robertogreco + reach   5

Magnum Nominee Sim Chi Yin • Magnum Photos
"I think we’re in the era of blending, bleeding, though of course each discipline and genre has its peculiarities and ethics. The terminology — researcher, photographer, artist — I have difficulty with. I’m just making and doing, thinking, growing!"

"Also, I’ve been thinking about the difference between reach and impact. It’s great to reach millions of people through being on the front page of the New York Times, but having impact on a smaller number of people in a different form is just as valid — if not more so, in our crowded and noisy world."

[via: ]
via:jslr  simchiyin  photography  blending  bleeding  interdisciplinary  multidisciplinary  crossdisciplinary  transdisciplinary  crosspollination  art  making  doing  growth  reach  impact  2018 
september 2018 by robertogreco
Not-yetness | the red pincushion
"I have done several talks lately about the idea of not-yetness. It’s an idea that Jen Ross (University of Edinburgh) and I first wrote about in our chapter, Complexity, mess, and not-yetness: Teaching online with emerging technologies, to be published in the forthcoming second edition of Emerging Technologies in Distance Education. In the first edition of the book, our esteemed editor, George Veletsianos, wrote about defining emerging technologies. He wrote that emerging technologies can be both old and new technologies and they are constantly-evolving organisms that experience hype cycles. George also noted that emerging technologies satisfy two “not yet” conditions: they are not fully understood, and not fully researched.

These not-yet conditions hit home for Jen and me. Writing from a complexity theory lens, we thought of not-yetness as being related to emergence. Noel Gough (2012) defines emergence as a key attribute of most human environments and systems, and what occurs when “a system of richly connected interacting agents produces a new pattern of organization that feeds back into the system.”

In our context, emergence is allowing new ideas, new methodologies, new findings, new ways of learning, new ways of doing, and new synergies to emerge and to have those things continue to feed back into more emergence. Emergence is a good thing. For us, not-yetness is the space that allows for emergence. Not-yetness is not satisfying every condition, not fully understanding something, not check-listing everything, not tidying everything, not trying to solve every problem…but creating space for emergence to take us to new and unpredictable places, to help us better understand the problems we are trying to solve (to use Mike Caulfield’s wisdom).

This is becoming increasingly important in education, where the rhetoric surrounding educational technology pushes simplification, ease, efficiency, and measurable-everything. This rhetoric goes hand-in-hand with the accountability movements (many call it “evidence-based practice”) at play in educational contexts. Randy Bass wrote that “these pressures for accountability are making us simultaneously more thoughtful and more limited in what we count as learning.” We hear a lot about “best practices” and “what works,” which Jen and others (Sian Bayne, Hamish Macleod, and Clara O’Shea) have argued is a “totalising notion.” There are lots of ways of understanding what our students experience, lots of ways to do things “right,” lots of definitions of right.

Davis and Sumara (2008) argue that “an education that is understood in complexity terms cannot be conceived in terms of preparation for the future. Rather, it must be construed in terms of participation in the creation of possible futures” (p. 43). And yet the push for simplicity and accountability defines a pretty narrow set of possible outcomes for students. Gardner Campbell cautions us to be careful with learning outcomes statements: “Yet these {learning outcomes} are still behaviors, specified with a set of what I can only describe as jawohl! statements, all rewarding the bon eleves and marching toward compliance and away from more elusive and disruptive concepts like curiosity or wonder.” Simplification and an over-pursuit of accountability run counter to our view that education is complex, messy, creative, unpredictable, multi-faceted, social, and part of larger systems.

We argue that not-yetness helps us to make space for critical discussions and experiments with emerging technologies in a way that recognizes the beautiful complexity of teaching and learning. As Jen said in our ET4Online plenary talk, which focused on messiness and not-yetness in digital learning, “We can use it to tell new stories about what teachers, students, developers, designers and researchers are doing in our digital practices, and why it is hard, and why it matters. We can take better account of issues of power, responsibility, sustainability, reach and contact in digital education. We can be more open about the work of education.”
To that end, Jen and I write in our forthcoming chapter, “We need practices that acknowledge and work with complexity to help us stay open to what may be genuinely surprising about what happens when online learning and teaching meets emerging technologies. In this sense, our focus as educators should be on emergent situations, where complexity gives rise to ‘new properties and behaviours… that are not contained in the essence of the constituent elements, or able to be predicted from a knowledge of initial conditions’ (Mason 2008, p.2).”

