B/EN/Review
It is of paramount importance. From the beginning I have been asking myself two questions. How biased and ideologically driven it is, really. But I felt like if my mind was split by a rock in two streams – because on the other hand I knew this is so true I couldn’t even fathom any arguments against it. Come to think of it, can we really not learn?
I rolled a dice: one, two and sixteen! So let these become the chapters to read from an older stuff, the book Linking Thinking from Phillip C. Candy. To specify by secondary title, it deals with ‚self-directed learning in the digital age‚. More then just three interesting chapters can be found by rolling the dice through the content, nonetheless I chose mine by weighted criteria of interest, continuity and generality.
Crumbs from Candy’s table
The main gist of the book overall could be expressed through statement like this one – information technology has changed the affordances of learning activities for lifelong learners, here is a model to take the full advantage of it. The book is actually divided to four parts conceptually. First part elaborates on background caused by rapid evolution of information technology. Second part continues by laying out necessary preconditions for successful exploitation of network technologies, here Candy names connectivity, competence, content, credibility, confidentiality, information acquisition and collaboration, which are all very luring topics! Third part adds self-direction to the mix – personally I’m looking forward to find a time to read chapter 13 about reconceptualising – and chapter sixteen is simultaneously the whole of part four critically evaluating concepts which serve as a future vision.
Of these 16 chapters, both first and second chapters are two halves of the first module dealing with the digital revolution as a socio-technological background causing potential shift in education. Generally, I love to read and think about ‚panoramic‘ things, bigger pictures and underlaying principles, therefore I chose to read these chapters. In the first chapter, there’s a lot of information on the digital revolution and information age, even short history of internet (really short, more on that later) and reflexion on hypes, which I really liked. Second one is about self-directed learning. The importance is supplied with history-based argument, the scarcity of research is emphasized and types of learners are listed. Important distinction between types of learning with regard to control are stated as well. Sixteenth chapter describes the concept of the learning society, its assumptions and necessary steps to make steps towards the vision’s fulfilment.
Of the main concepts it’s necessary to pinpoint the distinction between self-direction from learner-control which is important to even understand basic concept Candy tries to focus on. Page 49. This distinction is crucial for understanding where the learning’s true control lies. Because in the case of the former, synonymously called independent learning, self-paced, self-directed or learner-managed, it’s essential to overtake full responsibility for our own learning. Contrary to that the latter, learner-control, describes more of a leeway in some learning aspects given to students by teachers. Pace in which we learn, sequence of tasks would be some examples. Candy delves deeper into relationship between this phenomenon and ICT, which he describes as ‚compellingly reciprocal‚. Interesting is the observation of changing nature with the progressing digitisation and sometimes blurred lines between these two types in online environment. Not only that in the past people often had to undergo learner-control events in order to practice self-directed learning in their free time – like assigning to a course – but even nowadays, in the cyberspace, one might, in the process of self-directed learning, enter a free-course where again the control does not rest fully in his hands.
Second concept, well-known to master students of KISK at MUNI, which I study as well, is that of The Learning Society. The Learning Society, according to the book, is such, where people adopt learning approach to life. It’s actually one of three paradigms of this concept found in literature. What makes this chapter interesting for me is, that I always wonder about the almost utopian nature of this vision, yet so unrefutable – it is here, where I connect the text to the introducing paragraph. The second paradigm is that of ‚educated society, committed to active citizenship, liberal democracy and equal opportunities.‚. And then the third: ‚(…) the Learning society is viewed as a learning market, enabling institutions to provide services for individuals as part of supporting the competitiveness both of individual enterprises and of the economy more generally.‚ Clearly, Candy underpins the learning society with liberal values of tolerance, openness and respect for cultural and other differences. On top of that he makes clear and firm link between the Learning Society and lifelong learning: „Of the various essential characteristics of the Learning Society, none is more central – yet more difficult to define – than that of lifelong learning.“
The mirror: separating the wheat from the grass
There is lot of information even just in three chapters. Few of them inspired me and, in my believe, could inspire others. Let’s finish the portioned meal first here. For those who did not even hear about the previous concept even mentioning is worth it, but for those who new it and wondered, this source might be valuable.
