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E Pluribus: Using the heterogeneous to educate all of us

1 KA Watson, Coastline CC

Heterogeneity …. What it is: “Standard”, “classical”, new defini@ons

How it can be realized now: Mashing, mixing

Why exploit it: To s@mulate, share, educate


Heterogeneity: what?

Standard, classical defini:on: disparateness…

New defini:on: composi@on,

mashing up!


How to heterogenize: 5 steps Brainstorm for goals, objec@ves

Determine key words, ideas

Imagine the unorthodox

Glean the most useful

Interact & share


Heterogeneous means to a homogeneous end

Using the 5 steps, and in so doing…. …developing an intellectual infrastructure

…sensi:zing students to the plural

…crea:ng a new kind of mash-‐up

KA Watson, Coastline CC 5

The “how” exemplified: demonstra:ng the infrastructure

An example: Surrealism in arts and life


Step 1: Brainstorm Example: Defining “surrealism” via media mixes Talking/thinking : poli@cs, arts, media, thought


Step 2: Key words, ideas New Surreal

Revolu@onary

Heterogeneous

WYSIWYG…not!


Step 3: Imagine the various

Dic@onaries, wikis (…pedia, etc.) Wriaen documents (Open Source, .pdf)

Contemporary sources (free print, audio, video)

Current (re)examina@ons (museums, etc.)


Step 4: Gleaning the useful: Key words, ideas, resources, all dis@lled from everywhere


Step 5: sharing for interac@vity

Using social media & society

….as resources

….as exchange mechanisms


Step 5 exemplified: Facebookery @ facebook.com

KA Watson, Coastline CC 12

The ul@mate why -‐-‐ To take advantage of mul@ple media -‐-‐ To assist those who learn in alterna@ve ways

-‐-‐ To strengthen the message/objec@ve

-‐-‐ To learn boundlessly!


E PLURIBUS:

USING THE HETEROGENEOUS

TO EDUCATE ALL OF US

Katherine Watson Coastline Community College

INTRODUCTION

Learning is an opportunistic, serendipitous affair, succeeding best when it arises unrestricted in time or space, enriched by a ludic intellectual infrastructure. Indeed, the celebrated teachable moment often occurs when least expected, when the teacher recognizes an opportunity, seizes it, and capitalizes on it through stimulating discussion (Havighurst, 1952). And in the twenty-first century, learning opportunities may occur in an almost dizzying array of circumstances, given the multiple media in which each meaningful message may be enveloped. Blended learning (Holden, 2010) and open educational resources (Carey, 2011) are among the many buzzwords used to refer to the instructional exploitation of easily, often freely, accessible multiple modes of information transmission to accelerate learning. In addition, the early twenty-first century offers a multiplicity of available modes of subject-matter transmission, leading to what Booth (2011) has called a shift in pedagogy and praxis. At Coastline Community College, in Fountain Valley, California, demographically diverse students of language and culture online have achieved their learning objectives by taking advantage of the international nature of eclectic multimedia. Students from divergent linguistic, cultural, and economic backgrounds all cooperate with one another, with each one constructing from multiple heterogeneous, often ludic, resources unique learning plans with the homogeneous goal of international, intercultural understanding. Notably, these students have done this by exploiting what might be called an intellectual infrastructure comprising five components: (1) Brainstorming; (2) Determining key words and/or ideas; (3) Imagining alternative resources; (4) Gleaning; and (5) Interacting and sharing.

A FIVE-PART INTELLECTUAL INFRASTRUCTURE: HETEROGENEOUS RESOURCES EXPLOITED FOR A HOMOGENEOUS

GOAL

As Carey (2011), among others, has summarized, the open resources movement has been under way for more than two decades, proposing free access to audio, video, and print data published online under a Creative Commons license. The Massachusetts Institute of Technology (MIT), Carnegie Mellon University, and Yale University were among the American leaders in this interest group, which, as Holden (2010) has stated, “leverage(s) the strengths of instructional media with the efficacy of (diverse) instructional components to ensure the instructional goal.” As the years have passed, “the

