Friday, March 31, 2006

Online Information Literacy

Bronwyn Hegarty of Otago Polytechnic has announced the early stages of a significant development over here in New Zealand - The Online Information Literacy resource development. I have seen it demonstrated and must say I'm so far impressed with what it can do, including in situ editing by users to export later... Everything is being done by the book, including intensive user testing and feedback, and even though it is geared towards an LMS delivery mode, they are still managing to producing an interesting and open resource. I witnessed the SCORM package neatly import into Moodle, and initial feedback I have seen gives it a thumbs up. All it now needs is a Creative Commons statement on it and we're away!

So far the team has developed 1 of 9 modules, and needless to say I hope to influence at least 1 module at some stage with a bit of work on digital networked literacy... ;)

Good work Bronwyn and the team :)

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The holy grail of synchronous communication

synchronous communication tools have been the flavour of the month in the TALO eGroup lately. Sean FitzGerald has been getting us organised to meet every second Wednesday night. So far we have met once in Skype and then Active Worlds.

Personally I've never been a big fan of synchronous communications online, much preferring the more considered and flexible asynchronous, but after experiencing the communications with the healthy TALO community I'm just about converted.

Last night we followed Sean into Active Worlds and it totally blew my mind! I took loads of pictures with my print-screen button, and have loaded them to Flickr. About 6 of us went into many different worlds, using the instant messaging tool to communicate. Active Worlds has quite a few virtual worlds to go into, offers standard avatars and instant messaging for free, and targets educational users. Straight away I can see great potential for it. Imagine if you could go in to an Active World, walk around before hand as a teacher, click signs and objects and get prompted to upload your own images and slides around the place! It would be easy to do from the Active World developer perspective, but probably not something they're going to offer for free :( Any game developers out there wanna build this for us?

But the search for a free, voice over the internet tool that can support conference calls and run on low bandwidths continues.

Shaggy may have found the grail with TeamSpeak. Its freeware for non commercial use and apparently is proven popular in the online gaming communities. Unfortunately it does require a server to host the conference, and for users to download and install the Team Speak client (5 Mb) but if it can handle a group conversation then we have it!

We'll be able to go into Active Worlds, use Team Speak to communicate vocally, and skype as our emergency backup. TeamSpeak even has a record feature, so we'll be able to record our group's conversations too. Here's hoping it will work for more than 5 users... join the TALO eGroup to get announcements of the next meeting, download the TeamSpeak and ActiveWorld clients and get ready...


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Derek's charts are very helpful


















Derek Wenmoth has posted another useful chart depicting the changing nature of education, and I find this one particularly useful for my work at Tekotago. With this chart I can clearly lay out the changes that are proposed by socially networked software and hopefully help teachers understand the significance more clearly. One thing I have suggested to Derek, is to add in Constructionist Learning theory between Connectivism and Social Constructivism.

Open Networked Learning presentation to KnowTips 2006

I gave a 1 hour talk through Elluminate to the KnowTips Conference on Open Networked Learning today. I think it went pretty well, although we did experience a small problem with everyone not realising they they were meant to control the slides their end. To be honest, I thought I had control too. But eventually that was clarified and everyone was on the same visual page with regards to the presentation slides.

I was able to get through the presentation in 30 minutes and open the mic up for questions and discussion for the remaining 30 minutes which was good, we had some very good questions and discussion - thanks Bronwyn for being there and for the questions and comments, having you there calmed my nerves a bit.

So, you can listen and watch the recorded Elluminate session if you like. If you have trouble with getting Elluminate recording, download the MP3 audio recording (7mb) and follow along with the presentation slides.



The supporting Moodle space is also avaliable where you can find the introductory text for the talk, preliminary reading, and discussion forums currently running.

Hope you have the time to have a look and listen.

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Saturday, March 25, 2006

Education, reactionaries, determinism and singularity

Uncanny coincidences in thought have happened online so often for me now that I am ready to accept that singularity is here! (I'm still waiting for my birthday wish list to come in with a copy of Singularity is Near), so while I wait for that, let me ponder singularity's arrival already...

This morning I was laying awake wondering what I might talk about at the Global Summit. Needless to say, when you see the line up there,I feel a little out of my depth... I stand out like a sore thumb - but I like it :) Anyway, I was thinking about a conversation I had the day before with some colleagues at work and a guest from up North. While talking about standards, guidelines, the post LMS age, failures of sharable learning object theories and SCORM technologies, I made the claim that educational organisations have been far too proactive with technology and not reactive enough. They have invested too heavily in their own technological developments and lost site of what is happening outside their schools, in the real world, in the hands of the average citizen.

