Could science fiction be used as a data source for educational research?

Heh heh, get it? It’s science fiction, it’s Data…

A fascinating and inspiring article came up in my Google Scholar search recently, Learning from Foundation: Asimov’s psychohistory and the limits of organization theory. In it, the authors, Nelson Phillips & Stelios Zyglidopoulos, argue for and demonstrate the use of science fiction literature as data in organizational research. I’ve often entertained the notion of using science fiction literature as data (not for organizational research, but rather educational development) but struggled with the question of how? Phillips & Zyglidopoulos describe an interesting approach, in which I see some pros and some cons, that has reignited my thinking on this matter, and given me some hope that I might actually figure out a way to do something similar with relevant data that I have collected.

Sci-fi schools: How are schools depicted in science fiction?

Readers who are familiar with this website of mine may be aware that for the past 15 years, or so, I have collected examples of depictions of schools and schooling in science fiction. I wrote about it once and described some of the examples in a brief article here on Education4site. Somewhat surprisingly to me, that article continues to be one of the most read here on Education4site. Continue reading

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Augmented reality in education: A discussion long overdue

pokemongoThe recent Pokémon Go rage has brought a lot of attention to the possibilities for using augmented reality (AR) in teaching and learning. This is great and very welcome. AR has a lot of obvious potential for enhancing teaching and learning, and not only that, I think AR can have a transformative impact as well. But, for that to happen educators need to really dig into this technology and explore it from various perspectives.

This is a discussion that we could have started long ago. AR has been one of the most obviously predictable technological developments since smartphone technology really got going, first with the iPhone and then Google’s Android phones.

I first started exploring the possibilities of AR in education when I got my first smartphone in the late 00s. I think that my thoughts from then are still very relevant and could be helpful for the discussion that now seems to be emerging. So, here below are links to some of my articles from back then. I would especially like to see more discussion around the AR and “functional realities” theme:

Augmented reality and education
Prezi on AR in education
Learning in augmented reality: Extending functional realities
Shhh… My environment is talking to me

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Addendum on affordances and educational technology

afford_memeThis is an addendum to an article that I previously posted on affordances in April, 2016. As I’ve continued to explore the topic of affordances, there are a couple of things in the original article that I’ve reconsidered and need to address. The first is regarding some incorrect statements that I made about the persistence of affordances. The second is that I don’t think that Norman’s version of the concept of affordances needs to be “fixed” and brought in line with Gibson’s thinking. Rather, I choose to see it as a distinct concept that, confusingly, bears the same name as Gibson’s.

The persistence of affordances.

In the section “Norman’s affordances” in my original article, I suggest that when an observer does not perceive an affordance, then there is no affordance for that individual. According to my current understanding of Gibson’s theory of affordances, this is incorrect. Affordances are “invariant”, i.e. they always exist whether an individual perceives them or not. What differs between individuals is the meaning that the observed object takes on for a specific observer. The meaning is derived from the affordances that an individual’s attention is directed toward.

In the original article I overlooked the role of meaning in Gibson’s account of the perception process. Yet, it is perhaps the most important for making sense of the differences between Gibson’s and Norman’s accounts of affordances. The purpose of the theory of affordances is to account for how objects perceived in an environment become meaningful to an observer. For example, how does a shoe come to mean “object-for-protecting-one’s-feet” or (and perhaps at the same time), “object-for-squashing-bugs”? For Gibson, meaning emerges when an observer’s attention is directed toward an affordance that corresponds with an action that she wishes to perform. I’ve illustrated this in the figure below:

Gibson_affords

For Norman, the process is different. For Norman, meaning precedes the affordance. This is a necessary consequence of Norman’s dualistic position (or indirect perception). Meaning is a mental phenomenon (he refers specifically to “mental models”) that is brought to bear on the physical environment to reveal affordances. Norman’s process then looks something like this:

Norman_affords

So, I am incorrect when I say in the original article:

“Otherwise, the object simply does not afford the action that I want to perform, i.e. there is no affordance.”

