Wednesday, 30 November 2011
Learning theories in colour....
After reading and learning more about four learning theories: behaviourism, cognitivism, constructivism and connectivism I decided to create a colour version of what I 'see'. For those of you who know about these theories I hope that you can appreciate and understand my logic...
Friday, 25 November 2011
Scaffolding
Just a quick word on 'scaffolding'...
Having worked in the building industry for quite a number of years I have had chance to spend many hours on scaffolding. I have also had countless business dealings with a company that hired, sold and assembled scaffolding. In past times I have personally have had to place 'trust' in every single piece of the scaffolding system to hold weight and get me to where I needed to go. There were occasions when the scaffolding was undesirable and I didn't feel safe or comfortable using it and the outcome was that it slowed the work down. These were the times when the scaffolding design was inappropriate for task.
In the building industry scaffolding is mostly used for construction, repairs and maintenance and for transportation of workers and materials. If the scaffold is designed and assembled correctly the sky is the limit! You can just about go anywhere. I have been in meetings where builders and scaffold companies have been in liaison with each other and it's interesting to hear their talk: "This is where we need to get to, this is how much weight we need it to hold, this is how long we need to use it for and these are the contractors that will be using it". Other comments have been "We will need to construct around the balconies, anchor from the walls and possibly the roof, set up counter lever platforms from the parapets on the upper levels and gain access through the southern end of Douglas Street".
Scaffolding is made from various materials and assembled in various forms but in the end all scaffolding carries out a similar role or purpose - it is a mechanism to 'get you where you need to go'.
I can visualise a direct link here to our learners. The learning journey is just that, 'a journey' and in order for our learners 'to get where they need to go' requires the use of scaffolding. It's impossible to jump from ground floor to tenth without the structure to take you there. It's a step by step process and I remember climbing the steps all too well with legs burning and heart pumping, particularly when carrying something heavy.
Vygotsky defined scaffolding instruction as being the “role of teachers and others in supporting the learner’s development and providing support structures to get to that next stage or level” (Raymond, 2000, p. 176)
As e learning managers we have a vast array of scaffolding structures to use. We have recently been using PMI charts and Debono's hats - both forms of scaffolding provided by our lecturers to 'get us to where we need to be', to establish a 'higher order of thinking', taking us from level 1 in thought processing to level 2 or 3 which in turn expands our knowledge and comprehension. A collaborative learning wiki project minus the aid of appropriate scaffolding will be less effective and could result in a complete waste of time.
Thus when using the many ICT's (information and communication technologies) that are available to us as learning managers we must not only consider the most appropriate ICT for purpose but also the most appropriate scaffolding for the journey. To achieve this we need to assess the level that our learners are currently on and then determine the level that 'we need to get to'. One valuable point to consider is that if the scaffolding is not task appropriate it will only slow the learning down.
In conclusion, the physical scaffold takes you there step by step in person, the mental scaffold takes you there step by step in the mind and the design of scaffold directly affects the process and the effectiveness of the journey.
Tuesday, 22 November 2011
Teleportation...
"Teleportation is a term that refers to a number of theories and notions concerning the transfer of matter from one point to another without traversing the physical space between them" (Wikipedia, 2011).
28 years ago I stood in the office of Turin Imports (an Italian car parts and accessory business) with my uncle Paul who owned the business. He wanted to show me his new fax machine. I remember him saying to me as though it was yesterday: "Danny boy, with this machine I can send a picture from one side of the world to another in the matter of just a few minutes". He proceeded to send a comical article from a news paper clipping to one of his suppliers in Turin, Italy. I have often wondered why this particular experience has stayed as a vivid memory in my mind. I remember at the time being fascinated trying to think about how the fax machine actually worked.
Last Sunday I was stuck in Brisbane airport for hours due to a cancelled flight. As I often observe surroundings I looked around and noted how many people were using digital devices. Phones, laptops, MP3 players, tablets - it was busy and there I was standing out like a sore thumb with my yellow Spirax lecture book trying to read and write. I couldn't help but think during my observation that we've nearly conquered teleporation! If you think about it I could have a meeting in my lounge room with whomever I choose to from anywhere in the world in a matter of minutes on the big screen (if I had one). The fact that we can talk and see each other from pretty much any position on the globe is really a wonder when you stop to think about it.
I then thought about the learners of today - how, with effective use of e learning in the classroom, their learning is absolutely accelerated. Our learners now step into a 'well manured greenhouse' of information and communication via advances in technology to grow at rapid rates - faster than ever before... but...are they growing or experiencing too quickly? Is there enough time to process and digest properly? Years ago a professor would travel the world for years to acquire information and construct knowledge where nowadays we can access all of this and more from a comfy chair! This is a good thing right? I can see it being a good thing but I also get concerned at times with the appreciation factor of our situation.
With information and communication being so easily accessible are we able to truly appreciate it? When we have moments of enlightenment today does it have a significant affect upon us for long enough to remember and actually digest our learning experience or have we been numbed by the daily 'floods' of information and knowledge available to us? Putting it simply, are we now just brain banks? Are we able to appreciate what we have? Do our younger learners comprehend what we have?
A month ago I was at a friend's house where my interest was turned to a book titled "It's a book" by Author - Lane Smith. I searched YouTube and found a book trailer which I would like to share...
