Come the revolution...

This is part 6 of my series on the history and impact of distance education. In part 5, we saw how programmable computing was first proposed.

When Charles Babbage first conceived the 'Difference Engine' in Victorian England, he could have had no conception of the far-reaching effects of his invention. As we have already seen, Babbage's first attempt at creating a hand-cranked machine to mechanically manipulate arithmetic functions became the blue print for the earliest programmable computers.

Since the end of the 1980's the computer has entered into the world's collective consciousness as a ubiquitous electronic device that affects every aspect of our daily lives. They are everywhere - in offices, in homes, in our hands. Few could be in any doubt that the computer is now influencing the way we live, work, communicate and spend our leisure time. The computer is at the very heart of what some have called 'the information revolution' - if indeed, a revolution it is. When connected to the global telecommunications network such as the Internet and all its convergent features, the computer is a very powerful tool, providing distance learners with opportunities to access learning experiences they would otherwise have missed.

Babbage's invention is now all grown up, and offers us a multitude of destinations, enabling us to explore previously unseen worlds, which neither he nor any of his Victorian contemporaries could ever have conceived. Computers now enable us to work and communicate flexibly and enjoy unprecedented access to information. But freedom of this kind comes with a price tag for educators.

History has shown us that most revolutions have a dictatorship waiting in the wings. The 'computer revolution' also exudes an air of tyranny. The way computers are employed has for some time tended to dictate the way teachers conceptualise and develop courses, design learning materials, manage the virtual learning environment, assess learning and communicate with their students. We have all experienced 'death by PowerPoint' and we all are aware of the stranglehold that software companies such as Microsoft have on our computers. Perhaps I'm painting things a little too black here, but we need to be aware of all the implications.

David Jonassen and his colleagues (1999, p 219) were not slow in responding to the trends in e-learning, arguing that in order for students to learn effectively from new technology, it will first be necessary for their teachers to accept a new model of learning. This new model is premised upon educators rejecting the role of the model where the teacher is the 'knowledge provider' and instead, adopting of the role of the facilitator. Some teachers may not like this. Time militates against them, as does a fear of losing control for some. Others are rushing with open arms to embrace new technologies. Some are going too far, using technology simply because it's there and it's cool. I suspect a lot of teachers will be ambivalent, gazing on with a gimlet eye, because they know what we know - change is the one thing that is always certain in education.

Digital technologies have been responsible for some of the most radical changes of the last few years in schools. Computers brought the world to the classroom. Now smart mobile versions are taking the classroom out into the world. Distance education is going through changes, just like traditional education - and a lot of the changes are being driven by the introduction of new technologies. The pace is relentless, and will not slow down. We know this: The sage on the stage is rapidly becoming the guide on the side - mainly due to the impact and influence of digital technologies. And it all started with the humble calculating machine.

Tomorrow: Part 7: Ringing the changes.

Reference: Jonassen, D. H., Peck, K. L. and Wilson, B. (1999) Learning with technology: A constructivist perspective. Upper Saddle River, NY: Prentice Hall.

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Catching a code

This is part 5 of my series on the history and impact of distance education. In part 4, we saw how Charles Babbage developed his ideas to create one of the first computers - the Difference Engine.

One of Charles Babbage’s associates was a member of Britian’s aristocracy. Ada Byron, also known as Lady Lovelace, was the daughter of the romantic poet Lord (George) Byron, and she seems to have had a great deal of time on her hands. Some accounts suggest that she wished to become 'an analyst and a metaphysician' and that from a young age she had developed a passion for science - an aspiration that women were generally discouraged from following in 19th Century Britain. She didn't seem fazed by these restrictions though - and tended to follow her own ideals.

Ada was still in her teens when she heard of Charles Babbage's idea of the Analytical Engine - an automatic calculating system - and the successor to his earlier invention, the Difference Engine. Babbage had conjectured that a calculating engine might not only predict but could act on that prediction. Ada was very impressed by these ideas and began to speculate about her own contribution to the development of the calculating machine. Correspondence between Lady Lovelace and Babbage was by all accounts filled with a heady mixture of fact and fantasy, as they both began to speculate on how such a calculating device might be used. Lady Lovelace eventually published an article in which she predicted that Babbage's machine might be used for scientific and domestic use. This visionary account of the machine’s potential was uncanny in its accuracy, predicting its potential to perform a multitude of tasks such as playing music, creating pictures and composing letters. It's a pity we don't have someone of her calibre in the meteorological office today, predicting our weather for us.

