The Game of Life is Rigged: Gladwell’s Outliers

Unputdownable is not usually the way statistics are described. Unless, of course, Malcolm Gladwell enters the equation. Outliers, like Gladwell’s earlier books The Tipping Point and Blink, makes numbers line up and entertain. Subtitled The Story of Success, what makes Outliers provocative is the way it splits the atom of success into opportunity and legacy. The implication? That the game of life just might be rigged – but not in the way we often think.

The Elements of Success

Analysing countless success stories, often of the riveting rags-to-riches kind, Gladwell repeatedly points out the common twin threads of opportunity and legacy. Opportunity, he argues, can arise from a series of circumstances, such as Bill Gates’ serendipitous access to a computer, programming time and techy business connections long before these became common. Legacy, conversely, can result from worldview ingrained into a society by its long-standing mode of life. As an example he suggests that the precision and diligence necessitated by rice farming has led East Asian nations to prominence in science and technology.

The Talent Myth?

In addition, hard work certainly is a factor, which Gladwell stresses with reference to the 10 000 hour rule identified by Ericsson (1996). Talent? Well, not so much. In fact, two chapters are devoted to The Trouble with Geniuses, reassuring us lesser mortals that an average intelligence may actually be an asset if coupled with good, old-fashioned common sense. There is an echo here of Colvin’s Talent is Overrated (2008), which extols the value of deliberate practise over innate ability.

The Implication

The striking implication of Outliers is not that if there are consistent preconditions to success, the game is rigged. The striking implication is that the game CAN be rigged to create the preconditions for success - for individuals, communities and ultimately, humanity. 

The Critics

In my mother tongue we say that the highest trees catch the most wind – achievers are subject to fierce criticism. As John Horgan pointed out in Slate magazine, Malcolm Gladwell is, himself, an outlier, and hence a “high tree”. In this respect, some commentators noted a strong autobiographical note to the book (even beyond the final, deeply personal chapter). Outliers has justifiably been attacked for less than meticulous logic and accuracy. Yet it is perhaps no coincidence that this is largely by writers who do not match its eleven weeks’ reign atop the New York Times bestseller list. The book-buying public clearly agreed with the chorus of enthusiastic critics who found Outliers so “thought-provoking”, “provocative” and “worth pondering”. As a member of the public who rarely buys a non-virtual book, my purchase speaks volumes.

References

Colvin, G. (2008). Talent is overrated: What really separates world-class performers from everybody else. London: Nicholas Brealy.

Ericsson, K.A. (1996). The road to excellence: the acquisition of expertise in the arts and sciences, sports and games. Mahwah, NJ: Erlbaum. 

Learning is a Road Trip

Bone-weary but contented I just got back from the 1058 km road trip to Muscat, to attend the first Omani Society for Educational Technology Conference (blogged on December 6 and 7). The conference, the capital city and time with colleagues were inspiring and reinvigorating. This post, though, was prompted by the trip itself. A lone voyager crossing the desert (see the map below) has 24 hours to think why learning is like a road trip. I distilled it down to three similarities.

1. A Map Can Help

View Salalah to Muscat Road Trip in a larger map

There are people who don’t use maps. I envy their sense of direction, but would argue that maps are not just to avoid getting lost. Maps help us understand the journey and make the most of it.

The maps of learning are the plans of where we are, where we want to go and how to get there (and what might be worth visiting along the way). In formal learning there is usually a syllabus or curriculum. In informal learning, which is often self-driven, the learning plan and goal are not always so clear. Just like a map helps us keep perspective on the journey, a solid but flexible learning plan – a final destination and the landmarks leading there – can build confidence and keep us on course. This way there is also opportunity for enjoyable detours without losing our way.

2. Know the Final Destination

My trip was between two extremes of the country, and many signposts either way showed only the name of the final destination. Without knowing where I was ultimately headed, I would have been lost in the desert now, rather than cosily blogging at home.

In learning, it is equally important to keep track of the final destination, the ultimate goal. This should not be confused with final exams, projects or even qualifications – those are just landmarks along the way. The ultimate goal of learning is to live the life we choose, the way we choose it, within a society that allows every person the same right.

3. Know the Milestones along the Way (And Enjoy Them)

On a long trip, the little places in the middle of nowhere along the way are huge milestones. There is a temptation to keep moving, to “get there” faster. This is perfectly valid, but a short stop is a chance to refresh the mind and appreciate how far you have come. The little milestones may literally be neither here nor there, but they do signify being that much closer to your goal.

The sense of “divine discontent” that drives learning – especially independent learning – tends to make small achievements seem insignificant. They are not. Small achievements are the milestones on the road trip of learning. Stop and celebrate them, if only for a minute.

And, Oh... The Journey Never Ends

There is a catch here, of course: there will always be a next destination. This extends to learning as well. New goals will always arise. We emphasise lifelong learning for this exact reason: true learning is not a finite process. If you want to keep moving forward, your final destination must move forward as well. In truth, the journey never ends.

During one of the most profoundly significant training sessions I have attended, our group walked into the training room on the last day to be met by these words:

THE END IS THE BEGINNING.

And so it is. May your learning journeys be safe and successful.

Images: Marie-Therese C. Le Roux via PicasaWeb

Technically, The Revolution Continues

As promised in yesterday's post, the Omani Society for Educational Technology Conference continues, and questions are answered. 

Undoubtedly the presentation that struck me most yesterday was that of Dr Paul Kim, Chief Technology Officer at Stanford University's School of Education. Today saw a closer look into existing m-learning projects similar to those proposed in Oman, under the title Evolution in the 21st Century Education Ecosystem. Dr Kim framed the presentation with the analogy of evolution. Any living organism, he argued, evolves. It therefore follows that anything that does not evolve, is not alive. The argument is for evolution through experience - and the experiences shown in the slides were inspiring. Stanford's POMI 2020 project has brought m-learning to underserved communities around the world, and some staggering results have been reported. As to yesterday's proposal for a pilot project in Oman, more information can be found at http://cleanslate.stanford.edu, or simply watch the video below, from the project website. It will be very interesting to see how Oman uses this opportunity at such a fortuitous time.

