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This looks like fun: "a massive open online course (MOOC) on aircraft accident investigation at the end of the summer. Students will have the chance to try out their data collection skills in a virtual crash laboratory." I love the logo on the tail of the crashed airliner: Peak).[Link] [Comment]
I use ad blocking software all the time. I refuse to turn it off - even when 'free' wifi in Madrid airport was conditional on turning off ad blockers, I decided to go without internet rather than turn it on. It's a good choice. At Simon Fraser University researchers found "that the school saved between 25% and 40% of its network bandwidth by implementing the Adblock Plus software." Madrid airport is probably losing money on its policy, because it's spending twice as much for bandwidth. And so long as I'm paying hundreds of dollars for computers and equipment, including wireless and fibre bandwidth, I won't be paying advertisers who freeload off this expense. Full report (7 page PDF). Via Academica.
It looks as though Bart Simpson is having a cup of coffee with Darth Vader (how surreal is that?). Maybe they have been playing a game of chess ala Seventh Seal (the film directed by Ingmar Bergman in which a medieval knight plays a game of chess with Death), and are now taking a break. Coffee or chess anyone?
Drinking coffee with the enemy is less risky than playing chess with him. Generally it's not as formal, and the rules assume less importance. Strategy is still involved in conversation, but its a different kind of strategy, low stakes. Playing chess with the enemy can be very dangerous because ultimately, it results in a winner and a loser. Chess could be a metaphor for formal education where testing separates those who are 'bright' from those who are 'not so bright'. Testing naturally promotes success, but it can also generate failure and stigma. Personally, I prefer the coffee drinking analogy, where everyone participates, and where there are no winners and losers, just a community of people, all interested in the same end. To learn as much as they can, and to share their ideas together, simply for the joy of learning. To me, this is the kind of learning you will see in schools where teachers take a back seat, and where students are assessed on a continuous and formative basis. There is plenty of latitude for improvement, and plenty of opportunities to learn better next time.
Drinking coffee with your enemy may also bring its own rewards. You get to know them better, and the more you discover, the more you are prepared to meet future challenges. That quite easily relates to he deployment (or not) of technology in schools. We should be preparing our students for challenges that are unpredictable, so exposing them to technologies such as the Web or social media at an early age, and in the safe environment of school has to make more sense than banning them completely.
...and what if you don't like coffee? Well you can always eat Bart's shorts.
Photo by Justlego101 on Flickr
Playing chess with the enemy by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Posted by Steve Wheeler from Learning with e's
In conversations recently with members of my PLN including Amy Burvall (USA @amyburvall) and Simon Ensor (France @sensor63) another method began to emerge. It's a challenge/game that Amy called #blimage - a confection of Blog-Image. (Yes, we are now in the age of blim!) You send an image or photograph to a colleague with the challenge that they have to write a learning related blog post based on it. Just make sure the images aren't too rude. The permutations are blimmin' endless.
My first challenge came from Amy and my response was published under the title of 'Off the rails'. It made me think hard, because I incorporated 3 images into one blog post. Following on from that, Simon sent me another #blimage challenge, which became 'Piece by piece.' Subsequently, other bloggers took up the same challenge, and Simon set up a Pinterest board to capture their efforts and aggregate them in one place. The discussion on the blogs and on Twitter is just beginning on these efforts. It's a very creative way to encourage teachers to think about their practice, and get them writing about these thoughts. So, if you're up to the challenge, and you're at a loose end, let me start you off.
The challenge is this: Use the image above, (or another of your own choice) incorporate it into your blog, and write a post about learning based on it. It's OK - the photo is mine and it's licensed under Creative Commons so you can use it with attribution. See what you can make of it!
Photo by Steve Wheeler
Blimey, it's #blimage! by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Posted by Steve Wheeler from Learning with e's
En el IESO Via Dalmacia hemos convertido el ruido del centro educativo en el objeto de un una propuesta interdisciplinar de Matemáticas y Física y Química.
Nuestros alumnos se embarcaron el proyecto de diseñar, grabar y emitir un programa de radio monográfico en nuestra emisora escolar: "Radio Alfares".
La emisión del programa será la culminación de un proceso con tareas muy diversas de investigación, debate y creación de recursos y materiales... Un proyecto abierto con el que convertimos el ruido en un arma educativa.
Today we are thrilled to release the fifth and final case study in our new e-Literate TV series on “personalized learning”. In this series, we examine how that term, which is heavily marketed but poorly defined, is implemented on the ground at a variety of colleges and universities. We plan to cap off this series with two analysis episodes looking at themes across the case studies.
