The Great Connections Seminar

The Great Connections Seminar
Discussing ethics

Sunday, May 27, 2012

Remembering on Memorial Day

John A. "Black Jack" Logan, Civil War general and founder of Memorial Day.

From Abraham Lincoln's Gettysburg Address: "...from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth." 

Picture taken by Joe Ravi in Chicago's Grant Park. License CC-BY-SA 3.0

Thursday, May 24, 2012

What's wrong with distance learning?

Thoughts from an expert teacher

Very, very often when I tell people about our project to open a new college program, their first question is: “Will it be online?”

And they have good reasons to expect that it would be: online is vastly cheaper than in-person teaching and it can reach people everywhere in the world. Companies like the Floating University are trying to utilize the best of online resources to game-change higher education. With top lecturers and teachers, they have online tools offering certifications rather than the whole enchilada of a college degree.

A few of the best things online education can do:

  • Provide the best lecturer on Shakespeare, or Feynman, or Von Mises, when and where you want to watch.
  • Provide the best demonstration of angular momentum at 3 AM when you can’t sleep.
  • Teach you how to make a bowtie or what the ancient Romans ate for lunch, just by Googling.
  •  Connect people who might never have a chance to meet, and help them collaborate.

In other words, give you access to an enormous amount of the world’s knowledge about facts, ideas, skills, procedures, and analysis.  And it allows you to connect with experts and others all over the world. This is a fabulous resource for learning! And, don’t get me wrong, the RIFI program incorporates all these uses, and others.

But our program requires a significant amount of in-person learning, and some people look askance at this.

Tales from the Front

About six months ago, I mentioned this issue to an applied scientist from a big lab who’s a friend and supporter. She immediately said “Oh, remote learning is never as good as in-person!”

I was a bit surprised because of the usual enthusiasm which technical people have for remote learning: they’re often the most adept at using these resources. So I recently interviewed her to get her story:

About once a month she is either teaching or learning something for her job. She often teaches other scientists, engineers, and technicians how to use the information on the website of their mutual organization—which has facilities all over—and she also teaches them how to explore new ideas for their projects.

Sometimes she teaches on-site but, often, she’s using teleconferencing or video-conferencing with a group of people at another site. During these sessions, they see her presentations, hear her voice, and see her image. If she sees them, it's not close up, but they can make comments and submit questions.

She finds that the distance teaching never works as well as in-person. And she’s thought a lot about why. “If you go into a restaurant decorated with real plants, there is a different feeling than if the plants are artificial. A different atmosphere. The same thing happens in class.”

So what are some of the differences?

It’s in the Atmosphere

Remotely, “I have no idea what the audience is understanding,” she says. She can’t see them in enough detail in order to notice whether they have questions, are confused—or bored out of their minds. Consequently, she can’t adjust her presentation to suit their needs.

If she could see their faces and their reactions, she might get a sense of how to interact with them. I suggested having shots of their individual faces onscreen while she teaches, but she thinks that would be too difficult to absorb, probably because they would be separate images and because they would lack the detail of the real.

What’s the data she’s likely missing? Information from 3-d body movements, facial expressions, subtle eye movements, tone of voice or even pheromones that would indicate mood and reaction.  I also wonder how comprehension is affected because  mirror neurons can’t operate.

Mirror neurons identify and respond to others’ emotional expressions, helping us navigate social relationships. It’s the lack of these factors that can make email and online discussion a nightmare of misunderstandings.

Further, she thinks the remote participants feel, “’I can’t learn how interested the lecturer is in ME.’ A good teacher genuinely wants to help you learn something,” and, consequently, conveys excitement, interest and, concern about whether the participants are learning and enjoying what’s being taught.

And this “atmosphere,” these motivations, are essential to encouraging audience questions. Why does this matter?

Because questions, are crucial to good learning. They allow the teacher to find out how the students are understanding the material, and adjust what she conveys to suit them. And they ensure that the students are actively learning, i.e. thinking about the material in relation to their other knowledge. This is how new material is best absorbed and integrated.

Yet, most people are reluctant to ask questions, for a variety of reasons.  A common one: they don’t want to appear stupid or draw attention to themselves. Asking a question in front of the whole class is akin to public speaking—and most people fear that worse than death!

My friend’s experience with in-person classes demonstrates this problem and how it’s even worse with remote learning. In a one-hour in-person class, if the class is very active, she may get a dozen questions. Infrequently, the class engages in a deep conversation. But when she runs the class remotely, she rarely gets any questions whatsoever, and never a deep conversation.

Another example is what happens to her group’s “Zen presentations.” These involve perfectly crafted visuals with no words on them. The pictures have to convey everything the teacher is going to talk about, so the audience can grasp the ideas just by sight. In the presentation, the teacher gives them the words to go with the picture.

Further, the Zen presentations have to have exactly the right pace to be successful—with the teacher conveying casual thoughtfulness and considered responses to the audience. This simply cannot happen through mere audio or even video.

