Where’s the Coding?

The following press release  was written by Dr Jason Zagami, president of the ACCE, in response to the recent review of the Australian Curriculum. This review, undertaken by Ken Wiltshire and Kevin Donnelly on behalf of the Liberal government makes a number of recommendations that are hard to understand in their inconsistency and lack of vision.

Here is Jason’s press release. Please spread it around.

For immediate release

Australian Council for Computers in Education has deep concerns with inconsistent support for school computing in the government’s response to the Review of the Australian Curriculum

ACCE has considered the Review of the Australian Curriculum Report and Supplementary Material, and is deeply concerned by some of the recommendations being considered by the government in the Initial Australian Government Response.

While ACCE acknowledges concern about a perceived overcrowding of the primary curriculum, there are many ways to address this other than a return to 19th and 20th Century curriculum priorities. It is an opportunity to refocus the curriculum on the 21st Century and to acknowledge ways in which subjects can be taught together in the primary years. This interdisciplinary collaboration in industry has stimulated many of the great innovations we now enjoy in modern society.

The USA and UK have identified the teaching of the computing discipline as a national priority. It would be a threat to Australia’s economic future if Australian students are excluded from being able to fully contribute to such innovations by a curriculum that limits their learning about digital technologies to a comparably superficial treatment in the senior years of schooling. Students in other countries will be advantaged by a developmental curriculum throughout their schooling. We do not expect students studying mathematics or science to start their studies in upper secondary for the same good reasons.

It is perplexing that the lack of support for computing as a discipline in the report is inconsistent with the Australian Government’s recognition of the importance of Science, Technology, Engineering and Mathematics (STEM). ACCE was encouraged by the government’s investment of 12 million dollars in the Restoring the focus on STEM in schools initiative that includes “the introduction of computer coding across different year levels in Australian schools leading to greater exposure to computational thinking, and, ultimately, expanding the pool of ICT-skilled workers.” ACCE is subsequently dismayed that this is not reflected in the proposed curriculum models.

For Australia to have a world class, 21st Century curriculum, students should have the opportunity to engage in meaningful ways with how they can develop digital solutions that improve their lives and solve problems that increase in complexity over time. This is necessary to develop students’ capacity to creatively develop digital solutions, and in doing so, enable them with the ability to make considered study and career choices that involve the many facets of digital technologies, be they in information technology, science, the media, service, construction, medicine, arts, entertainment, law, teaching, politics, or other careers.

ACCE maintains that the teaching of computing as a discipline should be a core subject in any modern curriculum. Unfortunately, that view was not expressed in the report. Curiously, this view was expressed by the report subject matter specialist in the supplementary material. Of the two models presented in the report, the one proposed by Dr. Donnelly includes study of Digital Technologies only as an option for educational authorities in the states and territories. Such an approach loses much of the value of an Australian curriculum to further national goals. However, this is preferable to a mandated limiting of the study of the computing discipline to just the upper years of schooling as proposed by Professor Wiltshire. ACCE reiterates the need for Digital Technologies to be included as a core subject to some degree at all levels of schooling to enable a developmental approach to the discipline.

ACCE strongly recommends the government consults more widely with industry and professional groups such as the Australian Council for Computers in Education (ACCE), Australian Computer Society (ACS), Australian Information Industries Association (AIIA), and Digital Careers, and relevant government departments, to resolve how Digital Technologies can be included as a core subject in a 21st Century Australian Curriculum.

Dr Jason Zagami
President of the Australian Council for Computers in Education (ACCE)
[email protected] 0755528454

The Australian Council for Computers in Education (ACCE) is the national professional education body for the teaching of computing in Australian schools. It comprises representatives from all state and territory associations and the Australian Computer Society (ACS).

An Act of Heresy

Bless me father, for I’m about to commit an act of heresy. Whenever I say what I’m about to say, I get a reaction that ranges from raised eyebrows to outright hostility and arguments. But I’ll say it anyway.

I don’t like the hashtag chat format on Twitter. And I don’t like the timed presentation format used for Teachmeets. There. I said it.

Maybe I’m just becoming a cranky old man as I get older, but I don’t like either of these formats and for much the same reason. I find they dumb down the conversation.

I know that both of these formats are very popular at the moment, and I know that many people seem to like them. But I just can’t warm to them, and I wanted to write this post to explain why. Feel free to condemn me in the comments.