So what does all of this mean for educators? Here are some ideas. Embracing not-yetness means making space for learning opportunities that:

• promote creativity, play, exploration, awe

• allow for more, not fewer, connections, more personalization (true personalization, not necessarily what has been offered to us by adaptive learning companies)

• transcend bounds of time, space, location, course, and curriculum

• encourage students to exceed our expectations, beyond our wildest outcomes, pushes back on “data science of learning” focus

• do not hand over essential university functions and important complexities over to private industry

In my talks, I shared examples of projects that I think embody or embrace not-yetness. I’ll share those examples in my follow-on post.

As I was looking at these projects, trying to better understand them, I started thinking about Legos. I love Legos. I was talking to my friend Mike Caulfield, who is at Washington State University-Vancouver about this idea and he said, “do you remember when Legos used to just be free-range Legos? Now, they are these sets that have instructions and tell you how to build exactly what they want you to build. They were trying to eliminate the problem of kids not knowing how to build Legos, but instead they also eliminated the opportunities for creative expression.”

This really hit home for me, because I was really into Legos as a kid and my son is really into Legos. I decided to run a little experiment—mostly for my own curiosity. I decided to see what would happen if I gave him the same Lego set twice and had him build it once with the instructions and once without. First, this is what happened when Vaughn had the Lego instructions (fyi–the videos have no audio):


I thought that, when I gave him the set without the instructions, he would try to copy what he had done when he had the instructions. But instead, after suspiciously confirming that he could build whatever he wanted, here is what happened…


Note that throughout the time he was building without the instructions, he was also playing. Note that he is making sounds (though there is no audio, you can clearly see he’s making the requisite “boom” and “fffffsssshhhhh” sounds a six year old makes), talking more, smiling. He’s exploring. He’s enjoying himself.

Building Legos without instructions may have seemed harder or daunting at first, but instead it opened up space for his creativity. Not-yetness—not specifying outcomes, not predicting what he would or should do, not outlining each step—opened up space for play and for the three really cool ships he built.

I know that my highly scientific experiment may not work for everyone, but what you see in these videos is one reason why we argue for not-yetness. Because of the play, the fun, the opportunity in complexity and not-yetness. The ill-defined, the un-prescribed, the messy can lead to the unexpected, the joyful. Noel Gough (2012) writes, “complexity invites us to understand that many of the processes and activities that shape the worlds we inhabit are open, recursive, organic, nonlinear and emergent. It also invites us to be skeptical of mechanistic and reductionist explanations, which assume that these processes and activities are linear, deterministic and/or predictable and, therefore, that they can be controlled (at least in principle).”

Open, recursive, organic, nonlinear…these things say to me that we can have learning that is unpredictable, fun, emergent, organic, freeing, co-developed, co-experienced, complex, deep, meaningful.

So as I looked for projects that embodied not-yetness, I kept these concepts, and my son’s Lego adventure, in mind. In my next blog post, I’ll share those examples. Stay tuned!"

[Follow-up post: ]
amycollier  via:steelemaley  messiness  unschooling  learning  emergent  emergence  emergentcurriculum  2015  lego  not-yetness  gardnercampbell  edtech  noelgough  pedagogy  instructions  directinstruction  mikecaulfield  brentdavis  dennissumara  complexity  curriculum  tcsnmy  howwelearn  howweteach  online  web  georgeveletsianos  emergenttechnologies  technology  simplification  efficiency  quantification  measurement  cv  hamishmacleod  clarao'shea  sianbayne  randybass  open  openness  jenross  criticalpedagogy  recursion  spiraling  rhizomaticlearning  nonlinear  deschooling  meaningmaking  understanding  depth  unpredictability  unfinished  behavior  power  responsibility  sustainability  reach  contact  lcproject  openstudioproject  teaching  education  schools  cocreation  non-linear  alinear  linearity 
december 2015 by robertogreco
Designing for touch, reach and movement in post-war English primary and infant schools | Catherine Burke -
Clothes quickly pile up on the desks as children busily undress for the dance lesson. The first to change are soon by the door, ready to make their way to the hall, their bare feet wriggling impatiently in their shoes for the moment when they can kick them off and spring on to the hall floor. On the way along the corridor the bodies bustle and an animated walk threatens to break into running ... Once inside the hall, a line of shoes immediately appears under chairs lined up along the wall and swift bare feet dart and prance in lively stepping and jumping. Some rush across the space exhilarated by the feel of air against their faces, some pluck their feet off the floor in hops and leaps, and others swing wide their arms in unrestrained gesture which sweeps them high onto their toes, or pulls them into an off-balance suspension that dissolves into the slack of a downwards spiral. Soon the teacher calls for the classÕs attention and the lesson begins." (McKittrick, 1972: 11)."


