Speaking to my boiler

My boiler clock stopped working.

A somewhat stereotypical seasonal response to the dropping temperatures and clock changing back last night!

I do hope the central heating engineers out there are raking it in right now, but I am sorry to say, not from me.

Like my late father, I am perhaps too careful with my money despite being able to afford a call out. But for me, it is an opportunity and incentive to experiment with home automation.

I looked at the price of smart controls and blanched. Maybe instead I could replace the aged thermostat with a smart plug? I had to do some considered thinking about how that would work, and paused for a couple of days to do a little online research and devise a solution before deciding I could go for it.

The smart speakers I have are Echo Dot 5s, which can measure room temperature. I planned to write Alexa ‘routines’ to respond to changes (up or down) and do the timing too, so that it is not on overnight. A simple kind of programming, but interesting to think about as it means setting up a feedback-loop to operate at certain times only.

All I needed to do is understand how the thermostat was wired, and instead of the temperature alone switching the boiler heating on, I could perhaps replace it with essentially a home made programmable relay to do the work of thermostat and timer?

The inner workings of the thermostat are simple enough, but I had to think out loud all the connections and label them up before I went further (John Davitt would be proud).

Of course I had already turned off the boiler in the consumer unit and at it’s fused spur outlet for double safety.

The trick was to take the ‘switched’ wire, which needed to be live when the new ‘thermostat/timer’ called for heating, and wire it into an ordinary plug which then is inserted into the smart socket, which can switch it on and off.

Here is the final wiring. Note that the plug needs no neutral connection(!), hence the earth sleeving to indicate that the blue wire was used for earth (for safety) in the lamp flex I used:

And after screwing it all together and plugging it in where the thermostat used to be:

I was pleased to be able to recycle an old plug and especially an old switched socket from my store in the garage, so if anything goes wrong with the smart socket, I can take it out of the equation, plug in the plug and still control the heating manually with the switch on the old socket.

Finally I had to write two routines for Alexa to respond to temperature change and, for now, notify me it has done so, to check it is working. These are simple to make in the Alexa app on my iPhone. Ziggy is the name for my bedroom Echo Dot 5, which I decided to use to monitor my small flat’s temperature. In the living room, I have an Eco Flex, currently on sale at less than £5 on Amazon, which is an amazing bargain! Sadly it has no thermometer function, but it does play music on my hifi and let me control the lights and the rest of the house.

Here are the two routines:

  • first, ‘Turn on heating’ to turn on the smart socket when the temperature is below 17C, within a specified time period;
  • second ‘Turn off heating’ to turn off the smart socket when it is above 18C – at any time. By saying ‘Alexa disable turn on heating’ as I leave the house, I can ensure I am not wasting energy when away.

Total outlay, £7.50 for the smart socket.

The system and the individual

It’s been a week!

Tá badge
Tá badge

First, Friday last –I hear about the success of the ‘Tá’ (Yes) in the Irish referendum to repeal the 8th amendment to their constitution that forbade abortion – no more.

Joan Baez photo
By Jtgphoto [CC BY-SA 4.0], from Wikimedia Commons
Then Monday – I have the moving pleasure of hearing a concert by the 77-years-young Joan Baez, singing with power at the Albert Hall.

Sink film still
Sink film still

And finally on Tuesday – I helped screen a preview of the excellent film ‘Sink’, viewing and discussing with friends in the local Labour Party and in the company of the film’s writer and director, Mark Gillis.

Set in London’s East End, the film portrays Micky, a working class man who attempts to keep his family – himself, his aged father and troubled son – afloat in the context of a punishing welfare & jobs regime. In the film, metaphorically and literally, the banking crisis of 2007 looms on the London skyline, but I found myself taking issue with others in our discussion after the film. It was suggested that the current ‘system’ was an inevitable response to that banking crisis. Although I would be just as judgemental about the bankers, I felt that the system is in fact a deliberate design by the Conservative government that used austerity (I like to call it arseterity) as a cure for notional overspending by the previous Labour government. It has proven to be a wicked and cruel policy that has impoverished the weak and enriched the already wealthy.

The film portrayed Micky as helpless, as he sinks within that system until in the end he decides to transcend it, introducing a moral complexity that got us talking.

So what else could be done? First we must recognise that the system is no accident and that it can be changed. My friends in Ireland who had canvassed in so many neighbourhoods, Joan Baez singing Joe Hill and my own systems thinking inspire this recognition in me!

