And here we come to the real crux of the matter: the less people who participate, the more people end up just becoming consumers, and if the only people producing things for these people to consume are corporate entities, then we’re subjected to an overwhelming quantity of spewed-out, predigested ‘culture’. People have stopped participating and are content just being present, and thats a problem and whoever thinks “oh shut up dude, this happens all the time” you’re wrong, the internet leaves nothing hidden, every fuck dick can copy and paste a personality they found on the internet, and thats never been possible before. But fuck it, who needs to actually go out and do something worthwhile IRL when you get the same chemical reaction from 100 internet strangers telling you your outfit is awesome. -Johnny Love, Subculture as we know it is dead, and its all the internets fault.
In the era of the iPhone, Facebook, and Twitter, we’ve become enamored of ideas that spread as effortlessly as ether. We want frictionless, “turnkey” solutions to the major difficulties of the world—hunger, disease, poverty. We prefer instructional videos to teachers, drones to troops, incentives to institutions. People and institutions can feel messy and anachronistic. They introduce, as the engineers put it, uncontrolled variability. -Atul Gawande, Slow Ideas
Uncontrolled variability, as Gawande briefly illustrates is anathema to efficiency. However, the converse of messy and anachronistic communication through slow channels is not always the domain of the technologically disadvantaged, but it also a way to display privilege in a technologically obsessed world. Literally, to not care about efficiency in communication, to do something the old fashioned way is in some ways a projected indication of class. So, in the United States, we are what we buy. Consider the Molskine Notebook:
The reason for the brand’s success is its unique positioning, which combines identity and culture thanks to its high design and iconic content, as the product satisfies a sense of belonging to a community sharing common values, rather than just a function. This also justifies its premium positioning. -Chiara Rotelli & Emanuela Mazzoni, Moleskine: Initial Public Offering
Paper, especially a leather-bound notebook of blank paper, is a luxury. It stands opposed to the cheap xerox stock that overflows despite the birth of the digital age, and implies a non-work time suck of doodles, drawings, notes, and mental sketches. It also implies creativity, over, and over. The kinds of notebooks alone tell a tale of the creative class in mashed fibers: passion, city, reporter, professional, creativity, black page, cover art, limited edition. This is paper for the privileged. It is messy and anachronistic, but also private. These notebooks are places for mistakes, first drafts, and experiments, only to be communicated to a few, and almost never without revision. Privacy, silence, and a lack of communication are bound up nicely in pages, blank in a discreet black book that projects a quiet power as a brand object.
This takes me back to Illich (1983) and his call for the defense of the silent commons. This call, essentially a manifesto, declared silence to be a shared condition placed under threat by new technologies and their amplificatory functions. It functions as a critique of mass media, regarded as a deeply non–convivial technology in which communication ‘machines’ provide prostheses and do so selectively, so that certain dominant groups (those who get the equipment) become louder hailers with the power to silence others. -Caroline Bassett, Silence, Delirium, Lies?
Bassett is worried about people being silenced by loud hailers, and the 21st century has proven no different. But the inverse is also a problem. More often than not, we are encouraged to participate, to make ourselves seen and known. Now to have the quiet space, to communicate slowly or not at all, but to just jot some notes and doodles is the position of power.
We installed the ethos that pedigree was over and all money was now equally valuable. The mythology of Silicon Alley was forced to coalesce for good, with City Hall’s fervor behind it. The start-up culture wars—a fresh beef with the West Coast, except boring!—intentionally pitted us against the weirdo jerks of Palo Alto. The scrunchy-face foxy Foursquare co-founders appeared in Gap ads, clad in mediocre jeans but form-fitting venture capital. You were a good person if you were an entrepreneur. You were creating jobs, until you weren’t. The big floor-through lofts of Broadway between Houston and Spring filled up with inexpensive furniture and even less expensive young people, each with a bitter mouthful of Adderall, each office bright and identical. So far, we’ve disrupted a few things, mostly coffee-related. – Choire Sicha, Let Me Tell You About the Most Heartfelt $200 I Ever Made
6) The demand for new methods of teaching, such as flipped classrooms and blended learning, is coming from the students. Untrue.
Students are, for the most part, perfectly happy with traditional lecture courses. They know what to expect from and how to navigate courses that put no more demands on them but to reflect back the knowledge transmitted from the front of the room. -Joshua Kim, 10 Dubious Claims About Technology and Learning.
