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Unintended Consequences of Personal Data
Recently I have started to wonder if anyone is examining the unintended psychological consequences of “Wearables” and “The Internet of Things”. What lead me to think about this was the sleep data my Fitbit was showing me each morning. It wasn’t good, actually it was horrible and causing me to stress about it which in turn I feel caused me to feel more tired and continue to get less sleep. I have since stopped wearing it to bed. I have also seen friends stress about how few steps they take compared to their other friends. I asked one why she left our friendly step tracking competition on weekends and her response was, “I’ll join back in. I enjoy feeling like a piece of shit every Saturday morning.”
The Consumer Electronics Association predicts 10.8 million wearable devices will ship in 2015, up from more than three million last year. Technology research firm Gartner predicts that 70 million to 100 million devices will be purchased in 2016.
Wearables and IoT is in it’s infancy. Very soon there will be an overwhelming amount of personal data to process mentally. This data will alter behaviors and increase self analysis which has the potential for negative outcomes. Facebook users already deal with depression because of “Social Comparison“. If you start to add in more personal data from devices like Fitbits, Apple Watches (Apple iOS 9 Health app records users’ sex life on smartphones and tablets), connected scales, home energy consumption, food choices, driving habits and so on that existing social comparison concern grows exponentially.
As we continue to grow into a connected society that shares every detail of our lives publicly, I worry that instead of the positive outcomes many expected to see, we start to have people collapse in on themselves. With so many disorders on the rise due to the ever growing footprint of social media, I can only see an increase in high anxiety as every detail of our lives is shared. I am not against any of these developments, but some caution needs to be exercised.
If the new HoloLens from Microsoft turns out to be the real deal this will be an amazing tool for learning. Imagine all the possibilities — students could be transported to any event in history and witness it before their eyes. Those same students could coexist with others from any location on earth, share in the learning experience and get a different cultural perspective on it.
Competency-based education would benefit with the ‘show it if you know it’ form of assessment. Real world simulations could be created for a variety of occupations and the learning dropped into those worlds, mixing the virtual with real. The applications seem endless.
This is truly transformation technology and is extremely exciting!
Learn Fast and Adapt, Especially in Education
The mantra, “Fail early, fail often,” needs to die a fast death. This phrase has become the calling cry for many startups over the past few years, and I feel as though it has become the safety net in case a company blows through all its money. I understand the underlying meaning—that setbacks can and will happen on the road to success—but the phrasing is all wrong, especially when it comes to education.
This past week I was at iNCAOL 2014, a K-12 conference full of dedicated and forward-thinking educators, and a big topic was competency-based education (CBE). Michael Horn was a keynote speaker, and this phrase was tweeted and re-tweeted from his presentation: “Fail fast so you don’t have a spectacular failure.”
This is no criticism of Michael, but it struck me as the wrong place to talk about failing as an option. A couple of years ago, I may not have noticed the use of this term; however, after working at College for America at SNHU and now spinning off Motivis Learning, I’ve seen firsthand what negative connotation the “F” word has. (I call it the “F” word because Kate Kazin, the Chief Academic Officer at CfA, has drilled that into the entire team’s head.) We don’t talk about students failing, ever. CfA is a full competency-based program where there is no failing; there is only “Mastery” and “Not Yet.” That simple shift in language can lift the dreary weight of failure off of a student’s shoulders—and trust me, that weight is there.
During my time at CfA I have seen many students start the program with a bag of excuses already in hand to explain why they are not going to succeed. Like the startup companies, they are preparing the safety net to protect themselves in case they “fail” (using the meaning life has taught them).
It’s hard to blame them, since failure is a negative thing to most people. Yet, Thomas Edison understood that there is no such thing as failing. When a toddler takes his first steps, his parents don’t say “he is failing to walk.” They say “he is learning to walk, and it is going to take time.” Edison said the same thing of his own accomplishments: “I have not failed. I’ve just found 10,000 ways that won’t work.”
Competency-Based Education Is Like Agile Development
To help manage this process, the team adopted agile development methodologies. Agile development, which got its start in the software field and has since been adopted across industries, doesn’t allow for “Fail, Build, Measure, Repeat.” Instead, the process is “Learn, Build, Measure, Repeat.”
Agile development is a phrase used in software development to describe methodologies for incremental software development. Agile development is an alternative to traditional project management, where emphasis is placed on empowering people to collaborate and make team decisions in addition to continuous planning, continuous testing, continuous improvement, and continuous integration. When I started at College for America, we were building the curriculum, the processes, the software, the team…everything from the ground up. We were basically flying the plane as we were building it.
That became our mantra. We never talked about any of our pilots or tests as failing; it was all learning. We learned what worked and what didn’t so we could improve the student experience and improve student outcomes.
This approach of “Learn, Assess, Repeat” in education (and specifically in CBE) creates students who are interested in continuous and lifelong learning. Self-paced progress mixed with a continuous assessment model removes the fear of failing and creates the opportunity for the student to learn at a more personalized level.
Failure Isn’t an Option
Failure truly shouldn’t be an option in education. Even the tiniest bit of success feels great, so should it matter if it took the student one try or four tries?
Our answer is easy: no. The goal is mastery of the material—not just getting by. At CfA, there is no penalty for resubmitting. Rather, we prefer you resubmit and eventually be rewarded with and for mastery. In fact, it is after multiple attempts to get it right that we truly internalize and “know” something in ways that will stay with us.
