A nice summary by Pamela of the NYTimes paywall debate. I am very interested in how this will play out—to see if the current price point will work for the Times, if they’ll ride this into the ground (laying off staff, etc.), or relent as Ruaridh imagines (see first comment). Either way, it will be a glimpse into the future of journalism. Oh, and while we’re here… let me add that I hope they kill off the ridiculously classist Real Estate and Fashion “reporting” first.
Why work does happen at work
In his talk “Why work doesn’t happen at work,” Jason Fried criticizes what he calls “M&M’s”: managers and meetings. But is his harsh attitude justified and/or helpful?
For workers in really toxic environments, I’m sure this is refreshing stuff. He says, (and I’m paraphrasing) “Managers just preside over work, so they like to call meetings to see what’s being done… and effectively halt real work.” And this paves the way for his new (repackaged?) ideas:
- He proposes “no talking Thursday afternoons” as a strategy for allowing a whole organization to “focus on getting work done.”
- He arrives at some potentially helpful ideas about using “passive” forms of communication (email, instant messaging) rather than active forms (tapping someone on the shoulder).
- And lastly, he encourages folks to “just cancel meetings.”
The Book Deal
My past colleague Eric Buth has a theory about how people make “book deal” pitches for popular, business-oriented books (and, by extension, the related speaker circuit). He thinks there are three main elements of successful pitches:
- The author proposes an “absolutist, contrarian perspective”
- This perspective is backed by anecdotal and/or skewed quantitative evidence
- And there is a sense of urgency for spreading the author’s solution(s).
So, does Fried’s talk fall into this pattern?
1. Absolutist, contrarian perspective? You bet.
2. Anecdotal and/or skewed quantitative evidence? Yes again (implied, or at least unsupported).
3. A sense of urgency for spreading the author’s solution(s)? Well, you know, either you’re willing to run your business/organization into the ground, or adopt Fried’s ethos. It’s your choice.
A Middle Ground
His message serves as a reminder to generally be productive—a good message. For small businesses, Fried’s message might make a lot of sense. For folks who work in and for larger organizations, maybe less so.
Maybe it’s easier for everyone to collaborate in smaller organizations. (Among other factors, it probably depends on the communication skills of the participants.) But in a larger organization, with several hundred employees or more, how long can individuals and teams go without checking in to a larger group? A week? A month? A good old fashioned meeting might be a refreshing time to reconnect with colleagues and talk through important project details.
I spend time in meetings coordinating people and projects. Every week. Sometimes my colleagues and I don’t make clear progress, but a lot of the time we make decisions that affect the day-to-day work of our colleagues (for better or worse). They are often valuable, and Fried clearly doesn’t disagree. In the end, his solutions are very sensible. The upshot of his claim seems to simply be: not all meetings are good or useful.
Though Fried’s talk serves as a guidepost, I’m interested in more subtle ways to bring unproductive meetings to a halt.
Designing Learning Futures
Here I am giving an Ignite-style talk two weeks ago at The Digital Media and Learning Conference in Long Beach, CA. It was my first time (both giving this style talk and attending the DML conference), and I really liked the format—20 slides auto-advancing every 15 seconds for 5 minutes. They’re supposed to be fun and thought-provoking, which was a good challenge in the context of a conference about “designing learning futures.” I tried gently poking fun at the audience by suggesting that we’ve all dreamed about being the person who, once and for all, creates a “Facebook-for-learning.”
The main point of the presentation was to think through how we’d go about building it—with a focus on development choices. Based on a simple rubric of what characteristics such a learning-centered application would have, I asked the audience to consider four diverse models of “social” apps (Facebook, Amazon, Moodle, and the SATs). I suggested the image of an Okapi neatly summarized the development conundrum, and concluded that such an application should be complementary to Facebook—not its replacement.
Well, there’s no guarentee my talk was substantial enough for the audience, but I enjoyed putting it together and delivering it. Several of the other speakers shared heartfelt, personal stories, and I couldn’t help feeling a bit upstaged. Deservedly so!
But the subtext of my talk—which I hope I sparked in at least a few of the couple hundred people in attendance—was to consider the necessity of developing niche applications for educational contexts. That is, it’s glorious that Facebook has a community of 600MM+ users, but it’s unlikely that learning communities will benefit much from being part of such a large-scale project. Sure, it would be great to preside over such a massive community as a software designer, and there are many feats that could be accomplished with data that it would throw off, but I’m skeptical it could serve learners more powerfully than smaller, more focused tools.
So, though I asked people to think about development issues, I hoped they walked away thinking about a learner’s “user experience.” I am cautiously optimistic that at least one person did so, as she tweeted:
“Facebook for learning. Okapi problem.”
Design Ethnography: a historical view
Excerpts from an intriguing article on businesses using ethnographic research methods.
