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What I don't know about teaching

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Edited by Jonathan Vernon, Monday, 14 Dec 2020, 06:53

Book Cover for kate Clanchy's 'Some Kids I Taught and What They Taught Me'.

A reivew of sorts written in several parts over 12 hours between 8:00am and 8:00pm this wet, dull, claustrophic, semi-lockdown Sunday on the Western edges of Lewes ... 

I'm 60 pages in and when I open the book I still get a waft of fresh paper. I need a book like this as a reality check and reminder of who matters in all of this education malarkey - the student ! 

I'll grow to feel in control, learn quickly ways to support their learning.

I like this:

'It's a bodily experience, like learning to be a beekeeper, or an acrobat: a series of stinging humiliations and painful accidents and occasional sublime flights which leave you either crippled or change'. p.1

How can teaching online via webcam be a bodily experience? An 'out body' experience perhaps? Not helped where none of the students are present - all have their webcams turned off. 

Kate Clanchy supports my idea regarding motivation, she makes this optimistic remark about her students (she teaches in school) 'all children will behave perfectly ... if they want to know something very much, about sex or anything else, and an adult sincerely sets out to tell them.' p.15

The issue of course if neither the students not the teacher want to impart knowledge: take 'Black Lives Matter'. Not my view, but I have had others ask why it is being taught to a group of all white students - or harder, how to teach it to a class where one student is black. Should it be awkward? Would it be like teaching menstruation to a class of predominantly boys with one girl present? What if the class was entirely black but for one white kid? I think the teachers missed the point, the institution failed in selling the purpose of teaching the class and in fact should it not be the case that only those who know what they are talking about get up to teach?

A further insight into the students comes where the author sums up her experience of working (her choice) with students who had been isolated in the 'inclusion' portacabin on the other side of the playing field. These children had misbehaved so badly or so often that they were separated from the rest of the school. Kate Clanchy is a saint; she has a lot to teach us. She tells a story of how she encouraged them to write her notes and put them anonymously in a box. Those that were scrumpled up and dropped in the bin proved more revealing as it told stories of physical and mental abuse and neglect. We know that how children are raised has a profound impact on their behaviour and response to the wider world. 

'No one is bad, though many are sad, and a few are mad' she writes on page 56.

I'm reading a lot at the moment. 

In between reviewing 1 hour 42 minutes of Dylan Wiliam on 'Formative Assessment' and the need for actions in schools to be based on evidence and checking through Dave White on 'Visitors and Residents' in the digital world, I riggle my way through the rest of Kate Clanchy. 

There are no surprises that she uncovers systemic racism in poetry competitions she enters her pupils for, no surprises at how awkwardly church schools fit into secular, or rather multiracial Britain, nor how middle-class parents tend to point their kids towards middle-class and aspiration schools leaving the general population lacking in a proper understanding of the communities around them.

Very Quiet Foreign Girls is worth Googling for their poems. Like 'Dead Poets Society' this is a group of underprivileged girls, rather than privileged boys, who met to read and compose poetry. The multiracial and international mix of students is extraordianry: Khurds, Iranians, Somalians, Poles and Hungarians, Moroccan, Afghan, Indian and Pakistani with a suitable mix fo relgions across branches of Islam, as well as Hindu, Cathollic and no religion at all.

Deprivation can be a shocker: the way the children live, their poverty, how treated at home, the uniform a release from having to find anything special or different to wear, shoes in all weathers a pair of flip flops, travel to London from Essex, let alone 'abroad' a signal of something 'beyond' and out of their reach to the point of feeling like impostors to be with anyone so privileged. 

'Poverty is stronger than plumbing' Kate Clanchy writes (p.160), 'stronger than medicine, stronger than art'. 

The first taste I got of it was on benefits in London in April 1985; not an expected path for an Oxford graduate who'd been spoilt for choices at the end of the Milk Round the Year Before. Then doing odd jobs, in a flat in Willesden and joining the Tricycle Youth Theatre and being around as many black faces as white. 

