Producer: A Pedgogy for the Avant-Garde. Learning Exchange,Vol 1, No 1. http://lncn.eu/aq2

Neary, Mike and Hagyard, Andy (2010) Pedagogy of Excess: An Alternative Political Economy of Student Life. The Marketisation of Higher Education and the Student as Consumer. Eds. Molesworth, Scullion and Nixon. Routledge. http://lncn.eu/e23

NUS/HEFCE (2010) Student Perspectives on Technology. http://lncn.eu/uvw

Pinch, T. J. and Bijker W. E. (1984) The Social Construction of Facts and Artefacts: Or How the Sociology of Science and the Sociology of Technology Might Benefit Each Other. Social Studies of Science 14, 399-441. http://lncn.eu/cwz

University of Lincoln (2010) Learning Landscapes in Higher Education Final Report. http://lncn.eu/buy

Williams, R. and Edge, D. (1996) The Social Shaping of Technology, Research Policy Vol. 25, 856-899. http://lncn.eu/e49

Misunderstanding capitalism and OER

Joss Winn / / Open Education, PhD, Theory

David Wiley has just posted about Openness, Socialism and Capitalism. Comments are turned off on his blog, so I thought I’d reply here.

David’s post makes a good point: tax payer’s money that funds research, teaching and learning, should correspond to the tax payer being one of the recipients of the outcomes of research, teaching and learning; in other words, Open Access and Open Educational Resources. He refers to this as BOGO (‘Buy One, Get One’). To most readers, I think this will appear to be common-sense.

The problem I have with David’s post is this common-sense view that ‘capitalism’ and ‘markets’ are synonymous and that if the ‘flaws’ in the market were fixed, capitalism would serve tax payers well. David makes a common error in confusing capitalism with commerce. Capitalism is a historically specific method of organising social relations among people while commerce, which sometimes takes place in markets, existed prior to the development of capitalism in the 16th century.  I found Ellen Meiksins Wood’s book on the Origins of Capitalism very useful in understanding this point. The Monthly Review published a relevant chapter from the book which is a quick read. My point here is that in simple commerce or trade in non-capitalist societies, you might have expected to get a fair return on your money, but under capitalism, you should always expect to receive something worth less than you paid for it. I paid £400 for a TV, but I know that the cost of producing and selling that TV did not cost £400. Profit is extracted at every step in the production and exchange process, making my TV cost more to me than the actual cost of that TV. Under capitalism, we accept this for the private sector, but I think that David’s point is that publicly funded goods and services, such as educational outputs should be treated differently. I agree that seems fair.

David writes about a ‘fundamental social contract that allows markets to function’, giving the example of buying a pizza. A discussion around this ‘social contract’ can tell us more about capitalism than simply referring to ‘markets’. The ‘social contract’ refers to our shared understanding of the role of private property in society and an acknowledgement of the laws in place which protect private property. When the enforcement of social order breaks down in society or when someone exists in absolute poverty, this ‘social contract’ is often ignored and we call it looting or theft. In short, the ‘social contract’, although not an explicit written contract at the time of transaction, is underwritten in law and enforced through the role of the police and to a lesser extent other social institutions, such as education. Mark Neocleous has written a nice book about this called The Fabrication of Social Order, where he discusses the historical role of the police in enforcing ‘order’ (the functioning of private property and waged labour) in capitalist society.

The main point where I think David is mistaken is the expectation that under capitalism, epitomised by the functioning of markets, tax payers should expect to receive goods and services equal to the amount that is paid in taxes: you pay for a pizza and you get the whole damn pizza; you pay for education and you get full access to education. This makes sense but in my view is a naive view of the functioning of capitalism.

One of the defining features of capitalism is the extraction of ‘surplus value‘ from the work or labour that we are forced to undertake. The basic idea is that I work 8hrs/day but the value of the output of that work is worth more to my employer than the wage I am paid for 8hrs work. This is the basis for exploitation in capitalist society, which most of us participate in. We’re all aware that capitalism relies heavily on technology to improve the creation of surplus value out of labour (Meiksins Wood writes about the word ‘improve’ – very interesting and relevant to this discussion). Marx wrote about the shift from the formal subordination of labour to capital (the creation of a labour market in early stage capitalism) to the real subordination of labour to capital: the discipline of technology on labour and the transformation of the role of labour in the production process, which in turn effects a chain of social relations throughout society, from worker to shareholder. The important point here is to recognise that capitalism is not isolated to private trade or the markets but impacts all aspects of a capitalist society. It is a social totality subservient to the production of value.