Update: I forgot to mention that the coolest innovation from the program, to my mind, was the use of bicycle-powered generators to charge mobile devices in areas without electricity. A winner for education, health, the environment, transportation and that all-important element of motivation: FUN. 

Video: Stanford University Clean Slate Project

The second keynote presentation was by Dr. Mourad Diouri of Glasgow University UK/Morocco. An award-winning pioneer in e-learning for Arabic as a Foreign Language education, Dr. Diouri shared his recent experiences of teaching Arabic using social media. Although the presentation was in Arabic and left me linguistically in the dust, I understood enough to see the that social media tools that have become my close friends were well-received by his international students. His project can be found at the e-Arabic Teachers Portal. 

Among the concurrent sessions, two deserve special mention. The first was by Rengarajan Veerasamy and Waseem Anwar of the Arab Open University's Muscat branch. As the first university to truly integrate blended learning from the core in the Arab World, this is a pioneering institution. It is also worth mentioning that they are backed by the Open University UK, a world leader in distance, online and blended learning. Yet they report serious challenges with regard to developing learner independence and retaining students in an environment where a culture of formal education is still being established. The presenters, who were kind enough to humour me with a chat, agreed that being a pioneer requires building a new way, and this will be demanding. 

The other presentation that really related to my own concerns was by Dr. Fawzieh Al-Makkawi, Training Manager at NTC Eduware in Lebanon. This warm and engaging speaker shared her experience with the challenges of motivating teachers to use ICT - something I am all too familiar with. She substantiated her point with compelling interdisciplinary research, including a table on managing complex change  (left) based on Thousand and Villa (1995), which really spoke to me.  I could gladly have listened to her for far longer.

Image: Thousand and Villa's (1995) Elements of managing Complex Change. http://centre4.core-ed.net

Overall, it was a great turnout considering this is a public holiday. In a context where the field of educational technology is still so new, and so many participants in the conference truly are being exposed to concepts for the first time, it isn't surprising that many presentations are going over rudimentary information. In fact, it is to be expected at this stage. The question is how effectively those attending this event will carry the message to bring ed tech in Oman to a higher level. I do look forward to dramatic developments in ICT in Oman by the time of OSET's next conference in 2012. 

Technically, A Revolution

Today I am blogging live from the first mobile and blended learning conference of the Omani Society for Educational Technology. By sheer luck, the event falls at the height of the celebrations of 40 years of Oman's Renaissance. Considering the staggering development of the Sultanate in the recent past, the timing could not be more appropriate.

The event is hosted by the Arab Open University and the Middle East College of InformationTechnology. The latter hosts today's events in its pleasant campus, situated in Knowledge Oasis Oman. The location is an apt metaphor for technology in the emerging nations: hidden between the rugged, rainless Arabian hills, it truly is an oasis of knowledge and development populated by optimistic technology organizations and organizations. Their optimism is well founded: it is no secret that the emerging economies represent some of the most thrilling chances and challenges in the future of technology.

This morning was jam-packed with three keynote presentations by international experts with esteemed international pedigrees, covering diverse aspects of the field.

The first was an overview of the development of approaches to technology enhanced pedagogy, presented by Prof. Terry Anderson of Athabasca University. This included a whirlwind tour of the adjustments in pedagogies, from behaviorism to constructivism, with the current trend towards connectivism. Prof. Anderson's presentation also offered several links to rich resources for online learning.

Next was a presentation on enhancing course materials with SMS text messages by Prof. Rozhan Idrus of USM Malaysia. This research, which is highly feasible with Oman's current mobile phone penetration, has received numerous research grants and awards. The speaker emphasised the importance of recognising the medium as one of many principled tools that can support learning, rather than a formulaic prescription.

The third presentation of the morning represented what seems to me the best gift Oman could wish for as it looks toward its future. Dr. Paul Kim, Chief Technology Officer of Stanford University's School of Education (and vocal Android supporter!), presented a visionary proposal for a pilot project with mobile learning in Oman. Considering the powerful research position of Stanford University, coupled with its strategic location in Silicon Valley, and this project's broad support from a spectrum of technology corporations, this presents an opportunity for Omani education unmatched by any since the Renaissance itself. Oman's unique position as a rapidly emerging but oil-wealthy nation with a wise and benevolent leader makes it uniquely ripe for m-learning, which can leapfrog the more gradual rollout of e-learning. My question to the presenter was how to prepare educators for this revolution. I was promised an answer during his keynote tomorrow morning, and am greatly looking forward to it. I sincerely hope keen ed tech researchers in Oman will attend and take up the offer.

As we approach the end of the lunch break, the first concurrent sessions are about to begin. Then there is a break before this evening's participant dinner at Qurm Natural Park, which so happens to precede Oman's International Fireworks Competition (though this is supposed to be a secret, so mum's the word. Dinner I can take or leave, but I won't miss the fireworks! They might be almost as exciting as a stellar research proposal ;).

Online Professional Development Happens

Online professional development (OPD) is a powerful solution for working professionals, organizations and the publics they serve. This method of professional development is efficient, cost-effective, environmentally sound, personalised, and also offers a wide spectrum of possibilities. What is more, professionals who take this route develop the transferrable skill of independently developing and networking online, and become more tech-savvy in the process. In short, the benefits of OPD are compelling.

Like most web users, I have come across numerous platforms for OPD during my online adventures. These experiences, together with my recent MA research and a lifetime of learning, have led me to believe that a structured introduction to OPD will address a pressing need among professionals and organizations.

While working on a proposal for an upcoming conference, this theme emerged even more clearly. I became so enchanted with the idea that within an hour I whipped up the outline for an entire course on the subject, and even registered a web domain for it. In the coming days, a local educational institute made a very promising offer for hosting the pilot programme. Needless to say, I am very excited.

The details still need to be filled in, but it is thrilling to see that by identifying market needs, a sound idea can be developed. What is equally clear is that success will demand a lot of attention and energy. Yet the efforts are the measure of the results, and I am glad to do my share.

Watch this space!

Image: Dragon CV by Marie-Therese C. Le Roux. A MindMap covering the first few years of my career. 