It gets you thinking doesn't it! It got me thinking and I have thought about it a lot since. What a fantastic book! I have to be honest and say that I am concerned, concerned that one day as the world becomes faster, lazier and more noisy that our children's grandchildren won't know what it's like to sit down under a tree and hold a book in their hands. To touch and feel the pages, turning them one by one, appreciating the print and the process and 'living' the moment. I get concerned that sooner that later we won't know anymore what it's like to be alive, to stand with our face towards the driving rain and know what that feels like. Will the world actually become like the Disney Pixar hit WALL-E, where we travel sitting in chairs, drinking meals through a straw whilst talking to each other on screens?
I view managing e learning as finding a healthy balance. Using digital technology where it's appropriate and when it actually going to 'aid' learning - not just because it's 'easier' or more 'convenient' - when has 'easier' or 'convenient' ever been in a good learning manager's vocabulary? We need to use digital technology where we know that it will be the 'most effective' means of learning and where we see it being 'most beneficial' to our learners. By doing so I believe that we will be most effective in managing the learning of others.
I once heard a quote in a conference that goes something like this... "The main thing is to keep the main thing the main thing". I think this relates well to learning management. The 'main thing' for us is the learning of others by the most effective and beneficial means. If it's playdough then it's playdough. If it's a wiki then it's a wiki. Digital technology is merely another tool for the tool kit of teaching, it's no more and no less than this.
28 years ago I stood in the office of Turin Imports (an Italian car parts and accessory business) with my uncle Paul who owned the business. He wanted to show me his new fax machine. I remember him saying to me as though it was yesterday: "Danny boy, with this machine I can send a picture from one side of the world to another in the matter of just a few minutes". He proceeded to send a comical article from a news paper clipping to one of his suppliers in Turin, Italy. I have often wondered why this particular experience has stayed as a vivid memory in my mind. I remember at the time being fascinated trying to think about how the fax machine actually worked.
Last Sunday I was stuck in Brisbane airport for hours due to a cancelled flight. As I often observe surroundings I looked around and noted how many people were using digital devices. Phones, laptops, MP3 players, tablets - it was busy and there I was standing out like a sore thumb with my yellow Spirax lecture book trying to read and write. I couldn't help but think during my observation that we've nearly conquered teleporation! If you think about it I could have a meeting in my lounge room with whomever I choose to from anywhere in the world in a matter of minutes on the big screen (if I had one). The fact that we can talk and see each other from pretty much any position on the globe is really a wonder when you stop to think about it.
I then thought about the learners of today - how, with effective use of e learning in the classroom, their learning is absolutely accelerated. Our learners now step into a 'well manured greenhouse' of information and communication via advances in technology to grow at rapid rates - faster than ever before... but...are they growing or experiencing too quickly? Is there enough time to process and digest properly? Years ago a professor would travel the world for years to acquire information and construct knowledge where nowadays we can access all of this and more from a comfy chair! This is a good thing right? I can see it being a good thing but I also get concerned at times with the appreciation factor of our situation.
With information and communication being so easily accessible are we able to truly appreciate it? When we have moments of enlightenment today does it have a significant affect upon us for long enough to remember and actually digest our learning experience or have we been numbed by the daily 'floods' of information and knowledge available to us? Putting it simply, are we now just brain banks? Are we able to appreciate what we have? Do our younger learners comprehend what we have?
A month ago I was at a friend's house where my interest was turned to a book titled "It's a book" by Author - Lane Smith. I searched YouTube and found a book trailer which I would like to share...
It gets you thinking doesn't it! It got me thinking and I have thought about it a lot since. What a fantastic book! I have to be honest and say that I am concerned, concerned that one day as the world becomes faster, lazier and more noisy that our children's grandchildren won't know what it's like to sit down under a tree and hold a book in their hands. To touch and feel the pages, turning them one by one, appreciating the print and the process and 'living' the moment. I get concerned that sooner that later we won't know anymore what it's like to be alive, to stand with our face towards the driving rain and know what that feels like. Will the world actually become like the Disney Pixar hit WALL-E, where we travel sitting in chairs, drinking meals through a straw whilst talking to each other on screens?
I view managing e learning as finding a healthy balance. Using digital technology where it's appropriate and when it actually going to 'aid' learning - not just because it's 'easier' or more 'convenient' - when has 'easier' or 'convenient' ever been in a good learning manager's vocabulary? We need to use digital technology where we know that it will be the 'most effective' means of learning and where we see it being 'most beneficial' to our learners. By doing so I believe that we will be most effective in managing the learning of others.
I once heard a quote in a conference that goes something like this... "The main thing is to keep the main thing the main thing". I think this relates well to learning management. The 'main thing' for us is the learning of others by the most effective and beneficial means. If it's playdough then it's playdough. If it's a wiki then it's a wiki. Digital technology is merely another tool for the tool kit of teaching, it's no more and no less than this.
E learning, a birds-eye view...
I have been reading about what e learning looks like and it seems absolutely fantastic!It gathered my interest immediately but I personally find 'reading' what e learning 'looks' like somewhat contradictory to me because I always relate the word 'look' to a picture, diagram or image... So having said this I have created a partial pictogram to show what e learning looks like to me...
I find it helpful sometimes to close my eyes and imagine that I am flying over the top, looking down over an experience or situation, removing myself, visualising, perpectivising (I made that word up hope you like it) to breathe it all in.
In this particular instance flying over an e learning environment where I can visualise information and communication traveling to and from the classroom via the various digital technologies that are available. It's a 'humming' environment where words, pictures, data, voices, sounds, images and knowledge streams to and from the world. A global link, a global channel and a global understanding makes me think 'connectivism'...
In addition to this I located a diagram on an education website that has assisted me in seeing more of how the applications of e learning are linked to different learning skills...
