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Embedded Formative Assessment by Dylan Wiliam

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William. D (2017) Embedded Formative Assessment: (Strategies for Classroom Assessment That Drives Student Engagement and Learning) (The New Art and Science of Teaching) : Second Edition. Bloomington, USA. Solution Tree Press. 

Dylan Wiliam is to formative assessment what Chris Witty is to Covid

I’m getting used to Dylan Wiliam - I think of him as the David Walliams of Education, the Will-I-Am of Formative Assessment.

I’ve been pointed at his webinars, sat through a keynote or two, read the book and the read pamphlet ‘Inside the Black Box: raising standards from classroom assessment’ which he produced with Paul Black in 1998 and established his reputation. 

In my first pass of note taking I had over 60 quotes and ideas here, not all from Dylan William. With some editing I’ve got this down to 19 ‘Top Tips’ which are all set out ready to quote. 

I’ll go back to the book if needs be for clarification. In this case it is an eBook which makes it very easy as the digital version will correlate to actual print page numbers.

This is how I learn. 

It’s a slow and repetitive process: skim read a book to get the lay of the land, read it with an open notebook, then transfer the notes to a document like this. Then edit the notes and where necessary go back to the original book. Most important of all - give it a go. Over the last five weeks I’ve had a chance to apply some of the thinking to both online remote teaching and in the classroom face-to-face.  

When a book strikes me as really important I am likely to have it in print and eBook - they read differently and you take different things from each. 

These notes are for me to browse, refer back to and use when I next have a formal rationale or observation to write, as well as for every day reflection on the learning and e-learning experience I am currently going through. 

Myth Busting

Wiliam puts the evidence of learning above myth and has a number of bugbears. 

Good teaching is difficult

It is relatively easy to think up cool stuff for students to do in classrooms, but the problem with such an activity-based approach is that too often it is not clear what the students are going to learn. (Wiliam 2017 p.94) 

Wiliam disregards learning styles, ‘which have no discernible impact on student achievement at all’. (Wiliam 2017 p.11 also Adey, Fairbrother, William, Johnson, & Jones, (1999). Rather - ‘as long as teachers vary their teaching style, then it is likely that students will get some experience of being pushed beyond it’. (Wiliam 2017 p.48) 

Nor is Wiliam a  fan of ‘performance of a learning task’ as a predictor of long-term retention of learning (Wiliam 2017 p.47 from Bjork, R.A. (1994) Any mention of ‘neuroscience’ as the panacea annoys him. (Wiliam 2017 p.50) 

There is no shortcut

Wiliam’s firm belief is that formative assessment improves performance. (Wiliam 2017 p.11) His view - ‘the use of assessment for summative purposes - grading, sorting, and ranking students - gets in the way’ of learning. (Wiliam 2017 p.56) Education is overly prescriptive with rubrics. (Wiliam p.93 in Alfied Kohn (2006)

No one can do the learning for the student who does not engage.

Our classrooms seem to be based on the principle that if teachers try really hard, they can do the learning for the learners. (Wiliam 2017 p.225) 

According to Wiliam there is little evidence that the following ‘tricks’ have any impact of student achievement:

  • Summarisation

  • Highlighting

  • Keyword mnemonic

  • Image use for text learning

  • Rereading (Wiliam 2017 p.225) 

Wiliam sets out five key stages of formative assessment : 

  1. Clarifying, sharing and understanding learning intentions and success criteria.

  2. Eliciting evidence of learning

  3. Providing feedback that moves learning forward

  4. Activating learners as instructional resources for one another

  5. Activating learners as owner of their own learning

The Assessment Reform Group puts it this way. Assessment to improve learning requires five elements to be in place (cited Broadfoot et al., 1999) (Wiliam 2017 p.61)

  1. Providing effective feedback to students

  2. Actively involving students in their own learning

  3. Adjusting teaching to take into account the assessment results

  4. Recognising the profound influence assessment has on student’s motivation and self-esteem, both of which are crucial influences on learning.

  5. Needing students to be able to assess themselves and understand how to improve.

Challenge them!

