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Scott Wilson :: Blog

November 30, 2008

http://my-world.typepad.com/rworld/2008/11/participatory-governance

We all subordinate ourselves to, and participate in, groups. These may be states or other institutions at various scales: families, workplaces, corporations, education. In the context of a world in which "Absolutely everything is changing all the time," at a recent Harvard Berkman centre seminar, Irving Wladawsky-Berger, (read his blog) President Emeritus of the IBM Technology Academy and visiting/adjunct professor at MIT and Imperial College, argues, for a mixed mode of social control in which participatory governance models and hierarchical governance models share the challenge of institutional survival in a social darwinian market environment where, "... you make mistakes you die". The essence of the argument depends on one, metaphorised, aspect of darwinism: sexual reproduction; hierarchical governance can be crossed with participatory governance to yield a more robust hybrid. But, in the end, it appears that participatory modes of governance are only useful insofar as they produce innovation which enables adaptation for domination.



Simultaneously scary, inspiring, useful and banal, this is an excellent example of a totalising hegemonism, which only a representative of the really big and powerful can pull off. As he says, "Once you drink the Kool-Aid you understand this".

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Wladawsky-Berger is introduced as the "chief wise man" responsible for IBM's embracing of open source software and a participatory governance model of innovation management. He assumes, and imposes, axiomatic agreement on his audience by asserting that: "There is nothing I'm saying you don't already know." Even if there is dissent from the argument it should remain within a theoretical paradigm.



He argues that there is "... a global integrated system in which we want to bring together all processes, all information and all people [my emphasis], not just within one enterprise but since an enterprise lives within an industry ecosystem, it is very important that they be linked to suppliers, vendors and everybody else."



Presented with this, I believe "we" must ask, who do you mean "we"? Is this the "you", the audience (me?) who have been bundled into agreement with him in the opening moves of the argument? Or are we everybody else?



Wladawsky-Berger's theory, as presented here, has two axioms. The first could be, arguably, descriptive of a limited part of the world. The second is predictive and contains an imperative to action.

  • The world is global, integrated, market-facing, service-oriented, complex and unpredictable.

  • "It is a very existentialist world." "The marketplace is brutal." "You make mistakes you die." It is a social darwinian world in which competition to control "ecosystems" is the way things are; if asteroids are killing you you must adapt.



Putting aside, for a moment, the very open question of whether the world really is "market facing and service oriented", for Wladawsky-Berger, "Innovation is the only way to cope with this environment". "Absolutely everything is changing all the time." Innovation is what you need to do to survive. Innovation, he says, is essential to four things:

  • adapt to changes

  • go after new opportunities

  • ward off competitors

  • preserve leadership position.



This final point makes his argument problematic. The presumption that there is a teleology to evolution and that it can be directed (managed, controlled) for a particular, value-laden benefit - preservation of leadership position: innovation for domination - misunderstands Darwinism, or reduces it to metaphor. I might accept that innovation enables adaptation. I might also accept that struggle (going after opportunity/prey and warding off competitors) may be a part of an individual's survival strategy and that individual survival is necessary if one's genetic material is going to be passed on. But, he is at least conflating the individual with the species and then attaching a value (preservation of leadership position) to individual and species survival. Darwinian evolution is value-free.



The use of evolutionary theory as a metaphor for directed social behaviour, or a justification for domination has been problematic for many years: the British Empire embraced social darwinism as did early twentieth-century eugenicists and the Ku Klux Klan. But, it is not the only problem with this argument. The second is his use of the idea of systems thinking without a qualifier. It sounds as if he wants us to understand systems thinking as open-systems thinking; and, this would tie into the strand of his argument that derives from open-source software community governance as well as a certain, limited, openism which is displayed to IP: patent sharing. But, while he may have expanded the boundaries of his system, this is not the same as open-systems thinking. There are still many externalities, if you will: off balance sheet arguments.