availability of open educational resources has grown exponentially,” as Carey (2011) points out, leading to what might be called a data-glut paradox, an embarrassment of electronic riches. Indeed, “abundance creates its own burdens”, as Carey (2011) puts it; “Too much choice can be paralyzing.” Coastline Community College, in Fountain Valley, California, has engaged educational professionals from a broad range of disciplines to cull from nearly numberless multimedia materials those that are most pertinent to learning. That is, as is frequently said in modern educational circles, these educators are engaged as “guides on the side” more than they are as sages on any stage. For the most part professionals who are hired to share their expertise part-time with the 20,000 + Coastline learners who themselves are enrolled on a mostly-part-time basis during any given sixteen-week semester, these instructors are engaged to meld real-life, practical experience into the academic, suggesting to students what experience can attest. For slightly less than two decades, some four dozen students per semester have enrolled in completely-online courses in French language and culture at Coastline; remarkably, twenty of them have signed up for some sort of online French language course every semester, without a break, for nearly twenty years. Learners have ranged in age from 14 to 95, with more than half of them in the 38-68 age group each term. Typically, more than two-thirds of those enrolled during any given semester have already attained more than one college degree, often from foreign institutions. Their backgrounds have included experiences and family relations in Africa, Europe, Asia, and the Americas, as well as studies based in languages and cultures from India, Africa, Southeast Asia, Europe, and the Americas. Most of these students are adults who have learned how to learn. And notably, even the youngest members of these online mini-societies have been highly motivated, self-directed, eager to design their own study plans to achieve a goal that they tailor to their own needs. The courses provide opportunities for goal-oriented individualized project-based study, and the instructor serves to guide them to discover ways of attaining their objectives. Whether seeking to understand fully the subtle distinctions in French verb forms compared to American ones, or trying to master the francophone explication de texte style of literary analysis, or even the importance of cinema or haute couture or haute cuisine to francophones’ lives, Coastline students have engaged themselves in learning how to do research, how to evaluate research findings, and how to report what they have found in a French-stylistic way. Over the years, the various Coastline online French language and culture courses’ single, homogeneous goal of achieving and absorbing a rich international, intercultural understanding has united a heterogeneous class of learners. And over the years, too, an interesting development has taken shape. That is, a kind of five-part intellectual infrastructure has defined itself, comprising: (1) Brainstorming; (2) Determining key words and/or ideas; (3) Imagining alternative resources; (4) Gleaning; and (5) Interacting and sharing. Brainstorming At least since the early 1950’s (Osborn, 1953), brainstorming has garnered partisans for a group productivity technique based on the collection of spontaneously generated ideas from members of an assemblage. Osborn held that “group thinking” led

to “ideative efficacy”, and that this would in turn promote creative productivity. Osborn called for a focus on quantity at the outset, stating that we have a greater chance at achieving an effective solution to a given problem when we entertain a great number of ideas. As has been noted, we have arrived in the twenty-first century at a point where idea generation, along with the resources with which to stimulate ideas, might be said to be at a glut (Carey, 2011). But at Coastline Community College, learners of French language and culture online have been able to profit from electronic educational tools such as instant messaging, live chat, audio and video feeds, and francophone-interfaced e-mail to generate and discuss unusual ideas together, suspending judgment and looking at things from alternative perspectives. Since nearly 70 percent of the students enrolled any given semester in online French language and culture courses at Coastline have already attained at least one college degree and have been working in the real world for more than a decade, they have enrolled after having already learned various methods of meeting together to address a problem; in pairs or in groups, synchronously or asynchronously, they share perspectives easily online, taking ownership of a particular notion or presenting it anonymously. Too, for the tentative learners in the group, cyberspatial anonymity is exploited advantageously in the online educational environment.

