Second verse, same as the first

So the PhD is a thing again. I’d put it on suspension for a year while I had a kind of mental sabbatical, but now I’m back at it again with the white vans (oh god please stop with the outdated meme references).

The essence of my PhD is unchanged, which for those of you who haven’t been playing along since back in the day when I started a masters is ‘ok how do we do some cool stuff while everyone around us is simultaneously banging on about innovation and not giving anyone any funding or support?’. But out of necessity the structure and focus has changed so I thought I’d tell you some stories about that.

The key problem I have is that because a) the work that I do and the sphere that I work in means the stuff that I do is very much of a time and prone to becoming outdated very quickly and b) I am angling for what feels like the world’s longest candidature – if I get it in under 10 years I’ll be happy; current trajectory is 8ish years. And I went back to what I’d written and the projects I was doing when I first started out and it was kind of like when you look back on photos of what you were wearing in high school or find an old journal full of teen emo poetry. There was no way I could submit that as some kind of endorsement of my current thinking.

Since starting again from scratch was approximately as appealing as dental surgery, my solution is to approach my PhD as a kind of longitudinal autoethnography in the form of project case studies. Longitudinal because I’m taking a freaking long time to do this thing, auto because the projects I’m writing about are the ones I’m involved in and ethnography because that’s how the case studies will tell a story. A story of how grassroots innovation happened in the changing climate of higher education and what we might be able to learn, or not, in terms of how to actually do innovative stuff, from each of the case studies.

You’ll all be surprised to learn the structure I have pitched is unconventional. While the thesis will be topped and tailed with normal bits like a lit review, the body of the thesis will be a modular situation, made up of ten tripartite case study sections. Tripartite because each will have an article describing the case study (may be published, may be not, you may have already read or seen me present on some of them), an accompanying exegesis that positions the case study in the overarching narrative – why this type of project with this type of thinking happened that this particular point in time, and what impact may have been had, and then the project artefact itself. Since all of these projects involve the creation of a site – Moodle Dailies, Coffeecourses etc etc – I feel like it’s essential to include the site within the work, much like a creative practice doctorate includes the creative product as part of the work. We – educators, ed devs/learning designers/academic developers/instructional designers/whatever you want to call our sort of people, researchers – frequently produce creative pedagogical output that is as valid as creative arts and design work and should be acknowledged as such. So I suppose it’s a portfolio of sorts, as well as an unconventional thesis.

At any rate, watch this space. Could be fun, could be terrifying. But importantly, could be a thing.

Re: academic integrity

One of the projects I’ve been working on of late is redesigning our whole approach to academic integrity. Now, because we can’t just direct students to dontbeanidiot.org (although I dearly would love to substitute that for most policies), it’s been a fairly substantial project. How do you teach 20,000-odd students academic integrity with any sort of impact? It’s fairly safe to say that current practices are not particularly effective. In general it seems to be something that’s approached from a compliance training perspective – read this policy, take this quiz.

It’s interesting to notice how educational research dovetails into parenting. I’d read Alfie Kohn years ago as an educator, but he has also done some significant work on parenting, particularly gentle parenting and the ineffectiveness of punitive discipline and punishment. And while the concept of discipline is usually applied to younger children, it makes sense to extrapolate to adults and assume that trying to teach by saying ‘here are all the ways you will be punished if you don’t learn this and do something wrong, now prove that you remember them’ is probably not all that effective a strategy.

What’s the alternative? The key problem is – how do we convince people that this matters? If someone looks at a list of punishments and balances that against the likelihood of being caught, the perceived difficulty of actually learning the skills involved and the potential ramifications of failing, one can understand why one might be tempted by the ease of procuring ghostwritten work (which is astonishingly easy, if you’ve ever looked) etc. What’s missing is making that choice matter to the student. What’s in it for them? How does acting with integrity benefit them? Reputation is a currency people understand.

People also like stories. Stories and games. Stories invest people emotionally. Games give safe spaces for skill development with immediate feedback. Compliance training doesn’t do any of this. For academic integrity training to have impact, students need to care about the benefits to them and to others, to understand how cause and effect works (not just cause and punishment) and be able to develop skills without fear of ramifications.