I'll expand on that in a tick, but first I want to finish my story of amazing coincidence in thought.

I fired up the laptop in bed this morning, intending to post something on my proactive/reactive idea, and while I was distracting myself from resolving the concept in any way, I happened on another beautiful post from Doug in Alaska called Diffusion. In it he has posted his thoughts on a similar concept, but instead of using proactive and reactive he has used instrumentalist and determinist.
Instrumentalists say that Education Reform is made possible by new technology, while determinists see Change as a process that is driven by new technologies.
Doug points to a screen by VH Carr Jr (can't find his/her full name), called Technology and Diffusion that makes me wanna go arh! In it are gems like,
None of these technologies, however, has been generally available for individual or private use due to cost, scope or application. This deterred a "grass roots" technology adoption cycle as it was nearly impossible to generate movement from the bottom up by influencing faculty peers and administrators with demonstrations of successful applications.
Did you get it? Could you see me in back waving a sign "proactive or reactive"? OK, maybe not... let's see what else this Carr Jr has to say while I look for some more back-up to the proactive reactive idea...
Unlike most earlier technologies which were thrust upon the education community, Internet technology is individually available to faculty and students who can use their own systems to serve their own purposes. The impetus for the innovation frequently grows from individual users of the technology, and as their communication and influence moves laterally through their contacts, a body of support can grow and exert "pressure" on the institutional administration to commit to adoption of the technology. There is, therefore, a high potential for a "bottom-up" or "grass roots" adoption process to succeed.
Come on! Surely you can see me and my sign there now? While I think Carr Jr is spot on in identifying the communications renaissance we are going through now, I think he's too general in saying Internet technologies. You can take the principle though and apply it within the idea of "Internet technologies" and it starts to work even better. Take free blogging v's pay a web designer and buy a server with software approach. Take mobile phones v's laptop computers that need electricity and Internet connectivity, take wikipedia v's the National library's closed reference section... take a Learning Management System v's small pieces of free web based applications loosely joined...

That's what's going on now. In the early days of Internet enhanced teaching and learning we had experts creating SCORM compliant content, for Learning Management Systems sitting on expensive servers maintained by expensive server administrators. We still have it, its rediculously entrenched. But now days we have a trend emerging not from the management and their systems, but from the grass roots of part time teachers and all sorts of students. Based on an opening up of content and a largely free and accessible Internet of communication tools, a grass roots revolution is being fueled that will surely draw those managers and systems into question.

But at this point we should return to Doug's important observation,
The subject of internet technology and education reform (ie. blogs, wikis, podcasting, videoblogs, games, Wikipedia, Google,…) is frequently coupled with the observation that many teachers don't seem to recognize the wave of Change that is rushing toward us, traditional classrooms are becoming obsolete, new forms of communication are requiring new definitions of literacy, etc …and the question: How are we going to get them to see it? Because, according to the edublog evangelists, seeing it is a mark of progressive visionary practice that will prepare kids for the future.
He's right, there has to be an awakening in the school culture before the grass can grow. Education needs to attract a different type of person, evangelists like me will have to become more patient, and managers will need to step back and be less prescriptive with technology implimentation and policy.

So, I'm still unresloved with my proactive/reactive idea. Perhaps I'm toying with the wrong words, maybe even the wrong ideas. What I'm trying to find is a simple way to explain the need for grass roots development instead of standardised managed systems, and cynical staff development programmes.

Perhaps another night's sleep and another occassion of singularity will emerge the idea for me a bit more. So I'll finish with Doug's final dark word on it, which I have experienced myself more time than I care to remember:
I made a presentation about blogs to a group of teachers last summer. After I talked for probably too long, a woman raised her hand and asked, “Why would anyone want to do this?” I didn’t know what else to say. You either see it, or you don’t. We lack consensus - not only for technology - but for our vision of schooling.




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Wednesday, March 22, 2006

The Classrooms will prevail, deschooling for another age

... deleted ...

...That's what sux about working for an organisation. Your colleagues don't take the time to look you up out find out more about who you are, what you've done, and as a result can all too easily dis what you say. To them, your just some face you has just introduced themselves in one of those almost pointless round table introductions before the meeting, and that's it. When I said things like "social networking software" you could literally see minds shutting down around you. when I talked about using available services on the Internet, and not rebuilding the Internet the way we want it - people fold their arms, sit back, and ask who is this punk?