What’s under the roof?
Of course it has specific ideological fragrance. The Learning Society as one of cornerstones of liberal democracy with whom others with different inclination may very well argue. Based on the ideas of openness, free access to information, non-centralized networks, globalisation (which Candy mentions as defining on page 34 and 306) and plurality of attitudes. Another, rather more serious and eye-opening information is about the economical-driven incentive. „We should aim to create The Learning Society through becoming the Learning Humans in order to become more effective workers in order to manage more work in order to generate more profit in order to…“ Oh, come on!
My confession in the beginning was sincere. I cannot fathom how could the main premise and suggestion be wrong. In fact, I am absolutely convinced by the arguments on lifelong learning. We are unable not to learn. Life is learning and it’s one of the defining traits of humanity. I think therefore I am, I learn therefore I’m human. As a person who loves to learn and has strategic plans to future acquisitions of skills, it doesn’t really make sense for me not to want to live in the learning society. And as a person who loves to learn I’m certainly up to the challenge of exploring my motives, which leads me to typology of learners…
All these boxes!
..and generally other list-types of information found in the book. Or categorisation so to speak, like the ones found on page 37 and 47. And also page 55. On page 37 Candy writes about the general properties of hypes, which I have already been interested in and sought some information – for curious souls I recommend paper with identifier „10.1016/j.technovation.2022.102459“! Anyway, candy states criteria for successfulness of any given innovation: must bring relative advantage over what it replaces, must be compatible with established values and practices, be of suitable complexity, be nice to try and give motivating results. I perceive this as very useful guide when thinking about new ways in education as well. Anytime when even secondary school teacher brings new technology into classroom this guide may serve him well! On page 47 three types of learners are introduced. The goal-oriented one, the activity-oriented one and the learning-oriented one. I was satisfied when my deep reflexion led me towards the conclusion I am both goal-oriented and learning-oriented. Although to be honest, my unique type would be growth-oriented. Not that learning itself is relaxation for me, but I have a vision of myself and life I want to lead. Pursuing this vision is only doable through learning. By the way, what type would you be? Have you read other chapters from the book that elaborate on this in more detail? Oh yes, and page 55 informs us about types of learning. Deep approach, surface (or reproductive) approach and achieving approach.
And few more crumbs…
On top of that I would like to cherry-pick few more usable things. On page 54 Candy, in regards to information systems, quotes Birkerts with following: ‚They are not only extensions of our senses, they are extensions of senses that puts us in touch with the extended senses of others‘. This is kind of meta-level but very enlightening. The idea of seeing technology as extended senses is not new to me, but to realize our extensions meet in this world, that is a deep thought. Honestly, I’m not sure what can I deduce from it yet. Any idea? On page 40 by quoting Dickinson and Stewart, Candy talks about ‚back to zero rule‚. And finally on page 44 Candy offers yet another beautiful point of view on self-directed education, in line with me seeing education as a carving tool for sculpting my vision…
‚In fact, in its truest form, self-directed learning is a wellspring of individual expression.‘
Dear Mr. Candy, may I…
…offer you a suggestion to amend some statements? Separately, on the top of self-directed learning being in the pantheon summoned by nobility, I would argue, that nothing is morally more noble than teaching children and, not skipping the topic of self-directed learning, to lead them towards such an attitude. To make them life-long learners. To make them deep learners. To turn them into those learning-oriented folks. Beside that let’s look at what did not age that well.
Some passages are inevitably dated. Notably the short and eventful history of the Internet at the beginning of chapter one. A lot could be filled as many things have happened during these almost twenty years. That’s not really a criticism, just a function of time. While description of history may not be something to raise an eyebrow, inferences may turn out to be entertaining to say the least. Consider the formulation on page 35 when dramatic impact of internet is described on examples of world wide web and… email! Comparing the situation now when we have things like instant messengers and even messenger calls, this just seems so outdated. Or on page 33 there is this thing with globalisation, which I’ve already mentioned. Sure, that was in first decade of this millennia. But more and more people actually speak about our current time as a time of deglobalisation. What effects will this process have on our society and what consequences will it bring to education remains to be seen and as a layman I would rather abstain from any utterances here.
