The #UWinToolParade: Open Pedagogy as #OER

I have a new project I’m really excited about. Even if it kinda goes against just about EVERYTHING I’ve said about tech in education over the past, uh, decade.

It’s a Tool Parade. At least on the surface. I’m marshalling the #UWinToolParade with three – soon to be four – brilliant and creative B.Ed students at the University of Windsor, thanks to (yay!) grants from our Office of Open Learning and Centre for Teaching & Learning.

And yep, we’re talking about tools. And tech platforms.

(Lightboard outtake: happily the only place I appear in the videos.
Apparently my “fun” face & my “deranged” face aren’t as distinct as they, um, could be)

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I have opened just about every tech course and tech talk and tech workshop that I’ve given for YEARS with the caveat that I don’t talk about tech platforms, really. Or stand-alone tools. I talk about thinking tools for dealing with the digital. I talk about pedagogy. Or andragogy. Or heutagogy. But not about tools as shiny-things-by-themselves, decoupled from sociocultural and sociotechnical analysis.

I still stand by that. I think platforms are, socioculturally, a major problem. They mine data. They undermine democracy. Youtube just announced yesterday that homophobic slurs don’t violate its platform policies (edit: OOH LOOK that changed fast. But basically, hate and surveillance and anti-social behaviours are profitable. At least until they aren’t. Full stop.

Still. Critiques of platforms don’t keep edtech from being sold to school boards, mandated by governments, or used by students, often with unintended effects. AND I still think the participatory infrastructure of the web has huge educational value and potential, when web platforms ARE used to build participatory literacies and connections.

So. If you want a better web, you gotta help build a better web, right?

Part of that for me is the idea of the #prosocialweb. Part of building a #prosocialweb, IMO, is building capacity for educators and learners to engage with it, thoughtfully and productively.

And part of that is building critical literacies around edtech platforms and tools. Among educators…in K-12 AND in higher ed.

Especially in that notorious Bermuda triangle where conversations between Faculties and Education and pre-service teachers and School Boards/schools/practicing teachers seem to go to die.

Yes, K-12 and higher ed are different organizational realities, for sure. But when it comes to digital integration, we are ALL on the same learning curve. And we all have the same human tendencies to revert to what we know and time constraints on changing what we know.

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So. We’re building the #UWinToolParade – coming soon to Twitter and Instagram feeds near you – to help do some of the heavy lifting of change, for faculty, for teachers, and for absolutely anybody else who might be interested.

Our project will produce a Tool Parade of at least ten smart, short Youtube videos by pre-service teacher candidates, hosted on a Faculty of Ed page for Open Educational Resources (OER).

(Note: huge shout-out to my Dean for being game to support this)

The Tool Parade’s 3-4 minute videos will focus on:
1. what a tool or platform actually does (the educational perspective rather than the vendor perspective
2. critical assessment of costs/risks/Terms of Service/data surveillance
3. how the tool could be used for differentiated learning or participatory pedagogy

The videos are just a start, though. Ultimately, they’ll be accompanied on our Faculty of Ed Open Page by pedagogical resources – ideas for classroom use, further readings – and hopefully by podcasts and other kinds of tool overviews, in different modalities, once my Service Learning students get engaged in the project next fall. All resources will be CC-BY-SA licensed. :)

There will definitely be comics, or at least release of the awesome storyboards behind the videos’ creation.

(Sample Flipgrid video storyboard: thanks to Oliva, the talented @mspaty1)

But the real purpose of the project – the part where it’s just a Tool Parade on the surface – is professional learning and open pedagogy.

We’re reaching out to local school boards and schools to lead brief, fun PD sessions for teachers AND parents, about selected tools and participatory learning and differentiation. We’re aiming to try a couple of pilots for 2019-2020 – SO IF YOU’RE LOCAL & INTERESTED, GET IN TOUCH @bonstewart – AND we’ll be leading a faculty development side to the project, inviting and supporting my faculty colleagues to contribute videos or podcasts to the Tool Parade and showcasing these on campus.

The goal is to seed a conversation about tools that’s actually learning-focused, and that models open practice and participatory professional learning for educators at all levels: pre-service, K-12, and higher ed. It’s a big goal for a small project. But worth a shot. :)

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We’re also hoping some #open colleagues find the resources – or the model – useful and interesting.

If you have suggestions for tools and platforms we might want to add to our roster of Tools To Talk About, let us know in comments or on Twitter using the #UWinToolParade hashtag. So far, we’re working on videos analyzing Flipgrid, Twitter, and Google Expedition, and a Canva v. Piktochart scrimmage between two of the project team has led to plans for a jaunty onscreen debate. We’ve also had suggestions for Prodigy, Grammarly, Phet, and Quizlet v. Kahoot. MORE WELCOME!

bringing back the participatory: a story of the #ProSocialWeb

So. We need to talk about the web.

Disclaimer: I spent the early part of April living the Very Best of the Web. I’d doubted, frankly, that “best of the web” was a phrase I’d be likely to use again, but…life is funny.

A whirlwind journey landed me in Virginia, Nova Scotia, and Ireland over the first half of the month. In each space and with every collection of people, I framed the web in dire terms.

“We need to talk about the web,” I’d say, and I’d launch into a rat-a-tat battery of images depicting digital spaces in our present: the weaponization of attention. Monetization. Quantification. Algorithmic-decision-making. Surveillance. The enclosure of commons by totalizing technical systems. Basically, THIS:

https://me.me/i/fun-fact-the-internet-nas-once-a-fun-place-for-21441614

I’m fun at parties.

