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Posts Tagged ‘dumb

What drives otherwise normal and healthy students to buy pills that claim to help them with “last minute cramming”? The chase for good grades.

That is according to this ST article. The same article provided the names of the pills, how much they cost, and how to get them. If more students and parents did not already know about them, they do now.

What the pill poppers are blind to is the short-term and temporary benefits of the pills and their long-term health risks like “heart problems, severe rashes, headaches, irritability, difficulty in breathing and insomnia”. Furthermore, possessing such pills without a valid condition and prescription of controlled substances is also against the law.

The alternative is not to take shortcuts. As Denise Phua, head of the Government Parliamentary Committee for Education, pointed out:

It is smarter to stick to natural strategies such as having enough sleep, healthy food, lots of physical exercise and adopting good study skills – strategies that are all tested and backed by research.

Those strategies smarter in the long run. But as long as we provide conditions for short sprints, some people will take shortcuts.

My rant today began with the first world problem of setting up a GIRO link (automatic deduction) from my bank account to my son’s new ez-link (public transport) card.

Why establish this payment link? It is the smart thing to do: I do not have to remember when to top up the card’s cash value because the process is automated.

The instructions on how to do this are critical because a) they probably change over time (they did), and b) a user cannot be expected to remember what to do (it is a few years between needing to do this).

When I tried following the instructions at the ez-link website to set up a GIRO-linked travel card, I discovered that the instructions were outdated.

The main steps were to first get an authorisation number from an AXS machine and then look for a general ticketing machine to activate the travel card with the authorisation number.

The AXS instructions were not only inaccurate, the reader refused to read the card and reported that the card was faulty. I moved to another AXS machine and got the same message. The card worked just fine when I was at a customer service counter to deactivate the old card and activate the new one.

This begs the question of why everything — deactivation of old card, activation of new card, GIRO application — could not be performed at the customer service counter. It is as if some agency wanted people to walk from a counter to a machine to yet another machine so I got some exercise. The only thing I exercised was my patience.

The overall process is one main step too many. The authorities realised this and removed the AXS steps. However, the instructions persist online.

How are we to be a Smart Nation if we have dumb processes (the irrelevant instructions) that persist?

I do not blame the technology. I blame people.

The technology evolved to be more secure so that the AXS authorisation process was no longer a necessity. There is now one less step to play in this administrative scavenger hunt. But people in charge did not update the instructions and the links to them.

You could attribute this to laziness, oversight, or carelessness. Whatever the root cause, it would be stupid to push for a Smart Nation while retaining dumb habits.

The push is a sociotechnical system and efforts that forget the human element are doomed to fail. The failures do not have to be the headlining sort. They are the simple things that are supposed to make everyday life more convenient and seamless, like automating the payment of a travel card. If you cannot succeed with the little things, do not expect to do well with the big ones.

The thread that runs through my rant yesterday and today is how people talk smart talk but walk dumb.

Several weeks ago, I had an unpleasant dining experience. It gave me food for thought on why technology-led change in school flows slower than molasses.

I revisited an eatery that made some changes. One such change was a subtle one. There were QR code stickers on the tables which linked patrons to an online menu and ordering system.

The process was straightforward: Scan, select, order, pay, wait.

While waiting for our food to be served, I dealt with a technical issue on my son’s phone. It took a while to deal with because the problem was quite serious. I spent almost 20 minutes trying to troubleshoot the problem. I know this because my food order did not arrive and I checked to see why.

Online order.

I walked to the counter staff and asked if there was a problem with my order. They replied that I not ordered because I was “just sitting there as if I was waiting for someone”. Forgive me for doing what customers do, i.e., order and wait.

They also said that they tended to rely on online orders at lunch when things got busy. Apparently I was supposed to know this. Forgive me for not being a mind-reader.

A staff member then reluctantly pulled out a previously hidden iPad and saw the order. Almost as soon as she tapped on her screen did a confirmation appear on my screen. Forgive me for not reminding you to check your ordering system.

I am sorry. I apologise for the portion of the human race that holds the rest back because they cannot overcome their inertia and bias. They do what is good and comfortable for them instead of focusing on others.

I am not sorry. I make it a point to create dissonance. I tell and show people — teachers in particular — why and how to teach better with technology. The process is sometimes painful and difficult, but we do this because we focus on our learners.

Most of us would not put up with shoddy service at an eatery. I cannot put up with schooling that pretends to be education. I see through the lip service and push or pull people along if necessary. If this makes them feel uncomfortable, then so be it. Better to be honest than a hypocrite.

Last week I received email from GeBIZ to complete a survey (PDF file) and then either email the file or fax it.

Gebiz email requesting for survey returns.

The message and instructions begged these questions:

Perhaps someone conspired to rile GeBIZ users up so much that they would provide feedback to demand for more efficient and effective practices.

An online version of the form is both more efficient and effective.