Which leads us to the Academic Integrity Kit. I’m not sure where Kit came from but it’s stuck. What it is, is a digital storytelling narrative crossed with a FPS (first person shooter, for non-gaming types) and a choose your own adventure book. Rather than the standard approach to scenarios and storytelling where it’s observed at a third-person remove, we shot all the footage either over the shoulder of a playable character or as a screencast so the narrative is brought into the first person. Each character is a messy, real-life trope with complex competing priorities, rather than a black/white good/bad positioning removed from any context. Students make decisions on behalf of their character and see immediate consequences of these decisions, both in terms of policy and of the effect on their reputation and future career prospects. One key point that we’re trying to make is that it’s not just academic integrity, it’s integrity in general and the principles apply in all areas of life – like the mother in law who posts photos of your kids to Facebook without asking. And it’s all held under the umbrella of the excellent dad-joke tag line our graphic designer Ivan came up with – ‘it’s your CV, not ctrl-C ctrl-V’.

It’s not a panacea. The dialogue is contrived as we weren’t allowed swearing or slang. Artistic liberties were liberally taken in order to fit 9 designated areas to cover into a designated ‘half hour or less’ module with at least a semi-believable storyline. We had no budget to speak of so acting quality is not great in places (largely due to me having to play one of the characters – those who know me will know how ridiculous that concept is). There are an astronomical number of elephants in the room (which I’ll cover in a different post). It’s built in Captivate and auth-walled in Moodle which frustrates the open-or-die side of me. But – it’s a better way of thinking about academic integrity, and hopefully a better way of doing. It may or may not have more impact, since it’s yet to be tested, but it’s a strong entry into the ‘we really need to be doing this better’ conversation around the teaching of academic integrity.

While you won’t be able to access the full kit, you can take a look at the mockup splash page that introduces the module and a couple of screenshots, so here you go. I’ve also submitted a poster to Ascilite on this so if you’re lucky you can come chat to me about it IRL too.

Splash page

Project team is myself, Steve Carruthers who I think only exists online in his photographer form, Iain Mackay and Ivan Thornton who I am not sure exists online at all.

Badge literacy: a field guide

Following on in my thinking about badges, Colin’s comment re: badge literacy on my last post deserves some exploration. Little graphics that you stick on some website somewhere are a hard sell to a university, because:

1. Boy Scouts. The actual concept is identical and the niche for this type of credential is identical but the association of nine year olds in funny hats sewing patches on their shirts is not doing us any favours.

2. Gamification. The idea that you can bribe students to do things with cutesy digital carrots is also not doing us any favours.

3. Related: academics are generally allergic to anything that is not dripping with rigour.

4. The buzzword bingo keynoter set who like to simultaneously hype and fearmonger badges under the guise of ‘future’.

5. Anything that involves new technology generally sounds bad, because generally universities have a history of implementing new technology badly.

In short, badges suffer more than their fair share of bad press. And as such, the idea that “badges have the potential to support by surfacing the less-obvious learning that is often hidden due to the focus on grades and transcripts” sounds fairly implausible.

So how do we sell it? In my completely anecdotal experience, people generally fall into three camps regarding badges – the Boy Scout set, the fence sitter set and the gamification set; dismissal, ambivalence or poor fit for use. Which tends to be a recursive loop of doom; the more the Boy Scout set see flippant, gamified use of badges, the more they are dismissed as trivial and gimmicky and the more ambivalent the fence sitters become.

All of these groups have somewhat disparate needs in regards to raising badge literacy; here is my quick and dirty field guide.

Badge literacy for Boy Scouters

Clearly identified use cases

Clear identification of the niche that badges fill and the current problems exist that badge implementation may help solve

Badge graphics that look ‘serious’

A badge that looks cutesy or gimmicky or uses poor graphic design will only damage perception of badges further

Scholarly evidence

Evidence to support the notion that badges and microcredentialling are not passing fads and executive whimsy. Actual policy a bonus.

Concrete examples (either theoretical or best practice from other institutions)

Demonstration of the process in practice, ideally from someone who has already done it because people like the word ‘leading’ in theory but in practice nobody wants to be the first institution to do crazy things.

Badge literacy for Gamifiers

Clearly identified use cases

Clear identification of the niche that badges fill and the current problems exist that badge implementation may help solve, as separate from superficial learner engagement and motivation

Emphasis on ‘big picture’ (professional portfolio usage, context, durability etc)

Awareness of where badges sit as part of an individual’s overall portfolio and knowledge of the intended audiences to put individual badges in context

Reputational awareness

Awareness of the implications of public-facing badges and how media and research coverage of badge use will reflect on them and their institution

Alternate strategies for motivating learners

Since an already-identified need for learner motivation exists, this group needs alternate strategies to address this need that do not require the use of badges

Badge literacy for Fence Sitters

Clearly identified use cases

Clear identification of the niche that badges fill and the current problems exist that badge implementation may help solve

Assurance of technical stability and ease of use

People get very tired very quickly of yet another system that’s going to be hard to use, break a lot, and probably be superseded in a couple of years.