As an enthusiastic member of the Institute for Educational Cybernetics a few years ago, I became clearer about the value of a systems thinking approach to addressing social challenges – specifically, in my case, the design of education. Cybernetics was famously applied in the context of central government (a word that is fundamental to the field) in the case of Cybersin and Allende in early seventies Chile.

But such centralised thinking must be matched by consideration of each individual’s need to think, value, and act accordingly, to make any system function well.  We can suffer as victims of a system or we can choose to become effective ‘ants’ and through principled action, change it or make it serve our collective needs!

For me, this is why I chair the local Labour Party and seek to encourage members to work together, respecting their diversity and humanity.

SO…

In the wonderful world of Twitter, I serendipitously came across Lankelly Chase. I won’t address all of their work here, but I do recommend their account of their vision, mission and values, which focus on the systems which surround those who suffer severe disadvantage.

I think their model of systems behaviour, although intended to help improve matters for the likes of Micky, could also be applied more widely, but with one proviso – it should address the system and the individual.

The system behaviours Lankelly Chase identify in this regard are about perspective, power and participation and relate to ‘everyone’ and their understanding of the system – I have added my notes to these and to their assumptions.

What do you think?

PERSPECTIVE Lankelly Chase’s words My notes of advice to the individual
1. People view themselves as part of an interconnected whole Everyone working towards positive change understands that their actions form part of a web of activity made up of the contribution of many others. Everyone wants the system as a whole to work, and knows they cannot control it. Make acts transparent at every level, cross refer and give credit to others.
2. People are viewed as resourceful and bringing strengths Everyone is viewed as bringing both strengths and weaknesses as part of a resourceful network of people who are continually growing and learning from each other. Praise the strengths; recognise and forgive the weaknesses; offer ‘unconditional positive regard’.
3. People share a vision People appreciate each other’s perspectives and seek common purpose and understanding. Allow for diversity; tolerate alternatives.
POWER
4. Power is shared, and equality of voice actively promoted All people are able to play their fullest role in building an effective system. Unequal distribution of power, including structural inequality, is continually addressed. Exercise positive discrimination e.g. use all-women short lists, or more fun: insist that men make and serve the tea & coffee.
5. Decision-making is devolved Those people closest to a complex situation are free to engage with its uniqueness and context and to use their initiative to respond to it. Act freely within a framework of responsibility to values and integrity rather than unquestioning loyalty to leaders.
6. Accountability is mutual System improvements are driven by accountability to the people being served. The people being served are supported to take responsibility for their own change. Offer meaningful redress when something goes wrong.
PARTICIPATION
7. Open, trusting relationships enable effective dialogue People feel safe to ask the difficult questions, voice disagreement and deal with the conflict and uncomfortable emotions that surface. Ideally, be a friend who listens and cares!
8. Leadership is collaborative and promoted at every level Leadership is identified and valued as much in the person experiencing interlocking disadvantages and the frontline worker, as in the CEO or commissioner. Lead by offering a service to frontline workers, rather than accepting a privilege.
9. Feedback and collective learning drive adaptation People can see a learning loop between the actions they take and their understanding of the problem they are trying to solve, so that each is being continually adapted and refined. Seek to reflect in and on action. This is cybernetics and is an aspect of my PhD!
Assumptions
Systems are complex and often messy webs that are constantly shifting. They consist of tangible things like people and organisations, connected by intangible things like history, worldviews, context and culture. Recognise that systems are multi-layered, and performance at one level cannot be simply explained by characteristics at another.
Everyone who is part of a system holds a different perspective on its nature, purpose and boundaries. No one person holds the whole truth (including us). Make these perspectives clear, through listening and dialogue.
Everything and everyone exists in relationships, and these involve emotions. Recognise emotions, impulses from bodily reactions and also feelings, constructs formed in the mind, sometimes through faulty or incomplete logic and evidence.
Change emerges from the way the whole system behaves not from the actions of any one project or organisation. We therefore need to help build the fitness of the system to generate positive change. Embrace those we dislike or find uncomfortable.
The complexity of systems means we can’t fully plan how to achieve the changes we seek, but we can identify several conditions that enable positive change and the actions that are likely to move us toward our goal. Gather evidence, review and plan again for an iterative, action inquiry approach.

Jigsaw programming

Blockly program to compute a factorial
A program to compute the factorial of a number using Blockly

I’m sure many of my readers will know what I mean, but just in case, I am talking about the visual programming languages for programming computers which use blocks that plug together like a jigsaw to express algorithms. Examples include StarLogo, App Inventor, Scratch and Blockly.