If I was to write a concise generalisation, I would say that it’s the extend of ICT’s sophistication and realisation that these gadgets will not move with people’s unwillingness to exert an effort, that has changed the picture. Although I share Candy’s enthusiasm on lifelong learning I’m more pessimistic about some noticeable shift happening in the society. Speaking about hypes, I think one aspect of them could be argued over – that people let themselves be driven away by enthusiasm and forget about some of not so admirable traits of human nature. So far, internet and ICT’s has not change people’s propensity to laziness, to complain and to give up on responsibility for their life and society we live in. No matter the affordances and sophistication of ICT, The Learning Society may be more akin to elitist project, sort of dissolved community not really seen without gaining access to their structures. This hype being gone is also a difference from time of writing.
Hats off to Mr. Candy
Few melodies aged remarkably well though. I curated four of them. To my knowledge it still remains great topic to put effort in and I speak about researching how people learn when they’re pursuing their own interests. Also, the insights gained from such an inquiry would still prove to be an actionable impetus to improve formal learning. Candy mentions this on page 45. I printed these chapters stacking four pages on every single A4 paper with lot of space for notes. Here I’ve written ‚emotional path‚ meaning it would prove fruitful to focus on emotions and flow states experienced during private learning and how these corelate with topics, links explored, quantity of sources, topic similarity and knowledge gained. Second thoughtful insight is that from Tough on page 49. Yes, the episodic and fragmented nature of many adult learners can be put in the context of microlearning, which has become standalone phenomenon, quite popular frankly. Possible double-edged sword, microlearning can indeed lead to lack of disciplined coherence. Moreover, it can lead to shallow learning, because this form of learning is not suitable for deep topics. Nevertheless it has its place, and this place has been earned by a massive part thanks to ICT’s. Another part I can only approve is on pages 54 to 55. In the light of recent pandemic and political polarisation, online learning may be very effective at inducing echo-chamber environment, especially with modern advanced recommending algorithms (another huge difference from the book’s era) and ‚present inquirers with decontextualised knowledge claims‚ to quote Candy verbatim. To wrap this up, nothing has really changed from what Candy’s observation on page 59. The field of ICT is still notoriously fast-moving and in its focus kind of… ahistorical.
Next iteration please!
The first difference we would notice if the text was rewritten today and we would read it in linear fashion would be much longer and event-thicker history of the Internet in chapter 1.3. So much has happened with more advanced algorithms, monopolisation by google and introduction of whole new technologies like chatbots and blockchain. For the domain of education, AI especially is causing lot of wrinkles. Cheating and the inability to reliably detect such frauds among many things. Bullying! AI being used to deceive and hurt. My guess is Candy would touch more on ethical layer. And who knows, maybe there may be a reason to rethink where does the power really lies. Do we already have third type of learning control, something like AI-directed learning, to add next to self-direction and learner-control?
Second difference would in my opinion be less enthusiastic portraying of the Internet as free source, as commons, as endless source of materials. Lot of service providers are putting their products behind some kind of paywall or subscription, otherwise limiting the scope and quality of offered service. One may wonder if it could actually be interpreted as a form of control limit on the side of self-directed learner? Because given very likely limited budget of ordinary person, he can only decide to pay for so many services before giving-up on others. When already paying he better took advantage of it. For me it could be seen exactly as such intervention. If more of these, or everything out there, was freely accessible, it would mean more control over the learning process. But hey, everyone’s gotta pay teh bill y’know?!
Let me end this review with a deep quote to think about. As I procrastinated today, sitting in the faculty hall and sipping coffee, I was taking part in a gross thing. Scrolling. Karma je zdarma though, and soon I was attacked by a meme quoting Alvin Toffler: ‚The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn‘. How paradoxical, even by damn scrolling I bumped into something so useful. One really just cannot escape learning!
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