Compelling arguments

Mostly a combination of items from the previous two groups. Shiny powerpoints optional.

Obviously this is by no means exhaustive, but it’s something to chew on while sitting in red tape purgatory.

Implementing badges 1: adventures in drop shadows

I haven’t been particularly forthcoming about what I’ve been working on in the last year or so, because reasons. But since 2015 is the self-declared year of damn the man, here we are. What I’ve been working on recently is a proposal for the implementation of OpenBadges. Since Moodle now comes with a nice but rather full of implications little button to turn badges on, and since with great power comes great responsibility etc etc, it seems like somebody should be doing something about it. Turns out for here that that person is me.

Since in the recent past we have been burned by merrily jumping on buzzword bandwagons without a whole lot of consideration, badge implementation needed a bit of thought behind it. And while I’m generally a fan of the cowboy forgiveness not permission approach on an individual level, I tend to agree with the need to not go off half-cocked institutionally. And so, documentation. The proposal itself is fairly dry and written for a lay audience, but the key part of it of interest here is the development of a badge taxonomy.

Why a taxonomy, you say? Because if left to their own devices, people tend to jump straight to gamification and start using badges to entice students to participate in discussion forums. Which I have many feels about. Badges really have their niche in making the stuff that’s not visible, visible, not in adding bribery layers under the guise of gamifying. I’ve nutted this out a few times before, but TL;DR gamification bad, microcredentialling good. A taxonomy gives those who are none the wiser and those who read the gamification marketing guff and the ‘watch out universities badges will kill you’ hype something to work with to develop their own understanding of what badges can be and how they might work in their own context.

Since every good taxonomy must have an Office-style crime against visual design (and everyone needs a nice printable *thing* for their wall and it’s nicer to look at than the written taxonomy table), the following is what I’ve come up with.

OpenBadge taxonomy

A veritable cornucopia of drop shadows and gradients, and a very rough translation of Halavais’ genealogy of badges into usable higher education terms. The colour codes are a nod to @catspyjamasnz’s Moodle tool guide (getting rather vintage these days)  ‘good thing to do, not great thing to do unless you design it well, seriously don’t do that’ system. The guiding principle was essentially ‘what’s going to be relevant in a portfolio (backpack) for future employers etc?’. Nobody is going to care that you wrote 6 discussion forum posts in a literature unit 5 years ago – but people will care that you have demonstrated effective communication skills.

Staff use is only one side of the story. A significant issue with badges is one of their largest target demographics is students, who often to subscribe to the marketing hype and think of them as gimmicky, non-serious things more akin to the stickers kids get for good work (do they still get stickers? Is that still a thing?). How does one go about changing this perception? Student-facing taxonomy? Bludgeon? Cross our fingers and hope? I’ve learned from past projects that students don’t respond well to a service created for a need they don’t realise exists. Perhaps even harder to convince are the professional learning set, academics who decry anything perceived to lack rigour. Currently filed in the ‘deal with it later’ basket, given people want to start using badges now and not after the wicked problems have been solved.

Stay tuned for further adventures once we actually press the button and start using badges…

Games, gamification and why we can do better

I was asked to do an impromptu lunchtime session today on a topic of my choice, which I thought would be a timely opportunity to unpack a particular bugbear of mine. And because I do so love an overworked allegory, I’ll tell you a story.

People like cars. They buy them a lot and spend hours a day driving them everywhere. One day, Bill and Bob, who were refrigerator salesmen who had never driven a car, noticed that people seemed to like cars an awful lot and got a bit jealous of the success of the car industry. They thought if they made their refrigerators more like cars, people would like them more and buy more of them. Bill said to Bob ‘Gosh Bob, how can we make our refrigerators more like cars?’. Bob said to Bill ‘Well, Bill, it seems that cars have wheels. Maybe if we put wheels on our refrigerators they would be more like cars and people would love them’. So this is exactly what they did, and they spent a lot of time going to refrigerator conferences telling everyone about it and all the other refrigerator salesmen got excited and put wheels on their fridges too. Then everyone got all surprised when people did not actually want a refrigerator with wheels on it, and only bought a few of them for novelty value.