A Family Affair

It was not all that long ago when all members of a family followed the same profession, children were apprenticed into their parents' trade and every business was a family business. General education, of course, has changed all this. This is why rediscovering the family business is been a magical adventure that I am relishing from a front row seat: I recently became a member (and a very vociferous one) of a family business. Embedded below is an introduction to our first project.

Why the Family Business?

The logistics of the business are not nearly as important as the fact that I have found new appreciation for the talent, diligence and verve of my family, sparkling lights that have too long been hidden under bushels. Working together - albeit from different corners of the globe - has rekindled a dream between us, and put our shared but diverse identity into new perspective.

About the Video

The above video is one of the first resources our family business is publishing after uncovering and sprucing up some ancient gems from the public domain and polishing them for 21st century needs. What makes this video unique is two background soundtracks based on two elements of (rather controversial) neural and learning research, and even a third based on principles from metaphysics.

Sounds for Brainwave Entrainment

The first track contains ambient nature sounds, in this case a rainstorm. The soundwaves of a rainstorm correspond to the brainwaves forms associated with deep relaxation, and have been suggested to promote entrainment, meaning that brainwaves eventually imitate the soundwaves, inducing relaxation.

Fastracking

The other soundtrack contains "fastrack" readings of each chapter of the book. Fastracking refers to drastically increasing the tempo (but not the pitch) of a digital recording beyond conscious comprehension. Some learning authorities claim the audio information bypasses the conscious mind, but is absorbed by the subconscious nonetheless (no reference available). In this track, it makes an entire book accessible within three minutes. Even though the skeptics may have their doubts, it makes a fascinating soundscape.

Metaphysics

What may pass for music is in fact an elaboration on principles from metaphysics, where certain frequencies and sounds are recommended for a variety of reasons. I won't elaborate here, but if you are interested, visit the ThinkGold site for more information. My trusty family business will gladly provide further information. (I must warn, though, that the site may not be up quite yet - one of our skills is mastering a steep learning curve and developing world infrastructure. All will be revealed by December though!)

Disclosure: I am a member and shareholder of the ThinkGold group. 

As A Man Thinketh ThinkGold Quotations video by ThinkGold. Based on the works of Allen, J. (1902: public domain text). Available on YouTube.

As A Man Thinketh Quotations Ebook edited by ThinkGold, available for free download at http://bit.ly/aamtfreebook

eBooks: Cover to Cover (Virtually)

I am delighted to share the little ebook accompanying my upcoming workshop of the same name on Monday. The materials cover the benefits of ebooks, ways of sourcing quality, free and legal ebooks, optimising and sharing these tiny packets of informational dynamite. Read the text below or find the full PDF document at http://bit.ly/ebookscover.

Six Strategies for Sweet Slumber

Can’t get a ticket to the Land of Nod? When insomnia gets in the way of your beauty sleep, it’s not just your looks that suffer. Sound sleep is essential to learning, according to a robust body of neuroscientific evidence. It is a priority for you, me, and all those who share our lives (especially if they are keeping us awake!)

Seducing the Sandman: Six Strategies for Sweet Slumber

This post lists six strategies for succumbing to the Sandman. While just one might do the trick, the best results come from weaving a few strategies into a bedtime routine. In time, the routine becomes an irresistible trigger for sweet sleep. This is the nutshell version of my ebooklet Seducing the Sandman: Six Strategies for Sweet Slumber, which you can download here. 

1. Blank Slate

What keeps us awake is often the residue of the day behind, or anticipation of the day ahead. Peaceful sleep comes to an empty mind – a blank slate. 

2. Calm Body

The best sleep follows an active and fulfilling day. In other words, you sleep better when you are actually tired. Calming evening routines also prepare the body for sleep. 

3. Sleepy Belly

Better sleep is just one of many reasons to go to sleep on an empty stomach. That said, foods rich in the amino acid tryptophan stimulate release of the mellowing happy hormone, serotonin, promoting sleep. Tryptophan triggers to try – in small doses, a half hour or so before bedtime – are bananas, almond milk, soy milk or warm milk with a dash of honey. Certain herbal teas, especially Chamomile, are also known for their calming effect.

4 Serene Space

To escape from the day behind, keep your sleeping space clear, pleasant and serene. Keep the space as comfortable and pleasing as you can afford. The atmosphere in a sleeping space also makes a difference. A fresh flow of air is ideal if your climate allows it, but avoid draughts. Aromatherapeutic solutions for better sleep include the classic lavender, frankincense, clary sage and neroli. A drop on the pillow, in an oil burner or a carrier oil can take you halfway to dreamland.

5. Soothing Sound

Calmness also stems from the sounds in your sleeping space. A silent night is ideal, but if it is not possible, try masking outside noise with soothing soundtracks. These can be white or pink noise, peaceful classical, ambient or nature sounds. Another alternative is brainwave entrainment soundtracks, which promote a gradual slowing of brainwaves through sound.

6. Surrender

The miracle of sleep is letting go. Surrender to gravity. Let go of the day behind. Let go of the day ahead. Let go of the body that serves you so well in this world. Set your spirit free. An ideal prelude to sleep is savasana, the corpse pose of hatha yoga.You may also want to add a spiritual ritual to the closing of your day, whether it is prayer, meditation, visualization or simply counting your blessings (rather than sheep).

Still awake? Try the strategies that appeal to you, one by one, and create a sleepytime routine that is all your own. For more ideas, see my ebooklet Seducing the Sandman: Six Strategies for Sweet Slumber. In time, the routine itself will lull you to sweet, sweet dreams.

Sleep with angels.

A big, warm, fragrant thank you to Trygve, inspirational owner of Enfleurage Essential Oils and Aromatics, for the Aromatherapy insights and incidental blogging pow-wow.

Taking the Tech to the Trenches: 5 Trumps

In this, my eleventh year of teaching, there is a new ingredient: I am taking the tech into the trenches, even though post-boombox technology is unusual in my teaching environment. This means devoting many an hour to developing resources, hammering out logistics and hauling heavy equipment about campus. What exactly is in it for me – or for any teacher not obligated to teach with technology? Here are five benefits that are worth considering.

The 5 Trumps

1. Self-fulfilling prophecy of professionalism

Though there is obviously more to professionalism than merely showing up with a laptop, rolling out the tech artillery makes me feel on top of my game – and the students seem to have the same impression.