In this world, deterministic models of control, such as might be applied to complex, manufactured, physical systems (e.g. engineering products; aeroplanes are his paradigmatic example), are inappropriate for dealing with "... unpredictable, human organisations." He argues that, "We [again, who?] are trying to apply systems thinking to organisations where, by definition, the components of these organisations are people performing services for each other... But systems composed of unpredictable parts (people) are, of course, unpredictable."



His touchstone example is the current blip in global financial systems. This moves him to anchor his argument in a wider discourse, citing the work of Carlota Perez (official website; Wikipedia). Perez (2002) argues that techno-financial cycles follow a pattern:

  • technological revolution

  • financial bubble

  • collapse

  • golden age

  • political unrest (taken from online extracts)



This pattern is caused by three underlying factors (Perez 2002):

  • "technological change occurs by clusters of radical innovations... that modernize the whole productive structure"

  • "functional separation between financial and production capital, each

    pursuing profits by different means"

  • "the much greater inertia and resistance to change of the socio-institutional framework in comparison with the techno-economic sphere"



And, she suggests that there have been about five of these since the industrial revolution. She is a bit imprecise about the first three. Coal, canals, railways and steel: "...the recurring sequence is hidden under many layers of unique factors, events and circumstances." But, she is clear that the US stock market crash of 1929 heralded the previous collapse, and she sees the the dot com bubble as the "financial bubble" preceding the current collapse.



She says: "Each technological revolution has led to the massive replacement of one set of technologies by another... Each involved profound changes in people, organizations and skills in a sort of habit breaking hurricane. Each led to an explosive period in the financial markets."



Each revolution can be characterised by paradigmatization, or what she calls "common sense principles", its "techno-economic common sense", its "general logic", its own "pragmatism" (see also Perez 2004). But, there is no one paradigm. "Each technological revolution is different, each paradigm is unique, each set of solutions needs to be coherent with the problems to overcome and with the logic of the techno-economic paradigm, its opportunities and its best practice."



So, for Wladawsky-Berger, our techno-economic paradigm is digital: the Turing universal virtual machine economy. "This [global integrated system] is all the digital economy." He cites the commoditization of digital components, which are permeating every aspect of society. The digital and physical world are merging through, for example, digital modelling and digital instrumentation.



The characteristics of this paradigm: innovation for domination, its "common sense pragmatics", the corollaries of the innovation for survival theory, if you will, are that:

  • society is open and collaborative

  • business is global and diverse

  • technology is multidisciplinary.



Wladawsky-Berger suggests that business governance, in the past, was not subject to innovation, but that today the bulk of innovation is process, not product: culture innovation, policy innovation, and probably most importantly, "how to make money." His question is, how can we apply innovation-based thinking to governance? But, there is an error. Governance has always been subject to innovation. Henry Ford was a great innovator of industry governance. The history of the oil industry is the history of - to say the least - innovative business governance. The bureaucratic revolution enabled by the mass production revolution was, as made famous by F. W. Taylor (1911), a revolution in governance as much as production. It is not as if governance was once "just something that happened" and now can be subjected to the common sense pragmatics of innovation for domination. Governance and domination have always be associated.



Every two years IBM surveys the chief executive officers (CEOs) of many organisations through their Global CEO study. The recent (2006) study asked CEOs, where was the source of new ideas in their organisations? Externally they replied, business partners and customers; internally: employees. So doesn't this beg you to ask what is the CEO (and the CEO's salary) for?



In the past innovation was the role of laboratories. But labs invent stuff and innovation is not about stuff anymore. Innovation is necessary for "fulfilling people's desires so they pay you money so you can sell them anything." Wladawsky-Berger's hand is tipping. "Innovation is about fulfilling peoples desires so they will buy what you are offering... It is Freud's question: what do people really want." He sees social networks as a mine of innovative ideas: "reaching out to people as communities and get information and knowledge from them; get blogs from them, get wikis from them: lots of ways of extracting knowledge and insight from them. We reach out and see what you can learn from them." We and you and them again: "If you want to be successful in the marketplace you need to reach into those sources of knowledge and see how you can tap them... You try to tap them in the most social networking way possible."