These are widely used to introduce programming for the following reasons:

  1. such languages tap in to a pre-literate capacity to help learners make sense of things without depending on technical reading and writing literacies;
  2. learners appreciate the tactile and kinaesthetic sensibilities involved in producing a visually pleasing artefact, the program, regardless of what it does;
  3. such languages clarify the logic of the program through the display of visual, diagrammatic shapes that make it easy to determine the relationship and scope of program elements;
  4. it is impossible to make syntax errors such as incorrect spelling, conjunction or punctuation;
  5. they provide a visual menu of programming elements so that opportunities for expression are clear and the learner’s memory is not overtaxed.

All this I can understand and I am very much a fan, but I am unclear why there is considered to be a desirable progression from these languages to the traditional text-based languages?

In some cases features are missing from the visual programming languages. For example Scratch doesn’t do functions and local variables.

It may be thought that a complex program would be visually unwieldy, but I find that true of any reasonably sized textual program.

Then there is the historical/cultural/custom-and-practice concerns of experienced programmers – I can hear them saying “surely there is something important, expressive and pure about traditional programming languages?”.

I maintain an open mind about this and can even imagine jigsaw programming becoming the method of choice for serious programming in the workplace. If I am right, there are some interesting challenges:

  1. What are the criteria for judging the effectiveness / efficiency / legibility of a program made using jigsaw programming?
  2. What are the examples of programming problems that cannot be solved using jigsaw programming?
  3. How do we benefit from the version control and sharing that matter for collaborative development?
  4. How do they effectively encapsulate and hide libraries of service functions and procedures?
  5. Can we add styling control so that we can tailor the visual appearance to suit the person and the task, or simply provide an alternative view?
  6. How can they reveal and make editable the variables and data they manipulate? (Scratch does this well with lists).
  7. How can they animate the program’s diagram to illustrate its execution, single step, interrupt and thus help us debug?

Some of these challenges may already be tackled – I’d be pleased to hear about where to find developments!

Learning Theory

Learning Theory concept map

I have been working for the HoTEL EU Support Action recently at Brunel University and I was asked to produced a report on learning theories – a struggle, since there seem to be so many ‘isms’ and often I come across what seems to be the same theory, but from a different disciplinary or professional context.

So, this A3 poster of Learning Theory was central to the outcome and I would welcome feedback, especially since I will use it as part of my theoretical and conceptual framework for my PhD by Retrospective Practice. There is also the interactive CmapTools version with clickable links to Wikipedia and InfEd.

Here is an extract from the report:

“Learning theory has been a contested scientific field for most of its history, with conflicting contributions from many scientific disciplines, practice and policy positions. With the continuing and disruptive influence of technology on information, knowledge and practice in all sectors of society it is no wonder that innovators, drawn to the interactive potential that computers bring to learning, are challenged by the theoretical basis for their innovations.

Formal education is also a high stakes, culturally & institutionally conservative activity, which serves more than one societal purpose, including:

  • learner development and fulfilment;
  • child care;
  • preparation for citizenship, parenthood and retirement;
  • preparation for work;
  • selection for jobs.

Even in the higher, informal and professional sectors of education, complexity of education is matched by complexity of learning outcomes which may include:

  • skills development;
  • knowledge acquisition;
  • improvement in strategic, analytic and creative capacities;
  • attainment of competence;
  • establishment of attitudes and values.

Each of these societal purposes and these learning outcomes demand different approaches and understandings for the theorist and may develop at varying rates or found to be diverse in relation to context, location and culture.”

Thanks to all the Twitterati that responded so positively when I shared an earlier draft at the HEA TeachMeet: @mike_blamires  @stephenharlow  @lenatp  @LizaField  @fleapalmer  @laurapasquini @JuneinHE @ProfDcotton @RebeccaRadics @catherinecronin @oliverquinlan @STEMPedR @IaninSheffield @louisedrumm @valerielopes @marloft @ethinking @HEAEducation @suzibewell @DebbieHolley1 @cgirvan @suebecks

Old lobster almost boiled

Learning on the Beach 2011

The second annual Learning on the Beach unconference #lob11 has just scattered – I am blown away, boiled, invigorated and inundated – and that was just the weather. We were a self-select group of ‘old lobsters’ like me @richardmillwood and some fresh faces like @squiggle7 – the value of this mix in challenging the norms of indoor education was enormous.

