Apr
18
The Editor is You
Filed Under Blog, eBook, eLearning, Industry Analysis, internet, mobile content, news media, Publishing, social media, Thomson, Uncategorized | 4 Comments
For a brief but happy period I rejoiced in the somewhat overblown title of “Executive Publisher” at Thomas Nelson and Sons Ltd, and was delighted when one of the handful of Edinburgh -sourced executives who had made the long journey with the company to London reminded me portentously that I was “sitting on the chair once graced by John Buchan”. And, indeed, Buchan in his writing days was also editorial director, keeping things safe for his old friend Tommy Nelson while that great leader was at the War – from which he never returned. So I responded with alacrity to a London Book Fair press release from Faber in which they announced an app for “The Thirty Nine Steps” (published in 1915) to create a “fully playable, fully immersive” (if its neither I shall want my money back) new product. This app includes “classic stop-frame animation and original silent film music”: what a huge mound of mine-able data this one book has produced. Hopefully the beautifully taut story-telling of Buchan himself is somewhere in there alongside what Henry Volans, digital supremo at Faber, calls “a new way of reading, with John Buchan’s story at its heart, presented afresh through a TV and gaming-inspired lens”.
I love this and want it to work: at the same time I get all sorts of goosebumps about what the result might be. I believe passionately that the network will produce art forms of its own. The long history of gaming, graphic novels, manga, picaresque narrative, novels of manners, film and television, and animated developments of all types from cartoons onwards, must, if our culture plays out true to type, be antecedents to something else. Clearly narrative is very important and clearly visualization is as well. In the same PR tranche a further Faber announcement indicated that the new Ian Pears novel, Arcadia, to be published next year, will appear first of all in an “semi-interactive” form, and only subsequently in a printed form. Here again is evidence of open-mindedness, though I found the idea that Mr Pears, whose writing I have enjoyed, wrote the novel, according to the Guardian (16 April) “inspired by quantum physics, and written in “nodes” which had been mapped to a graph constructed after consultation with an Oxford Mathematics professor. The aim was to create an infinite number of ways in which the story could be read -“. That word “infinite” has a whiff of the publicity department about it if you ask me, especially since Mr Pears later says “I’m still in charge of the story because I am arrogant enough to feel that I’m a better story-teller”.
Never mind. This is brave and ambitious stuff. The announcement occurred in this same week when The Guardian itself launched its own first essay in Citizen Journalism (see my 4 April blog on “Editorial Views and Viewers”). The Guardian has not gone for nOtice, but has created an app of its own for community responses and submissions. TNW characterized it like this:
“You can access the app via the Web, but there’s also native incarnations for Android and iOS. To contribute content to GuardianWitness, you need to create an account, either using your existing Guardian credentials, or through your Facebook and Twitter details.
The Guardian actually posts ‘assignments’, inviting users to post content based on themes – for example, when Britain experiences unseasonably bad weather. Editors set a range of assignments each week, covering news, sport, culture and life and style.
Photos and videos will constitute a large part of this, particularly for users out and about on the streets with their smartphones.
Selected submissions could be featured on the Guardian website or also in the Guardian and Observer newspapers, while video submissions could be added to the GuardianWitness YouTube channel.
The apps also lend themselves well to big breaking news stories, where Guardian and Observer journalists simply can’t cover the sheer scale of it on their own.
However, if you don’t fancy one of the assignments, and there’s nothing big going on in your neck of the woods, you can also simply submit a story, which constitutes an ‘open’ assignment.
For the Guardian, encouraging the public to submit their content via dedicated apps is a great move, and serves to formalize the growing shift towards user-generated content. It transforms anyone into a roving reporter, giving them direct access to a major news brand. Surely it’s only a matter of time before more big-brand news outlets follow suit, including the BBC.”
When John Buchan climbed down from the editorial chair at Thomas Nelson he went off to govern Canada. I always envied him this in my time: it had to be easier than trying to govern (Canadian) Thomson Corporation’s regiments of accountant managers (as my Chairman said, with deep seriousness, “you could make this so much easier for yourself if you stuck to only publishing bestsellers”). But the equations that we faced then will never be the same again. Just as print will go, so will editorial and authorial control. In a contributory content world, users will assess and vote for each others contribution, pre-buy content to which they are contributing, subscribe where they are contributors, and vote for each others contributions, views, plotlines or innovative media narrative combinations. The tools of the trade are on their desks: for some years now everyone has the potential to be his own studio, or her own graphic artist. The result may not be High Art, but the skills levels of whole populations will increase rapidly as “entertainment” becomes not just experiencing things, but participating in them as well. If self-publishing eBooks has taught us anything, from Amanda Hockings and John Lock onwards, it is that the publisher editorial selection process does not satisfy the participatory urges of large populations, and that user review and rating is seen as the selectivity tool, not publisher puff and blurb.
Now I must dash. There is a real hold-up on the M25 that I feel I should cover for the Guardian…!