Let’s start with Twitter hashtag chats. That’s where you pick an abbreviation, slap a hashtag in front of it, set aside an hour or so, and off you go. Instant “conversation”. I know this form of conversation on Twitter is insanely popular right now, but I just can’t seem to work out why.

Don’t get me wrong. I love Twitter and think its impact on the world has been absolutely seismic. I joined it in early 2007 and have used it regularly since the very beginning. I’ve written a lot of very pro-Twitter posts about how wonderful Twitter is and how important it is that you should be using it too. Twitter is awesome. No argument there. It’s great as a backchannel at events, or as a way of distributing information quickly, or as a tool for building professional and personal connections. It’s a communications medium with self imposed limitations, but if you work within the bounds of those limitations, it’s absolutely brilliant in its simplicity. I like Twitter a lot.

But as a means for having deep, meaningful focussed conversations on specific topics, I struggle with it. It always feels to me like it’s being wrangled into doing something that it was never really designed to do, and consequently it feels like it does it poorly. Whenever I try to have a meaningful conversation broken up into 140 character chunks (less by the time you include the hashtag, the Q&A numbering and any @replies you might want to include), the “conversation” feels decidedly stilted, fragmented and superficial. I’ve participated in many of these hashtag chats over the years and I always find them frustratingly tedious. I can never say what I want to say in the space I have available to say it, so it ends up getting fragmented into disconnected chunks spread out over time, with no really functional way to reassemble those chunks into some semblance of a real conversation.

Hashtags chats usually start out with people saying hi, where they’re from, etc, which takes up the first 10 minutes or so, then the host/moderator throws a question into the ring (Q1, Q2, etc) and everyone has a go at responding with their own tweets (A1, A2, etc). As people respond, then respond to the responses, the conversation fragments even further until there is a confusing collection of truncated half-thoughts littering the timeline, waiting to be mentally reassembled into a thread that hopefully makes some degree of sense. For an hour or so, questions are added to the mix, replies are made, popular tweets are favourited and retweeted, and there always seem to be a whole lot of chatter that ends up in a confused, non-archivable mess. Which is a shame, because the actual ideas that were either poorly expressed, or hidden in that mess of messages, is potentially brilliant. But I think it’s far too much work and far too inefficient to be used like this.

I should point out that this hashtag chat idea is not the same thing (to me) as using a hashtag to aggregate tweets around a theme or meme. The latter is organic, and percolates naturally. People can contribute on the hashtag over time, and it is pulled together with a hashtag search query. This feels like a natural use of Twitter. The hashtag chat, on the other hand, where structured questions get sent out to a group for responses in a specific window of time, always feels contrived to me. It feels like a school project, where people are answering questions in response to the moderator, who artificially keeps the “conversation” moving. There’s nothing very organic or natural about it.

I’ve tried to give this form of “conversation” a go, but I just can’t warm to it. I know many people who love it, so hey, more power to them. If it works for you, knock yourself out. It just doesn’t work for me. I find I have to dumb down my contributions to stay under the character limit, or figure out how to say something so simply that it no longer conveys the meaning I intended. I end up writing in sound bites that become glib and superficial. And then I get frustrated because I wasn’t able to communicate what I wanted to communicate. I know, long form writing is not what the kids do these days, email is dead and Google+ is a ghost town.  Whatever. I’ve been told that anything worth saying should be able to be said in a Tweet-sized package, but I just don’t see it. Some ideas are worth more than that.

Which brings me to my second bugbear, the timed “Teachmeet style” presentation where each speaker gets a few minutes to speak and share a tool or idea. (The fact that there is even a “speaker” at what is essentially supposed to be an unconference style event should be the first clue that something is out of whack). For much the same reasons as I struggle with the idea of hashtag chats, I find this is yet another format with a self imposed artificial limitation that can easily ruin the potential value of the content. I don’t know if you recall the historical evolution of this format… the Teachmeet format was originally an unstructured get-together of teachers talking shop and sharing ideas over a few beers at a pub. Then it grew and spread and morphed into a range of formats, until every Teachmeet I go to now uses this same format where each speaker gets a short time limit to share an idea. Originally this time limit idea evolved from the Pucha Kucha style of presenting, but has now grown into being a standard Teachmeet thing.  It’s totally unnecessary. The Pecha Kucha style was designed originally to force presenters into a rigidly structured format – half the fun of giving a Pecha Kucha talk is about meeting the challenge of the format while giving an interesting talk. – but there’s really no reason that Teachmeets should continue to do the same. I agree that having some form of “lightning round” presentations, where you get a strictly timed few minutes to share an idea, can be a lot of fun. I think the 3 minutes Demo Slams at Google Summits can be a good example of this.

