Where’s the doc? A meditation on the transcendent nature of digital media with Joe Tomei

JtomeiI recently had the opportunity to get a JALT SIG officer up to speed on some of the things I had been using as a coordinator for the THT-SIG and one of the questions that surprised me was when he asked, while we were working in google docs, how he could download the document for his reference. I realized that one of the controlling metaphors that framed his thinking was that the electronic document is an object that is moved from place to place. While this is true on some level that what we were working on probably could be pointed to as a series of 1s and 0s in a Google server farm somewhere, I tried to explain that he needed to stop thinking of the documents as objects.

In working with people on various projects, I find that the metaphor ‘the file is an object’ is quite common. Asking how to download a google drive file in order to have their own copy is just one example. 4 people get in a folder in google drive and if they are not used to it, they will feel they have to create their own documents, so you have 4 copies of the same document, all with different edits. Students will start a google presentation by uploading a powerpoint file to share with me (because they are told to share first and then edit) and they continue to work on the powerpoint file, upload a completed version and then wonder why they can’t see it in the class folder.

from the 1984 Apple desktop

This is certainly understandable. Apple, stealing from Xerox Parc and an idea by Alan Kay, started the metaphor of the desktop, where you could organize and keep your files. You drag files to a trashcan to delete them. You send them by attaching them to an email. You save them in your computer, you put them on USB sticks. In truth, it is hard to get away from the idea that the file is an object. And it has its uses, especially when we think about security and backup.

But to become more comfortable with the digital mobile world, you can’t hold on to that metaphor so tightly. Thinking about ‘where’ a document is has you think that when creating things, adopting behaviors that actually cause problems. It encourages people to not think about how they name files or using tags and categories. It discourages collaboration because it makes one think that things are not accessible or has people gloss over how they make things accessible.

To show how this works, when I create document I need to work on, I first share it to my other google accounts so I can access it in any account. (I don’t do this with everything, just the things I am pretty sure I may be working on remotely) If it is for a class, I place it in a folder that is shared with all the students in the class so they have access to it and they can also add what they have created to share. The same applies if it is for a group, such as a JALT SIG or chapter. I also use this system for student seminar papers, and Google Drive allows synchronous chat and simultaneous editing, so it is possible to watch what a student is writing and be able to guide him or her as they are composing.

Doing this with students is a bit of a hassle, cause teaching a new group of students these points all over again can be strangely frustrating. I say strangely because the whole idea of teaching in an institutional setting is that you are teaching groups of students who move on, so we should be used to that, but when it comes to technology, that ability to understand that we may have to teach the same thing again and again doesn’t really happen as often as it should.

In an article about Neil Postman, co-author of Teaching as a Subversive Activity, a particular favorite of mine, there was this:

“There’s this kind of dialogue around technology where people dump on each other for ‘not getting it,’” Lanier says. “Postman does not seem to be vulnerable to that accusation: He was old-fashioned but he really transcended that. I don’t remember him saying, ‘When I was a kid, things were better.’ He called on fundamental arguments in very broad terms – the broad arc of human history and ethics.”

I suspect that none of the things I have set out in this post is new to anyone who would visit a place called Digital Mobile Language Learning. And I’m sure a lot of us have gradually let go of this metaphor as we use cloud applications. However, if the person you are teaching or working with doesn’t have this understanding, your possibilities for collaboration are restricted and you are tied to the understanding of the person you are sharing it with. Using technology is not simply a matter of understanding it individually, it is our collective understanding of the tools. So the next time some technological collaboration doesn’t seem to be going as well as it should, consider discussing how they are thinking of their files. You might be surprised.

Tech for Teach

Google Docs: Multilingual, but…

Have you ever used Google Docs with your EFL students? If so, have you ever wondered why students never seem to spell check their documents? Or, why you are unable to properly use the spell check feature with documents they have shared with you? Well, this has been eating at me for the last week, and today I finally made a point of finding the solution to the problem.

Google Docs fails to see spelling errors

In the image above you can see how Google Docs claims to have “No spelling suggestions” for the error-filled sample sentence. Of course, this particular error was staged for effect, but not on purpose. After spending an afternoon going over student essays in Google Docs, and being continually frustrated by the numerous spelling errors and Google’s reticence to help me with the issue, I finally broke down and started digging for answers. In a moment of frustration, I typed the above-pictured sentence into a new document and was amazed to see that Google finally had some suggestions for me.

What made my documents different than my students’ documents? That was the question that led me to the rather simple solution…

Basically, the only visual difference between my Google Doc and the ones produced by my students was the Japanese language drop-down menu in the top right of the menu bar. This was the final clue I needed. Essentially, the issue was that the documents created by my students, while being composed completely in English, had defaulted to Japanese based on the language of the PC operating system. All I needed to do was change the document settings to English in order to enable Google’s spell check feature again.

(Click on the first image below to view the images as a slideshow of the process of updating the document language settings in order to turn spell check back on.)

So, the lesson here is that if you are having students submit documents in English, make sure that they know how to change the document language settings. Otherwise, they will miss out on the benefits of the built-in spell checking feature, and you will drive yourself to drink doing all the spell checking for them.

Now that Google knows the correct dictionary to use...
Now that Google knows the correct dictionary to use…