I'd not lived; I'd not travelled in my own country. I've been rubbing off the public school ever since and have taken a long time to reclaim Oxford rather than simply stating that I went to 'college'. Elitism comes in many forms and I am guilty of belonging to a few of them in the past (not always by choice).

Education is national, it is the community, it ought to be a melting pot, it ought to be a leveller. It should not be the fragmented, privileged, excluding, isolating experience that it is in Britain where too many children's experience is amongst 'their own kind' geographically, and by race, religion, class and wealth. 

Kate Clanchy has been what has made this a weekend, not a workday; my working week extended with the Dylan Wiliam to digest (it will take three passes through my gut like a cow chewing the cud). What surprises me is when out of the blue she drops her pen and smacks into Black and Wiliam and the entire idea of Formative Assessment (WALT) with the enthusiasm of a vengeant pugilist. I like her for it. My first notes on Wiliam are to question the keynote I have just sat through as a self-serving literature review which makes a lot of poor research conducted in the States simply so that he can destroy it. More of Wiliam elsewhere - I applaud 'evidence based' responses to any problem (though not, Kate Clanchy would say) at the expense of creativity and poetry in particular. is Wiliam and his brand of formative assessment most suited to math and engineering rather than the arts? Would fine art, pottery or make up benefit from or be destroyed by formative assessment. At what point does formative assessment in the training of a competitive sailor have to give way to intuition, for the musician to play the piece their way? Is formative assessment the scales and these alone will make for a dull clone?

We get into the apostrophe in English as a defining standard for how well it is taught, or not, and taken up by Grammar Schools but not the Comprehensive - or not. It is a detail too far for me. I take her point that the simplest advice to those in doubt over the use of the apostrophe is to never use it.

From p.207 to p.217 the PostIts cover most of each page. Her attack on formative assessment is heartfelt. I need, in the parlance, to ‘unpack it’. Kate Clanchy ‘began teaching thirty years ago’ (1990s). Since when there has been ‘the inexorable rise of the thing called ‘formative assessment’, and its lumpen classroom equivalent, the WALT’. '(p.207) 

WALT stands for ‘We Are Learning To …’

They should head a trainee teacher’s lesson plan and guide any observation.

The theory goes, Kate Clanchy explains, is that they ‘interact seamlessly with the curriculum and let everyone know where they are at’. 

‘They break up the lesson into simple learning objectives that the children themselves understand’. (p.207) 

‘This is formative assessment because it forms and changes he student as well as marking them’. (p.208).

[I can only think in terms of old school essay writing for homework. Formative assessment at its most successful, for feedback and differentiation - surely? And then the five hundred year old Oxbridge tutorial were students armed with essays debating one with their tutor and mentally marking their own effort as excellent, average, mediocre or non-existent, while forming a view of their own months, even years before any summative assessment into a formal written exam]. 

‘Formative assessment does not allow for ineffable processes,’ she writes (p.210) as she expands on a case study of a student who grew into himself and developed self awareness and confidence as a result of his creative writing, something she is sure would have been stymied by WALT and overly prescriptive formative assessment. 

She has a dig at something called the ‘Black Box’ which is an idea that Black and Wiliam also developed around WALT and formative assessment; I am currently ignorant of it. She argues that often there is less need for this kind of formative assessment and a greater need for summative assessment in the form of a concluding ‘well done’. (p.210).

Then she bemoans how an English test has been reduced to using a Wikipedia entry on Titanic to compose a nonfiction essay. A task that she considers thin and limited because it starts from not much and has little opportunity to flower the way the simple experience of listening to a poem and then writing one of your own can have. (p.211).

‘In my dress,’ she writes on p.212, we never need to write another WALT. In my dreams my colleagues are trusted to choose great, rich texts to teach, and we all trust the texts to teach the children. We assess both creative and critical responses to them as their final exams’. 

Some decades later Kate Clanchy spotted this her most promising student from those days of poetry and creative english. She got up the courage to contact him by LinkedIn.