I think that when we finally get to 'see' the picture the transfer of information to knowledge and knowledge to understanding/comprehension truly takes place within our minds - it 'awakens' and becomes 'alive' to us.
Monday, 21 November 2011
Blog SWOT
SWOT analysis of using blogs as learning tools in a classroom environment...
Strengths: Blogging can assist students in...
Strengths: Blogging can assist students in...
- Forming opinions, values or beliefs
- Establishing deeper understanding/comprehension
- Reflectively grow from their learning
- Developing cognitively through critical analysis
- Drawing conclusions
- Gaining confidence in sharing
- Adding learning to their learning (schema development and scaffolding)
- Time restraints
- Lack of technical knowledge
- Personal abilities to express and share information
- Computer and internet accessibility
- Self interest in assigned topic/topics
- Self discipline and self engagement motivation
- Self confidence or self awareness
- Teacher guidance/teacher involvement
- Practice (in our case) the English language including spelling and grammar
- Improve written articulation
- Present new ideas
- Express thoughts and opinions
- Share their learning experiences with others
- Improve typing efficiency
- Explore creative writing
- Peer intimidation preventing them to openly share information
- Rejection from student peers/blog followers
- Misleading themselves and others from researching/sharing incorrect information
- Sharing sensitive or inappropriate information/content
- Breaching copyright laws and regulations
- Imposing on others' opinions, values and beliefs
Wednesday, 16 November 2011
Overcoming ICT fear...
Two days ago at school drop off I was asked if I would like to stay on and be involved in my daughter's reading group to which of course I happily accepted. I have grown to love children for not only their innocence and purity but for the valuable lessons they teach us through just being themselves. After each child had taken turns in reading to the best of their ability they were asked to draw a picture of their favourite farm animal from the story and to write two sentences about it. Every child in the class seemed to give this task their full attention and focus. It didn't matter to them if their drawings were better or worse than another or whether they misspelled words or even whether the structure of their sentences made any sense at all.
Later as I went through their work and corrected spelling errors and at times sentence structures I started to feel like an ogre. I noticed the disappointment in my daughter's eyes when I corrected the spelling of 3 words in her sentences. Even though I had reassured her, pointed out the positives of her efforts and then tried to show her that it was "okay to make mistakes that's how we all learn" she didn't seem convinced. The fact that she was wrong didn't change. With her big brown searching eyes staring deeply into mine, I questioned this experience and thought to myself...it's actually not okay to make a mistake is it? In our society mistakes are not viewed as being positive and in fact it's quite the opposite! I can hear voices from the past haunting my mind... "You silly boy, look what you've done" or "that's not right, why did you do it that way?", "What are people going to think if you can't spell!" or worse still "if you can't get it right you are going to have to stay in during lunch time until you do!".
I feel that as learning managers we run the risk of managing children out of valuable risk taking skills or at worse case possibly stop them from 'giving things a go' or 'trying something new' altogether. We have all seen it before and at some stage experienced it for ourselves; I mean how many times have we been sitting on the sidelines, wanting to give something a go but self doubt settles in and the questions arise "what if I make a mistake, what if people laugh at me, there's a lot of people watching, what if I can't do it?" So for the sake of fear and failure we stay on the sidelines where it's safe and where we're protected which I know sounds crazy when you look at the opportunities that could present themselves from at least trying.
So how did we get like this? Well, just like my daughter, none of us born this way and I bet that when we were 6 years old we took some extreme risks and chances, oblivious to the culture that was awaiting us. I often ask myself the question: what if we lived in a world where innocent mistakes were actually celebrated? What would life be like? Would we be a more advanced culture than we are currently?
I find Einstein fascinating, not only because of his successes or great teaching abilities but because of his ability to simplify complexities... he once said that "anyone who has never made a mistake has never tried anything new".
At this point you may be wondering how this relates to managing e learning? The answer is simple - it's okay to make a mistake so long as you give it a go. If we are wrong that's fine so long as we learn. Digital technology can be daunting. I know I get apprehensive about it, It confuses me at times and I lose my way. In the past I have personally met several teachers who are not willing to try 'new' forms of information and communication technologies (ICT's) in the classroom and those that will only incorporate the digital technologies that they are personally comfortable with because of the fear of failure. This approach however is not good enough. The fear of failure, the unknown, the uncertain, the embarrassment can sometimes speak louder than the: 'I simply need to do what is best for my learners' growth and development'.
I have learned of late that to be exceptional and productive in the use of ICT's in a classroom learning environment is going to take a 'no fear' approach, the 'give it a go' attitude. We are not going to be able to know everything there is to know about ICT's. If mistakes are made along the way then that's okay, maybe we will all learn something from it and our learners need to see this type of roll modeling for their own development.
Selfishly, I have written this post more for me because during the week I realised that I need to 'get over' some of my own digital technology and ICT fears. I need to be able to accept and use ICT's for the value that they are and for the opportunities that they present for growth, learning and development.
Later as I went through their work and corrected spelling errors and at times sentence structures I started to feel like an ogre. I noticed the disappointment in my daughter's eyes when I corrected the spelling of 3 words in her sentences. Even though I had reassured her, pointed out the positives of her efforts and then tried to show her that it was "okay to make mistakes that's how we all learn" she didn't seem convinced. The fact that she was wrong didn't change. With her big brown searching eyes staring deeply into mine, I questioned this experience and thought to myself...it's actually not okay to make a mistake is it? In our society mistakes are not viewed as being positive and in fact it's quite the opposite! I can hear voices from the past haunting my mind... "You silly boy, look what you've done" or "that's not right, why did you do it that way?", "What are people going to think if you can't spell!" or worse still "if you can't get it right you are going to have to stay in during lunch time until you do!".