To me this all seems one way: "you" i.e. the co-opted "we" of the hegemony takes knowledge from "them", and uses it to maintain leadership position. IBM only gives when it is to their advantage. Patents and IP, it is suggested, can be not only proprietary but enabling. Sharing IP "protects your ecosystem... and attracts people to be a part of your ecosystem." But, like the "we" above, whose is "your ecosystem"? Is he using "you" as the impersonal pronoun: "one"? But, which "one"? The royal "one"? The ones like us: IBM? Is he really addressing the audience directly: you are we are one on this?



So, what, in the end does this have to do with governance, really?



Only late in his argument does he bring in hierarchism and contrast it with participatory models. He describes three models of governance:

  • hierarchic: top down

  • distributed: bottom up

  • balanced.



Open source communities share code to facilitate collaboration and improve software. Open source software is better because everyone sees what you do so you do it well, document it and continually improve it. Proprietary systems: closed source, does not subject itself to public scrutiny and is poorer for it. So to get the best software use open source communities.



IBM's advantage is no longer in the stuff of software, but in the protection of their ecosystem. He describes the governance of open source communities as "participatory". The problem is "who is going to get them organised? Who is going to get things done?" He observes that participatory does not mean egalitarian in the Linux community. The "committers" are the management team. "There has to be a group of maintainers who take things from the community and do things with it."



When it comes to investment, also, hierarchy trumps participation. $100M comes from the top. The top is to do with control of the money. "You need somebody who can write a $100M cheque. The job of bottoms up is to generate ideas and when the ideas are in a certain shape they meet the management team and the hierarchs have to select them and fund them and get them out there.





Posted by George Roberts | 0 comment(s)

http://feeds.feedburner.com/~r/Socialtech/~3/384562595/4th-alt-c-ed

UPDATE - venue changed to the OLD BAR - still in the same SU building :)



Really looking forward to our fourth ALT-C Edublogger meetup next week, taking place at Leeds Student Union Old Bar, Tuesday 9th September, 19.30 onwards. The Alt-C evening meal (for those who are attending the conference & have signed up for it) is served in the adjacent Refectory building, and as usual will provide a handy initial meeting point for some of you. Otherwise, head over to the Mine Bar. We may be moving on somewhere else but we'll stay at the Mine Bar until at least 20.30.



We've been lucky enough to have had some great special guests at previous meetups - including James Farmer, Stephen Downes, Barbara Dieu, Christopher D. Sessums and Barbara Ganley. This year's meeting promises to be as jam packed with world-class edubloggers as ever, including Scott Wilson and Graham Attwell. George Siemens will also be in town - he's speaking at ALT-C early Wednesday - and I'm looking forward to meeting up with him for the first time in 3D.



As ever - this is an informal, fun get together. You don't have to dress up and you don't have to be an old school edublogger to come along. Everyone who has an interest in edublogging is welcome. To co-inside with F-ALT, the first ever grass roots fringe event at ALT, which will be tackling a range of cutting edge topics in a fast, dynamic debate framework, we'll be holding the microblogging session on the night. Su White will be facilitating speakers Helen Whitehead, James Clay, Jay Cousins, Andy Powell & maybe me in a kung-fu style roundtable. Good quality heckling and any imaginative audience participation will be entirely welcome.



Posted by Josie Fraser | 0 comment(s)

November 29, 2008

http://feeds.feedburner.com/~r/Socialtech/~3/382286349/digital-divi

Slam_timeline



I'm off to ALT-C next week, along with most of the UKs edtechs and learning technologists. I'll be pretty busy, supporting the 4th annual ALT-C Edublogger meetup, helping host the Emerge reception & live radio broadcast, and contributing to the F-ALT fringe activities.


I'm really excited to be teaming up again with with Frances Bell, Helen Keegan and new girl Christina Costa to be delivering our second ALT-C slam workshop. Last years session explored what web 2.0 meant to participants, and went down really well. This year we're trying to be even more reckless ambitious and inviting old and new friends from all over the world to pitch in to this years slam topic/competition, which is, in keeping with ALT-C's over-arching theme, The Digital Divide.