‘When we read books with you,’ he wrote, ‘the world opened up. Your lessons were I learnt who I was,’ he continued, ‘became conscious of myself, grew up. That time was important to me, a free space’. (p.217)

She goes on to provide illustrative anecdotes for dyslexia and ASD I like that as much is devoted to what those with such issues can do, rather than what they can not do. Then we cover body image, the Audrey Hepburn like nymph who gains weight so quickly and others too, another raped and a third caught up a child marriage or engagement in Pakistan.






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H810 Activity 8.2 Case Study Review

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Edited by Jonathan Vernon, Sunday, 19 Oct 2014, 11:40

"All education is about empowerment, whomsoever the learner might be". Tennant (2009:154)

I find myself looking for a single sentence, phrase or word to sum up what is required to improve access to higher education for disabled students - a good deal is applicable to all students (I was researching Stephen Hawking's career out of interest).

It is the value of the personal touch, one human being, the knowledgeable educator reaching out to another who has a genuine desire to learn - tutors who are natural educators, in the vocational sense - not watching the time or doing it for the money while their heart is in research. i.e. one person can make a difference.

Who in other words is the inspiration to the student?

I too found I was building up a long list of 'true to all students' which I found refreshing and touching, especially the desire to belong, to make friends, even to find love - while dressing up and getting drunk.

And to be independent of parents - or in one delightfully intriguing case from their twin!

The division between able-bodied and disabled, between the Olympics and Paralympics, is a compromise. How far and in how many ways can a cohort of students be split?

Mature students form a different group.

By subject, by gender, by socio-economic background, by UK resident or foreign student? By exam grades, by type and degree of disability? By the football team they support, the college or residential hall they stay in? And when you get down to the person how are they and their many moods and responses categorised?

The point made repeatedly on the platform of the LibDem Conference on disability and access - people want to be treated like people, that's all.

People are messy, none of us want to be a label. There can be a culture of doing things by the book, institutionally, by department or because of the jobsworth mentality of an individual. Hopefully social networks and the ease of reporting frankly on conditions will increasingly allow people to make choices about where they apply to study, and how - not mentioned as the case studies are not current (2004), e-learning and blended learning can increase flexibility and aid accommodation of people with a plethora of barriers before them.

Delays in funding are unforgiveable - more stories need to be brought to public notice so that politicians, departments and people are named and shamed. And not mentioned, but those families with the money can, as well as applying for funding, cover shortfalls, give additional allowances, fund a car or a flat.

How do you train staff in relation to disabled students?

Why do 'teachers' in Tertiary education think they don't need a qualification to teach? This would cover some of the ground. In sport we are taught to coach what a person can do - taking the time to find out what a person is capable of takes ... time, which is money, which anyone with an eye on payment by the hour the hours they have in a week is unlikely to give. It can ultimately only be done on a one to one basis. This comes down to the nature of the tutor, lecturer or 'educator' and their motivations - do they want to be thought of in their lifetime as the one who made a difference, who inspired a young person to achieve or do x or y, or think about things in a certain way?

Time is an interesting consideration - the goal and how it is achieved rather than the time required needs to be the consideration.

If more time helps get a person through or beyond a barrier, then time, more of it, or making more of it, is the answer. As above, time lost can now be recovered with e-learning or blended learning. Even a commute can, for some, be a chance to catch up on reading ... even to take part in an asynchronous forum such as this.

To accommodate training and competition schedules young athletes such as Tom Daily take three years to study for their A' Levels rather than two.

Might anyone, for a variety of reasons, take four or five years to complete an undergraduate degree - and benefit, as they mature, from having more time to get their heads around it. Life is disruptive in varying amounts for everyone.

CONCLUSION

It is a compromise, but there is a reason why the Paralympics are run separately, indeed, if this part of the Olympic Movement grows even more it may perhaps have to be split again simply to better accommodate to variety and range of disabilities. By bringing, for example, wheelchair users together you are better able to provide for them - the specially commissioned multiple wheelchair access train from Paris to Stratford International has to be an example. An entire university, built as if on an Olympic Village format, deigned above all else to give access to people overcoming a variety of disabilities would, like the Olympics themselves, probably have to draw on students from an international, even a global pool. How about, in collegiate universities such as Oxford, Cambridge and Durham, a college is financed to meet specific, or a set range of impairments? Are there not economies of scale, could services across the board not be better, or are we once again segregating people with disabilities rather than making efforts to bring down barriers of access to the mainstream?