I feel that as learning managers we run the risk of managing children out of valuable risk taking skills or at worse case possibly stop them from 'giving things a go' or 'trying something new' altogether. We have all seen it before and at some stage experienced it for ourselves; I mean how many times have we been sitting on the sidelines, wanting to give something a go but self doubt settles in and the questions arise "what if I make a mistake, what if people laugh at me, there's a lot of people watching, what if I can't do it?" So for the sake of fear and failure we stay on the sidelines where it's safe and where we're protected which I know sounds crazy when you look at the opportunities that could present themselves from at least trying.
So how did we get like this? Well, just like my daughter, none of us born this way and I bet that when we were 6 years old we took some extreme risks and chances, oblivious to the culture that was awaiting us. I often ask myself the question: what if we lived in a world where innocent mistakes were actually celebrated? What would life be like? Would we be a more advanced culture than we are currently?
I find Einstein fascinating, not only because of his successes or great teaching abilities but because of his ability to simplify complexities... he once said that "anyone who has never made a mistake has never tried anything new".
At this point you may be wondering how this relates to managing e learning? The answer is simple - it's okay to make a mistake so long as you give it a go. If we are wrong that's fine so long as we learn. Digital technology can be daunting. I know I get apprehensive about it, It confuses me at times and I lose my way. In the past I have personally met several teachers who are not willing to try 'new' forms of information and communication technologies (ICT's) in the classroom and those that will only incorporate the digital technologies that they are personally comfortable with because of the fear of failure. This approach however is not good enough. The fear of failure, the unknown, the uncertain, the embarrassment can sometimes speak louder than the: 'I simply need to do what is best for my learners' growth and development'.
I have learned of late that to be exceptional and productive in the use of ICT's in a classroom learning environment is going to take a 'no fear' approach, the 'give it a go' attitude. We are not going to be able to know everything there is to know about ICT's. If mistakes are made along the way then that's okay, maybe we will all learn something from it and our learners need to see this type of roll modeling for their own development.
Selfishly, I have written this post more for me because during the week I realised that I need to 'get over' some of my own digital technology and ICT fears. I need to be able to accept and use ICT's for the value that they are and for the opportunities that they present for growth, learning and development.
Sunday, 13 November 2011
Bloom's Taxonomy...
The longer I live the more I see that fashions come and go. My wife buys skirts today that 2 years ago she would have screwed her nose up at! I think to myself... I don't get it? Why didn't you buy this 2 years ago when it was half the price and just wait until now to wear it?
I read an article quite a number of years ago suggesting that potatoes may very well be linked to cancer and so I avoided eating them. Later that same year, scientific information was released that potatoes were in fact a healthy food choice so long as they were prepared properly and so I started eating them again.
(Simplified version)
Tom Bodett suggests that “The difference between school and life is that in school, you're taught a lesson and then given a test. In life, you're given a test that teaches you a lesson". This statement is hard to argue with and poses the questions of which learning is more effective: school's lessons or life's lessons?
In relation to my previous comments regarding Bloom's Taxonomy, some of my greatest and most effective lessons in 'life' have been by surprise - I haven't had any time to acquire information, to analyse or comprehend anything properly until after the application. It's not until after the application that I get the opportunity to learn and comprehend more about my experience. I get the opportunity to reflect and evaluate my performance for personal development and improvement and I very rarely forget these types of lessons - I'm sure that I'm not alone here!
So how does all of this relate to us as learning managers? Is there really a 'set of rules' or 'guidelines' for how learning occurs? I don't really think so. The theories that I have read and studied thus far have all been very relevant in helping us to see what learning 'should look like', how we should 'go about it', the 'learning style' considerations, more 'effective ways' in which to manage it and ideally how learning 'should occur'... but in my opinion learners are so complex, vast and varied that it really is impossible to pinpoint any fixed set of rules or guidelines.
One thing that has haunted me for some time now is a statement made by Einstein in which he said: "education is all that remains after one has forgotten everything he learned in school". This has raised many questions for me. Why would Einstein make such a statement? Is it perhaps that we forget the details to 'see' the picture or that we 'see' the picture and so forget the details?
Either way, I think I'm beginning to 'see' the picture!
I read an article quite a number of years ago suggesting that potatoes may very well be linked to cancer and so I avoided eating them. Later that same year, scientific information was released that potatoes were in fact a healthy food choice so long as they were prepared properly and so I started eating them again.
I would like to relate these examples to learning theories; all you have to do is Google learning theories or learning taxonomies and you will be instantly bombarded with as many theories/articles as you would like to read or learn about. From time to time one or more learning theories seems to come 'into fashion' again and learning managers jump on board until another becomes more favourable or should I say 'flavourable'. There are theories that come and go but there are also those that are 'evergreens', Bloom's Taxonomy being one of them.
Recently I have had the opportunity to study Bloom's Taxonomy, and I agree with it in principle. I view it as being an 'idealistic' way to learn. A step by step 'text book' example of how the learning process 'should' occur from start to finish as our learning expands and deepens. However, my question is: does learning always occur this way... and... does it always occur in this sequence?
(Simplified version)
Tom Bodett suggests that “The difference between school and life is that in school, you're taught a lesson and then given a test. In life, you're given a test that teaches you a lesson". This statement is hard to argue with and poses the questions of which learning is more effective: school's lessons or life's lessons?