What we hope to get out of the session is a wide ranging exploration of dimensions of the digital divide: To produce and collect short real-world and digital pieces on what the digital divide means to people, how it can be interpreted, and what it's impacts are. In other words, what does the digital divide mean to you?






Obviously whole we're hoping for a reasonably diverse bunch of participants on the day, there are going to be limits on the heterogeneity of a group of people at an ed tech conference in Leeds on any particular afternoon. So we'd really like to encourage other people to join in. We are looking for participants from all over the world to contribute to building a resource which is interesting, innovative, and engaging topics. We'd like to build a cross cultural snapshot mosaic of what the digital divide can mean and how it's experienced.






The workshop will be running next Wednesday, 10 September 2008 at the University of Leeds, and participants will be creating and performing 'slams' around the digital divide theme - performance pieces which tackle issues in multiple ways. Checkout last years slams for some ideas of this experimental format, and this years wiki for more of an explanation.
   


We'll be capturing and uploading content until midnight GMT on the 10th of September, and then giving everyone a chance to vote for their favorite slam, from those created and performed on the day and those contributed by educators across the globe.




We're producing some sample slams for you to explore, and you can find information about how to upload your own contribution here.




So, interested in experimental, collaborative and distributed research processes? Thinking our session sounds like fun and might end up being a useful resource? Then join in!




1. Come along to our session! This time it's scheduled at a reasonable hour :)


2. Create something for the wiki. You slam could be a picture, a slideshow, a podcast, a 90 second Flickr video - anything. Tell us one thing the digital divide means to you.


3. Already been working on the digital divide? Great! Repurpose something already up or just send us the link if it's already in a fast, accessible format.


4. Checkout the entries once they're up and vote for your favorite.


5. Keep your fingers crossed for us! 

"If you, as an individual or small group, have got something to say about the Digital Divide between now and midnight Wednesday 10 September 2008 check converter, then you can create a slam, publish it here, comment on slam pages.
Then you can vote for your favourite between 11 and 14 September (deadline midnight GMT). We will announce the winners here and by message to members on Monday 15 September. That means that people from around the world can join in, not just those coming to our workshop. You can run your own workshop, or create your own slam, maybe with your friends. More details on how you can participate, just stick to our few simple guidelines."

There will be prizes! Probably not very good ones, but prizes nevertheless.




Posted by Josie Fraser | 0 comment(s)

http://feeds.feedburner.com/~r/Socialtech/~3/289285527/edtech---mob

Picnic



Picture credit: Mom & Mrs Pat Butcher by virgo200745



Grab your floppy hat and sun screen and head out to the bright new day that is the Edubloggers Summer Picnic: Hyde Park 15 June 08. This one's in honor of Instructional Media Analyst Stella Lee who's on loan to us from Athabasca University, Canada, for a week:



It's been a while since we had a proper meetup. So why not come to London's Hyde Park for an afternoon of great company and the finest food and wines known to mankind?*

Sign up now!

And don't forget to help spread the word!



Who?

Anyone working in educational technology, or in formal or informal learning & interested in geeky stuff. This is an ideal day out for for learning technologists, IT people, teachers, librarians, cultural workers, researchers, or people interested in talking about how tech supports learning & learning communities. Relations, friends, loved ones and offspring are all welcome.



Where?

Hyde Park: Meet by the Serpentine Gallery (check back for updates/rainy day alternatives)



When?

2pm - later. There will probably be an early evening pub move. I'd be pretty amazed if there wasn't.



What?

Bring food, drink, footballs, frisbees, blankets... activity ideas welcome - we may have footie & rounders matches depending on the relative fitness of attendees.



*You need to provide these yourself unfortunately

Posted by Josie Fraser | 0 comment(s)

November 28, 2008

http://www.koopaladvies.nl/groeibriljant-uit-leiden/

Wat heerlijk toch, en leerzaam tegelijk, om door je delicious netwerk te browsen. Nu vond ik in de lijst van Marja Verstelle een verwijzing naar een weblog van de Universiteit Leiden. Ook hier vindt je weer veel waardevolle en praktische informatie over bijvoorbeeld het gebruik van Blackboard, wiki’s en podcasting. Ik krijg de indruk dat het weblog nog in opbouw is, maar het is nu al de moeite meer dan waard. Zie ICLON Nieuws.