Students in Coastline Community College’s online courses of French language and culture brainstorming groups have no single, set topics laid down for them in advance, just as might be done in a francophone business session of remue-méninges (the French equivalent of the “brainstorm”, literally meaning a shake-up of the meninx, the cerebral membrane), finding out quickly that the francophone notion of idea formation, of thesis development and support, entails more than simple word association. Rather, the francophone heuristic schema, or associative “mind map”, demonstrates a process of conceptualization that attends to logical cohesion more than it does to denotations, and discussions of ideas are often analyzed and evaluated more for their logic than for their social or otherwise externally-assigned “correctness” (Baudry, 2003). With the aid of their instructor and various francophones invited from around the world to join the conversations, Coastline students practice idea formulation by word/idea-tossing, bouncing ideas and Internet-delivered resource suggestions from one to the next, frequently doing so by means of the turn-taking and cooperation that define ludic, or playful, learning (Gray, 2009). As forensicsciencetechnician.org has stated succinctly, brainstorming comprises a “lateral” thinking process, encouraging participants to suspend criticism while they share fresh, fun, and interesting ideas (http://www.forensicsciencetechnician.org ). Too, and notably, learners practice defining a goal as they brainstorm with one another, refining and re-defining as they go. As Cohen summarizes, “The best brainstorming objectives are simple, meaning that they’re fixed around a single, central idea or issue that can be concisely stated in a single sentence” (2008:01); often, learners must hone their objectives by engaging in key words/ideas determination along with brainstorming in a back-and-forth manner, entertaining the manifold while essaying to select the essential. Determining key words and/or ideas Establishing what is essential, or key, to the achievement of one’s objectives is, of course, vital in education, whether one is educating oneself or engaging in group-

learning. After Coastline online learners of French language and culture have brainstormed both together and on their own to seek out and determine which ideas they plan to explore in greater depth as course research projects, using each other and online resources ranging from audio and video to online libraries, including the aforementioned methodological tools from forensicsciencetechnician.org, pétillant.com, créativité.net, Mind Mapping, and others, as well as content from such sources as the Bibliothèque universelle, Europa, and Gutenberg, these students must distill their ideas, performing a kind of ideational triage. Key words are important terms or phrases that describe a topic and unlock doors to useful information. Typically, these sorts of words fall easily out of a brainstorming process; they tend to repeat or reappear. The aforementioned technique of “Mind Mapping” or the generation of electronic “word clouds” can show online learners graphically which of their notions are most apparent and which are associated with which others. Especially online, key words can assist in performing effective research, as Google AdWords (https://adwords.google.com ) points out, starting with the name of an activity, a person, a service, a result, or even a URL. Indeed, the Google AdWords generator typifies the concretization of an abstract technique, using word association to filter out the general in favor of the specific. As Lofton (2010) notes, key words are important not only to help us hone our ideas but to direct our aim as we do research. Especially online, searching can be a distracting or diffuse affair, “like fighting a monster”, if we do not target our aim. Coastline Community College online learners of French language and culture receive a review/brush-up on key word determination from the University of Washington Information Literacy Learning Web pages (http://www.lib.washington.edu/uwill/research101/topic06.htm ) and from the French Ministry of Education’s Eduscol (http://eduscol.education.fr/dossier/rechercher/methodologie/mots-cles/choisir), which offer practical methods and practice in concept clarification, idea specification, and even in how to order the words cited in an online search. By selecting their key words in more than one language—French and another, usually English or Spanish or Vietnamese--, learners improve their computer skills while they find out, often subtly, how the world is defined by speakers of differing languages. And since one of the goals of Coastline’s online French language and culture courses is for students to attain a new awareness of how francophones think, the key word selection process is more than just a useful tool for determining the title of a school project. Too, when Coastline students share their key word formulation processes with one another via electronic live chat or open asynchronous bulletin board posts, the ludic “spirit of equality and personal freedom” can be exploited, so that learning can occur “…not consciously, just for fun” (Gray, 2009). Moreover, the serendipitous fact of students’ coming from varying cultural/linguistic backgrounds incites them to identify disparate terms as key; as Demo (2001), among others, has noted, the alternative analytical and discourse practices, as well as the varying focusing techniques that define diverse sociolinguistic groups can enrich and inform class interaction. In isolating through lively online interactivity the key words relevant to the research projects that they have defined for themselves, Coastline students learn simultaneously how to take advantage of the creativity and imagination of the ludic and how to direct subsequent “smart searching” for the primary and secondary resources that underlie effective inquiry.

Imagining alternative resources Productive, effective learning arises out of engagement and imagination. First, one brainstorms freely, and then one fine-tunes his ideas into those that are key, and after that, one must pursue those ideas by manipulating the key. Often, this pursuit can lead to its own rewards, leading the researcher into the light of discovery, or “from noise (distraction) to neatness (direction)”, as Eduscol (2008) would have it.