I like Wiliam’s thinking that ‘good instruction creates desirable difficulties’ - that we learn and retain knowledge through struggling with it. (Wiliam, 2017 p.11) I know from personal experience that the greater the struggle I am willing to endure, the deeper and the longer lasting my learning. It is when I can face the struggle … that I struggle.  Good instruction creates what he describes as ‘desirable difficulties’ (Wiliam, 2017 p.47) quoting Bjork (1994, p.193).

Pedagogy Over Curriculum

‘A bad curriculum well taught is usually a better experience for students than a good curriculum badly taught’. (Wiliam, 2017 p.11) I rather think we can apply this to many situations, for example, that pedagogy comes first - not EdTech. 

Formative Assessment above all else 

The Wiliam mantra is that, ‘attention to minute-by-minute and day-to-day formative assessment is likely to have the biggest impact on student outcomes’. (Wiliam 2017 p.42) He defines formative assessment as ‘the process used by teachers and students to recognise and respond to student learning in order to enhance that learning, during the learning’. (Wiliam 2017 p.59). Formative assessment, according to Bloom (1969) is a kind of evaluation - ‘a brief test used by teachers and students as aids in the learning process. (Wiliam, 2017 p.53 in Bloom (1969) It is ‘the process used by teachers and students to recognise and respond to student learning in order to enhance that learning, during the learning. (Cowie & Bell, 1999 p.32) It is ‘assessment carried out during the instructional process for the purpose of improving teaching or learning’. (Wiliam 2017 p.59 in Shepard et al., 2005 p.275) 

I like this : ‘Frequent, interactive assessment of students’ progress and understanding to identify learning needs and adjust appropriately.’ (Wiliam 2017 p.59 from Looney 2005)

And if you need more ways to think of it, try this: ‘assessment, for learning tells ‘us’ ‘what progress each student is making toward meeting each standard while the learning is happening - when there’s still time to be helpful (Wiliam 2017 p.62 from Looney 2005 (pp1-2) Stiggins (2005)

All kinds of formative assessment are not equal

(Wiliam 2017 p.62) 

‘The evidence is clear that the shorter the assessment - interpretation - action cycle becomes the greater the impact on student achievement’. (Wiliam, 2016). He continues, ‘short-cycle formative assessment has to be the priority for schools and teachers, because the impact on students is greater. (Wiliam p.75) 

‘ … regular use of minute-by-minute and day-to-day classroom formative assessment can substantially improve student achievement’. (Wiliam 2017 p.81)

Design backwards from the learning outcome

(Wiliam 2017 p.81 from Grant Wiggins and Jay McTighe (2000)

Three issues in the development of learning intentions and success criteria that may be useful to think about. (Wiliam p.95)

  1. Task-specific versus generic scoring rubrics.

  2. Product-focused versus process-focused criteria

  3. Official versus student-friendly language

NOTE :> By being specific about what we want, we focus the students learning too much. ‘He who never made a mistake, never made a discover’ (Wiliam 2017 p.95 quoting Samuel Smiles (1862 p.275)

There are a number of techniques which appealed when I read about them and I have used them. These are techniques to help students understand and achieve learning intentions. (Wiliam 2017 p.104 from Clarke (2001)

This is simple, these phrases work 

WALT ‘We are learning to … ‘

WILF ‘What I’m looking for … ‘

TIB ‘This is because … ‘ 

Student Engagement Techniques

The teacher asks a question, selects a student to answer the question and then responds to the student’s answer, which is generally some kind of evaluation of what the student said. (Wiliam 2017 p.124) Teacher-Led classroom discussion.