You get my point. Gamification – that novelty “engagement layer” of points and badges smacked on top of completely unchanged content and materials – fundamentally misses the point of what games do, why people play them and the benefits we get from them. Especially when implemented by people who have never played games. Going further and shoehorning content into level structures or game models is no better (in fact arguably worse). You cannot take traditional content, -ification it and voilá, engagement. Shameless bribery is not innovation. If we’re really serious about pulling the benefits of gaming into education we need to knock the playing field flat and rethink everything.

Take Angry Birds (I know I keep going on about Angry Birds, but it’s a good, solid, easily accessible example). When you first open it, you get this:

Angry Birds screenshot

What you do not get is a list of learning outcomes, a bunch of lecture notes and an assignment. They’re in there (learning outcome: able to utilise trajectory to inflict damage; lecture notes: help screen; assignment: destroy all pigs), but none of it is explicit and none of it is the primary goal of the design. When we use educational concepts as designing principles, we’re doing it wrong. Games design for one thing and one thing only – engagement. Rovio give not two hoots if you learn anything, they care if you keep buying and playing their games. Frankly, legislation and a culture of credentialing are the only reasons the education industry is even remotely competitive with the gaming industry in terms of dollars and seat time. Our obsession with counting and tracking learning shoots us in the foot when it comes to the type of engagement that games enjoy. I’m not saying that we should ignore the realities of the systems we’re working in, but we could be doing a lot better than just -ification with points and levels.

S0 – how can we do better? Put the edu stuff down for a minute. Start with – if you were taking your unit (course/class/MOOC/whatever), what’s the most interesting thing you can possibly imagine that you would want to do? What would make you want to engage and keep coming back? Go from there, and then once you get to the end, then you can ask – did I achieve all my learning outcomes? Explore a narrative. Give people a place to explore and find things rather than prescribing. Use badges if you want, but use them for humour or to encourage exploration, not to bribe people to log in, read articles or post in forums. Lots of other ramblings, ruminations and cases in point here.

And finally – Dinosaur Comics on the cars and gaming metaphor :D.

http://www.qwantz.com/index.php?comic=2587

 

I just wanted to ask some people some questions

Yesterday I tweeted the following:

Screen Shot 2014-01-22 at 1.55.39 pm

I’m currently in the process of upgrading my masters to a PhD, the thesis of which is likely to be via publication of a series of case studies on projects. And the fact that ‘projects’ is plural means multiple ethics applications in order to collect data. The problem is that, because what I do is coming up with new education-related stuff, generally the only type of data collection I want to do is surveying people, interviews and/or social media data, all of which falls under the umbrella of ‘asking people what they think of things’. And because I only ever want to report the data anonymously, it’s about the lowest-level thing you can do while still requiring ethical clearance. But every single time I am still forced to wade through a form (which is arguably one of the world’s most poorly-designed) asking if I will be exposing people to ionising radiation, drugging people or researching on foetuses. Or perhaps even more amusingly, ‘keeping data in a locked filing cabinet’ – evidently they haven’t heard of the internet.

Generally I would rather have dental surgery than fill out an ethics application. I’m pretty sure I’m not alone in this. And it’s a problem. I do a lot of stuff, at least some of which is pretty cool, but I don’t publish traditional papers very often. The fact that I would have to wade through an ethics application yet again just to be able to ask people what they think of what I’m doing in order to write a paper about it is a significant barrier. Red-taping research into the ground is not conducive to innovation or proliferation.

So I’m proposing a certification system for those who work in low-risk humanities-type disciplines and predominantly want to conduct anonymous surveys – do an application once and get a green card for the remainder of your academic career. Then you’re free to go forth and innovate and get participant experience data whenever you need it, without having to explain for the 900th time that you are not going to be irradiating people.

Tomatoes, timers and two-day papers

 

I wrote a post a few weeks ago about my frustrations with the academic writing process. Comments from Chris and M-H on that post have had my mind ticking over for the last while on it – that we don’t have to engage in academic writing the way we’re taught to, and that the Pomodoro and Shut Up and Write techniques are about giving you the focus to write freely.

Now, don’t get me wrong, my conceptual frustrations with academic writing still stand. But, because this is my line of work and I do sometimes have to play by the rules, I needed some way to engage in the process without getting in the way of myself. Enter Pomodoro. I downloaded an app and gave myself 25 minutes to give it a shot – 25 minutes to do nothing but write. No referencing, no stopping to check that a source validated what I was saying, no making sure I had a citation for everything I wanted to say. I didn’t look anything up at all. In short, I composed.