Having an online community and a voice within it always lures me into a false sense of security. I look at it as My preferred classroom. But its one in which I have chosen my classmates (more or less). When online, that security isn't false at all. We swap links, encourage each others work, nurture each others ideas. But in the day job, in an organisation that thinks face to face meetings are productive, where everyone has been schooled and socialised, there is no online - only you, what you look like, and what you sound like. And I've come to realise that what I look and sound like can really work against me in these situations.

Given the floor, I can do alright. I have some time to dispel the prejudgements on my age, gender, clothing choice, race. I have some time to establish what I'm on about, I have some time to make a point. In a meeting, where respect is back to zero, and where it is common to cut people off and interrupt them, where organisational politics plays a part - the luxury of having the floor, backed up with hyperlinks and like minded comments just isn't there.

This is in my mind, where the school and the classroom - where you can't choose your learning community, where bullying is an element as common as the weather, were politics prevails, and where power is the currency - is totally at odds with networked learning.


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Tuesday, March 21, 2006

A future online learning environment from New Zealand

Derek Wenmoth has posted his take on the future online learning environment. Derek says he is working with the Ministry of Education on this one, so its a relief to see someone who seems to "get it" informing a Ministry in this way. I see the LMS still features in this future, but I'm pleased to see not only is that LMS not central to online learning, but that it might be an open source one.

Perhaps I'll go a bit further into the future and stake claim in New Zealand to the idea that the LMS will dissolve from its role as a learning manager into more of a Student Management System (enrollments, assignments etc), while the learning moves more towards the original small pieces loosely joined idea, social networking software, and other communications technology such as the mobile.

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Saturday, March 18, 2006

Comic Book to teach Creative Commons

From the Creative Commons blog:

Duke Law School's Center for Study of the Public Domain has released an amazing 76 page copyright education in the shape of a documentary filmmaker and form of a comic book: BOUND BY LAW?

A collaboration between cartoonist Keith Aoki, law professor (and CC board member) James Boyle and CSPD director Jennifer Jenkins, the work is available for viewing online, download, or hardcopy purchase and is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 2.5 license.





What is literacy, and when it's never enough




















Bill Kerr has posted an important question, considering that by taking on board a diversified understanding of literacy we risk diluting the development of deeper understanding of text. Bill seems to be undecided on the question, or seeking a debate, so I thought I'd have a go at answering:

I tend to think its time to expand our expectations of what it means to be literate, beyond text. Not to dilute the importance of text, but to promote the importance of other communicative mediums, that in many ways serve to enhance text.

Being able to read and write text is one thing. Being able to read and write txt digitally is the same thing but in another dimension. Being able to read and write digital images, sound, semiotic compositions, music, video etc, is the same thing again, but at another dimension again.

Its all about the intention of communication and having the skills and awareness to employ the appropriate communicative dimension. So yes, text is important. Knowing how to read and write hand written text is important. Knowing how to read and write text with a keyboard and thumbpad is important. Being able to read and write images is important, and so on and so forth.

While talking about fluency is relatable I don't think it is same thing. Literacy is firstly an awareness of need, an understanding of importance, then an ability to perform, and here is where fluency, competency and expertise comes in. Being literate is before being fluent and competent.

So literacy in golf is the same as literacy in cars. Its the ability to engage in a communicative process about them. The more mediums, the more diversified your literacy. The more diversified your literacy, the more chance you have of finding the best communication channels. The subject of what is being communicated has little to do with it other than helping to determine what medium/s are used to communicate it with.

In short, don't stop teaching forms of communication at text.


I agree that reading and writing text is important, so we teach that for the first 3 years. I don't agree that hand written text is so important that it should need another 3 years of practice at the expense of learning how to keyboard and thumbpad. I don't agree that text is so important that for yet another 6 years we focus on writing essays for the sake of learning how to take photos, record audio, and edit video. And I don't agree that text is so important that we should dogmatically continue with fine arts of it for another 6 years again, practicing PHDs into incomprehensible peer review dialects. At some stage in all this we should be given the opportunity to diversify our literacies, and the respect to be able to bring what ever communicative process we like to a subject.

In saying all that though... did we lose God when we began painting pictures of The Words?

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MobilED, much better than MIT $100 laptops

A few months ago, MIT's $100 laptops project impressed me, not so much for what it has to offer those in the "developing nations" that MIT are trying to reach, but for the inspiration and political influence such an ambition gives people in the "developed nations".