Try some of these:

  • Wait time

  • Evaluative listening

  • Interpretive listening

  • Questions shells

  • Hot-seat questioning

  • All student response systems

  • ABCD Cards

  • Mini Whiteboards

  • Exit passes

  • Discussion vs. diagnostic questions

  • Alternative questions

Pose a question, pick a student at random

Pose-pause-pounce-bounce

  • Pose

  • 5 seconds - pause

  • Pounce-random choice

  • Bounce-what do you think (Wiliam 2017 p.129) 

App or Lollipop sticks (Wiliam 2017 p.129) 

These techniques are used to ensure that all students realise that all are expected to tke part and that it is ok to make mistakes. If someone does not provide a response then come back to them and tell them  “OK, I’ll come back to you”.  (Wiliam 2017 p.132) 

Then seek Response 2 and 3 and then return to the person who gave no response and ask them which reply they liked the best and ask them why.

‘Engagement and responsiveness - are at the heart of effective formative assessment’. (Wiliam 2017 p.142) 

Managing Challenging Behaviour

To change the behaviour criticise the behaviour not the student. (Wiliam 2017 p.171) 

It is quality rather than the quantity of praise that is most important - teacher praise is far more effective if it is infrequent, credible, contingent, specific, and genuine. (Brophy, 1981 in Wiliam 2017 p.171)

The use of feedback improves performance when it is focussed on what needs to be done to improve, and particularly when it gives specific details about how to improve. (Wiliam 2017 p.180)

Motivation

“It's up to me, and I can do something about it”.  (Wiliam 2017 p.183)

When students have to struggled in the learning task, the quality of their performance on this task reduces, but the amount of learning that takes placed increases (Wiliam 2017 p.190)

Feedback functions formatively only if the learner uses the information feedback to him or her to improve performance. If educators intend the information fed back to the learner to be helpful but the learner cannot use it to improve his or her performance, it is not formative.

Motivation is not a cause but a consequence of achievement (In Wiliam 20176 p.234) from Garon-Carrier et al., 2016)

Like sports coaching, teaching takes time to master

It takes years for even the most capable of coach to break down a long learning journey from where the student is right now - to where he or she needs to be. (Wiliam 2017 p.193)

Feedback should cause thinking

Feedback for Future Action. (Wiliam 2017 p.194) 

To be effective, feedback needs to direct attention to what's next, rather than focusing on how well or poorly the student did on the work, and this rarely happens in the typical classroom.

The response from the student to feedback should be ‘cognitive rather than emotional’ (Wiliam 2017 p.205) In other words, feedback should cause thinking by creating desirable difficulties.

Peer tutoring can be more effective than one-on-one tutorial instruction from a teacher. This is because of the ‘change in power relationships’. (Wiliam 2017 p.209)

And regarding students online not using their webcams he believed you can see how a student is really taking it by seeing their faces (Wiliam 2017 p.209)

Student Reporter

Put students in a group towards the end of the class so that they can discuss then report back on what has been taught.

Two Techniques that work 

(Wiliam 2017 p230)

  1. Practice Testing 

  2. Distributed Practice

These received high ratings because they were effective with learners of different ages and abilities and were shown to boost students’ performance across many kinds of tasks, and there was plenty of evidence that they worked in educational contexts.

If students complete a practice test and get immediate feedback on their answers, students will get the benefit of the hypercorrection effect for those questions where they were correct. (Wiliam 2017 p.231)

Setting Goals

Students are more motivated to reach goals that are specific, are within reach, and offer some degree of challenge. (Wiliam 2017 p.236 in Bandura, 1986)

When the goals seem out of reach students may give up on increasing competence and instead avoid harm, by focusing on lower-level goals they know they can reach or avoiding failing altogether by disengaging from the task. (Wiliam 2017 p.236)

TIPS

  1. Think ‘how am I going to teach this and what are the pupils going to learn?’ (Wiliam 2017 p.79) 

  1. Having an in-depth understanding of the curriculum may be of more benefit to student progress than advanced study of a subject on the part of the teacher.

