A Thousand Brains - book overview

 Picked this 2011 book up from the library and read it across the weekend. Written by Jeff Hawkins who founded the company that developed the Palm pilot and Treo. The book has had mixed reviews - see Forbes, Bill Gates, a range of reviews via Goodreads. Two long youtube videos on the topic as well - here and here. 

The book introduces and rationalises another way to understand how the brain works. The foreword written by Richard Dawkins provides background into the origins and substantiality of the book’s overall arguments (this foreword is worth working through). The author has a background in technology entrepreneurship. He set up the company which introduced ‘smart phones’ in the form of palm pilots and Treos. Using the resources gathered from his entrepreneurism, he has sat up a research lab, think tank and network to study how the brain works.

The premise is that all the cells in the brain work in the same way. The neo-cortext contains millions of cells, each dedicated to ‘storing’ and connecting information. The book proposes a different viewpoint on how these cells go about organising and interpreting information. Information is gathered in ‘cortical columns’ and the brain goes through a sequence of sieving through these when information needs to be drawn on. This sieving is proposed to be completed through a consensus like framework, providing some inkling as to why it is difficult for beliefs and concepts, once well embedded into individuals’ mindsets, to be changed. The brain uses frames of reference and relies on these to come to conclusions.

The second half of the book looks into artificial intelligence and the challenges of ‘replicating’ human thinking with technology. Currently, AI can only accomplish specific tasks. If an AI is ‘trained’ to play chess, it cannot drive a car and vice versa. Therefore, the versatility and agility of the human brain, is still not able to be replaced by AI. Brains are intimately connected to individual experiences etc. and having a brain without its organic sensory partner, is therefore difficult. We are still a long way off from AI replacing humans.

The book is short (200 plus pages) with a short list of suggested readings to follow up.

BWP - German journal on vocational training in research and practice

 I have been following this journal, off and on, for a couple of years. The journal is published by BIBB, the German Federal Institute for Vocational Education and Training. 

Journals from 1972 are archived and provide a good range of articles. Of note is the 'special issue' nature of the journal. For example this year, the topics have been on 'migration of skilled workers', digital learning' and 'flexibilisation'. 

Articles are 'open access', providing ready availability to the range and breadth of the German system. As most of the articles are written from the German context, a little familiarity with the system is useful but not a requirement.

Developing connectivity between education and work - book overview

 This book, developing connectivity between education andwork: principles and practices is edited by E. Kyndt, S. Beausaert and I.Zitter and published in 2022 by Routledge. Accessed via the Ara library as an ebook.

The book has 11 chapters plus a preface and a conclusion, collated into 4 sections.

Section 1 – setting the stage has 3 chapters covering the main theoretical frameworks on how education should be and can be connected to work.

Chapter 1.1 by Päivi Tynjälä, Simon Beausaert, Ilya Zitter and Eva Kyndt – connectivity between education and work: theoretical models and insights – overviews the main models informing the various authors.  These include the integrative pedagogy model which is modified from work (2021) by Tynjälä, Heikkinen and Kallio. This model includes “(1) application of theoretical (conceptual/declarative) knowledge into practice; (2) explication and conceptualisation of practical (experiential/procedural) knowledge; (3) problem solving; (4) integrative thinking; and (5)
socially responsible, ethical action and interaction”. These are facilitated by pedagogical tools provided by schools or work. The tools mediate between the different knowledge forms and there is an emphasis on the socio-cultural aspects of learning through guidance and feedback to support learning.

Summarised the various forms of curriculum planning used in VET – traditional, experiential, generic, work process model and connective model.; and in HE – science-based renewal model, specialist model, project-based integrative model, model of networked culture and the connected curriculum model (Fung, 2017).  Proposed the need to align, incorporate or hybridise as a means to bring both the school and the work context together.