In relation to my previous comments regarding Bloom's Taxonomy, some of my greatest and most effective lessons in 'life' have been by surprise - I haven't had any time to acquire information, to analyse or comprehend anything properly until after the application. It's not until after the application that I get the opportunity to learn and comprehend more about my experience. I get the opportunity to reflect and evaluate my performance for personal development and improvement and I very rarely forget these types of lessons - I'm sure that I'm not alone here!
So how does all of this relate to us as learning managers? Is there really a 'set of rules' or 'guidelines' for how learning occurs? I don't really think so. The theories that I have read and studied thus far have all been very relevant in helping us to see what learning 'should look like', how we should 'go about it', the 'learning style' considerations, more 'effective ways' in which to manage it and ideally how learning 'should occur'... but in my opinion learners are so complex, vast and varied that it really is impossible to pinpoint any fixed set of rules or guidelines.
One thing that has haunted me for some time now is a statement made by Einstein in which he said: "education is all that remains after one has forgotten everything he learned in school". This has raised many questions for me. Why would Einstein make such a statement? Is it perhaps that we forget the details to 'see' the picture or that we 'see' the picture and so forget the details?
Either way, I think I'm beginning to 'see' the picture!
Friday, 11 November 2011
Salt & Pepper, Lemon & Sugar and... wikis
Right... so we've established that we are worlds apart in our 'thinking' and 'processing' compared to how the digital generation learners think and process information but... is this really a bad thing? It could be like salt and pepper or lemon juice and sugar whereby they compliment each other. The purpose of the course 'managing e learning' is about learning how to 'manage' e learning - it wasn't titled 'extreme e learning' or 'excessive e learning'! We need to be mindful as learning managers that if we fuel the digital fire too much we may be partially responsible for creating anti social behaviours.
It is a common belief held by many that the digital natives of society already have 'too much' exposure to digital technology and are finding it difficult to communicate or relate with anyone outside of their generation...
I am beginning to see that there is a big difference between 'digital exposure' and the 'effective use of digit technology' (particularly in relation to a classroom environment). Too much of digital technology is not a good thing and to ignore it is not good either - as always and in everything that we do in life there needs to be a healthy balance. Now, having said this, maybe we could do a little 'rubbing off' on each other - a bit of salt and pepper or lemon and sugar?
Through our eyes we can help our young learners to see the 'value' of learning through and with information and communication technologies (ICT's) and 'where' and 'when' they are applicable. Through their eyes they can help us to see the more social aspects of ICT's that they are so familiar with. Perhaps we can meet somewhere in the middle of the 'digital bridge' that separates us and together look along the ravine rather than over each side of it!
Recently we have taken part in a collaborative e learning activity using a wiki page. Although I was a little apprehensive at first (mainly because I had only just learned what a 'wiki' is) I was pleasantly surprised of how easy it was to take part in. The speed in which the document came together (and is still coming together) and how it provoked a higher order of thinking as a 'thought feeding thought' process was fantastic to experience and be part of. Having the chance to read others' information, research, thoughts, opinions and views allowed me the opportunity to reflect and to think about my thinking. It's not often that this type of opportunity arises in straight 'face to face' communication until after you have left the discussion and have had time to think and reflect - often by then it's too late to add what could have been a very beneficial discussion view point. If I learn or think of something more to add today I can simply jump on line and add it. A wiki to me is like a big revolving thought provoker - a 'snowball of thought' that keeps rolling and growing, rolling and growing on a infinite sloping snow field of information and thought, constantly gathering momentum.
Initially I was concerned that using a wiki would only expose learners to only 1 or 2 learning styles or senses but I can now see that it has the potential to expose learners to many learning styles (dependent of course on how and what content is shared). Some chose to to be quite descriptive with what they entered and from a learning managers view point I had chance to see inside their mind and to learn a bit about their thought processing - something that you don't often get the opportunity of seeing . Others chose one or two lines of thought provoking wisdom that took time for me to digest. Some placed links to websites within their text that allowed further learning opportunities. There doesn't appear to be any 'wrong' or 'right' way of going about it and surprisingly it all seemed to compliment each other.
One thing that I did notice however, is that a wiki doesn't really expose a learner to the physical/kinesthetic senses - maybe we can work on this? I personally would like to explore the possibility of trying to draw a picture on the wiki, not quite sure how to go about this yet? One thing that I do know for certain is that after being involved in this experience I will be using wikis as learning tools where appropriate in my classroom - I now 'see' and 'understand' their value. The old saying of "tell me and I will forget, show me and I may not remember, involve me and I will understand" shouts out load to me.
So what will it be... a bit of salt and pepper or a little lemon and sugar? However we go about it let's choose to meet in the middle of the 'digital bridge' so that we (learning manager and learner alike) can 'see' more together...
It is a common belief held by many that the digital natives of society already have 'too much' exposure to digital technology and are finding it difficult to communicate or relate with anyone outside of their generation...
I am beginning to see that there is a big difference between 'digital exposure' and the 'effective use of digit technology' (particularly in relation to a classroom environment). Too much of digital technology is not a good thing and to ignore it is not good either - as always and in everything that we do in life there needs to be a healthy balance. Now, having said this, maybe we could do a little 'rubbing off' on each other - a bit of salt and pepper or lemon and sugar?
Through our eyes we can help our young learners to see the 'value' of learning through and with information and communication technologies (ICT's) and 'where' and 'when' they are applicable. Through their eyes they can help us to see the more social aspects of ICT's that they are so familiar with. Perhaps we can meet somewhere in the middle of the 'digital bridge' that separates us and together look along the ravine rather than over each side of it!