Mar
22
The Atomization of Education
Filed Under Big Data, Blog, Cengage, eBook, Education, eLearning, Industry Analysis, internet, news media, Pearson, Publishing, Uncategorized, Workflow | Leave a Comment
When lofty, intellectual figures like Mike Shatzkin (http://www.idealog.com/blog/atomization-publishing-as-a-function-rather-than-an-industry/) quote one’s sayings of many years ago there is real danger of a sudden rush of blood to the head. Thankfully, his purpose is more to mark the entry of Google as a publisher than to say “Worlock told you so”, but he really started me rethinking this turf in the process. You see, “atomization” is the growing experience of all markets. Nature, this week, described the work of a computational biologist at a drug company, searching 23,000 articles in one text mining enquiry” to pick out hundreds of proteins that could relieve a mouse model of multiple sclerosis”. This is not the world of articles and journals in which most journal publishers think they are still living. The practice of law is a workflow now designed around procedural requirements fed by precedents. Readers here will have heard almost ad nauseam of the collapse of newspaper and magazine business models, replaced online and in the device in your hand with filtered references and the ability to call for more. Artificial intelligence and computer written information ( Narrative Science) will take an ever larger role in content creation, and this content will be increasingly read by machines that protect us from the full onslaught of the information-based networked society that we have created. And that machine-generated information will be created in atoms from the very beginning. Addressable, metadata-identifiable atoms. We will collect them, review them, put them into different orders and create, from these objects, the information structures of the future – and some of them we shall probably call “books” just because we cannot think of a better name.
Amongst my reading this week has been a pair of reports from Eduventures (www.eduventures.com) on Predictive Analytics and Adaptive Learning. While they do not take us very far they do very adequately describe the present and I am delighted to see subjects like this being covered in contexts where educational administrators may get to read them. The educational mold probably broke about a decade ago, and much of what now happens in education reflects the dim and distant echoes of the works of true scholars like Seymour Pappert and Marvin Minsky at MIT, or Alan Kay at Zerox and Apple. But for all that long decade of talking about learning objects and SCORM, of learning journeys and personalized learning, where are we now? Still talking about “the migration to the electronic textbook”!
And why? Publishers say teachers demand texts, Teachers say students demand them. Everyone says parents insist on them, only please make them digital (easier to carry, cheaper to buy). And in every part of the developed world you hear the low moan of “falling standards, education is not gripping or immersive, kids are now exam monkies being trained to pass tests etc etc”. The inescapable conclusion is that our society is in denial in the education space so maybe our thinking should be turning towards what we do to change the fundamentals. And here the Eduventures work carries seeds of hope. The report which looks at adaptive learning focusses on “developmental education (for European readers, this is yet another euphemism for remedial work with less able learners). And this is critical in all of our societies: only where most traditional techniques failed completely will we seem to trust ourselves to something else. So where students must play catch-up we can go to people like Pearson Learning Solutions, who by investment or partnership have now put together a considerable hand of potential plays, from SmartThinking in the US to TutorVista in India covering the individualized instruction side of the deal, while the work with Knewton, mentioned here before, moves Pearson centrally into the service-led domain centred on creating course material for specific students with known and diagnosed problems, and making it adapt with them. Only the complete atomization of learning materials into objects with defined learning outcomes will allow these solutions to succeed, and publishers to survive. And yet, this outcome is still far from the minds of the biggest “textbook” publishers in the line behind Pearson.
Who else does good work in adaptive learning, then? Eduventures single out Carnegie Learning, now part of Apollo (the University of Phoenix, not the investor). Here is one of the future patterns: owners of schools and distribution systems, like Pearson and Apollo, custom to their own needs while the textbook players just melt in the heat. Another quoted player is Edmentum (PLATO plus Archipelago), now refinanced and with a strong bias to the developmental education field. Meanwhile a quite different and disruptive set of players are atomizing at the teacher level. Beyond the scope of these reports, note how rapidly systems are developing all over the world to network successful lessons, resources and techniques. When I was a textbook publisher our mantra, in times when the only tech was Monotype, was that we justified our existence by reflecting through our authors the best teaching practice that we could research and locate. Now every teacher can do that for themselves: TSL Education claims a network outreach to 47 million teachers globally from its UK and US sites, while teacherspayteachers.com publicizes a teacher in North Carolina who has earnt $1 million from selling learning resources online. Atomization pays!
But the revolution comes full turn when you apply predictive analytics. Education is a live Big Data environment, with huge caches of material concerning each learner, and increasingly, each learner’s reaction to each learning process. At the moment, these reports note, the focus of predictive analytics is finding out who is likely to fail and trying to help them in time. With 25% of US college learners dropping out before the end, this is a very expensive problem which needs to be solved. Predictive Analytics can be demonstrated to improve retention, both by improving selection and by diagnosing reasons for failure before it is too late. College teaching staff will be worried: failure to learn is also about failure to teach. Typically, the interviews in these reports show that data is siloed, that LMS data does not mix well with other content, that those who use predictive analysis mostly do so in terms of IBM’s SPSS software, and that the use of these analytic techniques was just as prevalent now in retention as in recruitment. Just what one would have expected. But when data analytics becomes an accurate prediction of outcomes, then personalized learning can really begin. Do not be stubbornly publishing textbooks, whether they are digital facsimiles or not, when that golden dawn arrives!
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