But the MobilED project looks set to totally surpass MITs efforts and impact.

Its obvious really! Delivering on the constant chatter and promises of mobile learning, MobilED has cracked it I reckon. A simple concept, made possible by free and open source software - mobilED is the use of a phone to txt message a search on a wiki and receive a call back with a robotic voice reading the results.

But MobilED is much more than that, as its very stylish videos demonstrate.

MobilED is doing everything right with this project. I am totally inspired and politically charged!

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Tuesday, March 14, 2006

FLOSSE Posse just rocked my world!

Teemu from FLOSSE Posse blog just rocked my world with a post introducing the MobilED project.

In short, it's a service where you can send a txt message as a search and get a call back from a screen reader who reads you the Wikipedia entry for your results! I could really, and I mean REALLY use that! And if that wasn't enough! If the entry doesn't exist, then it will take your dictation and start the article for you!

You just absolutely have to download and watch the video to comprehend how very cool this idea is!

By the look of the video and surrounding articles, this initiative is targeting areas where the electro infrastructure is not in place to support widespread computer and Internet use. As Teemu puts it:
According to the International Telecommunication Union in 2004 the Internet penetration on the planet was 13%. The mobile phone penetration in the very same planet was 32%. Internet penetration is growing slowly. The growth in the number of mobile subscribers does not show any signs of slowing down. (ITU report: What’s the state of ICT access around the world?)
This is such a great idea! I mean, I get really inspired by this. Just like MIT's $100 laptops, I look at projects like this and think wow! If they can do that there, we should be able to do that here. We have heaps of people in our so called wealthier nations who can't afford a computer and Internet, but many who make the choice to carry a mobile phone instead... not to mention people in occupations were having a computer on the job to access information just isn't feasable. Trades people and other manual, outdoors types...

Monday, March 13, 2006

Learner generated content, or the best way to learn is to teach

Will Richardson captures the meaning of learner generated content perfectly with his post Teaching students to teach.
Ironically, this is especially true, I think, with the more multimedia technologies that we talk about. Podcasts, vidcasts, screencasts all give students the opportunity to take what they have learned and turn it into teachable content. That's what I hear when I listen to Bob Sprankle's or Tony Vincent's kids. That's what I sense with the Wheaton Academy vidcasts. And that's why I am so intrigued with screencasting as a new medium for students to use to teach.
This is a big deal, and something I'm trying to promote in my work. There are 2 key things I think are an important for teaching and learning today:

1. To learn through the production of content = constructionism
2. To learn through engagement with real and existing communities of practice = social constructivism

So a teacher today, or should I say facilitator is someone who focuses on building and maintaining a strong learning network around their topic, and assigning learners to create content based on what their learning, to feed back into that network.

A cyclic, sustainable learning that involves wider community (global) participation...


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Sunday, March 12, 2006

Flickr Leech

How cool would Flickr Leech be if it sucked up photos licensed Creative Commons... on that note, why doesn't Flickr offer feeds for its Creative Common search pages?


ePortfolios! Who needs them?

From D'Arcy Norman:

Helen Chen posted a notice about an upcoming webcast by Jude Higdon for ADCE about the nature of ePortfolios in an environment where people are already using blogs and social software. The session will be a quasi-interactive Elluminate production.

Who needs an ePortfolio? All my coursework is on my blog…

EPortfolios have been defined in various ways by vendors, professional organizations, and institutions of higher education.
With emerging technologies such as social software that include the ability to freetag and syndicate across multiple resources and environments, the need for standalone ePortfolio “software” is perhaps called into question. This discussion will raise issues regarding the NetGen student, and how she is already using technology that has natural affordances that allow her to collect, aggregate, and syndicate content into portfolio views that can be useful to herself, other students, faculty, departments, colleges and universities, accreditation agencies, funding bodies, and potential employers.

It’s on Friday, March 17th at 11am EST - That's Saturday March 18, 05.00 NZ time, and 03.00 Sydney time. Be there or be square!

2. TO ACCESS THE SESSION ON THE DAY OF THE EVENT
simply click on the link provided below and enter your name and affiliation (such as “Helen-Stanford”) on the sign in page.
https://www.elluminate.com/mtg.jnlp?password=1873127165
By the way, I've at long last found a pretty good time zone convertor. It lists EST, GMT etc, and converts to and from most cities.