In this sentence, I am, in fact, not talking about affordances, but rather meaning. If the object ever can afford a given action, it always affords that action. But, although an object affords an action, the object will not necessarily come to mean something that corresponds with that action in every environment.

So, basically, the gist of this is that, for Gibson, meaning comes and goes while affordances are forever.

I came to this realisation while reading Shaleph O’Neill’s excellent chapter on the theory of affordances in his Interactive Media: The Semiotics of Embodied Interaction (see his comments on McGrenere & Ho on pg. 55). O’Neill and I would seem to be in agreement on a number of things, but we both made the same mistake regarding the persistence of affordances.

Confusing terminology

The other thing that I want to comment on is that I no longer regard Norman’s conceptualisation of affordances as a mistake in need of fixing (as O’Neill does). Although Norman’s version of affordances probably originates out of some misunderstanding of Gibson’s theory, it has taken on a life of its own and has proven useful for many things. The problem is that Norman’s affordances are not Gibson’s affordances, yet the two confusingly go by the same name. It is that we have two distinct concepts, both of which would seem to have a right to their existence as long as they are applied appropriately, that are both referred to as affordances that is confusing. What needs to happen (and I would pass this project along to others) is to clarify what Norman’s affordances are if they are not affordances in the Gibsonian sense, and perhaps advocate for a renaming.

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Trump Jr.’s claims about school choice are hogwash

trumpjrDonald Trump Jr. had this to say about education in his speech at the RNC in Cleveland last night:

“You know why other countries do better on K through 12? They let parents choose where to send their own children to school. That’s called competition. It’s called the free market. And it’s what the other party fears.”

That’s hogwash. The man apparently knows very little about education in the countries that we can assume that he’s talking about. Let’s look at a few of the top PISA performers. Continue reading

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If all innovations in education are social innovations, is there any such thing as a social innovation in education?

This has nothing to do with the article. I just thought I needed a picture of our remarkable football team on the site.

This has nothing to do with the article. I just thought I needed a picture of our remarkable Icelandic football team on the site.

I’m involved in a European project that has to do with integrating social innovation in higher education so that learners understand how innovations can be made to benefit society (the website is forthcoming). Obviously, one of the things I’ve needed to do is to wrap my head around this concept of social innovation. I know that the basic idea is that an innovation is a social innovation when it provides some sort of benefit to society and not just the innovator. But, being an academic sort, I want a more formal definition; one that provides clear criteria that allow me to discern specifically when an innovation is a social innovation and when not. Also, being an educator, it would help to have examples relating to education. I found both of these on Stanford’s Center for Social Innovation website. But, I also discovered a problem. Continue reading

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Metaphors and technological change: A double-edged sword

Are these the same device?

Are these the same device?

Edit 07.09.21: I discovered some time ago that, at about the same time that I posted this article, the Futures journal published a special issue on metaphors in futures studies. There are subtle differences between my take and those of the authors published in the special issue, but we’re essentially all dealing with similar issues.

A smartwatch is not a watch, no more than a smartphone is a phone. Both are sophisticated computerized networking and sensing devices that we carry either in our pocket or on our wrist. When we talk about these devices we metaphorically relate them to familiar devices to create a sense of continuity when we are faced with what are really radical new technologies. And, we carry the metaphors even further. They’re not only used to provide a way to talk about something new, they also influence the way that these new technologies are designed and marketed. Together, the metaphors and imagery derived from them help to ease the potential shock of significant and dramatic technological changes. Sooner or later, however, change catches up with us and we no longer need our metaphorical crutches (see what I did there?) to relate. That’s when things start to get really interesting. At that point we can start asking the really tricky questions, like what does a smartphone become when it’s no longer a phone?

In this article I want to talk about two things. The first is how we use metaphors to gradually ease into new meaningful contexts that might otherwise be uncomfortably disruptive. The second is how we can start to create new futures by looking beyond current metaphors. Both are important parts of how we deal with technological and social change and demonstrate how we can deliberately use metaphors to expand our temporal horizons to plan for unseen futures. Continue reading

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