Publishers as purveyors of education

In Post-Medium Publishing, Paul Graham makes the very elegant point that people have never paid for content. He explores this point from a few directions, pointing the way toward a future with low-cost distribution and high-quality “events.”

Publishers of all types, from news to music, are unhappy that consumers won’t pay for content anymore. At least, that’s how they see it… In fact consumers never really were paying for content, and publishers weren’t really selling it either. If the content was what they were selling, why has the price of books or music or movies always depended mostly on the format? Why didn’t better content cost more?

If he’s right, it’s amazing how slow publishers of all kinds have come to appreciate this – even as they run their businesses into the ground. (Perhaps they are just being optimistic that they will survive long enough to retire!? Anyone under 60 should probably adopt a different strategy.) The same could be said of academic institutions.

While academic publishers are conveniently tied to institutions with event models, I suspect they will increasingly see “traditional” publishers move to compete in the academic marketplace… offering new and powerful educational experiences. Will they be able to compete head-on with colleges and universities? I suspect they will. After all, they’ve been distributors all along – it’s just a new kind of content.

A virtual exhibition that makes you want more

I haven’t been to the MOMA in a while, but I just found the James Ensor Exhibition website which more or less offers a ‘virtual’ version of the show (and serves as a rich online ad). I felt it gave me a ton of information, and also made me want to go to the real thing! That’s not an easy thing to achieve with web design, but art may be well-suited for this since there’s the so-called “aura of the original” that can perhaps best be perceived in person.

I wonder what the equivalent is in education? What is the in-person or social interaction that you would want to have in person even if you could get almost everything of (a practical?) value online?

Note: I did end up going to MOMA and seeing the Ensor show. It showcases a fantastic artist on the cutting edge of his profession… and Modernity as well!

The textbook for hip introductions

I found Shmoop recently, which is a site that lures young learners with the promise of short, “hip” introductions to everything a student needs to know. It’s a funny site that seems like it’s meant to be a somewhat encyclopedic review of all the topics that might be in a standard curriculum (it calls itself an early beta). So how much better than Wikipedia could it be?

Well, check out the copy, and you’ll find an editorial voice with “young people” in mind. I guess this may be desirable/useful. Time will tell. I wonder how much effort it will take to keep this up to date over time.

I think it’s a good example of a curriculum-like resource being market towards “professional” students. But as a would-be Wikipedia, it’s part of what I’ve been calling the parallel world problem. For that reason, I think Shmoop will be an interesting case to keep an eye on as networked resources continue to replace textbooks.

Awards for online learning tools

I was just perusing the great set of professional development resources our EdLab team created for the Teaching the Levees project, and I’m saddened that there are no awards for online learning resources. OK, so I’m not entirely surprised. (Would any existing award include this in anything but a minor way?)

Short of finding a place to nominate this set of resources and bring it to the attention of teachers everywhere, I’m thinking there is an opportunity here to create (or add to) a social networking site – where its members could nominate and vote on the best free educational resources. Fun! And its not like this model is unheard of…

With all the Oscars, Emmys, Tonys, Webbys, and so on, how could there not be a place for those of us dedicating our lives to education to gather and congratulate ourselves about our greatest achievements? It would be a reason to dust off our finest dresses and tuxes.

A generic box is the college of the future

Acording to this article in the Minneapolis Star Tribune, new campus is being built to spec in Chaska, Minnesota – that is, they are building it without knowing who the tenant will be, with the intention of leasing/renting space to a variety of schools. Is this what the college of the future looks like?

Perhaps. It’s a slick idea. As we’ve recently seen on Willoby & Himrod, U.S. colleges are exporting education around the world. So why not grow new campuses at home in the U.S.?

This could lead to competition for students, opening up whole new markets for undergraduates and professionals who would like to receive a degree from a distant college, but who prefer face-to-face instruction.

Will remote facilities be able to deliver the goods? Two possible developments, neither of which feels so good: 1) more traveling for star professors, and 2) more adjunct positions using a ready-made curriculum.

After Ed TV is launched

After Ed TV is the new home of EdLab‘s nascent web video channel. We designed this site to serve as an archive of past episodes, but also as a destination for upcoming promotional efforts. Our primary goal at this point is to see if we can get other organizations to post our multi-video player on their websites – which we hope is seen as a low-effort way to make any website more active. New videos on the future of education appear on a weekly basis.