In this defense of educational technology, it appears that student demand isn’t driving classroom change. While being protective of educational technologists broadly, it tries to point out that educators are also driving the uptake of educational technology. Given the precarious lives of educators, the additional need to innovate, both pedagogically and technologically is important. Taken individually, pedagogical innovation is difficult, and requires a lot of work and support. What it does not necessarily include is an expanded budget for hardware, software, and associated staff. While Joshua Kim makes the argument that:
What is so important about this transition from a provider to a consumer of technology services is that these initiatives free up people and resources to move up the campus teaching, learning and research value chain. Technology folks are moving from server rooms to the classrooms, from provisioning and monitoring server applications to collaborating with faculty and librarians on flipped classrooms and blended learning. -Joshua Kim, 10 Dubious Claims About Technology and Learning.
The line of reasoning inextricably ties consumerism to technology and pedagogical innovation, which might free people up, but still ties up more money than if the connection between them was severed. The final and most curious point is this: if consumerism is the model, and students aren’t viewed as consumers, then why does this feel like marketing? While it is proposed that businesses are “consumer driven” and schools are “student driven” then why is demand for innovation not coming from students? Marketing, the art of tell others that they need something they didn’t know existed, is at the center of the pedagogy/technology coupling’s consumerist model. Even for the pedagogically well-intentioned, the inclusion of further goods and services on behalf of the students or the school means that we as educators are selling those products to students.
Such an outgrowth of the broader cultural imperative to sell is very much the Liberal Man’s Burden taken up by technology providers: everything is fixable by technology, which you are free to purchase, but it is not your right to that solution. Government, the cash-thirsty guarantor of hypothetical equality stands directly in the way:
Eric Schnuerer writes of a world where government literally is a product you can buy, an eventuality he sees foretold in the increase in private security forces and flight from public schools. In other words, “‘Government’ is, everywhere, an industry in serious trouble,” and his remedy is to “resize,” “redesign” the “products,” and “compete effectively against new competitors and in whole new markets.”
This misconception is at the heart of Silicon Valley’s approach to politics, both at home and abroad. In Packer’s words, technology “has little to say about larger issues of justice and fairness, unless you think that political problems are bugs that can be fixed by engineering rather than fundamental conflicts of interest and value.” -Kate Redburn, Google and The Liberal Man’s Burden.
The technologist approach is also marketing driven: it creates more needs than it solves in order to be financially profitable. Solving problems with existing tools, specifically through the application of pedagogy rather than pedagogy and technology, is less focused on consumption and more on hard-to-capitalize creation. The Liberal Man’s burden that technology has brought to bear in education is to make it profitable and condition the educational system to seek out profitable solutions to the human problem of educational values in the 21st century. Popular culture has a word for those who push back against the technological thrust in education based on such grounds: they are the hipsters of education:
Its zombie-like persistence in anti-hipster discourse must be recognized for what it is: an urbane, and socially acceptable, form of ideologically inflected shaming on the part of American elites who must delegitimize those segments of a largely white, college educated population who didn’t do the “acceptable thing.” -Anthony Galluzzo, The ‘Fucking Hipster’ Show.
Hipsters are the fixie-mounted, left-leaning, do-your-own-canning types who accept technology with reservations, but without Luddism. This is the analogy for those who question the efficacy of the technology/pedagogy pairing, and libraries, as places where older technologies sit comfortably beside newer ones, is hipsterism par excellence. Questioning the imperative to maximize one’s own economic advantage at one’s own expense runs counter to the “self-made” maximalist culture represented by the span of men from Carnegie to Zuckerberg. When a product is made, it bears the personality and values of its maker through and through. In education, we teach people to fit in or resist culture, so it has always been the site of contests for power. Defining educational institutions as site of “transition from a provider to a consumer of technology services is that these initiatives free up people and resources to move up the campus teaching, learning and research value chain” will teach students not to provide, but to consume.