Activities included:

  • a scene setter on flat-lining and free-learning from John Davitt
  • collaborative presentations by teams of participants on themes (and genre) as diverse as Irish History (sing-song), The Salt Marsh (tragedy) and Tides (rap)
  • a tour of the beach with Seán and Matthew to understand the nurturing approach to the ‘machair’ or sand dunes found on the west coast of Ireland and particularly in Mulranny, where we were staying
  • the Explainer Olympics – a chance to hone with a sharp stick in the sand our skills in capturing a concept
  • a Ceilidh to let it rip -thanks to Jim and Ann, @angedav @JamiePortman @mlovatt1 @magsamond @johndavitt
  • Postcards from the Edge, scribed on the beach – to let us shout about our findings
  • thoughts to challenge suppliers – what do we need to support learning outdoors in the design of equipment and infrastructure? Peter at @westnet_ie made it possible for us to connect from the beaches around Mulranny so that we could benefit from our vast array of gadgetry to support our inquiry including TouchaTag an RFID technology, but there were many issues addressed regarding weatherproofing, robustness, daylight viewing and power supply that would enhance outdoor activity anywhere
  • hot tub, sauna, steam room, cold plunge and swimming pool – four facilities that were welcome 😉
  • the sharing of Guinness, Google, kindness, camera-derie, Twitter, time, humour and happiness ( to say nothing of black and white pudding, fresh air and fine rain)

There are not enough wild sea-horses to hold me back from attending #lob12  – I already miss the lobsters: @squiggle7 @magsamond @JamiePortman @mlovatt1 @andyjb @dughall @VickiMcC @johnmayo @johndavitt @angedav @katherinedavitt @timrylands @sarahneild @susanbanister

Analysis of a single interaction

I revived this Analysis of a single interaction recently thanks to a PhD student who is working on user-centred design. It was first developed in 1988 based on Donald Norman’s work, applied to the kind of computer software we were designing then. The ‘concept keyboard’ mentioned was a programmable touch pad from that era which enjoyed considerable popularity as it allowed an interface based on the developer’s own visual layout, suitable for younger and special needs pupils – a precursor of the iPad!

Opting for innovation

Just read Paul Haigh’s blog on opting-out of Building Schools for the Future ICT , in which he speaks of the injustice for leading & innovating schools –

“The DCSF will say there is a fair procedure in place for schools who feel the way we do- they have 42 days to produce an Alternative Business Procurement Case that the business experts in their Local Authority will have had 18 months to work on (in our case 107 pages long).”

and he continues to say –

“This is a trick, there is no way any school can show economy of scale (even though I actually have the figures to prove we can- it won’t be accepted, it’s sacrilege to suggest it) or show ‘transference of risk’ (we don’t talk about transferring the risks of educating our children elsewhere, we talk about professionals taking responsibility in house- isn’t this a lesson from the credit crunch?)”

It’s hard not to sympathise, but I wonder: can schools like Paul’s club together across the UK and share the burden?

Isn’t this an excellent opportunity for open source procurement thinking?

Content is muck

muck

I have been reading  the report ‘On-line Innovation in Higher Education‘ submitted by Sir Ron Cooke to John Denham recently and I’m not impressed.

It seems to be but a variation on the ‘content is king’ theme and, by its own standards, seems to miss many points.

The title of this blog ‘Content is muck’ is intended to disparage this approach and at the same time recognise the importance of high quality, accessible content as a fertiliser for the growth of knowledge amongst learners.

Probably most critical is the following:

“2.5 The education and research sectors are not short of strategies but a visionary thrust across the UK is lacking.” p8

So where in this document is a vision outlined – where is it to come from? I (and many others) would be happy to offer one! But seriously, this is the moment and little here is visionary.

These further quotations from the document raised a range of issues:

“1.1 [..] We lag behind in generating and making available high quality modern learning and teaching
resources. [..]” p3

The difficulty I have with this is the way in which we go about catching up. We should be careful not to spend too much money on material which becomes out-of-date within a year, is specific to particular courses, contexts and levels or fails to enhance the creative rôle for the learner in developing their own knowledge.

“3.15 [..] diagram [..] showing areas where students are currently pushed beyond their comfort zones.[..]” p12

The diagram referred to shows some ICT tasks in a grid with four quadrants – the top left shows tasks which are ‘”Familiar” / “Not comfortable using”  and includes “Using social networks such as Facebook as a formal part of the course”, but the task “Using existing online social networks to discuss work” is shown in the bottom right quadrant “Unfamiliar” / “Comfortable with using” – how can this be, what do they mean? Sadly the document lets us down here, with no reference to a source, unlike the bulk of the work. A report of this significance needs to be of the highest quality of it is to be convincing.

