Tag Archives: edtech

Reading the Educause 2022 Horizon Report (Teaching and Learning)

Teaching and Learning report or Urology article, you decide.

I am lucky this year in that I get to work with the Munster Technological University’s TEL team.  Last term we had a series of Shut Up and Write sessions, so that we could collectively protect time for writing and also support each other in the kinds of things we were trying to write (blogposts, articles, conference presentations, etc).  This term, realizing that some of our struggle with writing is that we don’t always have enough time to read things that inspire us to write, we are doing Shut Up and Read sessions.   I wanted to take some time here to describe how we’re doing it in terms of tech, and also highlight some of the themes that emerged from our conversation.

Because we are a team working from a variety of physical places (various places in Ireland, as well as with me usually in North Carolina) we needed asynchronous ways of sharing and commenting on the thing we are reading, to give us starting points for our synchronous discussion on Zoom.  Team member Roisin Garvey set up a private Zotero group for us, and when using the desktop application (and setting up the synch option), we can collectively annotate and highlight what we are reading.  I’ve been really pleased with how the annotation worked out, we were well underway in our conversation before we got to meet in our video call.   There are several color choices for highlighting and notes, so each person can choose a distinct color, and the comments and highlights also indicate who left the comment/highlight.  The only drawback that we’ve seen so far is that we can’t directly respond within a comment (like you can in Google Docs), but we dealt with that by locating our comments that were responses close to the original comment.   If there’s a thing we want to read that isn’t in pdf form, we will likely have to find another option, but at this early point in our reading group experiment, Zotero seems to be a good solution.  It also helps that it’s open source, with free user accounts.  We are also going to use the private Zotero group to collect suggestions on what to read next, and some team members have suggested that they can use it to share things they come across that might be relevant to other team members’ work, whether we discuss them collectively or not.

This past week we read together the Educause Horizon Report (Teaching and Learning) for 2022. 

We were struck first of all by how optimistically framed the narrative about technology in education was.  The report authors started with this statement: “As this year’s teaching and Learning Horizon panelists gathered to reflect on current trends and the future of higher education, many of their discussions and nominations suggest that change may be here to stay and that there will be no return to “normal” for many institutions.” 

In contrast “Back to normal” is definitely the message that we, the discussants, are constantly encountering.  University leaders in Ireland, the UK, and the US are pushing this narrative, along with the “back to campus” impetus, and many are actively discouraging online options.  This “snap-back” state of affairs wasn’t inevitable, but was something that many people were concerned would come to pass.  It does not feel as though the sector as a whole shares the Educause report’s techno-optimism.  

The attention the Educause report paid to microcredentials was also striking to us.  One team member had been on the job market recently, and she put her concerns like this “No one reading my resume wanted to see microcredentials, they wanted to know if I had a Master’s degree.”   We wondered who was pushing the microcredentials narrative, who is this perceived to benefit?  The discussion was framed as being concerned for students, but that framing was belied by referring to the desires of companies like Microsoft, Amazon, and Google (the latter two in particular not known for their excellent treatment of their workers) for particular kinds of skills training for their workers.  

Is the discussion of microcredentials just a reskinning of the employability narrative?  To what extent is the attention being paid to microcredentials another way of trying to get universities to do the kind of skills training that people used to get to do once they were already in jobs?  Is concern for microcredentials another way of pixilating undergraduate degrees into vocational training?  Much of our skepticism was not in the absolute utility of skills training, or even some kind of official recognition for that, but rather for the idea that such credentials could or should usefully and entirely replace the idea of 2, 3, or 4 year degrees.   Billionaires with microcredentials are going to be fine. The rest of us? Not so much.

It’s also odd to see the discussion of microcredentials in a so-called Horizon report.  Discussions of microcredentials are at least as old as the conversation about badges, starting in the 2010s.  This is an old conversation, not a new trend.

In discussion we also agreed that it was nice to see how much money the Educause report writers assumed would be spent on more staffing and resources for the everyone-agrees-necessary hybridity in teaching and learning, going forward.  The section on hybrid models of education (again, not a new trend, but one that gained new attention in the pandemic) seems terribly optimistic about institutions being willing to hire and retain people, and give them what they need for successful blended delivery of teaching and learning.  This, too, is counter to our experiences in the sector, where there are increased expectations from many tech teams, but little in the way of more money or resource for people to meet those expectations. 

