Author Archives: David Truss

How long until we are all cyborgs?

We already have cyborgs living among us. Glasses and contact lenses are not built into us, but they allow those with poor sight to do more than if they didn’t have them. My uncle had a mechanical heart. My friend’s dad has had a pacemaker for decades now. Some diabetics have sensors embedded in them, either fixed or temporarily. These are not enhancements as much as accommodations to aid a deficiency, but how long will it be until we are all cyborgs in some way?

Imagine sensors in your eyes identifying someone from 150 feet away and letting you know their name before they come into focus. Imagine hearing a phone message from within your ear. Imagine a sensor telling you that you are having a mild heart attack before your body gives you any sensory indication of the oncoming issue.

There are apps that exist that can already tell you when people you know are nearby. Bluetooth let’s you have voices go privately to your ears without your phone being close to your head. Fitbits and Apple watches monitor your health regularly and more closely than we’ve ever been able to be monitored before. Apple watches are already saving lives.

How long until these external tools are embedded in us? Part of us? Enhancing us? We will be cyborgs in the future, because to choose not to be will be to choose to have a deficiency compared to those around us.

Talents, Time, and Space: Passion Projects in Schools

In every school there are athletes, musicians, dancers, artists, designers, and creatives in the areas of coding, electronics, mechanics, and even gaming, who do not get to express their full potential in school. And while it is not our job to be everything to everyone, we can create the time and space for students to work on passion projects that let them shine.

It’s time for all schools to let go of rigid block schedules that corral students through the entire day from teacher to teacher, where every moment is determined and controlled by adults.

This isn’t about the teachers and teaching in some of those blocks, we have amazing teachers that are engaging and excellent at teaching the curriculum. This is an issue with the schedule, and design of the day, in such a way that classes after classes fill a students day with courses that limit their ability to shine… Shine in fields they are passionate about that schools could but don’t always allow students to express themselves in.

When students have time in their day, they can do some amazing things, like write an entire musical, design an app to help homeless people and their support workers locate resources, and build a non-partisan app & website to help people make an informed vote, (actual projects at Inquiry Hub).

Teachers are still essential, they are the compass that helps guide students. And teachers still have classes and curriculum to teach at different times of the day… they just share that time with other times and spaces where students can follow their passions.

Learning doesn’t have to only happen in a guided way with the teacher leading the way. If that’s the approach, letting students follow their passions will be overwhelming. The task would be too great for teachers. To do this the schedule needs to build in the time and space for students to lead their own learning, with the ever important teachers and mentors helping them find their way.

12 years on Twitter

The early years of Twitter were wonderful. Back when I was following between 150 and 300 people, and most of them were following me back, Twitter was a conversation. I can remember coming home from work, going to my timeline, and following it all the way back to the last tweet I’d seen earlier in the day so that I wouldn’t miss a tweet.

I ‘spoke to’ Claudia from Argentina, Alec, Kelly, and Dean from Saskatchewan, Kim from Thailand, Wesley from Oklahoma, Sue from Australia, Rodd from Ontario, Miguel and Shelly from Texas, and Bryan from my own school district.

When these educators and others that blogged as well as tweeted shared a link, we would all go to it, read it, comment on it and retweet something that we added to the ‘conversation’.

I’m not a fan of nostalgically romanticizing the past, but that era of Twitter was so exciting and engaging. Now, I rarely get comments on my blog posts, and quite honestly I’ve reduced my own commenting too. Now I share a link and it is retweeted faster than the article could have been read.

My main timeline is ignored, with tweets flying in faster than I can possibly read them. The volume of tweets worth reading has decreased, with misleading but catchy, and retweetable headings and motivational quotes taking over from conversations and learning.

I still love Twitter, and it is still my go-to place to connect and learn from others when I’m online. But, 12 years in, I miss the power of this network to engage me in deep learning filled with rich conversation. However I also recognize that my focus has changed too. I transmit more than I converse, I dabble more than I engage. If I’m honest, I probably could not have maintained the engagement I gave Twitter at that time for 12 years.

For those new to Twitter, I hope that my book, Twitter EDU, can help you get the most out of it.