*Vital note: Technical problems seriously ruin the effect. Showing up early for setup and rehearsal are part of the game.

2. A better perspective on material to be covered

Compiling one’s own materials always allows a deepened understanding not only of the material, but of the structure behind it. This can only set the stage for more perceptive and agile teaching.

3. A more efficient, engaged and engaging lesson

Visuals can make key elements of a lesson so much more meaningful. Having visuals ready on-screen, or even creating them on the fly in class (in response to a class brainstorm, for example), is not only much faster than writing on the whiteboard, but it can be saved for future reference. Relationships between the work being discussed and other relevant areas can be pointed out. And as to engagement, student responses have been overwhelmingly positive, especially with images, animations and video. Yes, the F-word (F*N – gasp!) is still a powerful formula.

4. More efficiency in preparing future lessons

Very simply, materials are pretty much done and dusted, though some improvements can always be made.

5. Instant and constant feedback on materials

Speaking of improvements, these can be added immediately after class, or even, in some cases, during sessions. Unlike prescribed textbooks, self-made digital materials are not static, and can evolve organically- even right there on the spot in the classroom.

For more on my teaching contexts and strategy with this project, read on.

The Guerilla Guide to Classroom Technology

In my teaching environment, computer facilities are not yet part of the classroom landscape. Yet some months back LCD projectors started showing up in some rooms. Using them, however, means lugging your own laptop, cables, speakers and more to the classroom, not to mention compiling worthy materials, setting up before class and ensuring everything works. It is demanding, but this post should explain why it is thoroughly worth it.

If You Build It, Will They Come? (My Own Personal Sixth Trump)

Of course, I am not simply doing this for the love of the job (or bulging biceps). The experiment is, mainly, in the Name of Science. On the one hand, the objective is to enhance my classroom time with students. On the other, I hope to optimise their out-of-the-classroom learning by posting new supporting materials to a class resource blog and podcast. I am also tracking the whole process for a research paper investigating students’ perceptions, use of and results from these technologies. A simplified version of the research will serve as an example for the students’ own research project.

E-vangelists optimistically assume that proverbial bells and whistles will lead to better results. Most likely, it will actually depend on how the bells and whistles are deployed… and on the students themselves. I look forward to exploring this issue in the months ahead. 

Let the Games (and Workshops) Begin!

Image: Sebastia Giralt via Creative Commons Search

As I mentioned in a recent post, this year I am a member of my college’s Professional Development Committee. For someone who believes so intensely in professional (and personal!) development, this is a thrilling prospect.

One of my main goals is to develop a set of educational technology training workshops to present here and elsewhere in various formats. First, though, there are some administrative duties to see to as well. The first of these turned out to be really interesting.

I was lucky enough to land the task of compiling a feedback report on the first of our PD events for this year. This was the perfect chance to gauge staff responses to this event, but also to find out where there is a call for further training.

The event in question was a workshop presented by Peter Moore, co-author of the Pearson Longman Cutting Edge textbook series. Entitled Cutting Edge from A to Z, it was an enthusiastically delivered overview of principles relevant within the textbooks and beyond. Despite the timing (the very last hours of our working week!) staff eagerly participated and the session was very well received.

Our research questionnaires had a decent return rate, but even more remarkable was the overwhelmingly positive response to the workshop. In closed questions the workshop received high rankings for relevance, quality and helpfulness, while several respondents were full of praise in the open questions as well. I was pleasantly surprised that staff were so positive about professional development on the whole. Although such a questionnaire certainly has its limitations (especially when respondents are scrambling to get out the door for the weekend!), the anonymous responses must indicate some truth.

These findings do seem very promising, and I hope that workshops presented by our staff (who are admittedly non-international non-experts) will follow the trend of quality and be as well attended and received.

(As an aside, I should admit that I am sceptical about blanket international English Language Teaching materials, preferring principled guerrilla materials creation myself. While it is a reality that “teacher-proof” materials can be a lifeline in an industry where teachers have varying levels of training, experience and expertise, the expert on students’ needs is more likely to be a local teacher than a corporate-backed international expert. That said, the Cutting Edge materials are sufficiently thorough, and can plausibly form the backbone of a General English course. I did enjoy elements of the workshop, and most respected the author’s ability to energize the audience under rather taxing circumstances. And as an aspiring serial workshop presenter, I am always looking and learning!) 

Sharing Skills

The beginning of a new academic year justifies a few bold and ambitious steps.

The first one I have taken is to start cleaning up my digital footprint with a consistent, trackable username. This blog post is also the first to appear at its new address, LLLearning, where I hope to exploit the ever-expanding potential of blogging software to build a complete virtual home for my rather extravagant range of activities. An earlier title, Life Longing Learning, relates to a little epiphany regarding lifelong learning that I will articulate here as soon as I can boil it down to words.

Another bold and ambitious step I am taking this year is to actively share my skills in the workplace and beyond. Now the more I learn the clearer it becomes that I am no education or technology guru. Yet I am often struck by how what seems a simple little tech trick to me can create a revolution for someone who may not know of it. An obvious place to start sharing these skills is the workplace. Colleagues can be an intimidating audience, but shared knowledge can have great value for them individually, and also for workplace morale. Not to mention the personal growth the presenter gains from the experience!

In the coming semesters I will be presenting monthly workshops on simple elements of optimising accessible technologies for teaching at my college. I am also setting up a wiki where teachers can list and evaluate resources for English Language Teaching. This should simplify the task of our existing E-Services committee, whose work has been buried in an impenetrable labyrinth of folders in the past. Another project I look forward to reporting back on is a voluntary resource site for my students – a sly little experiment using Google Analytics to unravel students’ true online habits. Of course resources for all of these projects will appear on the new superpowered blog!

Of course this provides a wealth of fodder for not only blog posts, but also a few short articles and presentations. It also allows some time for building up a stronger theoretical background and looking into further research.

At the very least, it should keep me out of trouble. 

Image: Change Your Mind by Marie-Therese Le Roux

Planning for a New Academic Year

After a generous summer holiday nothing feels quite as good as getting back to work. This new academic year is quite special: now that my studies are completed, I have the luxury of time and the choice of what to do with it.