Posted by Wytze Koopal | 0 comment(s)

November 27, 2008

http://www.koopaladvies.nl/juweeltje-uit-vlaanderen/

Via de opgeslagen links van BergM in Delicious (ik weet eigenlijk niet wie dat in het echt is, trouwens) kwam ik terecht bij het volgende juweeltje, getiteld Het gebruik van WEB 2.0 in het onderwijs, van installatie tot implementatie.

Dit betreft een uitgebreide verzameling van materialen van het Regionaal ExpertiseNetwerk Vlaanderen (REN) over het gebruik van Web 2.0 in het onderwijs. Het REN is verantwoordelijk voor de na- en bijscholing van docenten in het Vlaamse onderwijs. De materialen gaan onder andere in op wiki’s, blogs, RSS, YouTube, maar  behandelen ook juridische aspecten.

Voor elk onderdeel is een zogenaamd Didactisch fiche beschikbaar in PDF formaat, bijvoorbeeld over RSS (er zijn in totaal 16 van deze fiches beschikbaar). Maar ook over techniek kun je bij deze website terecht. Er zijn zogenaamde Technische Hulpkaarten beschikbaar (in totaal maar liefst 35). Bijvoorbeeld over hoe je documenten kunt delen met Google Docs.


Posted by Wytze Koopal | 0 comment(s)

November 22, 2008

Hallo
I have uploaded on elgg community site new language pack for Georgian language.
Dear Administrators, please look http://community.elgg.org/pg/plugins/highlander/read/9324/georgia
and add it to eduspaces too.
Thank you much in advance!!!

Keywords: elgg translation, georgian language, language pack, localization

Posted by Eduspaces Central - Rusudan Tsiskreli | 5 comment(s)

November 21, 2008

http://my-world.typepad.com/rworld/2008/11/what-is-needed-for-a-com

ELESIG is a community of researchers that started with a small group of universities, which grew out of eLearning Pathfinding. Elesig has identified a number of functions that distributed (online) group/community members need to fulfill. The slides may be forthcoming.

Community functions:

  • Welcome new members

  • Share resources

  • Discuss work in online environments

  • Facilitate online discussions

  • Host event

  • Present work at events

  • Host webinar

  • Summarise discussions

  • Collaborate on papers

  • Help with access to facilities

  • Lead online group

  • Provide feedback

  • Join core team

Posted by George Roberts | 0 comment(s)

http://www.koopaladvies.nl/informeel-en-leven-lang-leren-leernetwe

www.darcynorman.net


Het is bijzonder druk met nieuwe ontwikkelingen op het gebied van leren in de afgelopen weken. Natuurlijk waren daar de SURF Onderwijsdagen, waar ik al eerder over schreef. Maar er was veel meer dat mijn aandacht trok in de afgelopen dagen.

Ik wil hier graag de aandacht vestigen op een interessant artikel van Stephen Downes over de toekomst van online leren en de oratie van Peter Sloep over hoe we levenlang leren vorm moeten gaan geven. Er zit wel een relatie tussen beide stukken.

Enkele dagen geleden verscheen van Stephen Downes een interessant artikel waarin hij tien jaar terug kijkt, maar ook vooruit kijkt naar de Future of Online Learning. Downes benoemt op een heldere manier een aantal actuele thema’s en neemt daar ook duidelijke standpunten over in. Zoals de onmogelijkheid om sommige websites (bijvoorbeeld YouTube) of services (MSN, Skype) te willen blokkeren binnen de muren van een school. De techniek zal hier altijd ontoereikend zijn. De oplossing is om de gebruiker zelf te laten kiezen wat wel ‘acceptabel’ is, met behulp van zijn netwerk wellicht, in plaats van bovenaf te bepalen wat er niet gezien mag worden.