For those who have been here a while, how has twitter changed for you?

Metrics for a truly prosperous future

What if…

• Shareholders were Careholders?

• Profit was Pro-employee?

• Progress was Pro-human?

What if…

• News Agencies downplayed Violence?

• Social Engagement was less valued than Social Wellbeing?

• Joyful Memes spread faster and farther than Viral Anger?

How do we put our 5-star ratings on good ideas rather than just on good products? What metrics do we need to measure, and to value, to create a truly prosperous future?

Changing your world

Some quotes become iconic. They travel through time timelessly, without wavering in meaning or understanding. Such is the case with Margaret Mead on collaboration:

“Never doubt that a small group of thoughtful, committed, citizens can change the world. Indeed, it is the only thing that ever has.”

In storytelling we tend to choose iconic individuals as heroes, but even in the Hero’s Journey the hero relies on helpers and mentors.

This is true whether you are considering Bilbo Baggins, Neo in the Matrix, or Harry Potter, but when we tell ‘real’ stories we tend to focus on the individual, such as Genghis Kahn, Joan of Arc, and Nelson Mandela. We very often focus on what one person can do when we look at the big change makers of the world… but Margaret Mead was right when we move away from stories of individual fame and sacrifice and look at what becomes of the things we do collaboratively, on a small scale, to change our world.

Working alone on something, we miss out on the power of collaboration. We miss out on discovery through conversation, through additive insights and contrasting discourse. Sometimes in learning conversations 1 + 1 > 2. What can be achieved through working with others magnifies what we can accomplish on our own.

Find your tribe and collaborate! Find ways to change your world in the company of people smarter than you, with friends and colleagues who can provide you with insights and inspiration. What we can do as a small group is so much greater than what we can do alone.

—

Written the morning after a rich conversation with Remi Kalir. Conversation becomes inspiration!

Opportunities not Obligations

Opportunities not obligations

We live in an era of obligations. Even the things we enjoy doing can sometimes feel more like a commitment and a chore. Then on top of that something else always seems to come up:

“No, unfortunately I can’t join you, I have my fitness class.”

~~~

“Sorry, I’d love to, but I’m working late.”

~~~

“I really wish I could, but I already have another obligation.”

While sometimes ‘I wish I could’ is actually, ‘thank the heavens I didn’t have to’, many times things come up that we really want to do, but our busy lives don’t allow it. You might have to turn down concert tickets, dinner, a beverage, or a dip in a hot tub. You really want to do these things but you have no choice but to apologize for not being able to indulge.

Recently, when I’ve provided opportunities for friends to connect, the moment they are unsure or can’t make it I say, “It’s an opportunity, not an obligation.” This does two things:

  1. It removes the need for an apology. No one is being let down. No one needs to feel guilty. You aren’t turning down an obligation, you simply had an opportunity presented and the opportunity is not one that can be taken advantage of at this time.
  2. It removes my own disappointment. It decreases expectations, and I don’t particularly like hearing my friends or colleagues apologize unnecessarily. It leaves me in a positive frame of mind. This opportunity didn’t work, I wonder if we can find another one soon?

You are not obligated to try this out yourself. Feel free to keep doing what you are doing if that works for you. However, you might want to try saying, ‘It’s an opportunity, not an obligation’, the next time a friend guiltily apologizes for not being able to meet with you. You have an opportunity to make that exchange feel better for both of you.

—–

Update: March 9, 2022 – More thinking on this topic: Opportunity not Obligation revisited

Hitting the goal posts

Wayne Gretzky had an amazing talent for scoring goals.  Three records that he holds, that may never be surpassed, are scoring in 51 consecutive games, scoring 50 goals in 39 games, and scoring 92 goals in one season (80 games). To accomplish this he did something very well… He would visually focus on the back of the net, the open space between the goal posts and the goalie, and he would send the hockey puck into those spaces. Yes, that’s what most hockey players want to do, but it’s not what they actually do.

When most people are aiming at a goal, be it in hockey, water polo, soccer, lacrosse, or any other sport with a net and a goalie, they are (almost) always aiming for the edges of the net, near the goal posts or crossbar. However it is challenging to aim at an empty space, so many people end up looking at the posts instead, and that’s what they end up hitting.