Saturday, March 11, 2006

Educational IT support are becoming affirmatively ambivalent towards Free and Open Source Software

From the Academic Commons comes this pointer to a very useful report:
Inside Higher Education gives a good digest of "The State of Open Source Software," a report recently published by Rob Abel for the Alliance for Higher Education Competitiveness (A-HEC). Abel's report draws on a survey of more than 200 higher education officials responsible for software selection at a range of institutions. According to the report, two-thirds said they have Ă‚“considered or are actively consideringĂ‚” using open source products; only about a quarter of institutions are implementing higher education-specific open source software. Inside Higher Education quotes Kenneth Green, founding director of the Campus Computing Project, as calling the mindset toward open source "“affirmative ambivalence."

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The Strength of Internet Ties

Eide Neurolearning blog pointed out yet another timely research paper published by the Pew Internet & American Life Project:
The Strength of Internet Ties - The internet and email aid users in maintaining their social networks and provide pathways to help when people face big decisions.

Apart from the title, the summary also gives a good idea of the positive outcomes of this research.
  • The internet helps build social capital.
  • The internet supports social networks.
  • Email is more capable than in-person or phone communication of facilitating regular contact with large networks.
  • Email is a tool of “glocalization.” It connects distant friends and relatives, yet it also connects those who live nearby.
  • Email does not seduce people away from in-person and phone contact.
  • People use the internet to put their social networks into motion when they need help with important issues in their lives.
  • The internet’s role is important in explaining the greater likelihood of online users getting help as compared to non-users.
  • Americans’ use of a range of information technologies smooths their paths to getting help.
  • Those with many significant ties and access to people with a variety of different occupations are more likely to get help from their networks.
  • Internet users have somewhat larger social networks than non-users.
  • About 60 million Americans say the internet has played an important or crucial role in helping them deal with at least one major life decision in the past two years.
  • The number of Americans relying on the internet for major life decisions has increased by one-third since 2002.
  • At major moments, some people say the internet helps them connect with other people and experts who help them make choices. Others say that the web helps them get information and compare options as they face decisions.

While it does appear to be a case of the ask the right questions get the right answers, and even though I'm not a North American, as a fairly heavy Internet user by Australia/New Zealand standards, I easily identify with all these findings.


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Borderland goes beyond the end of education

Doug from Borderland has posted another interesting reflection, this time on gods and his thoughts that go beyond Postman's End of Education.
...What this means for schooling is that problems of relevance are not technical but metaphysical. The vital question for educators is not How, but Why.... In short, I think the gods currently in ascendance will first need to fall.
This last line threw me a bit... what are the gods currently in ascendance Doug? Is it me (and others) with all our Web2 networked learning talk? Or is it even us deschoolers?






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Sunday, March 05, 2006

Artichoke asks why. Why indeed!

A recurring theme in Artichoke's blog has been the questioning the very essence of school as we know it. This time on the notion of life long learning, Art' is asking the important question, what environment is conducive to the development life long learning skills and values - and quite rightly suggests that it aint school!
How could keeping students in an environment that is so often the antithesis of learning, be anything more than a cynical response to the challenge of lifelong learning?
I whole heartedly agree of course, and want to start thinking about alternative models to schooling.

1. School as a community centre, where learners can access resources from family services and learning advisors/facilitators, to books and networked computers.

Loganlea State High School, in South East Queensland has a school within a school. From the outside it looks like your regular State run school. But inside it is developing radical new system. It has what is known as the Social Justice Centre. Basically a building witin the school transformed into a real student centre, decked out with a kitchen, lounges, pool tables, books and magazines, computers and meeting rooms. Around the centre are services like police, family housing, free food, welfare, and counselors.

Clearly such a place serves many functions in the low socioeconomic environment of Loganlea, but it has 2 primary functions worth mentioning here, in the context of life long learning. 1 - It is a negotiated curriculum centre, where ALL students have the opportunity to formally develop their own learning curriculum twice per year with teachers and counselors. This includes an amazing recognition of prior learning process, that captures as many of the learner's past experiences and interests as possible, and streamlines that prior learning into recognised and accredited education according to the State. This formalisation of learning into education can happen through workplace learning program, work experience, units picked up in the tertiary education and training courses, self directed learning, and the usual state classrooms of course.