We are adding three episodes from the University of California at Davis (UC Davis), a large research university that has a strong emphasis in science, technology, engineering, and math or STEM fields. The school has determined that the biggest opportunity to improve STEM education is to improve the success rates in introductory sciences classes – the ones typically taught in large lecture format at universities of their size. Can you personalize this most impersonal of academic experiences? What opportunities and barriers do institutions face when they try to extend personalized learning approaches?
You can see all the case studies (either 2 or 3 per case study) at the series link, and you can access individual episodes below.UC Davis Case Study: Personalized The Large Lecture Class UC Davis Case Study: Intro to Biology and Intro to Chemistry Examples UC Davis Case Study: Opportunities and Barriers to Extending Personalization
e-Literate TV, owned and run by MindWires Consulting, is funded in part by the Bill & Melinda Gates Foundation. When we first talked about the series with the Gates Foundation, they agreed to give us the editorial independence to report what we find, whether it is good, bad, or indifferent.
As with the previous series, we are working in collaboration with In the Telling, our partners providing the platform and video production. Their Telling Story platform allows people to choose their level of engagement, from just watching the video to accessing synchronized transcripts and accessing transmedia. We have added content directly to the timeline of each video, bringing up further references, like e-Literate blog posts or relevant scholarly articles, in context. With In The Telling’s help, we are crafting episodes that we hope will be appealing and informative to those faculty, presidents, provosts, and other important college and university stakeholders who are not ed tech junkies.
We welcome your feedback, either in comments or on Twitter using the hashtag #eLiterateTV. Enjoy!
The post Release of University of California at Davis Case Study on e-Literate TV appeared first on e-Literate.
The is a photo of jigsaw puzzle pieces, which brings three things to mind about education that are key to our understanding of good pedagogy. Firstly, all learning has the characteristics of an incomplete jigsaw. You don't really know exactly how you're going to get to the end (if there ever is an 'end'), or how long it will take, but you do have a an image on the front of the box that contains the pieces, as a reference point to what it should look like when completed. The box top image is a little like a curriculum map in education, where the subjects or the schemes of work are described, and teachers are expected to use it as guidelines to deliver content and facilitate experiences that help the students to achieve their learning outcomes. Testing is then applied to measure whether the students have indeed reached the ideal standard. This ultimately represents a product based approach to education.
Secondly, the means by which an individual successfully completes a jigsaw can be almost infinite. There are methods that people adhere to. Many people start a jigsaw off by finding and assembling all the edges. Others are more prescriptive in their approach to a jigsaw puzzle, preferring to gather together all the colours or shapes that match, and then assembling the jigsaw on the basis of similarity and pattern. Still others adopt a more random approach. Who is to say which method is a) more effective and b) more enjoyable? Whatever methods are employed, it is likely that each of us would complete a jigsaw in a different sequence, which of course is also true for most learning processes. Individuality is a key component of all learning. Wouldn't it be sad (and very boring) if each of us had to complete a jigsaw in the same sequence, piece by piece? This is a very idiosyncractic approach to education, where the student is central to the process, and where the teacher acts as one resource amongst many.
Thirdly and finally, we could accept that the image above is quite an eye catching image in its own right. Abstractly, it has a beauty and a form that derives entirely from its incompleteness. The discussion then can turn to the question of whether all jigsaw puzzles should be completed. Ostensibly this is the intention of the jigsaw manufacturer. But should it always be the intention of the person who builds the jigsaw? What if the jigsaw is more aesthetically pleasing when only partially complete, or not complete at all? What about the value of missing pieces? Do they not also add some appeal? What about the beauty that is inherent in the chaos and uncertainty of the jigsaw? Isn't the process by which you put together the pieces more enjoyable than the ultimate satisfaction of completing the puzzle? And... what would happen if we threw away the box cover image and there were no guidelines as to what the jigsaw should look like? These questions are reminiscent of a postmodern perspective on education - where learning is random and chaotic, has multiple layers and diverse possibilities, and where the rules might just as easily be thrown out of the window. Ultimately, we know that not everything that is taught is learnt, and not everything that is learnt is taught.
I'm sure there are many other messages that could emerge from the image above, but I'm going to stop at this point to give someone else (perhaps even Simon himself?) a chance to interpret it in a pedagogical context. So what are your ideas? (And what image will you send me that will present a challenge for me to interpret?)
Photo by Simon Ensor
Piece by piece by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Posted by Steve Wheeler from Learning with e's