After 25 minutes I had 700 words. So I did it again. A few pomodoros later I’d written 2700 words in a day, which is somewhat unheard of for me. Not a single word of it was a citation or quote. Call me obtuse but the idea that I could just write whatever the hell I wanted was somewhat of a relevation. Obviously one needs to go back and make edits and add citations, but ignoring them completely in the first instance made such a difference to my ability to write. After another session this morning I effectively had the bulk of a paper written, in two days (after editing & referencing it won’t be a two-day paper but the alliteration worked nicely in the title and you get the idea).

Ultimately it’s not about the pomodoro itself – I don’t think it particularly matters that I do things in 25-minute increments with 5-minute breaks. What it has been is a catalyst for my thinking. I have the terrible (or excellent, depending on your viewpoint; I tend to the latter) habit normally of being very good at the ‘ideas and action’ part of research, but when it comes to writing I get so frustrated by the idea that I can’t write what I want in whatever form I want and actual people won’t read the end result anyway that I end up giving up in disgust and not writing anything at all. The stupid red tomato timer has at least highlighted a way out of that for me. It’s not a solution to the endemic problem of academic writing at large, but it’s at least a way to let my Trojan horse keep on rolling.

And yes, I’m writing this on a pomodoro now. 3 minutes to go.

NB: It appears that I have gotten myself into trouble now. After tweeting about starting to do pomodoros, @catspyjamasnz ‘helpfully’ decided August would be pomodoro-a-day month and now I can’t wriggle out of it. Sigh…

Says who?

On the internet, nobody knows you're a dog
via

 

I’m going to start with this article, which the ever-prolific @marksmithers tweeted this morning. I’m not even going to touch on the ‘new model of learning’ nonsense; it was this line that struck me:

“While this crowd-based model of expertise cannot substitute for the highly educated scholar’s years of research and careful consideration of a single topic…”

I have two problems with this. One is that if you’re going to advocate for crowdsourced education then just do it and don’t placate the masses with ‘oh but don’t worry universities you still know best’. Perpetuating the ‘proper education’ myth isn’t helping anyone. The other is an interesting and highly pervasive assumption that has bugged me for a long time now. My vaguely-tweeted stream of consciousness as I was reading was probably not clear enough and so et voilá, this post (although thanks to everyone who has already twit-sparred with me on this point).

We have in place in society at large, education particularly and academia specifically, an assumption that knowledge cannot exist of its own accord, it must be verified by others. Which, generally, is fair enough because the world is full of idiots who will happily believe anything sans any sort of critical thinking. However – when this assumption is so pervasive that it manifests itself in systems like peer review and beliefs like ‘Wikipedia is not a reliable source’, we have a problem. It strikes me that several of the component assumptions that contribute to this are completely spurious.

‘knowledge must be reviewed by experts’

Great. We certainly want people who know what they’re talking about to review and critique things. The problem I have with this is that we seem to assume that only ‘subject experts’ from within a particular discipline fit this description. It strikes me as a rather narrow way to think about things and an excellent way to promote insularity. I’m not saying we should abandon it entirely but broadening our definition of ‘expert’ would be entirely beneficial. I also have an issue with the means by which someone becomes to be considered an expert, which you can read about here.

‘experts must come from institutions’

So – where does one source these experts? From universities (or, if we’re talking about the Wikipedia issue, encyclopaedia and dictionary companies). The problem with this is that anyone who has worked anywhere, ever, knows that being intelligent, rational and in possession of deep and critical thinking on a subject are not necessarily criteria for employment, even in the upper echelons of prestigious universities.What I’m saying here is that sometimes qualified tradesmen do dodgy, awful work and sometimes your brother-in-law who’s an accountant but a bit handy does an excellent job repairing your fence and saves you a lot of money.

‘experts must be verified by an authority’

Related to the above is the fact that we assume that gaining qualifications indicates you know what you are talking about. In many cases this is true. However, we all know that Ps get degrees, and that all institutions are not created equal, and that some of the smartest people we know don’t have degrees at all. Additionally, I ask – why do we assume that the people at the institution are able to judge someone as competent or knowledgable? And why do we assume that the metrics that we use to do this are reliable (for instance, it seems misguided to me to assume that because somebody can write an essay and complete an online quiz it follows that they can think critically on a topic and/or have achieved ‘learning’)?