Life is an obstacle course.

It isn't even the case that the person over the line first wins. If access adjusts as many of the obstacles to a height or level of challenge that is equal to all would we not have everyone crossing the line at the same time. In educational terms, certainly at tertiary level, if only those with similar levels of attainment, and this includes people with a variety of disabilities, then the test has been an intellectual one. Playing devil's advocate might it not be equally valid to put barriers in the way of the able bodied? Examination papers in a tiny font, a power-cut so all papers have to be read and written up in the dark, the dominant arm tied behind the back ... alternatively, an assessment system that is designed to elucidate what the student knows, however they can express this, so more viva voces, more applied and modular assignments as part of the submission ...

FURTHER LINKS

Thoughts on access from the conference floor - Liberal Democrats 2012

From where I sit videos

"I learned JAWS, the screen reading program that I use. I learned to communicate with my professors to advocate for my own self, talking about what I need when they use the three bad words, which are: “this, there and that”. For example, if they're talking about a bell curve "it goes up like this in the middle and then it goes down like that". That doesn't help me".

Sounds like a CPD on writing and presenting for Radio would go down well.

Cal - deaf - assistive technology in a US School.

So for the lack of an available interpreter or several interpreters, instead I use Assistive Technology. There is a person off-site who uses a headset and the teacher has a lapel microphone and when the teacher speaks, the person off-site can hear the teacher's voice through their headset and type into their off-site computer. And that information goes through an Internet connection to my laptop in the classroom. And I read the captions on the laptop while the teacher is lecturing in real time.

Stephen Hawking has a motor neurone disease related to amyotrophic lateral sclerosis, a condition that has progressed over the years since diagnosis in his early 20s. He is now almost entirely paralysed and communicates through a speech generating device.

The important influence of teachers and parents.

Stephen Hawking has named his secondary school mathematics teacher Dikran Tahta as an inspiration,[5] and originally wanted to study the subject at university. However, Hawking's father wanted him to apply to University College, Oxford, which his father had attended. As University College did not have a mathematics fellow at that time, they did not accept applications from students who wished to study that discipline. Therefore, Hawking applied to study natural sciences with an emphasis in physics. University College accepted Hawking, and he gained a scholarship.

Christine - Juvenile Chronic Arthritis -

Slow to take up DDA, delay in getting kit. Mature student. Kit only does so much, no transcription software for digital recordings of lectures.

Dave - Extreme stress and abxiety disorder

Geoffrey - Maths PhD Student with Friedreich’s Ataxia, a condition that impairs the functioning of nerve cells gradually over time. It eventually leads to a loss of ability to move, though the brain is unaffected -

John - Cerebral Palsy

John identifies the support of his parents and professional assistants as having been vital in his success. He credits his parents for encouraging him to become as independent as possible, and instilling a pro-active attitude to life.

SKILL - student experiences

Laura - Brain Tumour age Five

The shift from living at home to semi-independence away from home in a hall of residence, or greater independence in a student digs, requires considerable adjustment. Far better if the transition from school and home to university is a gradual, or at least a stepwise progression - something those who attend sixth form college find marginally easier, but for those who have been at boarding school find easier still. Otherwise, some kind of compromise needs to be accommodated, or recommended, the simplest one to live at home at first - or, which some can do, home comes to the campus.

Simon - Cerebral Palsy

Courage, self-belief and compromise. Like all of us? Common to all students completing a degree and seeking employment.

Kirsten - Blind

Who are we to advise on the suitability of a course? Significant distances to placements with no compromises.

Acceptance for what I am rather than prejudiced with the label 'blind'.

Inadequate testing - CRB forms not available in Braille, assessments couldn't be read by the Screen Reader.

