What do we mean by “feedback”? Is it useful? Is it (like revenge) better served cold? And what has this to do with Bjork’s new theory of disuse?
This is the first of a series of (what were supposed to be short) follow-up posts, responding to significant comments made by readers of my longer article Curriculum Matters. In this, the first, I discuss what we mean by feedback, is it more effective when it is immediate or when it is delayed, how does this question relate to Robert Bjork’s new theory of disuse, and how should teachers make sense of the complex (and often uncertain) theory on how the brain works? 11,000 words.
Why progress on edtech is dependent on a better understanding of educational purpose
If my last post was a light-hearted love story, this one is more of an attempt to write a Tractatus Logico-Philosophicus. But I hope that the reader will be compensated by finding the argument to be original. I make the case that the recommendations of the recent Commission on Assessment without Levels are fundamentally mistaken.
It is a response I submitted to the current House of Commons Select Committee’s enquiry into the purpose of education. When announced, this enquiry was dismissed by Andrew Old as a waste of time: the purpose of education, said Andrew, was simply to make people cleverer. While I know where Andrew is coming from (who needs another waffle-fest with a lot of high-faluting rhetoric?) and agree with Andrew most of the time, I disagree with him that this is a pointless enquiry, if the question is understood in the way that I will suggest.
As my previous posts have argued (especially How technology will revolutionize education), technology is not about generic kit, but about the systematic means by which we pursue our ends. If no-one can be sure what our ends (or purposes) are, then any technological approach to education is doomed to fail. If we are not taking a technological approach to the business of teaching itself, then what hope is there in applying digital technology to education productively? Judging by the success we have had so far, the answer has to be “not a lot”.
My contention in this piece is therefore that the development of systematic pedagogy will never be achieved until (a) we know how to describe our educational objectives more clearly and consistently, and (b) until we understand the role of digital technology, both in supporting the description of educational objectives and in implementing the pedagogies required to attain those objectives.
Why Learning Activity Platforms (LAPs) are required, if we are to make sense of sequencing and progression management.
My piece yesterday on the iTunes model of learning content makes two presuppositions:
that by “learning content”, everyone understands me to mean “learning activities” and not “expositive resources” – see What do we mean by “content”? if this distinction does not make sense to you;
that disaggregated learning content needs to be built up into coherent courses, programmes of study, or short activity sequences for a single lesson or homework—this is what has often been referred to as sequencing, though I think I prefer “progression management” as being more unambiguously applicable to activity rather than information.
Now that the use of the term “ICT” is coming under increasing scrutiny in the schools sector, many are making more use of the term “TEL” But “TEL” has similar flaws to “ICT”, as was brought home to me when attending the Online Educa Berlin conference last week.
Technology Enhanced Learning (TEL) has for some time been the preferred term for the academic community when referring to the application of technology to the improvement education. It has been the title of various funding streams of the European Commission (such as TeLearn and TELNET. The only slightly different “Technology Supported Learning” appears in the strap-lines of conferences such as Online Educa Berlin (which I attended last week) and Learning Technologies, to be held in London in January.
This post makes the case that the HE “TEL” community has been just as ineffective as the schools-level “ICT” community at delivering real improvements in education—and that some of the key reasons for this failure are embedded in the terminology itself.