‘crowdsourced knowledge cannot be accurate’

It’s a follow-on from the above – because ‘crowds’ do not contain ‘experts’. What I find stunningly ironic is that the academe routinely shuns Wikipedia for this exact reason but happily endorses peer review, even though crowdsourcing is the exact process by which peer review is conducted. Just because you limit your ‘crowd’ to employed academics does not mean this is not what you are doing. What makes the knowledge of two blind reviewers more accurate or legitimate than two academics editing a Wikipedia article? Substitute the words ‘review panel’ for ‘internet’ in the cartoon above and it is no less relevant. At least on Wikipedia I can pull a named history of edits and contributors. I can’t say the same for the review comments on a paper I’ve submitted.

The next question is, of course, what do I suggest we do about it?

A. Crowd-based non-anonymous reputation mechanisms.

To clarify. Think about the way that you engage in a professional community (or an interest community or any sort of community at all really), and the metrics by which you personally use to determine whether a person is credible (or ‘an expert’ or whatever). It’s generally a subtle and multi-layer process, which may or may not include degrees held or institutions worked at, but that more than likely also includes things like how the person engages online, what aspects of themselves they make public, how they behave, what they publish (including blogs and tweets) and so on. Now imagine that 50 or 1000 or 10,000 people (from all sorts of sectors and disciplines) are all engaging in the same process around the same person. Sure some of those people will probably be idiots or sycophants (just like in the current world of blind peer review, so we’re not losing out on much here). A lot of them won’t be and the result will be kind of a critical-mass picture of that person’s credibility. This process, to me, holds more water than a handful of letters or a tenure contract. A public process of reputation allows a really transparent and broad definition of expertise via which knowledge and research can be verified.

It’s not an easy solution. But the more we insist on ignoring the subtle layers that make up ‘expertise’ and the process of knowledge verification, the more in danger we are of making the academe insular and narrow (and yes, I did just hear many of you say ‘more so? Is that even possible?’).

Notes on words

 

It’s occurred to me that I have a problem with research and writing. My problem is that my undergraduate training was as a musician – specifically, a composition major. Let me explain.

When you are working as a composer (or as a performer, or as anything other than a musicologist really), the way you conduct and communicate research is vastly different to standard research practice. Your first task, before doing anything else, is to be a sponge. To listen and listen and listen to everything you can, analysing it and pulling it apart to understand its context, construction, execution and so on. This is a continuous thing that never really stops. But then – you create. You start writing (or practicing). Everything you’ve absorbed informs and shapes what you create, but you are using it as a foundation for a pure act of creation. You can create whatever you like, regardless of whether anyone else has created something similar before or not, and you are accountable only to your own informed and educated sense of aesthetic. You’re not required to stop every five bars and reference somebody else’s work. You’re not required to append a list of everything you listened to before creating the work to the end of each composition or recital. It is assumed that you have listened and read widely and that this is digested through your own creative processes to produce music. It is up to the listener to recognise influences and hear the stylistic shaping of the work of others.

This is my problem. I still behave like a musician, despite the fact that I now work in education research. Every day I am reading and analysing and digesting everything I can get my hands on. Articles and papers and posts and environments and spaces, nothing is safe. But when it comes time to create I come unstuck. I find it incredibly stifling that I cannot just write, cannot just create. I cannot say something without providing very specific references to somebody who has already said something similar. I am required to stop and reference somebody else’s work and append a list of everything I’ve read to the end of each creation. It is not enough to assume I have read and experienced widely, and I cannot leave it up to the reader to recognise influences and hear the shaping of the work of others. It is infuriating.

This became clear to me only recently. I had always just assumed I was a hard slogger when it came to writing and it wouldn’t come easily. But then, I started running Coffeecourses and keeping everything in a running ‘syllabus’ document. 11,000 words and counting, no problem. I was free to write as I wanted to and it came easily. Then it occurred to me this blog passed 50,000 words a while back. Same thing. It’s only when I am forced to write in conventional academic style that I come unstuck. When I cannot just create.

So perhaps this muso bent of mine has me at a disadvantage. I can’t be alone in recognising this as madness, though. Why can’t academic writing be like composing? Why does a fundamentally creative act have to be so stifled by convention? What would happen if we just stopped referencing Someone (2011: 16) every five lines and just relied on our informed and educated sense of academic aesthetic to identify a well-informed, well-constructed work?