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H800: 20 Wk2 Activity 9 Blended Learning in Brazil

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Edited by Jonathan Vernon, Sunday, 1 Jul 2012, 18:01

We are asked to consider the life of a Brazilian Mum, working in a Law office, doing an undergraduate course


She opts for blended learning and needs to juggle family life (husband, two children) with her job and studies. Through a combination of face-to-face elements and TV or going online she is able to meet a tight weekly schedule, within a time course time table.

We are asked to reflect on this fictional student and her circumstances, how the institution puts in place enough to make her stdying possible, and to meet various benchmarks so that she is taught and assessed at the correct level.


A quick Google search and we should think of this is a city like Barcelona or Birmingham; these are modern solutions to a common dilemma, how to have two people in full-time employment, with family commitments, while trying to gain further qualifications in order to improve their career prospects.

I believe the institution has put everything in place in terms of the schedule, the support, the infrastructure, technology and resources. To succeed the candidate will need not only to juggle many balls, but at times to face off brickwalls and barries. Life happens as a parents ... husband made redundant, children sick, elderly relatives ... it is far easier to get this part of your education dealt with while there is less going on! Does she have the motivation and will she get the support from siblings, husband, her work ... even her friends? Is their a mirror network of support and new friends where she is studying.

What is meant by conventional?

When has there been a period of stability in education? And compared to the context where? We fairly recently mixed up universities and polytechnics, only in this generation have we been pushing for 50%^+ attendance in Tertiary education. Only recently has the school leaving age been increased.

My parent’s generation (they happened to be at Durham University) lived at home … one generation on, and we’re back to this pattern with university being a natural step on from Secondary School rather than a leap across the country onto a campus. This has always been fluid, as they should to reflect changing demands in the economy and changing possibilities.

Each generation makes the most of what is possible and available

It strikes me that this is suitably resourceful way to gain qualifications and experience while juggling everything else, in the case, a woman has to do an implication being here that perhaps a man would have excused himself from any household chores were he to consider taking a degree, while a woman has to do it all. I speak from the basis of a househusband doing part-time and freelance work, alongside family responsibilities (kids now at secondary school, having seen them through nursery and primary school).

I don’t consider what she is doing to be unusual at all, indeed I think it is the norm.

I have certainly seen plenty in my generation retrain as their previous careers/jobs have alternated out of recognition or disappeared … or become so ‘cheap’ that they aren’t sustainable.

The best learning is driven by the motivation of the individual to learn; they will push against any brick wall, or through any barrier to achieve this end. The state, as here, cannot spoon feed or dictate, just offer as best as is reasonable, a flexible system that can be accommodated. It is not surprising how much can be done if people give p 3 hours + television viewing every day, for example.

In relation to ‘face to face, the very best learning, if we take it back hundreds of years, is one to one, governess and tutor.

A compromise might be an equally privilege Oxbridge kind of tutorial system, in a college with a small cohort of students meeting weekly in groups of one, two or three.

The experience of 50+ students in a lecture hall several times a week can never have suited the majority

Indeed, on a developmental point of view it favoured the ‘freaks’ those with exceptional or rather narrow skills at being able to take something from these experiences … and then to memorise it all for an exam.

Because of the fluidity/flexibility of this non ‘traditional’ approach the institution must feel, necessarily, that one way or another the candidate is meeting all the criteria to meet the learning outcomes, that a combination of attendance, contributions, assessments and so on will bring them up to a standard that is common to any student at this level.

Whilst the institution can be prescriptive, the candidate has to make the time, make the space, organise their lives all the better in order to accommodate their work

Depending on their circumstances they become dependent on the contribution being made by a partner, but will always be faced with other hurdles, such as being made redundant in the middle of it all, or a child being sick (or a relative), or the partner being made redundant. All manner of problems can arise that might not be the lot of the typical, full time, undergraduate student who is fed and sheltered, may even have a grant, and just has to get out of bed on time for lectures!

A support network of tutors, assistants and technical staff

Support infrastructure to provide resources and to facilitate meetings, discussions and interaction. i.e. the institution needs to be a host, to be supportive.

The division of course work into discrete time periods based on modules, units within these and dates for assignments. I.e. highly structured to ensure, despite what else is going on in this person’s life, there are clear markers/deadlines/guide lines regarding what is required/expected of them.

Whilst it is the student who has to juggle, in some respects the institution is the ring master.

The student requires the institution to be a presence, both real and virtual, to provide the venues and platforms … even the skills to juggle and the items to juggle!


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Design Museum

H800: 19 Week 2 Activity 6 University Libraries vs Google

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Edited by Jonathan Vernon, Saturday, 18 Oct 2014, 16:39

Dr Ian Rowlands The Google Generation

The key thoughts that I take from Ian Rowlands talk on the Google Generation are :

  • Disintermediation
  • Extravagant Claims
  • Diversity and segmentation (he picked out three clusters)
  • Google and Wikipedia dependence
  • Text based to visual
  • The mental maps of children
  • Books as chapters
  • Good students and ‘good’ research techniques
  • A mental map of information


The middleman, or the ‘intermediary function’ has been cut out. He mentioned travel agents, we could just as easily exclude secretaries (because of word processors), the post man and(because of email), people in ‘middle management’ because analytics run from the shop floor, or retail outlet to a directors computer and … even the teacher as subject matter expert.