In his seminal work, About Looking, John Berger (1980) succeeded in opening up new avenues of critical discussion focused on visual texts and the impact of such on their makers and audiences. Ways of Seeing reminded us that seeing comes before words and that the infant looks and recognizes before it can speak (Berger, 2008 front cover). Seeing comes before speaking, but touching is a necessary part of understanding, while movement affords freedom and enables choice. As Raymond Tallis has eloquently established, the pointing finger is a fundamental sign of the human mind in the exercise of its powers of observation and discernment (Tallis, 2010). Together, the sense of touch, the facility of reach and the act of movement imply living fully. It has been long noted that the first sense experienced by infants in exploring the world is touch (Charlton Deas 1913-26 in Grosvenor & MacNab 2013). The sense of touch has been examined by scholars in relation to a range of perspectives involving teaching and learning including object lessons (Keene 2008) and tactile engagement in the context of visual impairment (Grosvenor & McNab 2013). Outside of schools, the sense of touch has been used as a lens to appreciate and explore the experience of learning in museums (Chatterjee 2008; Classen 2005; Pye 2008). The principal anatomical parts involved in touch - the fingers and the hand - have been subjected to critical and creative scrutiny within cross-disciplinary discussions about what it means to be human (Napier 1993; Tallis 2010). In a previously published article (Burke & Cunningham, 2011), I explored with Peter Cunningham the significance of hands as part of what might be called the choreography of the classroom. In that piece we noted how the relationship between the hand and cognitive function has been well established and recognized by teachers and others (Sennett 2008). We also noted how ‘critique of how children were encased in unsuitable or uncomfortable school furniture… (was) characteristic of progressive educational discourse during the first half of the 20th century’ (Burke and Cunningham, 2011: 538).

Few scholars have so far paid critical attention to the ways that designers of school buildings have incorporated into the design process notions of bodily movement. One exception is found in the work of Roy Kozlovsky who has examined how interpretations of movement in the primary school environment engaged post-war architects in England. Consideration of the significance of rhythmic movement shifted their metaphorical conceptualization of the eye of the pupil from a technical apparatus to an organic association as a living muscle ‘that requires its own cycle of concentration and relaxation’ (Kozlovsky, 2010: 707). In this paper, I will extend a focus on the sense of touch to embrace the attributes of reach and movement exposed by a close reading of Building Bulletins reporting on English primary school building design during the period 1949-72. The rationale for this is found in the discourses fueling the drivers of educational redesign in post-war education when ‘reach’ became associated with an idea of the child enabled to exercise powers of freedom and self-expression. I will demonstrate how the imagined exercise of touch, reach and movement evidences an understanding, shared among architects working for the Ministry of Education in the post-war government, of how the body of the school child mattered in the transformation of education towards the design of the modern school and the nurturing of the modern citizen (Stillman and Castle-Cleary, 1949). Through an analysis of the content of a series of Building Bulletins, published by the Ministry of Education (later Department of Education), I will show how, for architects, the imagined use, place and disposition of body parts in close (often touching) proximity to the material environment of school, informed their thinking and featured in their planning. Building Bulletins reported on the design of school buildings in general and on certain particular aspects, such as colour or furniture."

"Sensory contexts of touch, reach, and movement

So what, in conclusion, can we say about this scrutiny of the discourse around touch, reach and movement in the Building Bulletins published in the period 1949-72? First, the findings clearly demonstrate how close was the vocabulary of touch, motion and emotion shared by progressive educators and architects during these years. Feeling (touching) the material environment through an imaginary identification with a young child, was a strategy of design. The material — designed — environment of education was perceived as a key pedagogical force in an education which emphasized the role of the senses. This is well captured in the following statement by Alec Clegg, CEO for the West Riding of Yorkshire during these years (1945-74).
'Children learn mostly from that which is around them and from the use of the senses. These impressions so gained will depend a great deal on interests that will vary considerably. If children are interested they will listen more carefully, look more closely and touch more sensitively. With interest there is created the element of wonder, the most precious element of life' (Sir Alec Clegg, 1964).