Transmedia for Social Change
Today I attended the final day of an intensive workshop event hosted by Working Films. The event brought together a diverse group of talented filmmakers, powerful activists, and leaders in the education sector – I was lucky I got to crash their party! In their own words, it was:
a residential workshop designed to help filmmakers and non-profit organizations leverage the power of films that document some of the most significant problems – and innovative local solutions – that unfold every day in schools across the United States and the world… [The last day] is a day of serious strategy for groups already committed to advancing change in the educational sector!
Cool stuff. At the center of the event were seven amazing films (links below). After hearing from the production teams and seeing clips from their films, we workshopped “social action” strategy in small groups.
Social Action
Action. Justice. Change. Transformation. Learning. There was a lot of passion in the films, and a lot of potential to start conversations, dialogue, etc. So that’s where we started. It was a lot to take in: the filmmakers (and by extension the production companies) shared their visions of the kind of impact they wanted their films to have. Better educational opportunities? Yes. Empowerment for underserved groups? Yes. Social change? You bet. Some of their ideas overlapped, some diverged.
A theme from the ongoing discussion that stood out to me was what someone in the group referred to as a “transmedia strategy” – from the idea of transmedia storytelling across multiple platforms and formats (Kinder 1991, Jenkins 2003). The conversation that emerged throughout the day was how the filmmakers – if they wanted to enhance the transformative potential of their films – were likely going to leave the more familiar domain of film… and enter into meatspace and cyberspace in new ways.
Or, in other words, the essential question of the day was: How can films lead to action?
I think everyone was sympathetic to the idea that discussion isn’t enough – that talk is cheap, as they say, even with respect to democratic action. And there was a shared sense among the activists and the educators that the films could do even more.
Notes on Transmedia Strategy
So this was my schtick about trying to get things done online: Start by creating opportunities for “engagement” across a spectrum of actions ranging from simple to complex. (Twitter = simple. Facebook = pretty simple. Embedding video = getting harder. Coming to your site = not so simple. Using your tools = takes some dedication. Putting content on your site = hard.) The Internet may be somewhat indifferent to your ideology (so to speak), but it is definitely not indifferent to the design of your software/applications/etc. A strategy that includes many of these elements – and successfully engages your audience – is a sufficient transmedia strategy.
Across the seven projects (“projects” seems better than “films” in this context), there was already a variety of thinking about online and social action strategy. Interestingly, I sometimes couldn’t tell if an idea for an “app” or a website was a tie-in or a tool – and it occurs to me now that that’s probably a bad sign. Allow for a quick clarification of terms: for me, a tie-in is a filmworld thing (to bring people to the experience of the film), and a tool is an educational thing (that empowers people to change things). The two can go hand-in-hand – and I nodded my head positively as we talked about that – but it is an uneasy relationship.
I suspect it would pay off to disentangle a tool from other tie-ins. They’re different animals. A good example of this kind of distance is the “professional development experience for teachers.” That’s something that someone else builds, and inserts some excerpts from your film into. It’s not a tie-in as much as a tool. And: let someone else make that tool.
But, let’s say you want to build a tool for social change, and you want to do it yourself.
You want to build a way to help parents connect. A way to give young learners a voice. A way to make families without children care about education. A way to help people achieve a new literacy. (Let’s agree to ignore the teachers here on the premise that they got the professional development kit.) You’ve now taken off your filmmakers’ hat off and put on a crazy new hat. You’re building a new tool.
First of all, you still need the aforementioned transmedia strategy: that’s your so-called social media funneling people of all kinds toward your film experience. A tool isn’t that. And, perhaps sadly, it’s not your film either – that helps, but it’s a non-starter in an online/digital/phone/app space. It’s also not your festival-in-a-box (that’s a tie-in). If you want a great tool, don’t confuse amplification with transformation. Amplification is about getting the word out and the conversation started. Transformation is when you enable every person to make it their own.
Sidenote: let’s agree not to aim to change policy on day one. Not with the tool that you’re going to put online (or on a mobile device). Let’s be realistic here: it would be a huge win if your chosen constituency finds your tool as useful as a scrap of paper. You’ll have to build up from there.
So, secondly, and most importantly, you need to make a useful tool. A humble, easy-to-understand tool. One with a little inspiration and imagination. It’s just one part of your transmedia strategy. It’s the part that aims at a very specific group of people and allows them to engage or enact the ideas that are buried deep within your film. It’s a super simple thing that may spring into the world wholly-formed, or take shape through many stages of refinement and revision. Sure, it’s a tie-in, but it shouldn’t look like one. It has to be a gift.