Recently we have taken part in a collaborative e learning activity using a wiki page. Although I was a little apprehensive at first (mainly because I had only just learned what a 'wiki' is) I was pleasantly surprised of how easy it was to take part in. The speed in which the document came together (and is still coming together) and how it provoked a higher order of thinking as a 'thought feeding thought' process was fantastic to experience and be part of. Having the chance to read others' information, research, thoughts, opinions and views allowed me the opportunity to reflect and to think about my thinking. It's not often that this type of opportunity arises in straight 'face to face' communication until after you have left the discussion and have had time to think and reflect - often by then it's too late to add what could have been a very beneficial discussion view point. If I learn or think of something more to add today I can simply jump on line and add it. A wiki to me is like a big revolving thought provoker - a 'snowball of thought' that keeps rolling and growing, rolling and growing on a infinite sloping snow field of information and thought, constantly gathering momentum.
Initially I was concerned that using a wiki would only expose learners to only 1 or 2 learning styles or senses but I can now see that it has the potential to expose learners to many learning styles (dependent of course on how and what content is shared). Some chose to to be quite descriptive with what they entered and from a learning managers view point I had chance to see inside their mind and to learn a bit about their thought processing - something that you don't often get the opportunity of seeing . Others chose one or two lines of thought provoking wisdom that took time for me to digest. Some placed links to websites within their text that allowed further learning opportunities. There doesn't appear to be any 'wrong' or 'right' way of going about it and surprisingly it all seemed to compliment each other.
One thing that I did notice however, is that a wiki doesn't really expose a learner to the physical/kinesthetic senses - maybe we can work on this? I personally would like to explore the possibility of trying to draw a picture on the wiki, not quite sure how to go about this yet? One thing that I do know for certain is that after being involved in this experience I will be using wikis as learning tools where appropriate in my classroom - I now 'see' and 'understand' their value. The old saying of "tell me and I will forget, show me and I may not remember, involve me and I will understand" shouts out load to me.
So what will it be... a bit of salt and pepper or a little lemon and sugar? However we go about it let's choose to meet in the middle of the 'digital bridge' so that we (learning manager and learner alike) can 'see' more together...
Wednesday, 9 November 2011
Throwing a spanner in the works...
I woke up at 0400 this morning thinking about the latest mobile phone technology (the pluses, minuses and implications) and it suddenly dawned on me that up to this point I have been very pro ICT's (information and communication technologies) and in great favour of implementing the use of them in classroom environments but what if I'm wrong?... I'm going to take this opportunity to throw a spanner in the works and stop the cogs from turning momentarily.
I couldn't help but ask myself this morning: Are we falling into possibly the biggest trap in human history?? I mean, over time we have become more and more reliant and dependant upon all of our 'creature comforts' - so reliant and comfortable in fact that we have to sometimes pinch ourselves to see if we are still alive! Our abilities to be self reliant and self sufficient are on the decrease. It's seldom that you see a veggie patch in the back garden and since the introduction of supermarkets we have lost not only our appreciation of the process from seedling to dining table but we have lost fundamental survival skills.
If electricity was turned off tomorrow would we survive? Think about that for a minute... would we actually survive? I have read many reviews on iPhones and similar products about how people have become so reliant on them that they believe that they can no longer live without them. Comments like "my whole life is on here" are not uncommon and when the Internet goes down it's like losing your right arm, wouldn't you agree?
What if we have all been been sucked into an unsustainable way of existence that will one day all end in tears? Wisdom or stupidity? We have geared everything for the advancement of ICT's, our very lives in fact and I find it interesting that an Internet free weekend now seems like a holiday! This whole managing e learning course is about using ICT's to make learning more efficient, effective and applicable for learners, assisting them with the scaffolding of knowledge, comprehension and cognitive development through a familiar means. We are preparing them for life aren't we? Well aren't we? That's the way life is isn't it? We are teaching them to survive in the world but are we teaching them to survive the affects of humanity?
You would have to agree with me that we are limited in resources and it would be ignorant of us to think that we have unlimited resources to fuel our resource demanding and dependant lives. Ken Robinson in his presentation "Is today's schooling killing creativity" stated that if you removed humans from the earth, within 50 years time everything would flourish but if you removed insects from the earth, within 50 years everything would die. This statement really warrants some deep reflective thought...Unless we establish a much more sustainable approach to life and stop taking I can't see how we can sustain the demands that we have created.
We demanded faster food and we got it. We demanded faster transport and we got it. We demanded faster and easier ways to share information and communication and we got it, we demand a lot of things but what if we're wrong? Have we really stopped to think about it? Wisdom, ignorance or stupidity? The real question here is: can we sustain what we have created and if we can't then why are we teaching it?? In the words of Forest Gump: "that's all I've got to say about that". Now on with the ICT show and managing e learning...
I couldn't help but ask myself this morning: Are we falling into possibly the biggest trap in human history?? I mean, over time we have become more and more reliant and dependant upon all of our 'creature comforts' - so reliant and comfortable in fact that we have to sometimes pinch ourselves to see if we are still alive! Our abilities to be self reliant and self sufficient are on the decrease. It's seldom that you see a veggie patch in the back garden and since the introduction of supermarkets we have lost not only our appreciation of the process from seedling to dining table but we have lost fundamental survival skills.
If electricity was turned off tomorrow would we survive? Think about that for a minute... would we actually survive? I have read many reviews on iPhones and similar products about how people have become so reliant on them that they believe that they can no longer live without them. Comments like "my whole life is on here" are not uncommon and when the Internet goes down it's like losing your right arm, wouldn't you agree?