Chapter 1.2 on ‘rethinking the connective typology of work experience: the challenge of learning through internship’ is by David Guile and Ann Lahiff. Introduces, rationalises and provides examples of the connective typology of work experience and how it has evolved through work activity, work experience and internship. Compares how various models of work activity (as per work from Leontev) have morphed into and match the models of traditional experiential, generic, work process, connective and internship as in detailed in the previous chapter.

Chapter 1.3 follow with ‘integrating workplace learning in formal educational programmes’ is by David Gijbels, Piet Van den Bossche, Vincent Donche and Jetje De Groof. Reviews the work on ‘the workplace as a formal learning context’ and reports on a Delphi study to better understand the organisation of workplace learning. A model of integrating workplace learning in formal educational programmes is then proposed. To begin competencies need to be specified through the development of an instructional line on how best to integrate workplace learning into the curriculum; competences can then be formulated; then the acquisition of competences requires alignment of these to the workplace and offering guidance in the workplace; competencies of learner, workplace and educational institute are then evaluated.

The next section covers ‘designing across boundaries’

2.1 is written by Ele Holvoet and Delphine Wante with a chapter on ‘teacher externships: designing a boundary crossing professional initiative in higher education’. A good example is presented, described, and evaluated in this chapter. The ‘designable’ elements in boundary crossing between ‘school’ and work are identified as the spatial (where is learning situated); instrumental (tools and instruments to perform the work); temporal (timeframe); and social (the actors in each context). These are then aligned through studying cases of learners in teacher externship to identify processes which support the boundary crossing effort.

2.2 ‘Learning at the interface of higher education and work: experiences of students, teachers and workplace partners is with Päivi Tynjälä, Anne Virtanen, Maarit H. Virolainen
and Hannu L.T. Heikkinen. Applies the 3-P model of student learning to workplace learning. The 3 Ps are presage, process and product. Each is ‘unpacked’ to inform better implementation and support of workplace learning for learners, teachers and workplace representatives.

2.3 with Niek van den Berg, Pieter Seuneke and Frank de Jong on ‘boundary crossing in vocational education and research: the case of regional learning. This chapter details a project to foster collaboration between a college and its regional partners (employers, entrepreneurs, city councils, local communities etc.). The journey from initiation based on ‘desk study’, through to what happened at actual implementation and practice, and recommendations for further development are presented.

Section 3 focuses on ‘boundary objects of connectivity’

3.1 is on ‘teachers’ use of digital boundary objects to connect school and workplace-based learning in dual vocational education by Nina Kilbrink, Ann-Britt Enochsson, Annelie Andersén
and Annica Ådefors. Reports on how an identification model of boundary crossing with boundary objects is used to move from coordination to reflection and transformation. Identification is used at each stage to help shift learning from one to the next. Similar to the SAMR model whereby each stage of support is enhanced and improved through reflective study and learning. Shifting from tools to communicate and standard resources to using interactive technology (chat, discussion forum) and then to applying technology that can change the way teaching occurs.

3.2 is on ‘digital tools as boundary objects to support connectivity in dual vocational education: Towards a definition of design principles’ by Alberto A.P. Catteneo, Jean-Luc Gurtner and Joris Felder. Uses the context of chef training and the use of ‘portfolios’ to illustrate design principles for using digital tools as boundary objects to support learning. Proposes design principles – trust-based systemic culture; reciprocal peeking into the neighbour’s garden; tripartite engagement; flexible defined access; and bi-located reflection in action.

The last section covers ‘guidance for connectivity’

Chapter 4.1 by Wendy Nuis and Simon Beausaert on ‘fostering students’ reflection and employability competences through a mentoring programme in higher education’. Defines mentoring, describes the formal and supportive processes and the need to develop strong mentor-mentee relationships and summarises various ways mentorship may be enacted.