The Extravagant Claims as popular commentators, authors and publications become mashed-up with serious study.

These are the Marc Prensky (Digital Natives) and Malcolm Bradbury (The Tipping Point) types who take indicators from genuine research and then exaggerate and extend the claims and findings.

They are not ‘one homogenous blob’ as Dr Rowland puts it.

There is diversity by age, gender, and exposure to IT. This is complex picture is exactly what advertising agency and product marketing departments understand and it was about time educators took a similar approach to understand the minutiae of the ‘audience’ who will choose to purchase information from their libraries …. Or not, that fails to attract interest because a headline is easier to consume than a 30 page report. There is segmenting by diversity type … something librarians once did for users, but now readers can do for themselves.

Do modern users care or understand the relevance of what they find

Can they not differentiate between dirt or a pearl? That a Google search is not a library search and that there are more sources than Wikipedia?

We’re shifting from text based to a preference for the visual. But has not the visual always been preeminent. People learn less from reading than they do by observing and doing, always have done. Indeed, has not there simply been a period of text based education elitism?

The mental maps of children are indeed different

Rowland expresses concern about this as if it isn’t commonly understood. It would help if those in education took a formal course in education as teachers in primary and secondary education are required to do, they therefore might understand something about childhood development, developmental psychology and basic neuroscience.

Each generation is a product of how and where it is brought up and what they are exposed to; if we have a Net Generation today, then in the past we have had generations brought up with Television, with Movies, with the car, and before that the train … and further back still, the first generations to be literate and have books. It isn't helpful to isolate the Google generation and think they're different from us. They're not. There's a continuum. Dr Rowland

Books as chapters

Is this not the same with tracks from albums, rather than the entire LP concept?

Good search technique students get better grades than poor search technique students

Is it the good research technique, or the good student that gets the results? I’m not convinced the correct correlation is being made here.

We need a mental map of information so that stuff doesn’t get ‘hidden behind the screen.’

From the point of view of methods of communicating the information I would prefer a summary and article to a informal talk cum-lecture. Armed with a verbatim transcript I will immediately do a search for words and phrases that would have been edited out of any written piece on the subject. So out come the following:

‘actually’ 19 uses.

‘really’ 56 uses

‘very’ 54 uses

‘you know’ 20 uses

‘simply’ 12 uses

‘literally’ 3 uses

‘sorts of’ 4 uses

(This I should add is a very modest tally of a normal convesational style that would occur with anyone except a seasoned broadcaster. The point is, you don't want to read a verbatim transcript).

Here I am making something I want to read, easier to read.

All that counts is how the information goes in, if there is motivation to engage with it, and how the information is then labelled, enabled, packaged and chunked in your mind.

Are the right kind of neurological activities going on that result in the information withering, or proving fruitful?

Is it to be engaged in deep learning, or is it just ‘stuff’ top be learnt, tested and dropped?

The key word for any expression of information that matters to me is EFFORT.

Has the person wishing to communicate something made the effort to get it right?

We have a plethora of choices

A subject we may be interested in may be delivered as a lecture, a workshop, a classroom talk, a presentation of any kind, an after dinner or at the dinner table, live or recorded, in vision or not, edited or not. It may be a paper, a leaflet or pamphlet. It may be a formal study or report, an assignment or essay, even a thesis, a chapter in a book, or entry in Wikipedia.

It might also be the basis for an entire course of study or a module within one. The subject of a three minute news story, with an interview and cut-aways, or a documentary, or a panel debate. It might be a poster, a website, a blog entry or email as body text or an attachment.

It can be many things and all things. One dish can make a smorgasbord

There are lectures and there are informal talks, some like this, perhaps ought not to receive wide circulation, it may be unfair to take a speaker out of context. I get the feeling that this is an intimate, even informal, sharing of ideas, a catalyst to get a discussion going amongst a group of professionals.

From a learning point of view I cannot sit back and listen to these things and get much from it

This is didactic, being talked to. My attendance at lectures as an undergraduate stopped during my first term and I doubt I attended ANY lecture afterwards; it was easier to read their book, as I felt most lecturers were ‘reading from their book.’ So I got their book from the faculty library, or got to it first in the Bodleian, or bought it from Blackwell’s (all three within a 2 minute bike ride of each other). Just as a sheet of grabs of bullet points from a Power Point presentation are NOT ‘presenter notes,’ nor is a verbatim transcript of the person talking.

This is LAZY, though of value as a point of ACCESS best practice.

If I can read the presentation then I’ll do so, not at three words a second (the spoken voice) and ideally not with all the ticks and circumlocutions that slow the spoken word down in what can be an indulgent perambulation around a subject. Academics are not broadcasters. What do we read at? Nine words a second?

When someone was born does NOT dictate whether they are or are not exposed to a plethora of electronic gadgets, tools and resources.

Whilst they have to have been born after the technology has come into existence and popular use, this does not mean that they are ‘brought up in an immersive rich media interactive culture’.

If we take everyone born on the planet after 1993 the percentage exposed to this immersive media immediately and understandably drops massively. It is a western, developed, first world phenomenon.


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