So let’s get to the unpleasantries. Unpleasantry #1: If you want your film to be part of a tool, you have to give your media away for free. Yep: that’s how the Internet wants it. That’s how educators want it. That’s how students want it. You don’t have to give it all away. And this isn’t just a strategy to get people to come and pay for another experience. This is a reality. It’s a reality for films that are good, authentic, truthful, honest, and transformative. If that means your film, that’s probably a good thing. Get over it. Keep your day job. Etc.
Unpleasantry #2: Developing good tools is hard. It’s easy to throw a lot of money at the problem and lose. But that doesn’t mean it’s expensive. You just need new friends. These new friends will be young, opinionated, difficult to communicate with, and just generally strange by your standards. (That’s okay though, right? You’re a filmmaker for goodness’ sake.) The words they should be saying to you are: simple, iterative, open source. That’s not a recipe; it’s just a good foundation. If they’re not saying those things, good luck to you. I have no idea what you’re building.
Unpleasantry #3: You need data. You need to convince your new aforementioned friend(s) that you need data. Each and every new aforementioned friend will not like the idea of gathering data, but with a little push, he or she can create a nice foundation. Traffic? Sure. An understanding of how individuals use your tool? Excellent. Demographic data? That would be nice. It’s unclear what you’ll do with it now, but it’s for the future. It’s for growing. It’s for understanding what you’re actually doing. Collect it. Organize it. Save it. If your tool is successful, it’s going to help you tell your story. Data is the cinematography of the digital world. (Hypothesis for further exploration: collecting great data is the high art of social change.)
Bonus round: give your users control over their content and their data. This will ingratiate you to the geeks and the media literate, but it’s also a great practice that will help you build a community around your tool. Give them an easy way to give you feedback, too.
Lastly, importantly,
I hope this vaguely coherent rant is more clarifying than it is discouraging. There is a ton of room in this world for transmedia for social change. We’re giving up too much if we leave it all up to Facebook, Google, and Apple. Jump in and play a bit. Hey, you’ve made a film… do you really want to do that again anytime soon?
Also, don’t forget about the people in your films. They are the people who have been given the most powerful tool of all.
Lastly, a big thanks to the multitalented organizers of the workshop, and, of course, anyone who had to suffer through an encounter with me, lol.
The films:
- An American Promise
- Brooklyn Castle
- Mariachi High
- Our School
- Shakespeare High
- Speaking in Tongues
- To Be Heard
Designer Identification Flowchart
I’ve been pondering how to help others determine if they are designers. I believe sharing this handy flowchart will do the trick.
Semantic Technologies in Learning Environments
Interesting slides (56-58) listing challenges for developing learning tools, via elearnspace:
Teaching Wikipedia as a mirrored technology
A good read on Internet literacy and Wikipedia via First Monday:
Holiday Data Snapshot
This is a short write-up about a month worth of pageviews on the Gottesman Libraries’ Pressible site. There’s a lot more one could do with the analytics, but I was just sharing a brief analysis.
Programming as a New Literacy
I’ve just read Douglas Rushkoff’s shortbook Program or Be Programmed, wherein he shares “Ten Commands for a Digital Age.” Though his portrayal of various “biases” of digital technology (e.g., timelessness, abstraction, depersonalization) is polemical, he succinctly describes major challenges of new technologies in 144 pages.
His main point is to describe a new literacy – a digital literacy he says we must achieve to continue to shape our world in positive ways. He argues that the consequence of not being able to “program” (or, he allows, at least being familiar with the scope and power of programming) would be to allow digital technology – and those who wield its powers – to overdetermine our lives.
I am sympathetic to this message, but reading his argument served as a good exercise to review the larger picture – and consider how well this kind of story about “digital literacy” hangs together.
One area Rushkoff’s book helped me reflect on was the design of online learning environments. In line with his descriptions of digital biases, current learning management systems are often positively shaped around the “advantages” of digital technologies. Asynchronous discussion boards are favored. Students are asked to use their real identities. There is “space” for collaboration.
So far, so good. But Rushkoff helps us ask: what about the “speed” of dialogue and collaboration? It seems to me that instructional designers (teachers or their assistants) could make the mistake of hoping that student interactions (with the course, and with other students) only increase. Or, similarly, that the administrative evaluators of such courses favor more frequent interactions.
As Rushkoff points out, such desires could be our ill-considered adoption of digital biases, and in fact, slower, less-frequent interactions could be preferable. While he harkens back to the “early days” of online bulletin boards, and points to the “depth” of discussion that came out of less frequent “logging in and signing on” (p. 24), I think it could more simply be a case of “less is more” – that writing and editing take time, and focus can help one achieve better communication. I wonder, therefore, how we could sharpen the design of online discussions to favor more reflective engagement.
There are already great examples of this online. From the way sites like the New York Times aggregates Comments, to the way tools like Disqus track one’s diverse contributions, there is a lot of good thinking about shaping online discussion. How could educational designers incorporate these and other strategies into a “course” experience?