David Kernohan published a revised edtech hype cycle, rightly pointing out that it’s not a cycle, and that “progression” to the “plateau of productivity” is not a foregone conclusion. Here’s David’s EduBeardStroke Parabola 2013:
I’ve seen the Gartner Hype Cycle used quite a bit - I’ve even used it myself on campus briefings and reports. It’s never sat well with me, but I couldn’t articulate why. I mean, Gartner hires The Experts to Make Sense of Things. And this is how they do it. And people understand the simplifications and generalizations, and feel comforted that Everything Will Be OK.
People are different. They have different needs, different capabilities, different comfort levels, etc… etc…
Institutions are (relatively) good at offering Enterprise Solutions.
Enterprise Solutions kind of suck for individuals, and for small-scale innovation.
My take on this is that the institutions need to provide a “common ground” so all members of a community have access to core services and functionality. The LMS/VLE does that. Not always well, but the intent is to provide everyone with the ability to manage a course online. To do that at the scale of a modern university1 means invoking Enterprise Software. So we get things like Peoplesoft as the Student Information System managing course enrolments and the like. And we get things like Blackboard providing the online course environment. Everyone gets to play. Maybe not in the exact way they’d like, but they’re in the game, and they get support to help them along. This is good.
So, this project has taken up the vast majority of my Day Job for the last year or so. We’re finally approaching the point where a decision can be made on which LMS we’ll be using.
I just published our working group’s report on the project website, so we can share the current data with the university community. Long story short, it’s a draw between Canvas and D2L, with further information needed before Those Who Are Higher Up Than I Am can make the decision. Good times.
I realized while writing my comprehensive list of edtech predictions for 2013, that I’ve been playing around with edtech for almost 2 decades. That kind of surprised me. It doesn’t feel like that long. But, when I step back and think about it, yeah. Almost 2 decades.
1994 - started working as a contractor at the UofC faculty of Nursing, building a series of award winning multi-media inter-active CD-ROMs.1
1998 - left the UofC to work for a small eLearning company, building a multi-media inter-active learning management system for corporate training.
2001 - dotcom bubble asploded. unemployed worked as an independent consultant for awhile.
2001 - back to UofC, working in the Learning Commons as a consultant, building learning object repository prototype and other fun stuff. also built a corporate learning management system based on learning objects and standards etc…
2001 - hired as an instructional designer / programmer at the UofC Learning Commons. Worked on a bunch of various projects, including EDUSOURCE, CAREO, Pachyderm. Got to travel a bit.2
time passes, hilarity ensues. blogs. wikis. podcasting. rss. good times. it was the golden age of edtech…
2011 - moved into IT at the UofC as an “IT Partner”, working with a few faculties, focusing on elearning stuff.
so. yeah. that’s a long time. and it feels like we’re constantly just on the verge of changing everything. No. Really. It’s all going to change for real this time. For good! Seriously! Wait. Why are you laughing? Stop it! cough
Lots of people will do small-scale innovative projects with no funding or resources, because they love trying new things and doing awesome stuff.
Some companies or institutions will “invent” or “discover” something that one or more of these people have been doing, and it will be branded as their own.
This branded “innovation” will become co-opted and corrupted, so that it doesn’t really do anything innovative, or anything other than building the reputation of the “innovators”.
People will hype the crap out of the “innovation” as The Future of Education, and The Saviour (or Disruption) of Universities, and present it at conferences and write papers and travel the presentation circuit explaining it to the masses.
The people from 1. will largely ignore the hype, shrug their shoulders, and continue doing awesome stuff because they enjoy doing awesome stuff.
I feel pretty safe standing behind these recommendations for 2013, because that’s the pattern of innovation that’s happened pretty much every year I’ve been playing with edtech.
I used Jonathon O’Keeffe’s great utility for smushing all ride segments from a Strava account into a single map. Very cool. Looks like I forgot to track the Canmore-Banff ride with Evan, though…
Can’t wait for stuff to melt so I can get back out on rural roads…
So it’s been in progress for a long time. A long, long time. It’s been nearly done for some time as well. I completed (and passed) my oral exam on Nov. 30, and had some additional revisions to make before the thing could be considered officially complete.
so many people have been “coming back” to blogging1. and folks like Audrey absolutely destroying conventional edtech coverage with great blogging.
awesome. publishing whatever they care to publish, however they care to do so.
awesome.
blogging is dead. long live blogging. the web (and culture) is what we choose to make of it. feels like a resurgence. a reclamation. a withdrawal from the silos. so good.
Half the patients were allowed to ride at their own pace, while the others were pushed incrementally harder, just as the scientist’s tandem companion had been. All patients improved and the “tandem” group showed significant increases in connectivity between areas of grey matter responsible for motor ability. Cycling, and cycling harder, was helping to heal their brains.