But time that is not spoken for has a way of slipping away. This is why one of my first tasks for the semester has been to set up a spacious wall calendar, while keeping track of daily commitments on my phone's calendar. The reasoning is that by considering time, I will not be a slave to it. Worst case scenario? I feel guilty about unheeded reminders. Which is far better than forgetting.

For a wall calendar I used the easy and flexible free download from PDF Calendar. This is a user-friendly interface that produces a simple yet elegant calendar. Most importantly, it allows you to choose the first day of the week. This is vital to anyone living in Oman, where the week starts on Saturday!

As to my phone calendar, I use the native calendar app on my Android-based Nexus One. Android's calendar is designed to sync with Google Calendars, where I tend to diarise events while online. Syncing eliminates most of the headaches that can be caused by keeping calendars in different places.

The problem with planning is, of course, that life happens. As far as I am concerned, this is exactly what planning is for. By being organized, it is possible to stay on top of things. This means that when an emergency – or an unmissable opportunity – comes up, abandoning the plan is not a catastrophe. Does planning jeopardize freedom? I think not. Even constant spontaneity can become a tedious routine.

For now, I am happy to spend some time planning. What the plans are, well, that remains for a later post...

Image: katarzyna24

Computing Composing

Free music for professional licensing

Some would say that “the music of today” is an artless string of randomly juxtaposed bits and bytes that anyone could slap together. I just proved that they may be right, although how artless, or not, the results are, is up for debate.

Computer music software really does make it possible for anyone to copy, paste, click and drag their way to a composition. It so happens that I have a formal education in music and some experience with audio creation software, but I needed neither of these for my little half-hour project of the day. It’s my Sixty Second Jazz Masala, and it should be playing in the widget on this blog post as we speak.

True, it’s no Fifth Symphony, and it really is only a minute long, but for a rookie’s copy-and-paste job it’s not too shabby. Made with Mixcraft audio editing software, it really was a snap to put together. The album is hosted online by Jamendo. Although there will still be many tricks to master, this was really a manageable task that any reasonably computer-savvy individual can easily take on.

The moral of this story: Learning new things, even in new areas, is doable… and even easy!

Note: The sixty second format, despite its many advantages, was rejected by the host. I have uploaded a two minute looped version entitled Double Sixty Second Jazz Masala, which should appear shortly. 

The Kitchen is the Schoolroom of Life

I love food. What I love most about it is not only the tantalising tastes and seductive textures – although I certainly don’t deny them! – but what food means to people. Time and again I am amazed to see how much joy a simple sandwich, salad, soup, stew or well-timed cookie can bring.

Cooking, but especially baking, always brings back early memories of learning from my mother in the kitchen. Incidentally, she is not a keen cook or baker, but I vividly recall what she taught me about the alchemy of baking. This always makes me think that even though many young girls around the world do not have a shot at formal education, the magical apprenticeship of the kitchen is available to most. As economical and environmental crises lead us to question what is of true value, the importance of something as basic as food is clearer than ever.

Food brings comfort and happiness and celebration. One who understands the ways of food and fire can turn the simplest fare into a feast. Food is both a necessity and a luxury that unites every one of us.

The purpose of this blog post is twofold. First, to emphasise the fact that the most important things in life are learnt by informal education, and that the mastery of the “uneducated” should not be underestimated. Second, to remind those of us who value our book-learning that the fundamental things really do apply.

Go get your hands dirty. Make something. Bake something. Cook up a revolution. If you need inspiration, check out The Spice Diaries for the masala of the day: Pea Soup for the Soul. More conversation than recipe, this is kitchen learning at its mouthwatering best. The kitchen truly is the schoolroom of life.

Dig in!

Image: Cookies by Marie-Therese Le Roux.

Mandela Day, Every Day

Image: Nelson Mandela graciously congratulates the national Springbok rugby team after winning the "other football" World Cup. Courtesy of the Nelson Mandela Foundation

Last year this time I blogged about Mandela Day, the birthday of South Africa’s icon of democracy and forgiveness, ex-president Nelson Mandela. The day, when each South African is asked to devote 67 minutes of service to others, is becoming a noble tradition that does the Rainbow Nation proud. Those 67 minutes represent the 67 years that Tata (Father), as he is affectionately known, spent in prison for his vision of a democratic South Africa. The small sacrifice by each individual can add up to a multitude of good deeds.

Since Mandela Day is, officially, on 18 July, this post may seem delayed – yet I have an excellent excuse. (Don’t I always?) As the tradition of 67 minutes of service is becoming entrenched, it is becoming ever more clear that, much as the annual bout of philanthropy means, this country has a long walk ahead. 67 minutes per person per year is simply not enough, and the good deeds should be a way of life – daily, not just annually.

Last year, I was quite astounded to see how what seemed a very simple task to me would have been completely unattainable to the people I chose to serve on Mandela Day. To recap, I had compiled a portfolio for local craftspeople featuring a few photographs and a summary of their work. While a basic printout and a few photographs seem the simplest of things for a computer owner, they are imponderable luxuries for the majority of South Africans. What is more, they are a ticket to more and better jobs, and ultimately a better life. At a certain threshold, the lack of material things like a computer or printer can make the world’s difference to available opportunities. The craftspeople’s gratitude was as warming as the reality of the matter was chilling.

This year, my planned task was helping computer newcomers to register for Unemployment Insurance through the handy national online service. To do so, however, requires the users to have active email accounts – a whole new frontier for both the employers and employees I have assisted. Again, for those of us using the Web and its many wonders daily, email seems like an infinitesimally minor thing. Yet for these individuals, it has been a closed door. In the spirit of continuing with service throughout the year, we embark on the email adventure tomorrow. Small as it may seem, I believe this will be a leverage point for the women who are learning, and even more so for the children that will follow them. Actions have consequences. Learning has a legacy.

The Finish Line (?)

The day has finally arrived. Two and a half years after embarking on the MA TESOL programme that was the impetus for this blog, I have received confirmation that my degree has been awarded with distinction.