But when every Teachmeet becomes nothing but a series of rigid timeslots, it feels to me like we’ve jumped the shark. Making presenters squeeze their ideas into a few minutes might be good for keeping the program moving, but it can be counterproductive to real conversations and authentic sharing of ideas.

Some ideas cannot be distilled down into a soundbite sized presentation. Some ideas take more time, and need an opportunity for questions and deeper reflection. But when the only format for conveying ideas is this kind of short, sharp blast, the only ideas that get talked about are the ones that  fit the format. And I happen to think that there are many ideas worth sharing that need more time, more depth and more nuance than either a 4 minute talk or a 140 character tweet can do justice to. I think we are dumbing down the conversation far too much if this becomes the dominant means of sharing. If I’m going to spend time participating in real conversations with other human beings, I want to hear what they have to say, and not just to hear what they managed to squeeze into an artificially limited timeslot. I think we all deserve better than that.

I’m know I’m supposed to just agree with the status quo and go along with what’s popular. I’ve publicly stated my feelings about both these formats before and have been told all the reasons why I’m wrong. One of my favourite pushbacks is that sharing in this way is still better than not sharing at all. I think that’s a specious argument. Of course it’s better than nothing, but it’s still no replacement for rich, deep conversations or subtle, nuanced sharing of ideas. I’m tired of the shallowness and the superficiality of these formats. I think we can do better, and we can start by reminding ourselves that some ideas are bigger and bolder than a stopwatch or a character limit will allow.

Understand what I’m saying. There is still a place for this kind of rapid-fire sharing, but it should’t be the only place. Right now, every Teachmeet I go to uses this timed format, and the use of hashtag chats on Twitter is more common than ever. By all means, let’s use these formats, but let’s also be aware of their limitations and shortfalls and don’t fall into the dangerous trap of thinking they are the only formats in town.

Featured Public Domain Image – The Witch, No 3,
Wikimedia Commons

 

Update your Search Methods

In 2013 Google released Hummingbird, perhaps the most significant update to their search algorithm since the search engine launched.

From the Search Engine Land blog, here’s how they describe it…

“On September 26, Google announced a new algorithm impacting more than 90 percent of searches worldwide. They called it Hummingbird. Google’s Amit Singhal later said it was perhaps the largest change to the algorithm since he joined the company back in 2001.

Hummingbird allows the Google search engine to better do its job through an improvement in semantic search. As conversational search becomes the norm, Hummingbird lends understanding to the intent and contextual meaning of terms used in a query.”

http://searchengineland.com/google-hummingbird-the-keyword-what-you-need-to-know-to-stay-ahead-175531

 In plain English, this means that the conventional wisdom of the way we teach search – identifying important keywords, eliminating unnecessary terms, removing the conversational parts of a question, etc, is no longer quite as critical as it once was.

I’ve heard many teachers tell students “never just type in a question to Google in plain English” but that’s exactly what Hummingbird is designed for. With so many searches now being done via mobile devices using voice, the evolution to plain language questions and semantic queries is the next evolution in Google search.

As a demonstration, here are 50 questions, all done using voice search, to show you just how powerful this new algorithm really is.

Of course, these are mostly simple fact recall style questions, and more sophisticated queries will still benefit from a more sophisticated approach to writing search queries – using good search terms, excluding words or phrases, using search operators like site:, filetype:, etc, as well as making the most of extras like colour filters, date ranges, and so on.

But if you’re still telling students not to write plain language queries because that the advice you’ve you’ve always given them, maybe it’s time to update your advice?

And of course, it highlights why the things we ask students to do these days need to be based on far more than simple fact recall. With most students now carrying around Google in their pockets, the value of “facts” has been completely commoditised. We need to focus on helping them develop knowledge and wisdom, not just facts. Facts are cheap.

Header Photo: J Brew on Flickr https://flic.kr/p/7NxJZy
CC BY-SA