4.2 is on ‘ collaborative communication between teachers and company supervisors for integrative teaching: an exploratory study in Australia, Germany and Switzerland by Viviana Sappa, Sarojni Choy and Carmela Aprea. Overviews the ways support is provided to learners in the workplace through collaborative conversations, and the design of arrangements to integrate learning at school and in the workplace. Covers the various ways each country offers support. Investigates whether the support,  collaboration and integration actually occurs. Found that in the main, this occurs but improvements can still be made, especially in more expansive coordination and cooperation to enhance integrative learning for students.

 4.3 is with Anne Khaled, Marco Mazereeuw and Machiel Bouwmans with a chapter on ‘pedagogic strategies at the boundary of school and work’. The pedagogical strategies for guiding at the boundaries of school and work are introduced and discussed. Uses the ways which teachers ;notice’ , ‘frame’ and then ‘intervene’ as ways to better understand what takes place when teaching and learning integrates learners’ experiences from work.

The Conclusion by the editors sums up ‘on principles for connectivity between education and work’.  The main principles across the book are summarised: design in collaboration with labour parties (stakeholders); develop a common language; prepare learners deliberately (to gather the learning afforded at work); make boundaries between education and workplace more ambiguous; provide students with guidance in professional growth; provide a variety of working environments and provide space for mistakes and repetition; provide space to discover professional culture; support the workplace mentor; organise reflection and feedback; and ensure the quality of workplace learning.

Written with the European context and perspectives but there are good summaries and discussions of relevance to inform practice and policy across other countries.

Skilling up: the scope of modern apprenticeship

 Here is a 2019 report from the American Urban Institute promoting apprenticeships. The topics investigated by the Institute, focus on equity and inclusion. Apprenticeship are a means to provide access to education and qualifications for large sectors of American society who are unable to afford higher education.

The report provides an overview of apprenticeships in the American context. After an introduction, there are six sections. These are: 

- economy and business - with emphasis on returns to employers and apprentices.

- education - provides examples across several stated of how apprenticeship are configured.

- preparing young adults for the world of work - highlights examples across retail, culinary arts, construction trades and workplace based mentoring.

- engaging the underserved - covers narratives from black male apprentices, rural health aides, disability inclusion, re-entry post-prison, older workers and veterans.

- public and private sector - summarises various initiatives including civil service, rural ambulance, beekeeping and primary industries.

- policy - looks into legislative trends across apprenticeship, competency-based occupational frameworks, and state efforts.

In all, a snapshot of apprenticeships across the US of A with its diversity, size, and multiple ways to provision apprentices.

Challenges and solutions in ethnographic research - book overview

 This is an open access book - challenges and solutions in ethnographic research - edited by Tuuli Lähdesmäki, Eerika Koskinen-Koivisto, Viktorija L.A. Čeginskas, and Aino-Kaisa Koistinen, all from or associated with the Finnish University of Jyväskylä. 

The 2020 book is published by Taylor and Francis and 14 chapters organised into 4 sections two of which are of interest and relevance to my work. 

Before the main chapters, the editors provide the 'Introduction: Ethnography with a twist' which covers the motivations and rationale for the book. These are mainly due to the movement to more social practices, globalisation providing an ever expanding and rich tapestry of human life to be investigated; and the importance of ethics and reflexivity underpinning all research.

The background to the book is summarised, being a conference held at the university in 2019. Short overviews of each chapter are then provided.

 Section one covers 'new collaborative practices in ethnography' with 3 chapters.

The first chapter is by Johanna Turunen, Viktorija L. A. Čeginskas, Sigrid Kaasik-Krogerus, Tuuli Lähdesmäki, Katja Mäkinen titled Polyspace: creating new concepts through reflexive team ethnography. The chapter writes on a collaborative effort, derived from experiences the authors had whilst convening at a heritage site. They define the distinctive elements of polyspace as being made up of an element of suddeness or surprise; a bizarre experience; requiring social agency and interaction; and something that draws on affect, emotion and empathy. The chapter details how the concept of poly-space was developed through the sharing of fieldwork experiences and sense making through intepretive reflexivity. Of importance is the development of a collaborative ethnography and collective interpretive reflexivity. 