“3.19 [..] iv. where students tend to learn almost entirely at a distance (e.g. The Open University and the student base the UK e-university aimed for) high quality, purpose written, online materials and high quality online support services are essential;” p13

I agree in part, but what does “tend to learn almost entirely as a distance” mean? Is it not the case that  learning materials and support for face-to-face learning should be of similar standard? The unspoken assumption is that learning at a distance is solitary and thus the materials and support must compensate for the lack of ‘learning conversation’ – this is simply not the case in the modern social web.

We have had extensive experience over five years of fully online provision in the Ultraversity project where “purpose written, online materials” have been minimal. This has led to no lack of quality, as the guidance and support is generated through dialogue shared by a cohort of students – the online community of inquiry. Authoritative sources, journals and textbooks including key professional documents, are available widely on the internet and can be engaged with rigorously, critcially and comprehensively. This way of organising learning is most effective in that it also sets up the student for further lifelong learning.

“3.28 [..] The e-university was ahead of its time but the UK can learn from its mistakes and it is not too late to try again to address the demand for virtual, largely on-line education in the UK and
elsewhere. [..]”  p15

I think not – the e-university did not take a visionary nor innovative approach in my view and was not at all ahead of its time, but tried to take old approaches into new technology with minimal account of growing evidence of the efficacy of new models of online learning.

For the sake of my tax bill please lets not try again without considerably more care and wisdom!

Channel 4 Education Debate – Staying On?

Channel 4

“Will ‘staying on’ to 18 raise education standards and improve the employability and promote social mobility as the Government believe?”

This was one of the questions put to a panel and a small audience at the debate tonight at Channel 4. Some interesting debate, some intense and challenging moments, but best for me was the point at the end:

“We have spent all evening discussing the ‘engineering’ of a solution, but failing to look for clarity on the aims of education”.

A recurrent problem, well observed in my view, and begged my concern that we should not forget that education is fulfilment in itself, not simply preparation for life.

RSA Networks workshop

 RSA Networks

The objective of this workshop was to begin a new kind of RSA fellowship engagement ‘RSA networks’, and to discover what they might do and how they might work.

A stimulating ‘Open technology’ format was used to generate, discuss and refine over 70 ideas from the 260 fellows and staff present.

I proposed ‘What’s wrong with university” and “The University for Improvement” as ideas for debate and constructive thinking. The fellows who joined me were surprisingly gentle, compared to the RSA report “In from the cold- the rise of vocational education” written by Professor Sir Graham Hills in November 2004. Graham was project champion of the RSA’s Visions of a Capable Society programme in 2004, and he identified the following flaws in the qcademic ethos:

  • Fragmentation of knowledge
  • Internal referencing, peer review, cronyism and social corruption
  • Absence of context, flight from reality
  • Objectivity taken to extremes, dehumanisation of science
  • Authoritarian attitudes to knowledge and behaviour
  • Competition between knowledge bases leading to internal uniformity and external conformity

He continued to claim that the world of reality and technology, outside academia was:

  • Holistic, not reductionist
  • Context driven, not subject driven
  • Mission-oriented research, not blue skies
  • Teamwork, not individual scholar
  • Multi-authored publications, heteregeneous knowledge bases
  • Divergent not convergent thinking
  • Reflexive philosophy rather than objective statements
  • Decisive criterion: does it work?

Nevertheless I went away feeling that both business and academia (both well-represented in the session) were unhappy with the current state of affairs and the University for Improvement – an idea based on the Inter-Disciplinary Inquiry-Based Learning  project (IDIBL) I am working on at the University of Bolton –  was well received.

As Graham Hill put it: “The best way to connect the world of industry to  academia is to people it with students” – something IDIBL will be striving to do.

RSA talkaoke

RSA talkaoke

A fascinating evening sitting in the Star Trek-like environment of Talkaoke at the RSA. Discussing the development of an online environment for the RSA Fellows. A wide-ranging discussion which homed in on the confrontation between the trust and shared intent of a closed society and the creativity and diversity of open thinking. A chance to present the IDIBL project and consider its place in RSA developments to become a dynamic force for change by offering a route for those keen to embrace civic innovation in a disciplined and rigorous manner and gain academic qualification at the same time.

Ideas that can change the world

Ideas that can change the world

Went with Patrick to this excellent meeting of young and old minds. We spoke to Cameron (8) who told us his ideas for a “mp3 and mp4” player so that he wouldn’t get bored when avoiding his younger brother! It reminded me that changing the world starts small, and visions of what’s important are close to home as well as global.