Let’s talk about the innovation culture. Let’s talk about how to make something simple and beautiful into something ugly. The problem with many innovations is that they conflate innovation for specialization. There’s a great new skateboard that can easily ride down stairs, but you can do that and many other things with any deck. The tools of academic publishing have run into the same problem: we have specialized journals for everything, but few places that allow for broader participation, with Aaron Swartz’s death, a lot of discussions about this came up:
To put it bluntly, the current state of academic publishing is the result of a series of strong-arm tactics enabling publishers to pry copyrights from authors, and then charge exorbitant fees to university libraries for access to that work. The publishers have inverted their role as disseminators of knowledge and become bottlers of knowledge, releasing it exclusively to the highest bidders. Swartz simply decided it was time to take action. -Peter Ludlow, Aaron Swartz Was Right.
But Ludlow misses another important point: for good or bad, these costs have a hidden benefit for academics themselves:
With the majority of academic literature hidden behind a paywall, there is no way for the public to determine whether claims of irrelevance are valid. Instead, they rely on slanted media coverage – “Feds pay $227,000 to study magazine photographs,” crowed the Washington Times – and politicians’ charges of elitism, which paywalls help validate. The paywall sends a signal to the public that their interest in scholarship is unwelcome, even though their money may have helped pay for it. -Sarah Kendzior, Academic Funding and The Public Interest: The Death of Political Science.
Libraries and publishers have been in this system of exclusion for a long time, there’s no one side to blame. But Kendizor takes it one step further: even our language is to blame:
Furthermore, writing in a style decipherable to the public opens one up to public scrutiny. “Bad writing,” argues political scientist Stephen Walt, is “a form of academic camouflage designed to shield the author from criticism.” -Sarah Kendzior, Academic Funding and The Public Interest: The Death of Political Science.
We are living in a time where the ability to access knowledge is at an all-time high. But the structure of publishing, of tenure and promotion and our language itself have given rise to new levels of defensiveness for academics. It’s time to get to the Harlem Shake of academia, something so obvious that anyone can do it. Many academics are trying things out, from open access journals to blogs to non-academic but thoughtful sites like thestate.ae. It’s time to really put everything out there because now more than ever, we’re hiding when we shouldn’t. Open access journals are the Stair Rover to HTMLgiant‘s firecracker and it’s clear that by creating something so functional, we’ve created something ugly.
Even though the cost of producing information is falling, information as a whole is becoming more expensive. Identifying the cause of the rising cost of information is simple: Information is becoming less, not more, of a public good in our economy. – Michael Perelman (1998), Class Warfare in the Information Age, p. 91.
There is nothing about the mixing of peer culture, personal interests, and education that require the following:
“Digital tools provide opportunities for producing and creating a wide variety of media, knowledge, and cultural content in experimental and active ways.”
“Social media and web-based communities provide unprecedented opportunities for cross-generational and cross-cultural learning and connection to unfold and thrive around common goals and interests.”
“Online platforms and digital tools can make learning resources abundant, accessible, and visible across all learner settings.”
– Mizuko Ito, et al. Connected Learning: An Agenda for Research and Design, p.74
They are certainly integral to the case studies that were presented: Massive Multi-Player Online Games, Screenwriting, Webcomics, Hip-Hop Production, programs at magnet schools in New York City, Minecraft, The Harry Potter Alliance, and afterschool programs backed by major research universities. Which is to say this: they are thoughtful and well-meaning, but still interventions which rely on the cultures and models of the dominant and elite in the United States, and with the exception of hip-hop, they tend to valorize silicon valley’s geek culture, and integrate it into a continually worsening economic system.
But “information” was never enough. Information is only intelligible given the proper knowledge, context, and opportunity. Likewise, knowledge is produced and shared within a complex infrastructure supported by a web of different agencies and organizations. Even if made cheap or free for consumers, that knowledge still requires other, more foundational knowledge, community affiliation, and economic freedom to convert into meaningful use.
Education, particularly the education of populations that most need it to improve their lot, is tied up with a political and economic situation that is not sufficiently addressed by merely connecting some of its output to the Internet, or by abdicating public responsibility to do otherwise to the first salesman who offers a sort-of viable alternative, no more than better night travel by car in Atlanta would be sufficiently supported by allowing private companies to connect to the electrical grid, or by providing government subsidies to flashlight manufacturers.
Although the examples provided by the Connected Learning group do provide plenty of knowledge, context, and opportunity, they largely reproduce their own subculture’s knowledge, context, and opportunities, and even the name “connected leaning” leans heavily enough on a computer network analogy that you can hear the cooling fans humming. Jocks and other non-geeks need not apply.