After the love-hate struggle that invariably accompanies study, this is a bittersweet moment. A gremlin at the back of my mind grumbles that the result could have been better, but it is inundated by a wave of intense gratitude towards all the people who have, in ways big and small, made this possible. My parents, whose fated meeting in Latin class foreshadowed so much of my general modus operandi – pun intended. My teachers, who mustered the superhuman patience to put up with, and sometimes even nurture, an incorrigible little know-it-all. My tutors on the programme at the University of Leeds, who were a door into the academic world and an embodiment of principled practice in education. My classmates, who were such kindly brothers and sisters in arms, and taught me the art of collaborative learning. My programme administrators, for working behind the scenes to make it all happen. My online research participants, without whose involvement there would have been no data. My friends, for support both moral and immoral. My colleagues, without whose support and guidance and occasional kicks in the rear this would never have come to fruition. I owe special thanks to my former head of department at Rustaq College of Applied Sciences, Prof. Dr. Basim Muftin Al-Shammary, for alerting me to the opportunity this particular programme presented, and gently pushing me to sign up. Most of all, I owe an inexpressible debt of gratitude to e-learning rock star and mentor, Henrick James Borger, who kindled the sparks of inquiry and fanned the flames of investigation as my work evolved. No man is an island, and I have been blessed to be surrounded by continents of support. The credit is theirs.

As to that gremlin, it deserves just a smidgeon of credit as well. Its grunts and grumbles are a reminder to investigate where I have strayed, and what I can do better. As they ease to a steady growl, it asks another question.

What can I do next?

P.S. While preparing a brief post for the T42 project on which I based my thesis, I discovered that the home site has been visit by 580 people from 37 countries, the e-book has been accessed by close on 1 000 readers, and the podcast has settled at 40 subscribers along with numerous individual downloads. Not quite on the CNN range, but to me these numbers are staggering, and compared to the numbers reached during the research period they seem astronomical. I am thrilled that these materials continue to reach people, and hope that they will bring inspiration for a long time yet.

Illustration: T42 Master Mindmap Crop, Marie-Therese Le Roux, 2009

Putting Assessment to the Test in Oman's General Foundation Programs

After a refreshing blogging hiatus it is encouraging to report back on my recent research findings on assessment in Oman's General Foundation Programs. I documented my early findings in an earlier post, and am delighted to deliver the final product below.

The core question with assessment is always to understand its purpose. In language learning and teaching, the results of assessment can be a life-or-death matter for students. Yet in the frenzy about marks, the true objective of assessment - and its timing - is easily forgotten. As vital as assessment of students is, good assessment also reflects on the effectiveness of teaching and the validity of the curriculum, and even the assessment mechanism itself. Tomlinson (2005) identifies a further objective, which I thoroughly underwrite: learning.

With these objectives in mind, the value of continuous assessment becomes apparent. By assessing across a broad spectrum of authentic situations throughout a course, ongoing feedback on students' learning, effectiveness of teaching and a well-rounded profile of each individual student is provided. Perhaps most significantly, assessment becomes an opportunity for learning.

That, in a nutshell, is why I support principled continuous assessment, and am delighted that Oman's national policy shares this view. So far so good. What complicates matters, though, is that quality continuous assessment does require highly skilled teachers, as Carroll et al. (2009) point out in their analysis of Oman's GFP. This may be the unspoken assumption underlying the current trend towards traditional, summative assessment, which contradicts the continuous assessment recommendations in national policy documents.

Rather than delve more deeply here, I invite you to unravel the mystery with me in the article Product versus Process?
Continuous Assessment in the Oman General Foundation Programs. The paper is scheduled to appear in the first edition of of the Salalah College of Technology English Language Teaching Journal, due for publication at the end of this year.

What are your views on assessment? Can continuous assessment be viably implemented in Oman? What mechanisms are best? And... are teachers ready?


References

Carroll, M., Razvi, S. & Goodliffe, T. (2009). Using Foundation Program academic standards as a quality enhancement tool. International Network for Quality Assurance Agencies in Higher Education Conference 2009. Retrieved from http://www.inqaahe.org

Oman Accreditation Council. (2009). Oman academic standards for national foundation programs. Muscat: OAC.

Tomlinson, B. (2005). Testing to learn: A personal view of language testing. ELT Journal, 59(1), 39-46.

Image: Ancient Omani Doorway. Marie-Therese Le Roux, 2006.

In His Majesty’s Secret Service (or: Sounds Soothing)

Free music for professional licensing

I am on an unusual assignment this evening, but one not entirely unrelated to learning. When I was called into the plush office of a superior a week ago, I wondered what I had sinned. As it turned out, the task set for me was a confidential and highly unexpected one: to find music for relaxation. My personal, ethical footnote to this includes the adjectives free and legal.

Discoveries
This unaccustomed pursuit has had me trawling the Web, discovering a few jewels along the way, and expanding my own listening repertoire. It has also reminded me, firstly, how powerful music can be in setting the tone of one’s environment, and secondly, how important it is for educators to protect ourselves from the potential stresses of our work. If this seems off-topic to you, that is a clear sign that you need to dive in and turn up the volume on one of these recommended sites ;).

Recommended Sites
The iconic music discovery streaming radio station, Pandora, is only available in the US at the moment. Pandora’s virtue is that it recommends new music you may like, based on your existing favourites. For the rest of us, there is still Musicovery, which uses graphics to suggest related music, and Deezer, where the trip-hop section should unwind the most tightly coiled among us. iTunes Radio offers a selection of channels that could fit the chill bill, including Ambient, International/World and Religious. (An iTunes download is required to access iTunes Radio.) The Relax playlist at 22tracks presents a new set of tunes every week, all selected by Amsterdam DJs – reason enough to get mellow.

A number of podcasts can also be tapped for automatically updated sounds: Great Relaxation Music can be accessed from iTunes, while Sacred Dub Podcast and Ambient Podcast offer subscriptions on their websites.

Personal Favourites
And now for two personal favourites of my own. For music there is Jamendo, which offers genre-based streaming radio, selected downloads and the backdrop of a social network-type music discovery service. With 92 relaxation albums to choose from, there is no lack of variety. To still my deepest worries, there is Rainy Mood, which plays what may be the sweetest music in the world to my ears: a rainstorm. (Rainy Mood buoyed me through the last troubled days of my Master's thesis.)