Following is a chapter on 'embodied adventures: an experiment in doing and writing multisensory ethnography by Eerika Koskinen-Koivisto, Tytti Lehtovaara. This chapter details and describes sensory ethnography. The challenges include the interpretation of embodied experiences, the verbal expression of things that are often difficult to describe and then to communicate these in ways which will other people understand. The chapter uses the experiences of the authors as they navigate into the group as an example.

Chapter 3 is with Matthew Cheeseman, Gautam Chakrabarti, Susanne Österlund-Pötzsch, Simon Poole, Dani Schrire, Daniella Seltzer, Matti Tainio on 'Ramblings: a walk in progress (in the minutes of the International Society of the Imaginary Perambulator). Here, the authors experiment with a study on and responses to each other's walking practices. 

The next part focuses on 'Visuality and multi-modality in ethnography'.

Chapter four by Riitta Hänninen is on 'participant-induced elicitation in digital environments'. Draws on two studies by the author on Finnish lifestyle blogging and older adults as ICT users. Traditionally, photos or used to help draw out responses from participants. The photos may be taken by the participants, the researcher or selected to ground a topic. In this chapter, blogs and 'device use' were the anchors for participant induced elicitation. The advantages and disadvantages of each are presented and discussed.

The fifth chapters 'ethical challenges of using video for qualitative research and ethnography: state of the art and guidelines' is by Marina Everri, Maxi Heitmayer, Yamin-Slotkus Paulius, Lahlou Saadi. Undertakes a brief overview of the use of video in ethnographic research and the need to review the guidelines as technology and its ubiquity and range of uses, changes the nature of video ethnography. A literature review is undertaken to review the gaps and these are then discussed. Issues requiring update include the researcher-researched rapport; the complexities of informed consent; participant's rights including anonymity, confidentiality, data ownership and release. Solutions are discussed and examples provided.

Chapter six by Plhla Maria Siim is on 'drawing and storycrafting with Estonian children'. This chapter is based on a study of cross-border mobility and its effects on family lives, lifestyles and everyday practices. Proposes storycrafting as a method to engage with and provide a voice for young children.

The next chapter 'Sharpening the pencil: A visual journey towards the outlines of drawing as an autoethnographical method is by Marika Tervahartiala. The chapter details the methodology, motivation to use the method, discusses advantages and disadvantages, and sketches and narrates examples  to illustrate the concepts.

The next two sections are good references but less relevant for the moment to my work. The third section has chapters on 'ethnography of power dynamics in challenging contexts'.

Firstly, Marie Sandberg writes on 'Retrospective ethnographies: Twisting moments of researching commemorative practices among volunteers after the refugee arrivals to Europe 2015'. Then Laura Stark with 'Ethnographic challenges to studying the poor in and from the global South'. Last chapter in this section is with Lotta Lounasmeri who write on 'Elite interviewing: The effects of power in interactions. The experience of Northern women.

The last section has four chapters on 'embodied and affective ethnography'.

Chapter 11 is by Marija Dalbello and Cathering McGowan who write on 'Memory narrations as a source for historical ethnography and the sensorial-affective experience of migration'. The following chapter is by Sofie Strandén-Backa on 'The involuntary ethnographer and an eagerness to know'. Then a chapter on 'Ethnography, arts production and performance: meaning making in and for the street' by Jessica Bradley.

The last chapter by Tom Boellstorff with 'Ethnographic twists and turns: an alternative epilogue' overviews the main themes and closes the book. 

The book has mix of articles written and presented at a conference and collaborative works which were initiated and completed post-conference. It provides good examples of the ethnographical writing genre and proposes and examples contemporary ethnography. That is ethnography that is no longer a privileged researcher observation of the culture and practices of others, but deeper immersion, collaboration and co-creation, and acknowledgement of ethnography's important contributions but tempered by it's ethical emphasis and more future looking approaches.