Marx referred to two forms of surplus value. Absolute surplus value is basically the value created by extending the working day or cutting rest time, forcing people to work harder and other methods of discipline such as increased supervision. A situation of high unemployment can also lead to the creation of absolute surplus value because people are forced to work for less as wages are squeezed and workers have less bargaining power. However, there are obvious limits to the production of absolute surplus value: e.g. there are only 24hrs in the day, people get sick and even die if you work them too hard, workers organise into unions and can resist downwards pressure on wages. Relative surplus value is basically value created through efficiencies and innovation. Rather than extend the working day, efficiencies are introduced into the production process which ensure that labour does more work in the same time. These efficiencies can come about through better organisation of the production process and innovation through the use of technology, for example.

Having a basic understanding of surplus value, essential to capitalist accumulation, we can now situate the role of the tax payer and public services, such as education, in the production of surplus value. Marx made the distinction between productive and unproductive labour. This is a fairly simple distinction with widespread implications: Labour employed to produce surplus value directly is productive (i.e. labour directly involved in the production of commodities). All other labour is unproductive. This includes most government employees, managers in both private and public sectors, people involved in sales, finance, etc. In this view, most of my work for a publicly funded university is considered unproductive. However, unproductive labour, although not a direct source of surplus value, is still exploited by being paid less than the value of their wage. As Fine and Saad-Filho write in their excellent introduction to Marx’s Capital,

From the point of view of capital, unproductive sectors, for example retailing or banking, capture part of the surplus value produced in the economy (and, therefore, obtain the wherewithal to pay wages, other expenses and their own profits) through transfers from the value-producing sectors, via the pricing mechanism.

Although unproductive in the sense that this work is not directly involved in the production of commodities, it is still essential work in the economic reproduction of capitalist society, e.g. educating and training workers, keeping us in relatively good health so we remain productive, loaning us money to buy a house (because we are property-less) and selling us essential and non-essential commodities.

So, in this view, the publicly-funded education sector captures part of the surplus value produced in the economy (i.e. through taxes), and uses this value to maintain institutions for research, teaching and learning. What is of interest to me (and probably David), is that since Marx’s time, the appearance (though not the fundamental attributes) of a ‘commodity‘ has changed and the term now encapsulated a much broader range of ‘things’ than it did 150 years ago. I’ll leave a decent discussion about what a commodity really is for another day, but I want to note that Marx began Capital with that discussion and it forms the basic reference for much of his work on value and labour. Research papers and books sold by commercial academic publishers are commodities and I have argued elsewhere that OERs are being treated as commodities that may or may not create value for universities. So far, I am not aware of the production of OERs (involving the application of technology to labour) actually creating surplus value for an institution (MIT appear to be breaking even with the help of philanthropic grants). When we refer to ‘sustainability’ or the ‘business case’ for OERs, I think we’re talking about the potential to create value.

What’s particularly interesting to me is that the production of OERs through institutional means seems to be very much in line with capitalist production elsewhere and I agree with David that what Martin calls ‘big OERs‘, are ‘completely compatible with capitalism’. However, I don’t agree that OERs, because they are open, are ‘completely compatible with capitalism’. I don’t think openness has anything to do with it. The institutional production of OER is compatible with capitalism because it is clearly being situated within the overall production of surplus value for the institution. When we talk about the sustainability of OERs or business cases for the production of OERs, we’re talking about how to measure the value of this endeavour and usually this is through attracting external grants and raising the profile of the institution in some way.

So, where I disagree with David is the ‘common-sense’ expectation that tax payers should expect an equal return on the taxes we pay. From the point of view of capital, those taxes are potential surplus value that has been captured and transferred away from the direct capital accumulation process (M-C-M’ : Money is invested to produce Commodities that are sold in order to create Money and so on). From the point of view of capital, taxes are captured surplus value that are reinvested into the perpetuation of capitalist society, into educating workers, keeping us healthy and so on. Once these basic responsibilities are performed through the welfare state, capital will inevitably seek a return on this surplus value captured in taxation and seek to encourage the production of more surplus value wherever possible. e.g. selling publicly funded research outputs.

So, if David and I think it’s unfair that we don’t get a fair return on our taxes, it is no surprise really. It’s just a continuation of the exploitation that most of us are forced into under capitalism, where private property and waged labour are the organising principles of subsistence. In my view, a fair return on our taxes (or BOGO, as David calls it) through openness doesn’t ‘fix a disfunction in the market’; it is completely incompatible with a society where there is an imperative (partly through competition in the markets) to accumulate capital undertaken through the exploitation of working people, be they academics, housewives, students or car mechanics.