“Getting by” isn’t working, and education isn’t one-sized fits all—it is one size fits one. Educators have the knowledge, and while many are scared to try something new (probably because of fear of failure), it’s time to “Learn Fast and Adapt” in the classroom. It’s already happening in hundreds of places; it just needs to happen faster and now.
I can promise you WON’T FAIL.
Life is too short to wake up with regrets. So love the people who treat you right. Forget about those who don’t. Believe everything happens for a reason. If you get a chance, take it. If it changes your life, let it. Nobody said life would be easy, they just promised it would most likely be worth it.
People Don’t Want Degrees
Today I was in a planning session, at the College for America (CfA), discussing our model, our audience etc. The topic of what students want from their education came up. Theodore Levitt’s quote came to mind, “People don’t want to buy a quarter-inch drill. They want a quarter-inch hole.” I think in most cases the same could said of the college degree — “People don’t want a degree. They want a job.”
I am fairly new to the education space but in my efforts to take in as much knowledge I can, I start to see a big hole. I don’t think this any secret but colleges are failing to help students achieve employability. This failure is happening on multiple levels, for example:
- Outdated and irrelevant curriculum
- A lack of career planning services
- Pushing students through the system to make the numbers look good
- Lowering the standards on what “passing” means
At the end of it all, the student is in left in debt and unemployed. The whole economy is pulled down.
Fewer people with student loans are buying homes, according to data in the report. Of borrowers ages 25 to 30 who are taking out new mortgages, the percentage of those with student debt has fallen by half, from nearly 9 percent in 2005 to just above 4 percent in 2012.
The fed report sees a connection, stating, “The higher burden of student loans and higher delinquencies may affect borrowers’ access to other types of credit and the performance of other debt.”
People want jobs.
Small companies are popping up all over the place because they know people want jobs. A great example of this is Dev Bootcamp. For $12,200 a student can be enrolled in a 9-week intensive training program. Monday – Friday, 40 hours a week the student will be trained to get a job as an entry level developer. Starting pay for an entry level Ruby on Rails developer – about $75,000 a year, if in San Francisco or New York it is almost $90,000.
If I were 18 again, sign me up!
As I sit here and write this I wonder is the degree obsolete? Sure I want my doctor to have a degree as well as my nephew who is architecting bridges – overall though, how many jobs really need it?
Is credentialing and proving competency, like we do at CfA, the way to go — a trade school like renaissance? Electricians don’t sit through history class; they learn the skills needed to get licensed.
Do you need four years of college to really get the job? Is this just one check box on the human resources list or just because that is the way it has been? Can we reduce it to two years of focused work and rethink education, rethink what success means and encourage life-long learning? Clearly Dev Bootcamp thinks they can do it in nine weeks.
I don’t have the answers, just thinking out loud. I do see educators scared to change and that scares me. The people who I would have thought to be most open to it haven’t been. I know this a sweeping generalization and I know there are amazing teachers doing incredible work — however I see a lot of fear.
Education needs to change, a teacher’s role needs to evolve and people need jobs.
Opinions expressed here are my own and not that of the College for America.
I have recently been working on Single Sign On using Salesforce as the Identity Provider. I needed to connect Instructure Canvas to Salesforce via SAML and they required the SHA1 fingerprint to be included in the setup. This fingerprint is a SHA-1 hash of the X.509 Certificate provided by the identity provider.
Login in to Salesforce and go to Setup → Security Controls → Identity Provider
Once here download the Metadata, this is just an XML file. Open it up with any text editor. In the file you will find a string of characters enclosed in the tag labeled <ds:X509Certificate>. This is the X.509 certificate.
To generate a fingerprint of this certificate, copy the character string and paste it into a new text file. You’ll need to add a header and a footer to this file so that SSL can recognize it as a certificate.
The header should be
“– – – – –BEGIN CERTIFICATE– – – – –”
and the footer should be
“– – – – –END CERTIFICATE– – – – –”
Place each on their own line in the file and do not include the double quotes. Stripped down example:
At this point you can simply copy and paste the whole file into http://certlogik.com/decoder/. Scroll down a little and look for the properties. Copy and paste the Fingerprint (SHA-1) into your service and you should be all set. If you are not comfortable using this site you can use openssl command line tools.
Good Seth post this morning (Clean Bathrooms). I was having a similar conversation yesterday .. “If you take a lot of time to ask, “how will this pay off,” you’re probably asking the wrong question. When you are trusted because you care, it’s quite likely the revenue will take care of itself.”
When you first start a business your goal shouldn’t be to sell it for as much money as you can. That rarely works. You should start a business because you think it is cool, people will like it and because you are passionate about it. Then you create a great customer experience so people stay with you. The intangibles. The product matters but the people behind the products matter more. There are dozens of companies that do what you do. The people who sell, implement and support day to day are what keep a customer happy. They want to trust you will do the right thing for them. As Seth said, once those things are taken care of then revenue solves itself.
To borrow from James Carville’s “It’s the economy stupid.” — I think this can be boiled down to, “It’s the people stupid.”
Smart people quit the wrong things at the right time. If you don’t change it, it will always be the same. If you ever hope to find your right thing, you have to quit that wrong thing.