When I coached and saw someone hitting the crossbar a few times, sometimes I’d pull them aside and ask them to close their eyes. “Imagine the goalie and the bars of the goal behind her. Do you see them? Ok, now make them all one dark colour, like black. Now brighten the space between the goalie and and the bars. Got that in you head? Ok, aim there.”

Related to this, have you ever noticed the weird odds that a car accident will often include the collision with a telephone pole or a post, when there isn’t any other obstacle for quite some distance? The less interesting reason for this is that accidents that do not involve poles and posts are faster to clean up. The more interesting reason is that when a driver is in a dangerous situation and sees the post, they fixate on it, and while consciously scared and wanting to avoid it, their hands steer where their eyes go.

In school, there are many ways that a student can aim for the goal posts:

What do I need to do to get a ‘A’?

What’s the fastest way to get this done?

What does the teacher want me to do?

There are also many ways that educators can aim for the goal posts:

Teaching facts void of big ideas.

Teaching ‘the how’ without ‘the why’, (such as in Math, teaching that a negative times a negative equals a positive, and not explaining why this works). 

Counting marks rather than marking what really counts. 

None of these questions or examples are about learning. They aren’t on target; they aren’t the goal. But when we aim for the posts, we tend to miss the intended target, or in these examples, the intended outcomes.

What’s a goal post you are aiming at? And what would you be doing differently right now, if you were aiming at the net rather than the posts?

Poppy by Roy Henry Vickers (Free)

In Remembrance 2019

Both of my grandfathers are Jewish and they escaped Europe before World War II. One left Poland with his parents, siblings, and his uncle’s family. The rest of the family stayed because they were in the sweater business and didn’t know what they would do in a warm destination in the Caribbean? For some of them, wiped out in the 2nd German invasion of Poland, the answer would have been ‘lived’.

My other grandfather was in the Ukrainian show cavalry, much like the Canadian Royal Mounted Police Musical Riders, but he was too short and would stand on his stirrups during inspections. One day a guest inspector had them dismount and he did not pass the inspection, so he was going to be sent to the regular army. He bribed a doctor to say he had a medical condition and escaped to Italy, then in an adventure that I’ll share another time, he found his way to British Guyana, where my father was born, then to Barbados where my parents met.

We moved to Toronto when I was 9. As a young teenager, I still knew very little of the war, but my grandparents knew people less lucky than they were, who did not escape Europe. I remember that we were at a party once and many of my grandparents friends were there, including some that still had their tattoos from concentration camps. We were in an apartment party room, with about 50 to 60 people and as was usually the case we had more food than we could possibly eat. When my family cooked for a gathering, at the end of the night it was rare for us to not be dividing up as much food left behind as was eaten! We had an abundance of food that night and so it was shocking for me to hear the following story the next day.

The party was in full swing and it was time for everyone to forgo the snack table and start eating dinner. My aunt was behind one of my grandparent’s friends, who was a holocaust survivor from one of the concentration camps. In front of him was another person in line. The person in front of him added some chicken wings from a platter of wings that was still almost full, and as this person looked for more food he held his plate slightly behind him. My aunt watched the holocaust survivor take some wings off of the person in front’s plate and place them onto his plate in one quick motion. It happened so quickly she had to think about what she actually saw. Then she also saw the almost full platter of wings still on the table, available for all to have.

It was still upsetting for my aunt, even as she retold this story the next day. I still remember the story over 35 years later. What did this holocaust survivor endure that, even in a time of overabundance, he had this urge to steal food from another’s plate? What was he re-living? What other ways did his past haunt him?