In order to engage the learner, the European Union’s Europa Project has concluded, many alternative resources must be made available, kept up-to-date, and rendered freely and quickly accessible. Students must know at the beginning of their educational programs that what they are starting will lead to something, will be supported. A report published in 2010 by the Programme for International Student Assessment (PISA) of the Organisation for Economic Co-operation and Development (OECD) held, among other things, that financial involvement by local and national governments, social involvement locally, parental engagement, and student attachment to subject matter will combine to promote academic success (2010). Furthermore, as Wild et al. have suggested, the twenty-first century is one in which “personalised learning environments” are not only possible, but maintainable, especially if the aforementioned institutions support educator-directed student development of unique learning environments tailored to particular student needs. Wild et al. have gone on to propose “the concept of a mash-up personal learning environment,” the development of eclectic settings for learning that may include audio, video, print, and interactivity. The notion is that one’s learning environment is part of one’s learning process; it is not something separate from oneself, something “designed” by an unseen expert in artificial intelligence or learning management. Wild et al. assume that the learner is intelligent and can direct his own actions; indeed, these authors propose increased academic discussion of “learning design” rather than of the alternatively top-down “instructional design”. In fact, Wild et al. state “Learners need to actively adapt their learning environment to their needs so that they can construct the competences necessary for successful learning. And facilitators (so-called teachers) can coach them on this way.” (2008:03). At Coastline Community College, online learners of French language and culture are offered a kind of buffet of learning tools and learnable topics. They become active participants in their own learning, cooperating and sharing rather than competing in a ludic manner of the kind that Gray (2009) cites as being psychologically beneficial to progress. Indeed, these twenty-first century learners might be seen in the psychological sense to bear some similarity to the peaceful hunter-gatherers described by Gray (2009) as being cooperative, more interested in sharing ideas and resources than in hoarding, dominating, or establishing hierarchy. They learn the linguistic pragmatics of turn-taking and politeness formulae, developing the strategic (goal-oriented) and interactional (conversational) competencies that help to define effective secondary language learning. The online educational environment has proven in secondary language learning to have had certain serendipitously favorable effects. That is, for instance, learners of language and culture online can apprehend new vocabulary and syntactic patterns alongside the aforementioned sociolinguistic features of their new mode of communication electronically, even if their Web-based live chat or their asynchronous

bulletin board or E-mail may not be voice-enabled. Seeing and feeling the interactivity of the online educational environment can enhance the development of what linguists call “strategic competence”, knowing how to use which words and/or structures in which sociolinguistic environments, even as brain involvement is optimized, if not maximized, through tapping on a keyboard, linking new knowledge to old, and restructuring the worldview to incorporate new phenomena.

The “digital personal learning environment” defined by Wild et al. calls for students to “…learn to learn while at the same time (they) learn content” (2008:02) online. That is, after they have brainstormed and distilled out of the storm those key words that will define their research parameters, students must resource-storm, engaging in what Wild et al. call an “acquisition of social, self, and methodological competence (i.e., transcompetencies)” (2008:02). In exploiting the educational mash-up, Wild et al. propose, teachers and students engage together in at once taking advantage of pre-existing learning material and “activities, artefacts, and services, rather than just tools” (2008:03) to “build up their own personal learning environments (with) a single-user experience” (2008:05). The idea is to create a virtual learning space collage, without hierarchy, where the instructor and the students may all share one another’s projects. At Coastline Community College, online learners of French language and culture have been able to construct something similar to what Wild et al. call the Mash-UP Personal Learning Environment, or MUPPLE, although certain difficulties have arisen. That is, although Wild et al. recognize accessibility as an occasional obstacle, it frequently poses an impassable barrier to “low-tech” American-platform-based students who would like to glean the best from internationally-sourced, sometimes-unsecured resources flying through cyberspace at a rate inaccessible to them. They discover through the sort of sociolinguistic interaction described above what they can find out live online with whom and how, determining often in real time the degree of complexity they can exploit without the media’s overwhelming the message. YouTube and MySpace combine with the francophone multimedia TV5, Voilà, Eduscol and FrancoFiL, as well as with American university resource centers at Swarthmore, Virginia, and Tennessee, to name a few, in a nearly mind-boggling array of resources. Since Coastline online learners of French language and culture are given no “due dates” except the end of their course term and no set order of activities, part of their learning process entails a necessary attainment in the skill of self-direction. That is, just as students in francophone institutions are given at the beginning of their course terms a list of course “goals” and suggested---rather than directed--- readings and other alternative means of achieving those goals, so are Coastliners provided on the first day of class with a French-English Website rich in suggested routes of research. Indeed, learning language and culture online must entail learning how to learn, as well. Gleaning Educators and businesspeople, travelers and artists have all recognized the relationship between language, culture, and cognition. That is, to generalize, Americans tend to be more field-independent, seeking the organized and analyzing, whereas francophones are more field-dependent, looking for an overall or global design rather than concentrating on particular elements. In learning how to learn à la française, then,