Lady Lovelace suggested to Babbage that a plan might be formulated to enable the Difference Engine to calculate Bernoulli numbers (look, just follow the link). This suggestion is now seen by many as the earliest example of computer programming. It wasn't exactly C++ but it worked. Lord Byron's daughter, in her collaboration with the genius Charles Babbage, gave the world the second part of the computer equation - the knowledge that it was possible not only to create a computing device, but to write instructions for it to follow so that it could produce a defined result. The modern computer is based upon this premise. In 1979, the U.S. Department of Defense named a computer program 'Ada' in honour of her pioneering ideas.

Tomorrow: Part 6: Come the revolution...

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Making a difference

This is Part 4 - a continuation in my series on the history and impact of distance education. Yesterday in Part 3, we saw how the correspondence course could be adapted to deliver a full degree. In Part 4 we start to examine the technology behind distance education.

Considering its relatively small size and population, (and this is my personal view) the United Kingdom has contributed disproportionately to the rise of technology supported distance education over the last two centuries (Wheeler, 2005). But I would say that wouldn't I? I'm a Brit after all. The computer, one of the most vital distance education tools of the last 30 years, is generally agreed to have been most influenced by British mathematician Charles Babbage in 1821. Yes, I know that other Europeans such as Blaise Pascal and Konrad Zuse pioneered their own versions of calculating machines, but Babbage's method of calculation through the Difference Engine - which later became a programmable machine - was the innovation that provided the template on which modern computing is based.

Charles Babbage was raised in a well-to-do English family, and was a child prodigy. Historical accounts suggest that he taught himself algebra when very young, and developed a great passion for all things numerical. So, before he could be numbered with the greats, he had to be great with numbers (Stop it - Ed.). We even have a building named in his honour here at the University of Plymouth, which of course houses our school of computing and the open access computing suites.

It was inevitable that he would eventually follow a career in mathematics and in 1811 he enrolled at Trinity College, Cambridge. He became a greatly respected scientist and was honoured for his work when he was invited to become a member of the Royal Society. The story goes that one day Babbage was sitting in his study, holding his head in his hands, as he pored over reams of statistics. A colleague came in, saw him and enquired, ‘What are you dreaming of Babbage?’ ‘I was thinking’ replied Babbage, ‘that many of these calculations could be performed mechanically!’ They must have thought him a nut job, but Babbage was serious. Soon he began to take an interest in the notion of building a 'calculating machine'.

He eventually succeeded in building a prototype of his Difference Engine but his work was stalled due to lack of interest and limited funding from the British government and little support from his peers. Sadly, he died a bitter and disappointed man, having invested much of his life and personal fortune into an ambitious and ground breaking engineering project that showed little positive results during his own lifetime. His legacy and influence on modern life however, is profound and Charles Babbage is today acknowledged as the 'Father of Computing'.

The computer has extended its influence exponentially in the past few decades, and has advanced unrecognisably beyond the original notion of being a mere ‘calculating machine.’ It is now a very sophisticated tool for the development, storage, retrieval, delivery and transformation of data - it has the potential to enrich and extend educational experiences, and can provide students with a truly time and space independent portal to education. We must remember though that good pedagogy does not just happen because technology is being used. Good pedagogy takes place when teachers use technology appropriately and creatively. That is what can make the difference. We also need to know this: Such sophisticated and far reaching functions would never have been possible without the ability to issue instructions, or ‘program’ the computer. In Part 5 we will begin to explore this.

Reference: Wheeler, S. (2005) British Distance Education: A Proud Tradition. In Y. Visser, L. Visser and M. Simonson (Eds.) Trends and Issues in Distance Education: An International Perspective. Greenwich, Connecticut, USA: Information Age Publishers.

On Monday: Part 5: Catching a code

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