Another way the Loganlea State High Social Justice Centre nurtures life long learning at an individual level is by acting as a net, catching at risk kids who get a bad run inside the school's State classrooms. When a kid gets sent out of class for disruptive behavior or what ever, they're not told to stand outside and await their discipline, they know they can visit the Centre where they just "chill out" a bit. The counselors notice when someone is "chilling out" and (with their job being to forge strong bonded relationships with the kids) are able to come and talk to them, and help them find another angle with the formal education they're having trouble with.

(Its worth mentioning that counselor work is open to anyone in the Loganlea community. The schools offers the training needed and as a result has quite a few volunteer counselors from all types of professions and backgrounds).

I personally witnessed this in action when I was there and saw a young girl arrive in the Centre fuming with rage. After a quiet word with her counselor she sat on the lounges for a while and listened to music. At the end of the period her teacher visited the counselor where they agreed that staying in that class would be no good for the girl, so the counselor and the teacher developed a flexible learning option where the girl could continue with the program, but in her own time and space, and with help from her counselor. It takes a special type of patient and committed teacher to let personality issues go here, and enter into a negotiated curriculum on the spot like that.

2. Another model I have not seen but often think about, involves the State offering more services and resources to homeschooling initiatives...

Did you hear it? The chorus of, "Oh, but kids need to learn socially.." Droning in the background. I'm continually amazed by the number of State curriculum people who have not a clue how home schooling works. They all have a story about the weird kid they knew who was homeschooled, acknowledging that the kid was very smart, but always stating how that kid didn't know how to play with other kids... oh, I guess homeschooling must be a lonely thing for kids, even with scouts, sports clubs, and other after school activities, not to mention the getting together with other homeschoolies, perhaps the things they DON'T learn in state schools - fighting, sexism, racism, drugs, teacher bullying etc are the only things that set them apart.

But anyway, the point I'm trying to make is that if State curriculum developers were ready to accept that classrooms are the problem, then maybe they might be willing and able to develop curriculum that worked in with homeshools and other slightly off centre programs more.

I have seen the growth of private providers being given access to schools. The video maker bus, all kited out with cameras and edit computers, rolling into schools to offer opportunities to make movies. Etc. Something like this...

So there's my 2 ideas on how life long learning might be nurtured in our communities a bit better.

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Information literacy video

Derek Wenmoth has found a handy 12 minute video introducing the notion of information literacy, made by Pacific Bell and UCLA as part of their 21st Century Literacy project.

For quite some time now, I have been bookmarking resources that may be useful to this topic under the tag digitalnetworkedliteracy.

Thanks for sharing the find Derek.

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May Papert's constructionism become more widely understood

I've noticed Bill Kerr's blogging getting sharper and more critical of late. I'm enjoying the odd attack he launches, backed up with some very useful links and resources. If ever I get to build a faculty, Bill is on my list.

This time Bill has posted about Seymour Papert, refering to his book Mindstorms and his learning theory constructionism - not constructivism!
I don't see much correlation at all between those ideas and the politically correct nonsense that passes as social constructivist top down curriculum reform over the past few years. In my opinion the whole idea of promoting constructivism in a top down fashion through curriculum statements imposed by a hierarchy are farcical and doomed to failure. Papert was always against centrally imposed curriculum arising out of his basic analysis of how a "society of mind" evolved in each individual.
Like Bill, I wish more people in education refered to Papert. When I was in teacher training I nearly failed a subject for using constructionism (it wasn't, and as far as I know, still isn't in the training curriculum of NSW teachers), my lecturer thought I meant to say constructivism. Likewise, when I have sat for interviews and when asked what theories I subscribe to, I have to correct people when they think I mean constructivism when I mean constructionism.

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Whip'm good

If you already know how empowering web feeds can be, but you're still waiting for your organisation to see the light with their own website producing any feeds, then take Tim Lauer's advice and use FeedWhip.
FeedWhip will send you an email anytime the organisation adds, changes or deletes something on their site.
I can't wait to impress the website guys each time I'm the first to contact them whenever there's an interesting or note worthy change made to our site.

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Saturday, March 04, 2006

Teachers learning to read

Konrad Glogowski near on moved me to tears tonight, with his post readerly comments.
So, I have learned how to respond to student work by unlearning how to respond to student work. I have learned to abandon my teacher voice and started responding as a reader. (I should post an entry just listing some of the comments I made).
I hope I haven't taken the gold out of Konrad's post here, I urge any readers to duck off and read the post in full.

With so much talk about how blogging is good or bad for learners, Konrad has turned on the lights and asked the obviously valuable question, how is blogging good for teachers?

I hope you do post some of those readerly comments Konrad.

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