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Further Class Observations II

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Edited by Jonathan Vernon, Wednesday, 28 Oct 2020, 17:37

Diagrams and Maps: Peninsula and Isthmus 

I loved to visualise things, to make charts, and maps. For much of my professional career I have defined myself as a ‘visualiser’. I take the complex and make it appear simple through visualisation: photography, illustration, video … 

Peninsula

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Pain. Not recommended. Or was it? In the junior school, age 5 or 6 at the very most, we had a morning in the ‘senior’ school at Ascham House Prep School, Gosforth. We had a class, with maps, and Miss Short taught the words ‘Peninsula’ and ‘Isthmus’. I can see those huge maps held on a long wooden pool that were hung on the wall and opened to reveal the ‘Peninsula’. 

At the end of the class, and on the way out before returning down the road to the ‘junior school’ my older brother (age 7 or 8) entered and I gave him a hug. I got a thick ear from Miss Short for stepping out of line. I wonder if I only recall the meaning of Peninsula and that map because of the thick ear I received … or was it because of my boyish wonder at the map? I think it must have been the map - being shown something I had never seen before, and have it explained. Maybe because it gave a description to the ‘Point’ at Beadnell where we spent our holidays. Beadnell Point is a peninsula. At least on the scale of my world, which was the short walk from our cottage to either the rock or sandy beaches. When the tide went out, some of the rock promentories from my bedroom window created an isthmus I could cross. My adventures could now be mapped and shared. 

Give me some skin ! A Lesson in Cool 

I use ‘they’ to avoid identifying the gender of the teacher or students. 

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The teacher was as cool as they come. They could not be flustered. Old school I would have pulled a tray out for mobile phones (or the paper bin) and sent at least one person out of the class. That is not the thing to do. Some of the students I learn later are SEND or EHC. 

The purpose of the class was to run through some definitions, like those above, on a template where the words have been left out. Each student had a paper copy to complete. It transpires that one student had done a different course and covered this the year before and could rattle through everything like an undergraduate in medical school. There was one student who very clumsily kept their phone on, just under the desk, as they read and replied to text messages. Intermittently they would interrupt the class with a complaint, or fasile remark. Somehow, I still can’t fathom how, by the end of the class this student had jotted down a least a few of the answers - albeit once someone had given the answer.

As they were a close knit social group having them work in twos or threes worked well to get everyone working together. One group may have had to be a four, as one person didn’t want to be left out, or with someone they didn’t get on with. Understanding and going with the social dynamic was crucial. 

I liken the atmosphere eventually to being more like a Scout Leader around a campfire than a teacher at the end of the desk. 

Far from seeing how digital could contribute here > we had a 3D human body with 3D goggles in mind I rather thought a real 3D model made in Props by the Theatre Students would have the most impact. A giant finger like a large log in the middle of this virtual fire in the centre of the class.  Of course, medical students do get the real thing. That must be impactful. The very thought of it makes my brain prickle. The multi-sensory and emotional experience of cutting into a cadavre to look at the layers of the skin.

NOTE TO SELF: There is a template for more formal evaluations. I will use this, but any posts will be PRIVATE. 

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Design Museum

Where do I stand academically? Where and what next? And the madness of being.

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Edited by Jonathan Vernon, Thursday, 27 Feb 2014, 07:48

Masters in Open and Distance Education (MAODE) with the Open University, UK (OU)

H800: Technology-enhanced learning: practices and debates

H807: Innovations in eLearning – Learning outcomes

H810: Accessible online learning: supporting disabled students

B822: Creativity, Innovation and Change

H808: The e-learning professional

 

This completes the Masters Degree. I graduate on Saturday 27th April 2013

Currently (March 2013) I am taking H809 as a bridge towards doctoral research or professional consultancy. Complete in June 2013.

H809 Practice-based research in educational technology

I joined the #H817open MOOC for one component of this module. I will register for 2014

H817: Openness and innovation in e-learning.

I am applying to undertake doctoral research in education - using learning technologies.
 
H809 will help prepare for applications starting in January 2014 for an October 2014 start. Most are now a 4 year programme, with a Masters in research to begin. WebSciences at University of Southampton is an interesting option - I attended an Open Day in January.
Too many active interests was a stated issue on childhood school reports. Nothing's changed.
 
I am looking at an MA in History with the University of Birmingham which would give me the opportunity
study the First World War. (I have written extensively about this through my late grandfather's memoire 'That's Nothing Compared to Passchandeale')
There is more.
 
I attended the School of Communication Arts, London. A full-time programme in copywriting, art direction and design and have worked in the 'creative' and 'communications' industries all of my career.
And 'EAVE' (European Audiovisual Entrepreneurs)
 
My first degree is in Geography. My dissertatio nwas on demographics. I love maps. Perhaps I should try to match maps, e-learning and the First World War. Animated it all and add some interviews and 'drama reconstruction'.
See what happens when you let something fester and wake up in the middle of the night.
 
Neuroscience and long term memory are fascinating too.
I need my life over. I need to split into three and start again. I need a coffee and a long walk on the South Downs. (I need to go back to bed)
And then there's Fine Art.
 
And Creative Writing. And cooking. And the garden. There's teaching, and moderating ... and blogging. There's movies. And sailing and swimming coaching. There's family and friend ... ah. Friend? I knew there was something missing in all of the above.
Scrap the lot and have a belated 50th birthday to celebrate 20 years of marriage, parenthood and the madness of being. Then sign up to crew in the Round the World Yacht Race.
And if that doesn't kills me ...

P.S. ADHD

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Design Museum

Skype across the decades

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Edited by Jonathan Vernon, Friday, 10 Sep 2010, 21:29

Just spent the last two hours in conversation with a university contemporary and colleague from the 1980s and 1990s with whom I produced numerous training and information films. I would produce and write, he'd direct and edit. Last job we did together? 1996, the launch of the European Stock Exchange EASDAQ. (Which coinsided with the home birth of my son smile

The match of skills that worked in the past will as a result be renewed - he is highly technical and has been generating video material for smartphones for the last year. We've both approached online learning from different perspectives, but have a child-like curiosity still.

We laughed over a comment, very 80s, that a senior producer in corporate video production made to us as we started out, that people can be put into three categories: maps, taps and chaps.

Maps. Making and fixing stuff.

Taps. Accountants and writing.

Chaps. Selling and getting on with people.

My thinking is that a basic team of three needs one of each, though two would do as long as all bases are covered. He is the map, I'm the tap, so we need a 'chap.'

The language may be arcane, but the thinking is sound.

Now that I am happy on Skype I'm more than happy to use this tool more often.

I have several other tools to use though, e-portfolios, wikis, compendium ...

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