Emmanuel - Dyslexia

Sense of independence at Sixth Form College

Stuart - Wheelchair user after neurological illness

Adaptable with regard to my disability - working with what he could do, rather than trying to overcome a barrier unnecessarily. Disabilities and life experience a lesson to young students.

Laura - Profoundly Deaf

DSA for note taker Friends, travel opportunities, lip-reading different languages.

DIARY 1

  • Space requirements according to the disability or use of a wheelchair.
  • Socialising, nightclubs, flashing lights, layout and signage.
  • Feeling left out - the asthmatic and cigarette smoke.
  • A week can seem like a really long time sometimes, especially if in that particular week existence as you have known it for the past 19 years changes as completely as is humanly possible.

DIARY 2

  • Expectations about splints and stories of injury rather than genetic disorder - humans looking for things in common.
  • Embarrassment and disappointment when trying to initiate a social get together.
  • A learning process on both sides when it comes to lectures - is that good enough?
  • Tiresome visits to the GP for simple things
  • A Dictaphone serves many purposes - for lecture notes, but also recording other stuff and having a laugh. Yes, like all people, a disabled person has a sense of fun and mischief too.
  • A wheelchair user having to climb onto a washing machine to read the instructions.

DIARY 3

  • Making friends. 'It's nice to know that people are ready to help when my usual attempts at total independence fail'. Texting to meet up if she gets lost. Sarah Butler.
  • Just ask
  • Three weeks in and adjustments still being made to bed, bathroom and bathroom door to create easier access.
  • Don't be patronising -lectures who need training or to gain some emotional intelligence in how they behave with other people.

DIARY 4

  • Week 4 and no note taker in place for a tutorial so a fellow student stepped in.
  • This reminds me a bit of pushing my four year-old brother in his pram. Said one student to her.
  • It would, both needed to have a laugh about it.
  • Personal assistants aren't around all the time so friends need to help. This in relation to moving into a student home.
  • I was so nervous but it turns out I really had nothing to worry about. Academically it's going fine and socially it's just going even better. Visual Impaired Student, Sarah Butler.

 

DIARY 5

  • Bored with a lecture - like any student. Lumping herself in with the 70% who are likely to fail, hasn't found a suitable way to revise as writing and typing are out - so understands the need to work with the content but hasn't received help with ideas on what she might do instead.
  • Makes too much socializing the excuse for possibly doing not so well in an exam rather than the disability.
  • Required a friend to take the initiative to ask about the risks to an asthmatic of smoke machines at a choir concert.
  • Some people just thought I'd come as Superman and then I had to go and explain the subtle difference between coming as Superman and coming as Christopher Reeve, to which some people again just laughed hysterically and some people just looked shocked and didn't know what to say and went quiet. But I thought it was a great idea and very funny and I had a good laugh.

 

OUCH

CHARLOTTE'S DIARY

A quadriplegic with three full-time carers, one in her flat, the other two next door - them depending on her for further training after the initial inductions with her mother in the first two weeks.

  • Straight out to a fancy dress party - then to the shops.
  • Not used to having to remain alert for such long periods
  • Being young and wanting to fit in as much as possible
  • I feel I've been an outsider for quite long enough and it's time for a change.
  • Thinking about ... men.
  • Getting up at 6.45 to be ready for the first lecture of three at 9.30.

Introduced to scan and read technology - rather than during the second week of a course couldn't this be done ahead of the new term?

Catering for every kind of student includes the selection of music played

I don't know how much help tutors/lecturers are supposed ro give - this in relation to quantities of new terms in sociology.

Aware of the challenges, the risk to her health, even to her personality - but feels the degree will get her out of a more dull future otherwise.

  • Falling in love
  • Forthright advice applicable to anyone.

Baillrigg Lancaster University

  • Personal flaws quite distinct from the disability such as expecting too much from a situation.
  • Wants idependence, but my need parental involvement.
  • I want people who don't have such problems to be less intimidated by people like me and learn to appreciate them as normal.