Close observation of children's active engagement with the material environment they encountered through their skin, limbs and whole bodies was characteristic of educational and architectural discourses regarding the most appropriate contexts for teaching and learning at this time. Second, observable by its absence in the Building Bulletin's commentary on touch, reach and movement is the figure of the school-teacher, within a systematic approach to designing from the body of the child outwards. This sits easily with the progressive image of the school as discussed through visual evidence from iconic school environments in this period (Burke and Grosvenor, 2007). Finally, in examining the imagined settings for touch alongside notions of scale and reach in the context of the built environment, we are forced to address questions of comfort and discomfort, agency and non-agency. In this analysis, the sense of touch leaves its anchor of materiality and comes to appear essential to affording a sense of belonging, allied to a notion of rights to participate in an imagined democratic community."
catherineburke  1940s  1950s  1960s  1970s  schools  schooldesign  multisensory  education  children  learning  progressive  howwelearn  howwteach  teaching  pedagogy  environment  touch  reach  movement  motion  emotion  alecclegg  johnberger  furnitue  color  architecture  design  scale  bodies  body  furniture  christianschiller  materials  difference  accessibility 
june 2015 by robertogreco
Meta is Murder - Mills Baker's Internet Haus of Cards
"There’s enormous and increasing pressure on humans to achieve reach in their ideas, designs, morals, and policies. Despite having evolved in small groups with small-group habits of cognition and emotion, we now live in a global group and must coordinate hugely complex societies. The problems we face are problems at scale. Thus: reach is mandatory. A taxation, software design, or criminal justice solution that cannot be deployed at scale isn’t useful to us anymore; indeed, even opinions must scale up. For personal, political, governmental, commercial, literary, expediency-oriented, and many other reasons, we must have solutions that work for more human (H) units / instances, and H is always increasing (even as every sub-member of H is determined to be respected according to her or his unpredictable inimitability, range of action, moral agency, autonomy, freedom, etc.).

This pressure often inclines people to accept induction- or correlation-based models or ideas, which are inaccurate to varyingly significant degrees, in lieu of explanatory models. That is: in many situations, we’ll accept aggregates, groups, central plans, reductions, otherings, dehumanizations, short-hand-symbols, and so on because (1) they serve our ends, sometimes without any costs or (2) we have nothing else. In order to have explanations with reach in areas where we have no models, we commit philosophical fraud: we transact with elements and dynamics we cannot predict or understand and we hope for the best (better, it seems, than admitting that “I don’t know”). How we talk about speculative models, reductive schema, and plural entities —peoples, companies, generations, professions, events even— reveals a lot about how much we care for epistemological accuracy. And not caring about it is a kind of brutality; it means we don’t care what happens to the lives inaccurately described, not captured by our model, not helped by our policies, unaided by our designs, not included in our normative plan.

In politics, design, art, philosophy, and even ordinary daily thinking, being consciously aware of this tension, and of the pressure to exchange accuracy for reach, is as important as recognizing the difference between “guessing” and “knowing.” Otherwise, one is likely to adopt ideas with reach without recognizing the increased risk of inaccuracy that comes with it. One will be tempted to ignore the risk even if one knows it, tempted by how nice it is to have tidy conceptions of good and evil, friend and foe, progress and failure.

Reach is innately personally pleasing in part because it privileges the knower, whose single thought describes thousands or millions of people, whose simple position circumscribes civilization’s evolution, the history of religion, the nature of economics, the meaning of life. Exceptions be damned! But in general, if an idea has significant reach, it must be backed by an explanatory model or it will either be too vague or too inaccurate to be useful. And if it’s a political or moral idea, the innocent exceptions will be damned along with the guilty. Hence the immorality of reduction, othering, and inaccurate ideas whose reach makes them popular."
millsbaker  internet  scale  small  2014  politics  design  technology  reach  accuracy  knowing  guessing  induction  correlation  economics  globalization  dehumanization  othering  centralization  systems  systemsthinking  autonomy  freedom  agency  inimitability  notknowing  caring  progress  epistemology  thinking 
december 2014 by robertogreco
» 24 February 2012, baked by Ben Ward @ The Pastry Box Project
"We must reject this. We must recover our sanity where 100 million users does not represent the goal criteria of every new service. We must recover the mindset where a service used by 10,000 users, or 1,000 users, or 100 users is *admired, respected, and praised* for its actual success. All of those could be sustainable, profitable ventures. If TechCrunch doesn't care to write about you, all the better…

It should not be demanded that a service reach everyone to be considered relevant. If anything at all can be ‘demanded’ in this context, it is only that you be held to your own high standards, and that you take your ideas as far as you can. Whether it's one hundred or one billion users, we should all recognize success."
humanscale  2012  benward  reach  small  scale  from delicious
february 2012 by robertogreco

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