Sounding Off
Soundscapes can transform an environment, and I have been thrilled by how sampling these sites has changed the atmosphere of my living space. To have access to these for free is, of course, a wonderful gift. Yet if we want more, we do need to feed the artists. I am all for sampling for free, but when coming across a true gem, it is worthwhile to thank the creators with a purchase or donation and, of course, promoting them through online social media. Inspiration may come cheap, but it should always be valued.

Book Review: Nobrow by John Seabrook

Learning is, of course, a core theme of this blog, and amid the current hubbub about new literacies and the future of books, a good old hardcover read offers a great avenue to learning. After several months of occasionally dipping in (I’m an ADHD reader), I just finished John Seabrook’s Nobrow.

Highbrow – Lowbrow – Nobrow
In a small Arabian town, finding – let alone finishing – a meaty nonfiction hardcover is quite a feat, so please forgive me if my excitement seems unfounded. Yet the theme of Nobrow would have appealed to me anywhere. Subtitled The Culture of Marketing; The Marketing of Culture, Nobrow investigates the integration of what was once high and low culture into a seamless consumer brand. The phenomenon is analyzed in spheres ranging from music to film to fashion and food, in a trend that seems to be gaining momentum even a decade after the book’s publication.

The New Yorker Deal
Author John Seabrook seems perfectly placed to write this book, with his aspiring highbrow upbringing and visceral lowbrow instincts embroiled in a love-hate wrangle during a pivotal period writing for The New Yorker in the mid-90s. At this time, the distinguished magazine was confronted with the reality of market forces, and tried to gain advertising revenue by discreetly appeasing the appetites of the masses from the stance of taste. Seabrook had the serendipitous opportunity of covering “lowbrow” icons like the MTV empire, music mogul David Geffen and Star Wars mastermind George Lucas for the publication. Beyond his writing, life in fin-de-siècle New York City cements the argument underlying Nobrow.

A Decade On
Yes, the book is a decade old, but the passage of time seems to have proved the prophecy. At a time where artistic and cultural production are in the hands of anyone with a half-hour, a handheld and a hotspot, the debate about high, low and commercial culture is at a whole new level. The seemingly infinite variety of cultural produce available online may, in fact, lead to a question that is of far more importance than the status-based guffaws of high-low culture ever were. Today we are forced, by sheer volume, to ask: what has value and quality for ME? The first two letters in media are, indeed, the ones that matter.

Nobrow is a great read for anyone living in a small town with a low population of English books. It would also make an interesting read for anyone interested in culture, marketing or journalism, while The Empire Wins chapter will get the attention of Star Wars devotees. Yes, even a decade after publication, a book worth reading.

Seabrook, John. (2000). Nobrow: The culture of marketing; The marketing of culture. New York: Random House.

UnPluggEd! At Last!

Phew! The big day has finally arrived and dashed by. The Oman International ELT conference has been abuzz with enthusiastic faces, and it is wonderful to see colleagues old and new, ex-students and classmates from my MA studies.

My workshop drew a healthy mix of participants who shared some great ideas. Of course it is the participants who make a workshop, and they were simply great. Had I known how much they had to share, I would have planned to leave far more time for their input. But all is not lost: the UnPluggEd! site is always there for sharing ideas. A summary of participants' contributions is included here.

I am a quite critical of my own contribution, though. I do believe very firmly in the principles behind UnPluggEd!, but I don't know if I brought them across clearly. In retrospect I could have simplified the concepts more and left far more room for participation. That was my weakness: the workshop was ABOUT participation, yet I didn't walk the talk. Timing was partially to blame.

Conclusions: For workshops, I would do better to keep the presentation aspect and task very simple. The focus should rather be on how to foster more participation, and even get participants feeding back on each other's contributions. Based on plast experience, I was concerned that participation would be low. That is a possibility to provide for, but as a last resort!

Any event like this is always precious experience. The key is to learn from mistakes! I did make a few, but it was clear that some participants definitely grasped the concept and are ready to put it into use. And then there always is the website, which I hope will be a resource for those who are interested.
Dies diem docet!

UnPluggEd! Evolves

With just three days to go before my UnPluggEd! workshop at the Oman International ELT Conference, there has been a lot of excitement and perpetual motion surrounding the supporting materials. Although the idea has been stewing for a long time, there is nothing quite like a deadline to get things moving.

When making the original proposal, I outlined quite a rigorous plan for the workshop, but many little twists have evolved since then. I am thrilled to be able to support my workshop with a wealth of resources in different media hosted in a central location. The true key of a workshop, of course, is to walk the talk, and I have designed a few ways in which to embody the true power of e-learning (from a social constructivist stance) in the interactions.

Of course, just when you think you've got it all figured out, you have a Coke Light and the Muse strikes with full fury. The combination of digging up some of my old artwork, re-reading the work of Michael J. Gelb, a first aid workshop, long meeting at work today, and of course sleep deprivation culminated in a doodle (above) that re-ignited the whole UnPluggEd! concept.

And turned it all completely upside down.

Three days before showtime I am back at the drawing-board. But rather than just dutiflly plugging away at the project, I am intoxicated with the new perspective and obsessed with communicating it to my audience with every word, every image and every activity.

The medium IS the message.

Learning for Pleasure

View Larger Map
Paradoxically, my studies over the past two-odd years kept me away from a kind of learning that is very close to my heart: learning for pleasure. Not that I didn’t enjoy learning formally, but it did rob me of the verve to learn in what little free time remained. Learning for fun is a welcome luxury.

This weekend has been devoted to learning for pleasure with an eye to my upcoming trip to Europe. I have always been one of those travellers who feels compelled to do some homework on my destination: history, culture, and of course language. The relative accessibility and rich diversity of Europe makes it an undeniable research lovefest. And more than ever before, I am conducting this research not only through books, but also online and, very valuably, fellow expats here in Salalah who have lived in and travelled in Europe.

In addition to reading up on the usual, albeit fascinating, themes of history, culture, arts, food and the like, two additional themes for my trip have struck me. These pursuits are leading me down the rabbit-hole of their respective quests: one from the past, one from the future.