The (ubiquitous in sector reports, alas) AI/machine learning section was suffused with the “we are gathering so much data on students in the systems we make them use so we should figure out how to use that data” narrative, which again is not new.  We did discuss as a group ways that students being given ownership of their data might be truly transformative, but collectively remained skeptical that the data was or could be used for student benefit.  More likely the data would be used, as much of it is now, to benefit the institution, in allowing it to try to make arguments to accrediting bodies and funding agencies about what they are doing (or claiming to do) for students.  I would point here to the important work of the Data Doubles team in breaking down the justification for such wholesale data capture from students, and their cogent arguments against collecting data because “we might figure out a way to use it.”   Even if AI could give the same kind of advising support to students as a well trained human advisor (it can’t), there’s very little coherent justification for gathering and hanging onto as many data points as the LMS, library, and advising systems can collect.

I want to highlight is how desperately timid the politics of this report are.  There are references to political contexts throughout, especially in the sense that political contexts are not friendly to education right now, and have decreased and continue to threaten funding.  There are no explicit references to which political forces are primarily responsible for those threats, ie the Republican party in the US, and the Tories in the UK.  Educause is a US-based organization, and it being deliberately vague about where the threats to public education are coming from is disingenuous at best.  

One bright, and useful area in the report are the vignettes about the different types of institutions. This section is written from a variety of perspectives and situates the findings from the report into a range of specific, though not exhaustive, contexts.  This section, written by individual authors who also contributed to the “modified” delphi process that informed the content of the first sections, reveals how much better writing about teaching and learning and technology is when there are specific contexts, rather than generalizations.    

As a reader and a practitioner I don’t want publications to generalize for me, but to give me information I can evaluate and decide whether it’s useful because I know where it’s coming from, who wrote it, and why.  These three questions are hard to answer for the Educause teaching and learning report as a whole.  Who is it for?    Education technologists?  CIOs?  Faculty?  Why is it being written?  To sell tech?  “Thought-leadership?”  It’s called a Horizon report but isn’t doing much in the way of horizon scanning, it’s very occupied in what is happening now and what has been happening for a while.  

This post wasn’t intended to be a comprehensive deep dive into the report, but a way for me to mark the kind of conversations we had around it, and also to document our process for facilitating the conversation across time zones and locations.  I am sure it’s clear we didn’t always agree with the content of the report, but reading something like this was a great way for us to start conversations about local conditions at MTU, and ways we want to try to get to contribute to and shape the narratives around technology, teaching, and learning going forward.

Something about Networks and Connections

Butterfly amaryllis from my mother’s garden

I grew up on Air Force Bases in the continental US and moved around fairly frequently (though not as frequently as some!) in my childhood. My parents had met in their small Louisiana town, and started dating when they were in college at LSU.  I get to thank a hurricane–I think it was Betsy– for them spending a weekend on the phone together that made them realize they wanted to spend their lives together.  Once they had left their small town for Baton Rouge, they began building relationships that are still strong, friendships with my mom’s roommates (a woman who was sent from Cuba by her relatives, a Cajun woman after whom I am named) and their boyfriends (now husbands)–they remained close with those people, after leaving Louisiana, and we see them when we can, they are present in my mom’s life and mine.

They moved to Arizona for Daddy’s first posting and had me, and their social network grew to include the friends they made in Tucson, as well as their family and friends back in Louisiana.  That core group of friends knew me before I was born, and even though we knew we would not be in Tucson forever, those friends stayed a part of my parents’ (and my) life even after we were sent to Minot, ND, and then to Vandenberg AFB CA.  We sent letters, traveled to see them for Thanksgiving or Easter.  My parents had local connections, too, made friends (and kept many) where they found themselves, but also kept the connections they had made before.  

When things were hard where they were, if they were lonely, their local network was not the only one they had to draw upon.  

Local circumstances were not their entire circumstances , they were only a part, and the larger entirety of their lives, their scattered network of friends, made it easier to deal when tough times happened in other parts of their lives. 

When I moved from school to school, it was hard, but also gave me practice in connecting with new people.  My mother helped me in this because she knew I was a person who craved other people; she sought out kids for me to meet when we moved somewhere new, made sure I had chances to find at least one friend in a new place.  

When we left for a new base, I was sad to leave friends behind but because of my parents’ habits of keeping connections, I never really felt that they were gone forever.  We got Xmas letters, sometimes we would get to visit them, we were in touch and real to each other (even before the internet, which did eventually make that kind of thing easier).

When I was in high school I had a small group of very close friends but they were not all in the same place all the time at school.  I had swim team friends and speech and debate friends and in-class-with-me-friends and they were not all part of the same network.  So when (inevitably) there were fallings-out or misunderstandings or breakups in one group I still had the other groups.  It was never terrible all the time.

I realize that my circumstances were lucky, but also think that my parents were very deliberate in building that capacity in me, in modeling for me a way to have a kind of resilience (I know, I know) in my own personal life, so that when there were struggles in one place it wasn’t everywhere and didn’t make my entire life hard.  I had refuges, other places and people I could turn to for relief and respite and support.

