My friend Harvey is in the enviable position of being an instructor and having a job in the real world. (He insists he’s not an academic, but among his many other talents, he’s a damn fine educator.)
Harvey is routinely upset by the extent to which ostensibly prosaic ideas about education are treated as revolutionary. For example, I was tweeting about George Papandreou‘s speech at ICICTE, and how he was evangelising the need to empower people to understand and use technology, and the need to educate them about how to evaluate information and judge its authenticity. It was basic reportage; this guy might be Greece’s next Prime Minister — his father served as PM, by the way, so there’s precedent — and it was interesting to hear what he had to say about the intersection of education and technology. Asher Rospigliosi summarises the key points here.
I thought Papandreou talked a good game; nothing very new, to a conference of people already sold on the adoption of technology in education, but he expressed himself very clearly and seemed to have genuine commitment to change. He gave a brief nod to Barack Obama when he said that it was important to educate people about the coming changes and the responsibilities those would bring (he did explicitly mention Obama, though I’m sure I wasn’t the only one wondering whether Greece’s leader of the opposition is also a secret Spider-man fan).
So I tweeted some of the key points of George Papandreou’s address, and Harvey was all, like, “Yeah, and? This ain’t rocket-science.” (I paraphrase; I think his original tweet used the phrase “bleedin’ obvious”.)
This comes on the back of conversations with Harvey in which he was dismayed to learn that educators do not routinely make deliberate use of narrative in structuring their lessons; that they are not all aware of the complex attentional demands created by having to read dense text off slides during a lecture; that they are not, in short, necessarily all that educated about attention and learning, outside their own subject areas.
So by now you’re probably thinking that Harvey is a royal smart-ass and world-class know-it-all, right?
But the thing with Harvey is that he’s way ahead of the curve in terms of adopting narrative in his teaching, encouraging student interaction, making appropriate and minimalist use of visual aids, etc. Much of this is surely down to his non-traditional background and subject specialism, but a substantial chunk of it is absolutely down to his being a professional pain in the ass.
And I love it.
Because, when Harvey points out that this stuff is, to use his terminology, bleedin’ obvious, it encourages me to test the things he take for granted, to be able to demonstrate empirically that they work. I work in science, and we’re all about evidence; pretty soon now I hope to publish a paper on why minimalist slides are so important for learning, and then I can approach my colleagues and say “Look: here are the numbers. This really works.”
Critically, I know the concepts I’m championing are not in widespread use right now, else educational conferences wouldn’t keep inviting me to present my work. (Okay, so really, there’s nothing new under the sun; but maybe these ideas need to be recycled once in a while — we’re certainly in need of them right now as we struggle to avoid being derailed by the very technology we seek to promote.)
What I’m trying to say is this: having my ass kicked on a regular basis about the fundamentals of teaching, by someone with a bit of objectivity, galvanises me to educate my colleagues — because if I’m learning anything from my travels in educational research, it’s that there are many educators out there to whom this stuff is often far from obvious.
Thank you, Harvey; education needs more pains in the ass like you.
[This article has been edited since its original posting; this is what happens when your posting deadline is the lifespan of your laptop battery.]