Coastline Community College online learners of French language and culture are plopped immediately, from the first day of their academic term, into a super-global, cyberspatial field of diverse data delivered almost exclusively in the target language, French. Thus, just as agriculturalists select the best items as productive in a gleaning process, so must these students discover from what is presented to them the most effective resources that will ensure their own learning.

In the twenty-first century online classroom, successful resource gleaning for effective education requires skill in research and evaluation, both on the part of the teacher delivering the data and on the part of the student who would retrieve and then use it. Indeed, as Booth observes, “When it comes to teaching technologies, most of those involved in education are faced with a two-part question: How can I become familiar with new tools and applications, and how do I use them to enhance learning?” (2011: xix). Evidently, although available resources may be manifold, their quality or utility may be less so; an important aspect of online learning—on the parts of teachers and learners alike--should be that of data assessment, learning how to determine what is important, what can be trusted, and what should be included or excluded from one’s work. Exemplarily, the Horizon Scanning and Futures project of the United Kingdom’s Department for Environment, Food, and Rural Affairs (Defra) depends upon “a constant influx of new insights around emerging trends and developments” that profits from what it calls “horizon scanning”, a process that might be said to entail a geography-based (“horizontal”) collection of materials submitted to qualitative (academically hierarchical, or “vertical”) evaluation. Too, Booth would remind teachers and learners that reflection counts; the consequences of any decision about what is to be taught and how must be examined and re-examined as each step is taken. Booth would have the teacher become a kind of “nerd-enabler”, making information more findable, usable, and interpretable than it might be in its “open” state. Thus, although quantity abounds online (e.g., searching in multiple places in various ways: http://outils.abondance.com/ ), quality must be discerned by applying skills in evaluation. The Bordeaux académie is one of numerous francophone institutions to participate in the French Ministry of Education’s Eduscol project, training students in research techniques from their early adolescence into their late teens and beyond; as the school’s Website states: “these Web pages have been conceived and developed as tools for continuing research and study, collating primary resources in print and online” (CRDP, 2011:01). Coastline online learners can find at the Bordeaux Website suggestions for culling the best data as well as ideas for how to do and evaluate research, how to focus, how to ask questions, and how to develop a global view of things, with this last being of apparently prime importance in the francophone mindset (Baudry, 2003). Since part of the research and evaluation process in online learning must entail an effective analysis of the utility of varying resources available electronically, it is important to recognize that language and culture affect not only our self-expression but also our research methods; that is, differing language and culture groups differ in their preferred ways of seeking out how best to express things. Hence, although it may be the case that modern American university students still have a greater tendency to perform their course-related research by reading traditional textbooks and using traditional library sources in print than by searching out information exclusively online (Head, 2007), those who would concentrate on the commercial or the international, as well as the time-

sensitive and the illusory, are exploiting novel integrations of traditional learning systems, Web 2.0, and social media tools (Gautsch, 2010). Notably, and reassuringly for queasy educational traditionalists, the academic quality of learning technologies and tools has improved steadily during the first decade of the twenty-first century (Gautsch, 2010), allowing small publishers, independent films, and micro-financiers to flourish internationally, for educators to share in an interactive environment with their subject matter and the students who would use it. Happily for Coastliners, this enrichment of quality worldwide has expedited access to and interactivity with news and multiple media in ways unimagined ten years ago. Interacting and sharing