  1. Students don't learn what we teach. (Wiliam 2017 p.77) 

  1. Teaching the goal. Driving as teaching. (Wiliam 2017 p.78)

  1. ‘When the pressure is on, most of us behave as if lecturing works but deep down inside we know it’s ineffective’. (Wiliam 2017 p.80)

  1. The teacher’s job is not to transmit knowledge, nor to facilitate learning. It is to engineer effective learning environments for students. (Wiliam 2017 p.80)

  1. Learners of all ages need to understand what it is that they need to learn and be able to monitor their progress toward their goal. (Wiliam 2017 p.95) 

  1. Don’t simply plan the instructional activity, but also plan how you are going to find out where the students are in their learning. You need to be clear about what we want students to learn (Wiliam 2017 p.115)

  1. Ask questions either to cause thinkin and to provide information for the teacher about what to do next. (Wiliam 2017 p.126)

  1. Beware - those avoiding engagement are forgoing the opportunities to increase their ability.

  1. The most important factor influencing learning is what the learner already knows - the teachers job is to ascertain this and to teach accordingly. (Wiliam 2017 p.166) 

  1. Much of the feedback that students get has little or no effect on their learning, and some kinds of feedback are actually counterproductive. (Wiliam 2017 p.167) 

  1. Do not mix grades and comments, just stick to comments. (Wiliam 2017 p.167) 

  1. Oral feedback is best. (Wiliam 2017 p.174)

  1. Too often feedback is counterproductive. (Wiliam 2017 p.178)

  1. Don’t provide students with feedback unless you allow time, in class, to work on using the feedback to improve their work. (Wiliam 2017 p.195) 

  1. Feedback should be more work for them than you! (Wiliam 2017 p.195) 

  1. A simple approach to feedback. Pick out two things to praise, then express what they need to do a constructive wish. He calls the technique ‘two stars and a wish’. (Wiliam 2017 p.214)

  1. Teachers have a crucial role to play in designing the situations in which learning takes place, but only learners create learning. Wiliam 2017 p.246)

REFERENCES

Adey, Fairbrother, William, Johnson, & Jones, (1999) p.36 A review of learning styles and learning strategies. London. King’s College London Centre for Advanced Thinking. 

Ausubel (1968) Educational psychology. A Cognitive view. New York. Holt, Rinehart & Winston

Bjork, R.A. (1994) Memory and metamemory consideration in the training of human beings. In J.Metcalfe & A.P. Shimamura (eds) Metacognition : Knowing about knowing (pp.188-205) Cambridge, MA MIT Press. 

Bloom, B.S. (1969) Some theoretical issues relating to educational evaluation, In H.G. Richey & R.W. Tyler (Eds). Educational evaluation : New roles, new means, part 2 (Vol.68, pp. 26-50_ Chicago : University of Chicago Press.

Brophy, H (1981) Teacher praise: A functional analysis. Review of Educational Research, 51 (i), 5-32

Clarke, S (2001) Unlocking Formative Assessment. London, Hodder & Stoughton

Cowie, B & Bell, B (1999) A Model for formative assessment in science education. Assessment in Education : Principles, Policy and Practice. 6(1), 101-116

Looney, J (ed) (2005) Formative Assessment: improving learning in secondary classroom. Paris. Organisation for Economic Co-Operation and Development.

Shepard et al., 2005 p.275 in L.Darling-Hammon & J.Bransford (Eds) preparing teaching for a changing world : what teachers should learn and be able to do (pp.215-326)

Soderstrom, N.C., & Bjork, R.A. (2015) Learning versus performance : An integrative review. Perspectives on Psychological Science 10 (2), 176-199. 

Stiggins R.J. (2005) Assessment for learning defined. 

Wiggins, G., & McTighe, J. (2000) Understanding by design. New York. Prentice Hall.

William, D. (2016) Leadership for teacher learning . Creating a culture where all teachers improv so that all students succeed. West Palm Beach , FL, Learning Sciences International.

William, D (2017) Embedded Formative Assessment: (Strategies for Classroom Assessment That Drives Student Engagement and Learning) (The New Art and Science of Teaching) : Second Edition 

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The Future of Education in the Age of Covid-19 : Daniel Sussking

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Edited by Jonathan Vernon, Friday, 20 Nov 2020, 12:06

David Susskind on AI in the world of work and how it will impact the laggardly education

This was a lecture that sustained its pace. I've changed its title because I suspect that he adapted 'the lecture of the book' 'A World Without Work' and then journalistically tossed in a bit of Covid, when in fact his presentation and thesis was that education is getting behind and profound change is in the air. Some have already embraced it. Woe betide those who get left behind. 