When I watch videos of veterans today, and hear stories of those who fought in wars, many say they wake up every day thinking of the friends they lost. When I went to the War Museum in Dieppe, France,  I heard video accounts of a massacre, that bore valuable lessons for the Western Allies before their D-Day attack. And when I visited the Holocaust Museum in Jerusalem, Israel, I truly began to understand the horror of man’s inhumanity against man. I wrote a post that reflected on this visit titled ‘Two Wolves‘ that I still re-read and share every Remembrance Day. From that post, I will leave you this quote, followed by the poem ‘In Flanders Fields’ by Canadian World War I doctor, John McCrae:

“There are parts of History we should not forget. After all, World War One was the ‘war to end all wars’… And so I am writing this on Remembrance Day for a reason. Whether it be concentration camps and the Holocaust or Hiroshima and Nagasaki or genocide in Russia, Rwanda, or East Timor… or any tragic historical event worth remembering… we choose to remember so that we do not repeat our mistakes. We must want and hope that things can be better. We must see lessons learned, not resentment and mistrust. The past will repeat itself if we do not see ‘joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion, and faith’… faith that tomorrow can be better than today.”

Take time to remember those that served, those that suffered, and those that were lost, so that we can have the freedom and liberties we have today.

—–

In Flanders fields

In Flanders fields the poppies blow
Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.

We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie
In Flanders fields.

Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.
~ John McCrae, May 3rd, 1915

In Flanders Fields

Thank you to Roy Henry Vickers for sharing his Poppy design, used as the feature image for this post. 
Ben-Horowitz-Leadership-Quote

Tough Leadership Decisions

Here is a great quote by Ben Horowitz on the Tim Ferris Podcast:

“One of the most important kind of leadership skills:

…If you make decisions that everybody likes all the time, then those are the decisions that they would make without you. So, you are not actually adding any value… Almost by definition a lot of the most important decisions end up being ones that people don’t agree with, don’t like, and are difficult, and cause people not to like you, at least for a while.”

I’ve shared before that “As a leader if we don’t have relationships where we can go to the hard places, then we aren’t being the best leaders we can be.” The Horowitz quote adds a whole other element to this. We really are not being leaders if we are only making decisions that would happen without us. If that’s not what we are doing, then we will obviously be making decisions that not everyone will approve of. Of course, that doesn’t mean that we don’t try to create a common vision, and it doesn’t excuse us from treating everyone as team members who can contribute to that vision… but sometimes we need to make hard, unpopular decisions.

Something that I can critique myself on, and that others might be able to empathize with, is that sometimes I delay those hard, uncomfortable conversations or redirections for too long. I spend too much time trying to get everyone on board with a new idea, or I walk on eggshells leading up to the shift. One thing we do need to recognize is that sometimes our decisions can affect others far more than they affect us, and so the readiness for change is not always evenly distributed. Resistance can come from unexpected places, and ripple in unforeseen ways. This isn’t always because of poor leadership or communication, but rather something we need to respond to after making tough leadership decisions.

Change is hard to lead. These 3 images (and the accompanying blog post) examine the challenges of embracing change, resisting change, and also inspiring change.

But as Ben points out, even when we work hard to inspire change, sometimes we have to make unpopular decisions, ones that not everyone will agree with. At that point, you aren’t going to win a popularity contest, and you aren’t necessarily going to be inspiring. But it is in these moments that you’ve got to decide if it is more important to go to the hard places of making such decisions, or if you would rather do something that could be done without you there as a leader?

I think truly great leaders define themselves when they are making tough leadership decisions, rather than when they are making popular decisions. Although when it is you that has to make those decisions, it doesn’t feel always feel great. Ben continues in the podcast to describe this feeling as ‘running towards the darkness’. When you are making tough, unpopular decisions you can feel alone and uncertain, but that’s probably better for your organization than yielding to decisions that are easier to make, but less likely to have a favourable outcome.

Ben-Horowitz-Leadership-Quote

Better for who?

Teaching is a challenging art. It takes patience, skill, and adaptation. It isn’t easy, but it is very rewarding.

Teachers are selfless in many ways, they put a lot of their own time into making their lessons great, and many even use their own money for supplies.

However, sometimes teachers make changes because it makes things simpler for themselves. A multiple choice test is easier to mark than other forms of testing. A video is more convenient to prep for than an interactive lesson. But is that test or that video better for the students?

An important question to ask when you are trying to make things better is,

‘Better for who?’

Of course ‘better for everyone’ is an ideal answer, and while it might seem idealistic, increased student engagement and understanding are beneficial for everyone!