But the conversations in the hallways and the restaurants and pubs and hotel spaces – and, yep, online – after each of those talks actually reminded me what the web can DO.

Because I would not have been in any of those rooms if it weren’t for the web.

The participatory web, originally – the old-skool Web 2.0 where readers were also writers and contributors and people were tied together by blog comments – but also social media. Twitter. Even Facebook. Together, these various platforms have networked me into some of the most important conversations and relationships of my life.

And at each stop on my trip in April, ties that had started online brought forth hopeful, meaningful exchanges, and real intellectual and emotional connection to other human beings in spite of geographic distance between our day-to-day lives. Moments of shared purpose and learning and capacity-building. Even in 2019.

This is the the Very Best of what the web makes possible. It was a mini-version what Jim Luke called, in his #OER19 reflection, “technology in the service of people.”

I was basically living the paradox that I was flying around trying to talk about: THE SYSTEMS WE ARE EMBEDDED IN ARE TOXIC. BUT THEY ARE ALSO AN IMPORTANT INFRASTRUCTURE ENABLING US TO WORK TOGETHER AND KNOW EACH OTHER.

We *do* need to talk about the web. But not just so we can all opt out and go home. Those of us who are already there, and for whom the web is more than just Google and a garbage fire, need to talk about it differently.

We need to make the participatory web visible again, in our small human corners of it…even amidst the sea of bots and surveillance and polarization.

NOT because we can drown all that out. So that we are not drowned by it. So we can help others struggling against the current. So we can build rafts, together…until we figure out how many rafts it takes to make a dam, perhaps.

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Obviously, the toxicity doesn’t stop with digital systems.

It was Earth Day yesterday. I need to stop flying around. I need to work towards the fundamental, drastic changes that will mean my kids have the possibility of a long-term future on this planet. I gotta go deeper than the “one-car family with a hybrid car” schtick and actually change.

I’m reading pieces like Monbiot’s Only Rebellion Will Prevent an Economic Collapse. I signed up for notifications re Extinction Rebellion protests in my area. I note my area does not have an Extinction Rebellion Coordinator.

That kind of work is hard: change work, drastic non-status-quo work. I didn’t even know what a Community Organizer *was* until Obama came to prominence and people started throwing the term around in a loaded way.

When the next US President got elected, though, and terms like “fake news” started to be tossed around like grenades, there was a hot second where I thought maybe *I* could coordinate something. My professional background is part media literacy and part adult ed, and late one night I rambled my way to the idea that maybe we could model off the 20th century Antigonish Movement – an extraordinary Eastern Canadian legacy that brought people together to learn, and to fight The Company Store.

I thought an Antigonish 2.0 for community, citizenship, and information literacy might be a way to address some of the yawning literacy gaps of our own time.

A LOT of people signed up.

I found an amazing ally based in Antigonish, and we started writing grants and spreading the word in places like Educause and via DavidsonNow’s #engageMOOC.

And then we hit a wall. And realized that – whoopsie! – a lot of models of coordination and community organization require a structural position of power within whatever community you’re trying to organize. The #Antigonish2 model needed universities as its centre layer, in addition to networks and communities.

As precarious staff at our respective universities, my ally & I could hustle up a network and publish and write grants on our own time and plan community events and even generate *some* institutional support, but ultimately we did not fit funders’ models for Principal Investigators and we did not fit our institutions’ ideas of the package Strategic Change should come in.

You cannot leverage an institution when you have no real foothold IN the institution.

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So. Ultimately I uprooted my family from the Maritimes, and #Antigonish2 lay low for the better part of a year. Until I got an invitation – thanks to the networked and institutional roots my ally had laid down – to go TO Antigonish and deliver a keynote for THATCampX in April.

That keynote is here. Its ending is probably more radical than its opening…but it posits that datafication and AI are the new Company Store. And it suggests that resisting the technocratic systems encroaching on our institutions and our lives means – in part, for those of us already online – bringing back the participatory web.

It’s not a one-size-fits-all solution. It is, however, a call to action…and a way of returning the #Antigonish2 name to its rightful home while building next steps for the network who were keen and generous enough to sign on. It’s rooted in what Dave & I have been calling “the #prosocialweb:” an invitation to think and write and build together.

The idea of the #prosocialweb assumes that our small social worlds matter.

Few decision-makers have lived the Best of The Web. What if those of us who have were able to make it visible? To counter the Company Store mythology of capital data solutions that’s gone viral among our leadership strata?

If our contemporary information ecosystem has taught us anything, it should be that that humans are VERY vulnerable to social contagion. All the systems we’ve accepted are neither natural nor inevitable.

And the system I am positioned to make a difference in – at the coordinating level – is networks…so the web and this idea of the #prosocialweb is where I’ll take the subversive hope that underpinned #Antigonish2, for now. To try to counter misinformation, yes. But also to try to push for change, and for a more pro-social and humane digital space through three key ideas: complexity, cooperation, and contribution. To try to foreground the “ethic of care” that Kate Bowles called for at #OER19, quoting Giroux:

Hope is not a pipe dream, it is the most important resource we have. It is the heartbeat of our politics.”

If no one believes there are alternatives to this inexorable march towards The Company Store of datafication and automation and extinction that we seem to be on…there won’t be.

But the people I’ve met through the participatory web keep me believing in alternatives. And believing I am not alone.