There is a time and place for talking not teaching. Teaching can be talking, whatever you are taught in PGCE.  

There were five parts to this memorable and important talk. 

  1. Blue collar workers

  2. White collar workers 

  3. Artificial Intelligence 

  4. White collar work is at risk of technological disruption

  5. How to respond to this > education 

  6. The Context of Covid-19 

Part five is what matters to us in education - the rest was a preamble. 

Too often education feels as if it is working in isolation from the ‘real world’, not helped if underfunded and using kit, platforms and apps that are out of date.

If we want to prepare students for the world of work they need to be equally familiar with Microsoft systems (Team and 360) as well as Google. In the creative industries they’re better off on Macs too. 

It was an eyeopener to learn what Artificial Intelligence (AI)  is doing in medicine, journalism, law and architecture. Where is it making the most ground in education though?? Language learning? Accountancy and Law? 

As a society we suffer from a bias towards the status quo, Susskind said. I have to wonder if we are just little England. We can never be Singapore. We lack the desire to succeed through change. 

I have to wonder if education is populated by what Everett Rogers would term the ‘laggards’ rather than 'innovators' and 'early adopters'. We lack the money to come in earlier and lack the mindset to try new things, indeed anything that hasn’t been suitability certified first. 

Speaking like a consultant to the education sector, Susskind warned that ‘the way we teach people hasn’t changed for decades.’ Ironic therefore that he was speaking from a Balliol College study, one of the oldest colleges in Oxford, in one of the oldest universities in the world that has its foundation and geographical location based on the printed book, its rarity and exclusive access to the knowledge they contain through the Bodleian Library.  

Susskind spoke of ‘spectacular failures in teaching people remotely’, without offering examples; perhaps this is personal experience. There have been successes too. I have to wonder if the fails get talked about, while the successes go under the radar, just as the world wide web did for a decade or more after its invention and application in Cern. 

HIS CONCLUSION

"We need to think more boldly about the way we teach and face the inevitability, ambiguity and uncertainty - and be willing to retrain."

I need  to read his books! 

Daniel Susskind, Balliol College, Fellow 

I have ‘A World Without Work’. 

It is stacked with no fewer than 27 other books I want to read and review I will have to set some priorities. First World War History Books form one stream - by far the largest. I can have two of these on the go at any one time. E-Learning comes next, and includes a backlog of TES magazine and now Daniel Susskind. There is also a small stack on sustainability and the environment - mostly George Monbiot’s back catalogue.



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The best student blog platform ever

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Nothing beats this platform. I felt this from the start in 2010. I guess it migrated from a Notice Board List Serve thing I even remember from 2001. 

It works because it is a hybrid, part blog, part noticeboard. It is simple. You write into a template and have parameters. Parameters are old school, like writing copy for print editorial. Parameters help too. I can't prattle on for too long (or cut and paste an essay). I could add it as an attachment though, and media file sizes have to be compressed too. Wise in 2020 when an image from a fancy phone can be so huge. Just learn to make them smaller and lower resolution.

I can chose to keep this entirely private to me, shared to the OU or shared to the world. 

I wish other institutions took blogging by students seriously and did this too. It worked when I was studying here as fellow students knew exactly where to find me and we could talk/collaborate between each other - fellow OU students only invited. So comments ran well. 

All I was meant to note here, now that I have 'education' on my mind courtesy of the PGCE is that I stumbled upon a letter from my later mother from 2005 in which once again she tried to sell me the virtues of taking a PGCE, even if I didn't have the degree in Art, which is all I could then see me teaching, not Geography (my first degree), perhaps History (gained in 2016) or Education (my MA here gained in 2013) or even sport given my loft Swim England Coaching qualifications. 