  • Its submission is immediate as is a confirmation of receipt.
  • There is no need for people to compile data from two different sources into one.
  • The data can be automatically collated and analysed without first being inputted manually from the emailed PDFs or faxes, thereby reducing human error.

If this is what happens to a survey, I dare not imagine how other processes might be compromised.

As an educator, I cannot help but wonder what messages actions like these send to the larger system. Are these indicators of push-backs on progress?

I do not think that my concern is unwarranted. While mainstream school teachers are not quite affected Internet restrictions, there are already restrictions on services like Dropbox and mobile services.

If plans are only as good as their implementation, why does “smart talk, dumb walk” persist?

Policies crafted by leaders shape the work environment and culture. If higher-ups associate the Internet, social media, or anything “e” as dangerous or wasting time, they will enact policies that reinforce such hang-ups and nurture a culture based on fear.

Consider this scenario. Imagine I propose that school personnel decide on whether they spend money only on a textbook collection or Chromebooks. The books do not raise an eyebrow, but the response to Chromebooks is “Yes, but…”.

As different as schools are now compared to a generation ago, values and practices today are arguably still entrenched in the past. Ask teachers if they integrate technology and it is still common to hear phrases like “technology to enhance”, “the basics are more important”, “we don’t want the kids to be distracted”, or “the exams are handwritten”.

Technology should not just enhance, it should enable learning. The basics have changed and are more complex and kids need to be empowered. Very little outside of conventional exams and schools is handwritten. Even GeBIZ asked for email replies.

Despite the smart talk and inspiring rhetoric, what actually makes a difference is the walk. It easy to say you want innovation in schools. It is more difficult to create conditions for change.

My head hurts from reading the online vitriol in the aftermath of the Sabah earthquake.

Lives were lost in Mt Kinabalu. That so many were young and from one primary school leaves me at a loss for words. I am as dumbfounded as I was 21 years ago when I shook the hand of a man whose wife I could not help save.

What can you say to a parent who has just lost a child?

I am thankful that our leaders and people on the ground have managed the crisis respectfully and professionally. Before the rabid press jumped on loose leads, parents were flown in and asked to identify their children, and then only was information released.

But there were other distractors and many idiotic responses.

Distractions like the climbers who allegedly took off their clothes on the mountain prior to the earthquake and penalties for the offenders by way of buffalo heads. As ridiculous as most people might find these events, they are just distractions. They offer no help, but they also do little harm.

Contrast that with the idiots who rely on fear and ignorance to spread even more fear and ignorance. The link I tweeted above will provide a small but concentrated sample. If you do not have the time, process this one critically and immediately read this one based on reason.

The armchair critics seek to blame the education minister, the school authorities, the teachers, the parents for allowing such trips to happen, ad nauseum. They refuse to see this as an accident over which we had little or no control.

To these trolls I say: Stop doing dumb things (inspired by this tweet).

To be clear, the dumb things are not the trips or expeditions. It takes a lot of planning, preparation, risk mitigation, and all round effort to ensure that these are meaningful events.

I am referring to critics who have other agendas and take potshots from the comfort of their armchairs or toilet seats. These trolls remind me of rocking chairs: Lots of motion but going nowhere.

If anything, the online aftermath is a perfect example of why teachers and parents need to model digital citizenship for kids (and hopefully soon, just citizenship because what is digital and analogue are not so clear anymore). And while we are at it, let us not use “cyberwellness” because that is an oxymoron.

The dumb and wrong thing to stop is playing the blame game. Nobody wins because there is no one really to blame. Instead we might learn from this tragic event just like the kiwis did from a canyoning accident in 2008.

We must learn from it. We owe at least that much to those who gave their lives.

Video source

I will let the video tell its story. It is a good one, but it is one-sided. How so? Within the first minute, it makes judgement that social media is not really social.

“Social” media is not the misnomer. Having hundreds or even thousand of “friends” on Facebook is. Those friends are not the traditionally defined ones. No one has that many no matter how popular you are. Even celebrities can probably count on their hands and feet how many real friends they have.

The larger issue is whether you let your technological servant become your master.

Let us not lay blame on the wrong thing. It is not the smart phone that is at fault. It is the dumb people who judge before listening, who assume before experiencing, or who do not know how to look up every now and then.

Video source

It is sometimes said that there are no good answers, only good questions. This might be the mindset or operating philosophy of educators who believe that it is not answers but questions that drive learning.

That said, it is worth remembering that there can be some very odd or seemingly stupid questions. The collection of questions to Yahoo Answers in the video above is a case in point.

But you might also see why these questions appear online instead of in a classroom. The relative anonymity online allows people to ask honest questions. Teachers of all kinds provide answers and non-answers.

The questions are funny. However, what we should not make light of is our current human capacity to be taught by anyone, anywhere, and at any time.

Click to see all the nominees!

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