Downes sluit zijn betoog of met de voorspelling dat onderwijsinstellingen zoals ze er nu uit zien en functioneren, hun langste tijd wel gehad hebben: “Over the last ten years, this model has been seen in many quarters to be obsolete. We have seen the emergence of a new model, where education is practiced in the community as a whole, by individuals studying personal curricula at their own pace, guided and assisted by community facilitators, online instructors and experts around the world.”

En dat brengt mij bij ander interessant leesvoer, dat over vergelijkbare thematiek gaat. Dit betreft de oratie van Peter Sloep (uitgesproken op 14 november 2008), getiteld Netwerken voor lerende professionals; hoe leren in netwerken kan bijdragen aan een leven lang leren. Sloep betoogt dat voor leven lang leren de traditionele onderwijsinstellingen niet goed geoutilleerd zijn. Sloep poneert de volgende stellingen:



  1. levenslang leren zal nooit tot volle wasdom komen als we post-initieel onderwijs blijven modelleren naar het initieel onderwijs zoals we dat nu geven op scholen, opleidingscentra en universiteiten, en

  2. initieel leren en post-initieel leren moeten naadloos in elkaar over gaan.


Levenslang leren zal veel beter gedijen in zogenaamde leernetwerken. Wat dat dan zijn, en welke technologie (social software!) daar goed bij past, kun je lezen in de tekst van de oratie.


Posted by Wytze Koopal | 0 comment(s)

November 18, 2008

http://www.koopaladvies.nl/kennisnet-ambassadeurs/

Vandaag mocht ik een bijeenkomst van Kennisnet ambassadeurs bijwonen. Ik was door Ronald Moes gevraagd (dank daarvoor!) om iets te vertellen over Didactiek en ICT. De bijgaande presentatie (tevens beschikbaar als PDF) heb ik ter ondersteuning van mijn verhaal gebruikt.



Kennisnet kent meer dan 10 groepen van ambassadeurs. Ambassadeurs zijn medewerkers van scholen in het land, die de voorpost zijn van Kennisnet in hun respectievelijke scholen. De bijeenkomst van vandaag betrof een tweede bijeenkomst voor een groep ambassadeurs in het VO. Men ging onder andere na mijn verhaal ook aan de slag met webquests en podcasting.

Ik heb in mijn betoog met name willen aangeven dat er buiten de muren van de school zo ontzettend veel gebeurd, en ja, daar kan ook heel veel en heel goed geleerd worden! De fysieke school zoals die nu bestaat heeft niet meer het monopolie op onderwijs en al helemaal niet meer op leren. Verder heb ik enkele voorbeelden gegeven van social software en hoe bij het faciliteren van leren ingezet kunnen worden. Eén van de aanwezigen was Frans Peeters van de welbekende website www.informaticavo.nl. Hij vertelde mij dat er een vernieuwde website aan zit te komen.


Er kwam een aantal interessante vragen uit de groep. Eén daarvan was hoe allerlei social software zich verhoudt tot de Electronische LeerOmgeving (ELO) van een school. Dat was en is een lastig vraagstuk. Ik weet ook niet zeker of ik echt een adequaat antwoord heb gegeven. Maar in ieder geval had ik willen zeggen dat een ELO vooral goed is in communicatie en logistiek. En ook het oplepelen (of uitserveren) van digitaal leermateriaal is bij uitstek het domein van de ELO. Een ELO is tegelijk ook vaak een strikt systeem, waar de ‘buitenwereld’ geen toegang heeft of mag krijgen. En daar is nu juist social software, zoals bijvoorbeeld weblogs en wiki’s bij uitstek voor gemaakt: om een community van gelijkgestemden op te bouwen en te faciliteren, om kennis te delen etc. Het inbakken van weblogs in een ELO is dan ook (vind ik) een beetje een vreemde tegenspraak.


Als laatste: de presentatie, of een gedeelte, mag door iedereen worden gebruikt, als je maar mijn naam noemt (ik maak gebruik van een Creative Commons licentie).


Posted by Wytze Koopal | 0 comment(s)

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