The quest from the past is to visit the places of origin of my ancestors. The ancestor who gives me my family name, Gabriel Le Roux, was from the area surrounding Blois in the Orleans region of France. Another prime suspect on the maternal side is Guillaume Nel, from Rouen, although I am not entirely sure of the lineage there. Then there is the De Jager line on my maternal grandmother’s side, who originated from Middleburg in the Netherlands, and the McHardy clan of Lanarkshire in Scotland, who inexplicably sent their daughter Emily off to Africa as a teacher. Knowing what I do off her offspring, it must have been the temperament! Although I strongly suspect a some spice in my genetic mix – occurring most likely with Southeast Asian slaves in a Cape Dutch household – most of my ancestry is clearly based in Europe. In a very real sense, this will not be a trip into a new world but a return to an ancient home. This quest gives the journey deep personal meaning as I contemplate the flight of each of my forefathers, wondering whether my place is to return to South Africa for good, or do as they did.

The quest from the future is to make environmental awareness and learning central to my trip through the WWOOF program. The World Wide Opportunities on Organic Farms organization connects volunteers with organic farms. In exchange for their labour, volunteers receive, board, lodging, an unrivalled authentic experience and a chance to learn about working with the earth. Past travel experience has shown me that the richest travel memories come from actually getting involved and doing something, connecting with the local people. What could be more thrilling than to leave behind an actual contribution in the places one visits? With a view to my future plans, this may also be an essential piece of the puzzle. Just as I was wondering which way next, this possibility came my way. Learning for pleasure - and for a cause.

Closure Revisited

After weeks of rushing towards the end of the term, things finally screeched to a halt this afternoon. It is a rare day that I have time to sit down at work, and rarer still to have time to actually blog from my office desk. Well well well.

The Challenge
The students I taught this semester have presented me with my biggest teaching challenge, possibly ever. Every single student in the group is absolutely adorable, and I have loved interacting with them. Academically, though, it was an uphill battle. The majority of the students have difficulty communicating in English. Yet they are placed in a level where the requirements are quite advanced. Delivering appropriate learning opportunities to each student was a daily challenge, especially since a small handful of them are extremely gifted, while many can barely get by in class.

Reflection
Considering the demands of this group, I am reasonably satisfied with the way the semester progressed. Reality tends to wreak havoc with the best-laid plans of mice and M, but a number of my grand schemes could be executed with some success. Here are a few of the lows and highs.

Weaknesses
Weak areas in my organization - and students' results - showed up in certain elements of essay writing practice and project design. Unfortunately students tend not to turn in homework, so anything not done in class is a lost opportunity. There was a great deal of essay writing activity, modeling and practice in class, but many students never turned in the end product for correction. Their lack of feedback resulted in lower integration of the essay principles than I envisaged. I was also disappointed in the results of the small, systematic spelling tests we had weekly, although I firmly believe I covered all possible bases in allowing students to shine in this area. In the cases of essays, projects and spelling, those who followed the strategies I suggested and implemented in class did perform well. What is disconcerting is that so many students did not even try. It is painful but vital to consider where I could do better in this respect, and it is something I am contemplating very deeply.

Strengths
What did go well was that integrating writing and project work was effective, allocating marks to each step of the project (sadly the only way to foster timely work) worked well, the classroom environment was a relative success and student rapport was perhaps the best I have ever had. The results of students who made use of the infrastructure I provided were truly stellar, and I hope that it will serve them well, and show their peers what can be done.

Afterthought
Of course there is always the small matter of whether students pass or fail. An attitude I encourage my students to develop is that in life, there is no pass or fail. However, we are accountable for reflecting on our own performance, and of course, we are always confronted with its results. For that reason, I believe I am entitled to a little navelgazing as I plot for the way forward.

Simmering Ideas on Assessment in Oman’s General Foundation Programme

Having taught and managed educational programmes in Oman for almost five years now, I have seen a staggering amount of institutional change. This has included several great leaps forward at national level, some of which have been successful even despite the “change fatigue” that afflicts education here following roughly thirty years of constant reform. A landmark of progress in higher education in Oman, in my humble opinion, is the Oman Academic Standards for General Foundation Programs, which holds all Foundation Programs across the country to a set of principled standards.

While this document is the road map for the work of the bulk of foreign English language teachers in this country, it is surprising (or shocking) that few are aware of its existence. Having closely observed and participated in its development between 2007 and 2009, I am delighted that such a coherent and educationally sound policy document has emerged as the yardstick by which all national higher education institutions will be measured for accreditation purposes. Yet, although I am one of the many teachers who is responsible for my current institution’s successful accreditation, I am positively stunned that among the barrage of largely irrelevant accreditation data that has been thrown our way, this key document was omitted.

This is particularly relevant to me, since I am working on an article that questions the assessment techniques used in the Foundation Programme nationally. My reasoning is that summative written assessments (aka exams) neither support student learning nor address the unique strengths and weaknesses of Omani students, and are, moreover, not an appropriate measure of attaining the national learning objectives. Since the colleges adhere so fiendishly to these exams, I had thought I would have to take on the national policy document. Not so. According to the Foundation Standards document, formative, continuous assessment using a variety of assessment mechanisms is desirable. In fact, it would seem that the colleges are in grave violation of national policy. Especially if we dig deeper to find that these hallowed written exams not only have limited validity and reliability, but that instances of guessing and cheating inevitably slip through the cracks… and after all that, students have been “helped through” in marginal cases – so-called – with marks as low as 36%. By the local powers that be.

Rediscovering the Foundation Standards that are intended to light our way, I was gravely disappointed by its underground status. Although the professionalization of teachers is a goal of the local accreditation process (Carroll et al., 2009), the withholding of core policy documents, whether through omission or commission, the current situation is a further de-skilling of drones.

And I never did make a good drone.

References:

Carroll, M., Razvi, S. & Goodliffe, T. (2009). Using Foundation Program academic standards as a quality enhancement tool. International Network for Quality Assurance Agencies in Higher Education Conference 2009. Retrieved from http://www.inqaahe.org

Oman Accreditation Council. (2009). Oman academic standards for national foundation programs. Muscat: OAC.

Image: The Oman Coat of Arms. http://upload.wikimedia.org/wikipedia/commons/0/0a/Official_Coat_of_Arms_of_Oman.png