The next phase of our growth will be getting the word out about the website. Our audience is, broadly,  learners and teachers. We’re currently working on events and other outreach efforts to broaden our exposure and visibility. Coming up in December, for example, we are working with a New York City school to use After Ed TV as a resource for thinking about the future of education. At an Edit Jam event on 12/14, the production team will help students and teachers produce their own web video which will be highlighted in our lineup.

Shackled to problem-solving

This article in the Times provides a brief introduction to a fad that’s sweeping through Silicon Valley these days: escapism.

Timothy Ferriss, author of “The 4-Hour Workweek”, promotes “pulling the plug” on your fast, information-driven life (though no one, it seems, has actually read the book).

I admit, it sounds exciting, but then the details start to come to light: hiring personal assistants in India (who tells them what to do?), outsourcing your relationships, primarily getting your news from waiters – it’s obviously a very different kind of life.

While self-help gurus come and go, the impulse to “escape 9-5, live anywhere, and join the new rich” never seems to wane. But, for me at least, the thought (and details) of actually succeeding serve more as a grim reminder of how much fun it is to solve real problems. Sure, there’s plenty of ways to live off the fat of the land in modern times, but isn’t it more fun to try and work in an area where the impact of creativity and hard work is important enough to persevere for more than four hours each week?

Gauguin’s artistic quest to achieve moral excellence

The following excerpt is from an unpublished essay on Gauguin (the artist) and Genius (the concept). First explored in a chapter in my doctoral dissertation, my argument is that Gauguin was a highly moral person – in spite of his sometimes reckless and irresponsible actions. I think this is an important counterintuitive case, for it allows us to consider how different (and sometimes competing) aspects of personhood define not only our own conception of morality, but moral philosophy itself.

From the introduction:

Why did middle-aged Paul Gauguin abandon his family and social context to live as a poor, reclusive painter? Could a moral conception be said to have sealed his fate to live in Tahiti as an estranged and unhealthy expatriate until his untimely death? The answer may lie in his artistic oeuvre, which includes over forty self-portraits in several different mediums, including more than twenty oil paintings. Here I argue that his self-portraits, in conjunction with his self-reflection in many letters to his wife and friends, form evidence that a conception of artistic genius became a touchstone of his art and life — a comprehensive conception of “goodness” that shaped his reception of tradition and transformed his whole life into a mythic quest.

Further evidence comes in the form of philosophical context. Romanticism and religion, two influential social currents of the Parisian artworld, fed into Gauguin’s perception of himself as an artist — he was, after all, first persuaded to take his painting seriously by his contemporaries. Reflection on spirituality became a prominent feature of his “artistic consciousness,” and became a theme that ran through his work in self-portraiture. This reflection, against a backdrop of Romantic and religious imagery, led Gauguin to discover a concept of artistic genius — heightened by Romanticism’s obsession with aesthetic transcendence — that especially propelled his artistic and spiritual quests.

A humble bug-related knowledge tool

The Talking Bug Identifier

Folks at EdLab often talk about tools that have knowledge “built into them.” I thought this was a cool example:

Cory Doctorow writes:

The Spark Talking Bug Identifier is a magnifying glass with a bug-identifying expert system built into the handle. Find a bug and answer a series of directed yes/no questions and the glass will tell you what bug you’re looking at (as far as it can tell, anyway).

Is it a cricket or a katydid? Help your budding entomologist identify more than 50 real live bugs – simply by answering a series of yes or no questions.

Cheating is the pedagogy of the internet

I ran across this fun and informative lecture by Jon Ippolito discussing various tensions between cultural production (in general) and the current culture of intellectual property law – where he introduces his idea that “cheating is the pedagogy of the internet.” It’s the written version of a lecture he gave at Columbia University a few years, when I was lucky enough to hear him. His ideas and criticisms about pedagogy and the internet led to his project called The Pool.

Watch and be introduced to other goodies such as:

I’ve been trying to take some of the ideas he touches on here and push them forward a bit. The law stuff is great, but perhaps it’s not the most accessible inroad to thinking about academic honesty. In lieu of that, I’m interested in what kind of conceptualization of education we would need to make room for new technologies that accelerate cheating. (Maybe it would turn out to be an approach to education we’ve always needed?)