What if we have all been been sucked into an unsustainable way of existence that will one day all end in tears? Wisdom or stupidity? We have geared everything for the advancement of ICT's, our very lives in fact and I find it interesting that an Internet free weekend now seems like a holiday! This whole managing e learning course is about using ICT's to make learning more efficient, effective and applicable for learners, assisting them with the scaffolding of knowledge, comprehension and cognitive development through a familiar means. We are preparing them for life aren't we? Well aren't we? That's the way life is isn't it? We are teaching them to survive in the world but are we teaching them to survive the affects of humanity?
You would have to agree with me that we are limited in resources and it would be ignorant of us to think that we have unlimited resources to fuel our resource demanding and dependant lives. Ken Robinson in his presentation "Is today's schooling killing creativity" stated that if you removed humans from the earth, within 50 years time everything would flourish but if you removed insects from the earth, within 50 years everything would die. This statement really warrants some deep reflective thought...Unless we establish a much more sustainable approach to life and stop taking I can't see how we can sustain the demands that we have created.
We demanded faster food and we got it. We demanded faster transport and we got it. We demanded faster and easier ways to share information and communication and we got it, we demand a lot of things but what if we're wrong? Have we really stopped to think about it? Wisdom, ignorance or stupidity? The real question here is: can we sustain what we have created and if we can't then why are we teaching it?? In the words of Forest Gump: "that's all I've got to say about that". Now on with the ICT show and managing e learning...
Tuesday, 8 November 2011
Sao biscuits or Barbecue Shapes?
Everyone's familiar with the good 'ol Aussie icon the 'Sao' right?? Well here's some interesting Sao facts...
Over 100 years ago the Sao biscuit was released and marketed for sale in Australia. The slogan for the Sao biscuit in the early 1900's was... "Often buttered, never bettered" and was most often served dry or with a slather of butter. By the 1950's consumers began to be experimental with the Sao biscuit and crab or salmon paste became quite a popular topping. As the 60's rolled in a new slogan for the Sao biscuit was released into the market: "Whatever the topping, you can't beat a Sao for a snack" (Information collated from Arnott's Australia)
Ah... yes! Many a fond memory of the 'Sao' as our Sunday afternoon visits with Gran and Pa would often involve some kind of 'Sao snack'. Today's savoury biscuits have changed so much since then and although the Sao still remains a popular Aussie icon (over 7 million packets sold per annum) but to which generations are they popular?
Since the introduction of Arnott's 'Shapes' in the 50's, (back then a biscuit cut into the shape of a potato chip which by '74 had evolved into the flat cracker we know today) Arnott's have truly hit the savoury jackpot by growing from strength to strength with more taste sensations than ever before! In a short period of time the 'Original Shape' has become just one of 17 different offerings with over a whopping 53 million packets consumed by Australians per annum! (Information collated from Arnott's Australia)
The 'catch cry': "Flavours of the world" vs "You can't beat a Sao for a snack" has a lot to be said about it.
If I was able to travel back in time to the early 1900's, taking a packet of Barbecue Shapes with me and had the chance to share them around for afternoon tea, how would they be received? I mean it would be an explosion of taste for those who have never tasted anything like it before considering that dry Sao's were a preferred snack! And... most likely, too overpowering for them to the extent that they would possibly screw up their noses and spit them out.
Similarly, if we served up dry Sao's to the younger generations they might say something like: "are you trying to kill us" or "what are these things, cardboard?"
Somehow over time we have become more and more desensitised - not only in taste but really in everything that we are involved with and exposed to. Sensationalism speaks loud and says that it has to be better and bigger than ever before! "Out with the old and in with the new" - we want more and more an more out of everything. Where once upon a time it was a marvel to fly, now it's hardly even acknowledged.
A Sao no longer does it for the younger generations and I'm trying to think of what Arnott's are going to do when a Barbecue Shape no longer makes the grade - maybe a 3 course meal, exploding biscuit, I'm not sure?
How does all of this relate to us as learning managers and in particular with managing e learning? The current education system and teaching methodologies as they stand no longer do it. Kids are bored, I know mine are. They often come home from school and say: "school was boring today", "I hate learning my times tables or "maths is boring". What about this one: "We did spelling today and I couldn't concentrate". I'm waiting for the teachers to say that my kids have a learning disorder or I should get them assessed for A.D.D. It couldn't be that the teachers of today have a teaching disorder? Have you ever stopped yourself to ask why this is? Why are our kids bored? I'm not suggesting that we as learning managers wrap our learners up in cotton wool and exclude them from a little self discipline or a persistence opportunity but what I am saying is that their ways are not ours ways. The sooner we get this into our heads the sooner we can truly teach them.
I find it hard to sit at a computer and concentrate with music playing in the background but my kids don't. I can't watch television and play iPod games at the same time but my kids can and it amazes me. It's no wonder that rote learning times tables is so mundane and boring! When I was younger I just sat there in the class while we all recited... 1 X 2 is 2, 2 X 2 is 4, 3 X 2 is 6 without even thinking about it - there were no times table apps available or games to play! With all of the technological advancements of which our children are accustomed to, why are we using the same teaching methodologies that were used on us?
Earlier this year I visited a school that was still using blackboards to teach from, I just about fell over - it was like being in a time warp and watching some kind of horror movie! The classroom that I visited was set up just the way that I remember classrooms to be 30 years ago. I had to stop myself from crawling over to the corner, lying in the foetal position and sucking my thumb!