Clearly, interaction is a necessary concomitant of education. Education is, by definition, a process of being led out of the inactive, dull darkness that comprises ignorant unawareness. Modern educators have made much of training students to think critically, to weigh alternatives, to analyze. And it is not just serendipitous that the same goals that have underpinned the educational push toward critical thinking also inspire scientific thought, the comprehensive application of inquiry and evaluation that leads to clear presentation of theories and propositions for rigorous outside appraisal. For example, Coastline students who would improve their linguistic and cultural awareness online are presented with a number of social, political, ethical, artistic, and linguistic conundrums that must first be observed and assessed, then analyzed, and ultimately reported upon for others to discuss.

In the twenty-first century, students, teachers, scientists, and researchers have nearly-instantaneous access to almost-immediate evaluation worldwide, given the speed of information transmission. And at Coastline, even a course in French language and culture online can offer tweeted data in Twitter or seductive clips of research in a “Facebouquet”, areas of social networking designed for Coastliners and made available with French-language interfaces that facilitate access to francophone interactivity.

In modern electronically-supported learning systems, facilitation is a common watchword, with systems being described as existing to facilitate learning, instructors and coursework made available nearly perpetually for facile interactivity, and fellow students rendered non-threatening in an interesting, ludic, socially stimulating, facilitative environment. In 2010, as many as two billion people worldwide were sharing ideas and data in social networks online, Gautsch (2010) reports. Reflection on relevance, Gautsch (2010) continues, must necessarily precede sharing, and part of what Coastliners learn in using the francophone versions of wikis, blogs, Twitter, Facebook, and the like is just how and where the lines between public and private, publishable and not-to-be-published are drawn in francophone societies as opposed to where and how they lie here in the United States. Submitting findings to others for replication and analysis is part of the scientific process, and knowing where and how to submit them is important, too. Notably, as Kim and Bonk (2006) have found, “learner-centered” work requiring collaboration, case studies, group research, and problem analysis seems to be the new move in twenty-first century electronically-supported education. Coastliners use lively synchronous electronic chat sessions as brainstorming and key word developing grounds, they use francophone-interfaced E-mail for questioning, and they document their work

and share it in various asynchronous ways. In all areas, they are encouraged to share diplomatically, to analyze rather than to criticize negatively, to spice their discussions with new, ludic observations when possible.

MASHED-UP HETEROGENEITY INCITING GENIUS IN THE HOMOGENEOUS

Twenty-first century teachers and learners are awash in the multiple. Student populations are defined by new demographic mixes that did not exist a generation ago, educational resources can be derived from media unimagined prior to the twenty-first century, and educators often see a gap between themselves and their students that represents a gulf as broad as cyberspace is boundless. As a result, Wild, et al., have pointed out, it is typical, if not expected, that “Institutions for formal education and most work places are equipped today with at least some kind of tools that bring together people and content, artefacts in learning activities to support them in constructing and processing information and knowledge” (2008: 01). And consequently, these educators continue, learning environments and their construction have supplanted instruction as the predominant paradigm in the conception of effective educational practice. Indeed, Wild et al. continue, what is happening in the second decade of the twenty-first century in education amounts to a kind of triage of the heterogeneous, a culling of alternative resources, an exploitation of what in modern music and media has come to be called the mash-up. As Gautsch (2010) summarizes, modern students are being encouraged to conceive individual personal learning environments, single places where they can cull from masses of options the content that will benefit them best in the attainment of their goals and from where they can communicate with others during the process. Gautsch (2010) proposes an integration of YouTube, Facebook, Slideshare, Flickr, iTunes, Technorati, del.icio.us, Wikipedia, and an array of Google materials into a flexibly, continuously developing heterogeneous array. Indeed, the international Organization for Economic Co-operation and Development has concluded, “…the best-performing education systems embrace the diversity in students’ capacities, interests and social background with individualised approaches to learning (OECD, 2010). It is thus an international goal to achieve homogeneous international, intercultural, transdisciplinary success through effective exploitation of the heterogeneous. REFERENCES

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