Two new JISC-funded projects

Joss Winn / / Fun, Funding, ICT, Projects, Software, Web

Just a short note to record that in the last week, I’ve been informed that both our recent bids to JISC will be funded. The projects start on February 1st, just as Total ReCal is formally closing. As you can imagine, we’re all extremely pleased to be able to undertake this work over the next few months and are grateful for the backing that the funding provides.

Here are summaries of the project bids. You can read the full bid documents by clicking on the links.

Linking You << get it? ‘Lincoln U’ :-) (Google doc) (blog)

Like most other HEIs, Lincoln’s web presence has grown ‘organically’ over the years, utilising a range of authoring and content management technologies to satisfy long-term business requirements while meeting the short-term demands of staff and students. We recognise the value of our .ac.uk domain as an integral part of our ‘Learning Landscape’ and, building on recent innovations in our Online Services Team, intend to re-evaluate the overall underlying architecture of our websites with a range of stakeholders and engage with others in the sector around the structure, persistence and use of the open data we publish on the web. Some preliminary work has already been undertaken in this area and we wish to use this opportunity to consolidate what we have learned as well as inform our own work through a series of wider consultations and engagement with the JISC community.

Jerome (Google doc) (blog)

Jerome began in the summer of 2010, as an informal ‘un-project’, with the aim of radically integrating data available to the University of Lincoln’s library services and offering a uniquely personalised service to staff and students through the use of new APIs, open data and machine learning. Jerome addresses many of the challenges highlighted in the Resource Discovery Taskforce report, including the need to develop scale at the data and user levels, the use of third-party data and services and a better understanding of ‘user journeys’. Here, we propose to formalise Jerome as a project, consolidating the lessons we have learned over the last few months by developing a sustainable, institutional service for open bibliographic metadata, complemented with well documented APIs and an ‘intelligent’, personalised interface for library users.

WordPress, caching and RAM usage

Joss Winn / / Fun, Hacks

A brief technical post. In the past week, I’ve offered this advice to a couple of people, so I thought I might as well write it down here, once and for all.

In running WriteToReply, JISCPress and blogs.lincoln, I’ve learned a bit about optimising WordPress’ use of RAM. Basically, the steps I use are:

  1. wp-super-cache for file caching
  2. eaccelerator (or xcache – don’t use APC, it doesn’t work with wp-super-cache) for PHP caching
  3. MySQL usually comes with a number of sample config files (in /usr/share/mysql/) for small, medium, large and huge servers. Try the medium config file and see how you get on. Compare the variables in each file to understand how you can tweak my.cnf. Also, try tune mysql, though this might recommend more resource for optimal performance.

For your comparison, WriteToReply runs on a minimal Ubuntu VPS with 1.5GB RAM and hosts a small Mediawiki site and a WordPress network  of 34 live sites. I know from experience that reducing RAM to just 1GB will cause the server to freeze within a matter of hours as it runs out of memory.

Got any tips? I’d love to hear about them. Thanks.

Can universities make the move towards Transition?

Joss Winn / / Activism, Climate Change, Conferences, Education, Energy, PhD

If you’ve been reading this blog for the last year, you’ll have seen a number of posts relating to what Richard Hall and I have called ‘Resilient Education‘. One of the early influences on our thinking was the use of the term ‘resilience’ by the Transition movement. I’m therefore pleased that Richard, Mike Neary and I will be attending a ‘dissenters’ conference‘ on the 5-6th February that aims to consider “whether an alternative frame of reference for universities can be meaningfully and practically developed.” We’ll be holding an ‘open space’ workshop at the conference where we’ll be raising some of the ideas we have, based on ‘resilient education’, our recent Leverhulme bid (more on that another time), and our plans for a Social Science Centre. If you’re interested in attending the conference, you’ll be pleased to know that it’s cheap (£25 with concessions available) and informal accommodation can be arranged.

Elsewhere…

Joss Winn / / Fun, Web

Looking at the number of people subscribed to this blog, I thought it is worth highlighting that I actually spend more of my time clipping, note-taking and commenting on another site of mine, Things That Stick. If you’re interested, as some people have said they are, in the links I aggregate and share, then they can all be found on Elsewhere, where you can sign up to the RSS feed or a daily email digest.

I’m still blogging here, as always, but when it’s quiet, you now know why.