The younger generations have been born with what I would like to call 'super sensory abilities'. I have experimented with my own children when it comes to doing their homework and know that in order for them to stay focused and learn they need multi sensory stimulation simultaneously. The use and incorporation of modern information and communication technology is a great way to achieve this. It's something that is second nature to them, they 'get it' and relate well to it. One of my sons recently created a multimedia presentation using digital images, text and music for his after school entertainment. He was pleased with himself and took it to school to show his class. Why couldn't this be used to learn spelling words? Instead he often comes home with his head held low and says: here's my list of words. Study, cover, write and check. study, cover, write and check. study, cover, write and check - boring!
As a 'new generation' of learning managers we cannot afford to fall into the the trap of offering the younger generations 'Saos' when they want 'Barbecue Shapes'. By doing so we will not only fail ourselves but more importantly we will fail those in whom we have been given the charge and great responsibility to teach.
Over 100 years ago the Sao biscuit was released and marketed for sale in Australia. The slogan for the Sao biscuit in the early 1900's was... "Often buttered, never bettered" and was most often served dry or with a slather of butter. By the 1950's consumers began to be experimental with the Sao biscuit and crab or salmon paste became quite a popular topping. As the 60's rolled in a new slogan for the Sao biscuit was released into the market: "Whatever the topping, you can't beat a Sao for a snack" (Information collated from Arnott's Australia)
Ah... yes! Many a fond memory of the 'Sao' as our Sunday afternoon visits with Gran and Pa would often involve some kind of 'Sao snack'. Today's savoury biscuits have changed so much since then and although the Sao still remains a popular Aussie icon (over 7 million packets sold per annum) but to which generations are they popular?
Since the introduction of Arnott's 'Shapes' in the 50's, (back then a biscuit cut into the shape of a potato chip which by '74 had evolved into the flat cracker we know today) Arnott's have truly hit the savoury jackpot by growing from strength to strength with more taste sensations than ever before! In a short period of time the 'Original Shape' has become just one of 17 different offerings with over a whopping 53 million packets consumed by Australians per annum! (Information collated from Arnott's Australia)
The 'catch cry': "Flavours of the world" vs "You can't beat a Sao for a snack" has a lot to be said about it.
If I was able to travel back in time to the early 1900's, taking a packet of Barbecue Shapes with me and had the chance to share them around for afternoon tea, how would they be received? I mean it would be an explosion of taste for those who have never tasted anything like it before considering that dry Sao's were a preferred snack! And... most likely, too overpowering for them to the extent that they would possibly screw up their noses and spit them out.
Similarly, if we served up dry Sao's to the younger generations they might say something like: "are you trying to kill us" or "what are these things, cardboard?"
Somehow over time we have become more and more desensitised - not only in taste but really in everything that we are involved with and exposed to. Sensationalism speaks loud and says that it has to be better and bigger than ever before! "Out with the old and in with the new" - we want more and more an more out of everything. Where once upon a time it was a marvel to fly, now it's hardly even acknowledged.
A Sao no longer does it for the younger generations and I'm trying to think of what Arnott's are going to do when a Barbecue Shape no longer makes the grade - maybe a 3 course meal, exploding biscuit, I'm not sure?
How does all of this relate to us as learning managers and in particular with managing e learning? The current education system and teaching methodologies as they stand no longer do it. Kids are bored, I know mine are. They often come home from school and say: "school was boring today", "I hate learning my times tables or "maths is boring". What about this one: "We did spelling today and I couldn't concentrate". I'm waiting for the teachers to say that my kids have a learning disorder or I should get them assessed for A.D.D. It couldn't be that the teachers of today have a teaching disorder? Have you ever stopped yourself to ask why this is? Why are our kids bored? I'm not suggesting that we as learning managers wrap our learners up in cotton wool and exclude them from a little self discipline or a persistence opportunity but what I am saying is that their ways are not ours ways. The sooner we get this into our heads the sooner we can truly teach them.
I find it hard to sit at a computer and concentrate with music playing in the background but my kids don't. I can't watch television and play iPod games at the same time but my kids can and it amazes me. It's no wonder that rote learning times tables is so mundane and boring! When I was younger I just sat there in the class while we all recited... 1 X 2 is 2, 2 X 2 is 4, 3 X 2 is 6 without even thinking about it - there were no times table apps available or games to play! With all of the technological advancements of which our children are accustomed to, why are we using the same teaching methodologies that were used on us?
Earlier this year I visited a school that was still using blackboards to teach from, I just about fell over - it was like being in a time warp and watching some kind of horror movie! The classroom that I visited was set up just the way that I remember classrooms to be 30 years ago. I had to stop myself from crawling over to the corner, lying in the foetal position and sucking my thumb!
The younger generations have been born with what I would like to call 'super sensory abilities'. I have experimented with my own children when it comes to doing their homework and know that in order for them to stay focused and learn they need multi sensory stimulation simultaneously. The use and incorporation of modern information and communication technology is a great way to achieve this. It's something that is second nature to them, they 'get it' and relate well to it. One of my sons recently created a multimedia presentation using digital images, text and music for his after school entertainment. He was pleased with himself and took it to school to show his class. Why couldn't this be used to learn spelling words? Instead he often comes home with his head held low and says: here's my list of words. Study, cover, write and check. study, cover, write and check. study, cover, write and check - boring!
As a 'new generation' of learning managers we cannot afford to fall into the the trap of offering the younger generations 'Saos' when they want 'Barbecue Shapes'. By doing so we will not only fail ourselves but more importantly we will fail those in whom we have been given the charge and great responsibility to teach.
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