I almost made the mistake of shrinking my entire undergraduate university experience down to one group, the anthropology department.  I knew I wanted to major in that from the beginning, and threw myself into everything anthropology my first year.  My friends, (including romantic partners) were in the department. My social life was in the department and when it was going well it was great.

When it did not go well I had nowhere else to go.

Almost on a whim, I decided my second year to live in an International dorm on campus, one where every room had one American student and one exchange student from a different country.  I roomed with a Korean woman, my suite-mate from LA had a roommate from Japan.  In addition to Japanese and Korean students there were Italian and British and French and Australian students.  

I had a fantastic year.  And when I had a hard time with my studies, or with relationships (yeah, still with anthropology students), I had this part of my life that was my dorm hall, and the friends I made there (and who I still have).

Living in that dorm meant that I decided to study abroad.  I went to Ireland for the following year and it changed my trajectory through anthropology, because up until that point I was studying archaeology, and I realized in Ireland that if I went to grad school I wanted to study living people. 

So when I did apply to graduate school it was to study folklore and anthropology and also as a newly married person (because living apart from my boyfriend for the year helped me to figure out that it would be nice to have him in my life all the time).  And I arrived in grad school ready to be a grad student but also not entirely dependent on graduate school to be my entire life.  

The friends I made, the network I built in graduate school was almost entirely independent of my studies.  I hung out with archaeologists (they are much better at being constructively social than socio-cultural anthropologists…) and so when I had a hard time in any given seminar, or conflicts with professors, I had somewhere else to go, other connections to draw upon.  And, not just there in the town where I was in grad school, but the connections I had built and my parents had built were still there, and I had multiple places and sets of people to ask for support when I needed it.  I had a partner (also an academic, so not completely out of the world I was in) and was an entire person independent of my graduate studies.

This helped me survive graduate school.  I would not have, if my entire world had been my studies.

When we moved to Charlotte, with our two young kids, we moved to be a part of the department of anthropology here, and that helped us have a local network right away.  But we were also moving to the state where my partner grew up, and so we had a personal network, too.  We had brothers and sisters and in-laws and cousins to be with, our life was not reduced just to the university, we had other options.  With kids in school we made friends with some of the parents of their friends, and that was good and also sometimes complicated, so it was (again) good that when that was hard we had other networks to rely on.  

I am repeating myself.  I am working through to see a pattern.

When I started working in libraries I did not leave my anthropology network behind, it was still right there with me.  When I was working in libraries I also built connections with ed tech and instructional design people, because it made sense and also because I made friends.  When I had to stop working in libraries, those co-existing networks helped me not to despair, or think that there was nothing else I could do.  

I was more than my job.  I was (and am) part of more than one network.  I am so lucky, I have so many kinds of people in my life.  

I worry about my students who seem to only have university-based networks, or who are isolated from their non-university networks in some way.  I am more confident for my students who already show up with strong connections to a supportive community, with connections independent of the university. I worry about colleagues who are deeply embedded in one organization, or attached to one conference, who don’t have a different place to go when things go wrong. Things always go wrong, at some point.

When I hear people in a variety of contexts talking about “building community” for students or colleagues (or, customers), I worry about that, too.  Is the motivation an additive one?  “Let’s give them more people to connect with and rely on?”  Or is it intended to be a kind of capture?  I think in situations where money is concerned (conferences.  tuition) it can too often be the latter.

I wonder if one of the differences, in professional networks, is if we are people or products?  Maybe that was the difference in grad school, too.  I connected with and kept people in my networks who were people to me, and who treated me as more than what my degree or career would or could be.  

When I returned to the anthropology department of my graduate program after the death of my child, the people who saw me as a person hugged me and asked me how I was.  The people for whom I was a (failed) product did not see or speak to me at all, even as I passed them in the hallway.

I have witnessed a lot of extractive networking. I’ve probably done my fair share, too. Extractive practices do not build the kind of networks that endure and support. I have long been wary of organizations or events that claim to “build community.” All we can do is make space, and do things we think might be useful (for ourselves, for each other). Whether a community emerges from any given organization or event or series of events isn’t up to us.

I am looking at 2022, when I get to start working as a Professor of Practice for a new MA on Climate Science Leadership at Virginia Tech, thanks to a grade school friend who is still in my life.  I get to work with Munster Technological University thanks to connections that have come to me via edtech circles but also my insistence on keeping connected to people in Ireland.  My daughter is getting married this year and my best friend, who I have known since I was 13 years old, will attend the wedding along with my mom who taught me over and over again the importance of keeping good people in your life, even across long distances and gaps in time.  

I remain here with questions, at the end of this ramble.  How are we people to each other, in our (ideally) various networks, offline and online alike?  How are we treated as (how do we treat others as) products?  What does that difference mean for our experience of our networks?