ASPERGERS STUDENT

Lee's Diary

  • Importance of catering for different needs and interests - not everyone is a drinker.
  • Important I would have thought to have a very large and diverse incoming cohort, or good mixing between year groups, and a way for students with similar interests and outlooks to find each other.
  • A frenetic desire to get stuck into sll kinds of things, not just course work, but sports, activities and church groups.
  • Aspergers and Tourrettes - so he wants to learn BSL and Mandarin of course.
  • I did my first load of washing today which was a success, but the dryers were rubbish so I have wet clothes hanging on shelves and doors in my room.
  • Got laptop, scanner, dictaphone.
  • Ranges within Aspergers, in terms of response to emotions, or not. ability to communicate, or not.
  • Cross correlation insight between need for facial expressions in BSL and meanings of the four tones in Mandarin.
  • We do not suffer, which implies pain - fed up of media talking about people who 'suffer' from Aspergers or Tourettes.

I don't wanna be an inpsiration.

Interesting insight into ignorant, well meaning churchgoers who blamed Jesus for giving him a cold and would pray to make him hearing if he had been deaf. Shows who responses are so strongly influenced by context and experience.

Seeking independence from parents and finding ample respect from fellow students.

VISUALLY IMPAIRED - ANDREA

A 1.5 hour trip from Coventry to Warwick Uni, two buses and a guide dog. Youngest person ever to get a guide dog at 15.

DSA and assessments in August for a late September start. Netbook, scanner, JAWS, dictaphone. Also a helper as well as a request for a GPS device. NONE of the kit turned up in time, still none a week later. Nor her maintenance allowance, although everyone else has theirs. Still nothing by the end of October. End up being leant a zuni laptop that was too heavy to take into lectures or transport.

  • Very helpful with introductions, 3rd Year Student Support and lecturer support. Given advice about the dog too.
  • Don't assume she requires lecture notes on PPT enlarged, actually reduced as she has tunnel vision. In 12pt can only see two or three words at a time.
  • Note takers and helpers funded by DSA. Three in all.
  • Individual induction to the library.

TWINS - CONGENITAL MUSCULAR DYSTROPHY

  • Wanting to be independent of each other!

INDEPENDENT LIVING AND A PA 24/7

What DSA does or does not cover. Does not cover the PA costs. Inadequacy of being handed a mobile phone and told to call a nurse across campus should he require to go to the toilet - but he can't even use a mobile phone that easily.

  • Several agencies to approach.
  • Package must include becoming an active participant at university.

Key problems:

Attitudes, finance and poor or inadequate advice. Cara an excellent ice-breaker for someone living at home not on ca

DSA includes ink cartridges and a taxi if it is raining or to get home later.

The irony is that potentially the most support and understanding of the issues will come from a parent - but like all young people growing up, they want Independence and are prepared to make sacrifices. However, their ability to manage their needs, costs, people, access, work load, mobility, socialising, kit and so on, is, as for anyone, in part down to that person's personality and resilience - can they manage people, are they thick skinned, do they have a sense of humour ...

Washington

The Paralympic Categories

Paralympics categories explained

What do categories mean?

Guardian on the classifications

Channel 4's LEXI System

REFERENCE

California State University (CSU) (undated) ‘From Where I Sit’ Video Series [online], http://teachingcommons.cdl.edu/access/materials/fwis.shtml (last accessed 23 September 2012).

BBC Radio 4 (2004) Disabled Student Diaries [online], http://www.bbc.co.uk/ radio4/ youandyours/ transcripts_studentdiaries.shtml (last accessed 23 May 2012).

Tennant, M (2009) chapter 10 in Contemporary Theories of Learning - Lifelong learning as a technology of self.

Ouch (2009) Disabled Student Diaries 2009 [online], http://www.bbc.co.uk/ ouch/ fact/ disabled_student_diaries_2009.shtml (last accessed 23 May 2012).

Ouch (2010a) Disabled Student Diaries update: Charlotte [online] http://www.bbc.co.uk/ ouch/ features/ charlotte_s_diary_update_2010.shtml (last accessed 23 May 2012).