What's the Relationship?

She’s identified a few of the causes for these problems with remote education:

  • There’s a slight time shift, a gap between when she talks and when they hear, causing participants to be unsure of the right time to ask questions; this results in a feeling of formality, making them hesitate to speak up,
  • It allows no eye contact, so the participants can’t convey when they might have a question; consequently, the participants don’t know when it is polite to interrupt the speaker,
  • The teachers and participants cannot easily share knowledge and interest in the subject, even interest and motivation for the work they are doing together, yet motivation is so important to learning.

As a result, a weak relationship develops between teacher and participants, or participants with each other.

Instead of mutual engagement, learning some new, fascinating information and working well together towards their mutual goals, there is a void, the void of the learning relationship, of the learning and working community in which they should belong.

The importance of the personal relationship becomes very apparent when she compares two different kinds of classes they have at her organization. In one, they learn information and procedures, and rather introverted, scientific and technical types are the participants. They often do this remotely.

But the other kind of class is with extroverted, sociable types who need to work with the engineers, scientists, and technicians. The purpose of the class is to help the more sociable types, administrators and the like, learn how to interact with the technical people. These classes can never be done remotely.  There’s simply no way the people can learn what they need except in person.

Maybe When We Have Holodecks?

I think my scientist friend has trenchantly identified some of the basic problems with distance classes of any kind. That doesn’t even address the needs of young people, who are trying to learn not only information but also how to think well and what kind of person they want to become.

However, that’s a discussion for another day, soon.

As far as my friend’s classes, she thinks it would be just as productive to tape her presentations and let participants watch when they like, as to do them remotely.

Alas, until we develop holodecks, those simulated reality rooms in which people could meet and interact on “Star Trek,” online education cannot replace the kinds of learning only possible with in-person interaction; the full learning relationship. We'll talk about that more in the future.

Monday, May 7, 2012

Why Colleges Don't Teach the Federalist Papers

Peter Berkowitz of Hoover examines the import - and ignorance - of The Federalist Papers
"In the misguided quest to mold political science to the shape of the natural sciences, many scholars disdainfully dismiss The Federalist—indeed, all works of ideas—as mere journalism or literary studies which, lacking scientific rigor, can't yield genuine knowledge....By robbing students of the chance to acquire a truly liberal education, our universities also deprive the nation of a citizenry well-acquainted with our Constitution's enduring principles."
This "scientistic" attitude is the long-range result of philosophy's abdication from epistemology, which has left us bereft of tools to clearly determine when we know something from observation, inference, and deduction.
The fact that many law schools, including Harvard, Stanford, Yale, and Berkeley, do not include these works in their course of study is appalling, but explains the way far too many lawyers are willing to run roughshod over the Constitution. 
The Federalist should be taught in high school as well as college, along with so many other original documents of American history and politics that have been replaced by leftist revisionism, such as Howard Zinn's People's History of the United States.

Thursday, May 3, 2012

How's this for a big idea?

Good article from the John W. Pope Center's Duke Cheston about a new online course, Great Big Ideas, from a for-profit online institution, The Floating University. Looks like another 'disruptor' for the higher education market.

The course assembled all-star lecturers to examine some of the deep, timeless questions. Apparently, F.U.'s founder, Adam Glick, came up with the idea when he saw how narrowly trained and unflexible his employees were, unable to think well.

Cheston makes some cogent points about the varied quality and objectivity of the content.

As I may have been harping on in this blog, assembling the best lectures for online use is valuable; helping students learn how to think about the content is another matter.

Some students may be able to hear or read content from the best thinkers and figure out how to hone their thinking abilities for themselves, just like some students can listen to a lecture and mentally engage in a question and answer session with the lecturer.

But most students won't be able to do these things themselves. The entire progress of civilization depends on those who figure out how to do things, and then help those who can't figure these things out for themselves to learn the new ideas, methods, practices. And learning thinking skills are at the root of it all.

Wednesday, May 2, 2012

Crumbling Higher Education Structure

And here's another article that speaks to the creative destruction going on in higher ed from The New Republic, "The Higher Education Monopoly is Crumbling as We Speak."

As my colleague Shawn Klein said, " I think this article makes the same mistake that so many takes on the higher Ed bubble make. Education is not merely about job training or even academic achievement. It is about learning how to be an independent, critical learner. Information can, does, and will come from many different sources, but it will only really be fruitful for those who have learned how to rationally integrate and digest the information and thereby make it knowledge."

The $64,000 question is: what are the best ways for students to learn how to think and learn well?

Tuesday, May 1, 2012

Strategic Pricing in College - What an idea!

It seems as if capitalist ideas are slowly seeping into the thinking about college prices as the economy squeezes the colleges. Here's a new paper about dynamic pricing of different aspects of a college education and how it could increase tuition revenue.

All I can say is: it's about time!