Ouch (2010b) Disabled Student Diaries update: Lee [online] http://www.bbc.co.uk/ ouch/ features/ lee_s_student_diary_update_2010.shtml (last accessed 23 May 2012).

Ouch (2010c) Disabled Student Diaries update: Andrea [online] http://www.bbc.co.uk/ ouch/ features/ andrea_s_student_diary_update_2010.shtml (last accessed 23 May 2012).

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Informal learning, Google+ and iPads

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Edited by Jonathan Vernon, Friday, 2 Nov 2012, 23:55

I've set myself a challenge to take mobile learning to the nth degree, 'testing to destruction'.

If I thought the iPad would survive the experience I thought perhaps a jacuzzi or sauna?

Signal might not be good.

In my gap year eons ago I discovered that the hotel owner (4 star) thought it great that guests and staff, including a very lowly teen me, could 'chill' out together in 'his' sauna.

There is relevance and that is the idea of 'informal' learning.

Indeed, I wonder if many OU students, enjoying and enrolled in a 'life of learning' practice in a more informal way then us 'regular' students who (and I applaud it) take it reasonably seriously.

I could knock out the TMAO4 in a first draft before lunch today, not bother with much referencing and checking meaning, grammar etc: and submit expecting to scrape through with a 40 something at worst, a 50 something more likely. The problem I have is enjoying the present too much and even with e-learning being fed the latest through the likes of Zite and Stumbleupon.

Recording our hang-out session may have made for fun viewing.

On the other hand by doing so it radically changes the dynamic. I wouldn't want the student me confused with the business me.

(Four months in to a 12 month fixed contract).

That said I'd love a playback of my slow descent below the frame.

This is the trickster at play.

Belbin I believe categorises people and how they work in teams, I know where I belong! The very fact that it has become a catalyst for conversation shows it's value; where now Elluminate?

I've started to make comparisons in my OU Student Blog.

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More than an activity system, more like an activity community when it comes to learning online?

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Chance meetings and face-to-face explanations - to blog, of network? Aren't they the same thing?

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Because I am living with FIVE OU students it is inevitable that we talk about what we do.

I find myself explaining the difference between blogs and social networking. I used the idea of a fish tank full of water and dripping different coloured inks into this, each colour representing a blog, social networking site, twitter (microblog) .. or e-portfolio or, what we used to have, a webpage.

I find myself recommending a blog site and suggesting its value.

If I have succeeded in getting two people started who had reservations was it because of the personal rapport, that we know each other a bit after a few days, that we've have previous conversations?

How would I achieve this online?

The exchange I've just had captured on video for a start. The narrative, as it plays out of the first 100 entries of these two.

Much more of the same?

In the workplace people can be encourage to blog on and for the Intranet. Someone with contributions that appear to deserve a wider audience could, with that person's permission of course, be released.

Outside the workplace it might still require a.n.other to take the initiative. I've not tried it, but I know it can be done, and that might be to use Edublogs, pay a sub to group 50 blogs, give them all a temporary name (the person's first name probably). And perhaps have 12 titles for blogs they might write.

A workshop? A presentation?bl

 

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The most important report you'll wish you had read before your submitted your H808 ECA

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Edited by Jonathan Vernon, Monday, 29 Aug 2011, 18:20

Birds of a Feather: How personality influences blog writing and reading. (2010) Jami Li and Mark Chignell. Science Direct. International Journal of Human-Computer Studies 68 (2010) 589-602.

I could blog on it at great length and no doubt will as I chew over their 8500+ words, but this shall have to wait a week.

 

 

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Flexibility

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Edited by Jonathan Vernon, Sunday, 16 Oct 2011, 04:34

'Flexible learning with technoliogy can offer opportunities for improving the quality of students learning experiences and for meeting the needs of students in more appropriate ways. The challenge is to keep options open and allow space for exploring what is possible within a framework of appropriate support.'

REFERENCE

Kirkpatrick, Denise. International Journal for Academic Development, Nov2001, Vol. 6 Issue 2, p168-176, 9p

(accessed 28 august 2011)

 

 

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