Of what value were our school 'reports' from Prep School in the 1970s? Everything is about place in term, place in exams, and the disparaging remarks such as 'Rather disappointing! He is VERY careless over elementary and his oral work is weak'. As I was 10.2 I rather blame the dreadful teaching practices of Mr Denis Sullivan who caned boys who couldn't recall accurately vocab lists he drilled into us. Mathematics > excellent. As it remained throughout school - have I missed something all this time? Geography 'faultless'. Art 'Excellent'. It all makes me cringe. And I learn 50 years on that most of the teachers had no qualifications to teach. What did our parents pay for? 


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Certification in Further Education and Training

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It's for real. I am, yet again, and possibly not for the last time, a student. Cool. I matriculated for my first degree 40 years ago. I've done three further undergrad and postgraduate courses since at each of the School of Communication Arts, The Open University and jointly between the Universities of Birmingham and Wolverhampton. I can now add the University of Brighton.

The smirk on my face is realising that I will once again have access to a library and university resources online, in particular journals. I love to explore. Some might call it getting lost down a rabbit hole, but I spend so long scratching about - with purpose, that I always come up with something interesting. It is how I learn. I indulge my curiosity.

Meanwhile, the approaching fear is for nothing more than a 'micro-teach' and some of the first formal assignment elements completed. I don't half make a big meal of these, which is why I so prefer to 'written exam' at the end of the year; I like the build up to the end of year show. It generally is alright on the night. I feel at this stage I don't know much, that I am not fluent.

My OU experience, which will be here in the data somewhere, is that over the five modules of the MAODE and the two further modules I did 'out of interest' and as an MRes looked a possibility with a PhD after that, my grades went from a pass, to a pass, to a pass and the occasional Merit and then a Distinction. An OU pass is anything over 40 and I did get a 42 for a TMA at some stage. My first TMA for the Research module came in with a cool 92 and the feedback from my tutor that I appeared to be in my 'natural environment' stripping apart the work of others, challenging assumptions and the facts and proposing better approaches. So much for not following that up sad 

We know why. I know why. ADHD gets into everything. It does manifest itself as a rogue 'one / off' switch, as procrastination or enthusiasm, and as self-doubt and mild paranoia, the choice that an easier route is better than the best route. 

Meanwhile, I have lessons to line up and classes to give. I will be running a workshop in November, and taking a class online each week imminently. I am also setting out my stall as it were, for a number of 'commercial' blended learning opportunities. 

The greatest pleasure of all of this, despite the challenges, is knowing what will be on my mind for the best part of two years: I will be returning to this blog and its contents and adding to it. I will be mulling it over, and then seeing where all theory and learning aimed at HE can be applied in FE. (Though at GBMET there are both and I am involved with both).

Onwards. 

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Life Logging and education

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Edited by Jonathan Vernon, Sunday, 8 Mar 2015, 03:34

The idea of recording our daily lives is an ancient one: records, journals, letters and papers have been kept for centuries. Only recently has it become possible to keep digital versions of our day. There are reasons why we forget though; there are reasons too why our perceptions of the world aren't that great either. 

I happen to be one of those people who started a diary when I was 13. I had the misfortune of being sent away to school from the age of 8 too. As well as the diaries I have bundles of letters I received from the age of 8 to 16 - I refused to return to the 'institution' my parents were subjecting to me and got it to a 'normal' schooling.

Only in the last couple of days have I taken a close look at a diary I started almost exactly 40 years ago, or at letters I was receiving at the time. When my mother died I received a bundle of letters I had written to her as well. I never expressed to anyone, or was asked, how I felt about being sent away to school, though I remember my first night as vividly as my last. Reading back feels as if I was subjected to a prison sentence. For all the privilege, tenderness, trust and love was removed. Something as simple as a hug became a rare thing for holidays. There was, thankfully, none of the abuse, you hear of. Though boys were caned, and slippered. The torture was bottling up feelings and learning to deal with problems in your own way - even friends could, if given too much information, turn against you.

I was bashed through a sausage machine and have only rarely been able to reconstruct the person I may have thought I'd be age 7 or 8. Poor little rich boy? I didn't ask for that, or the violent breakup of my parents when I was 8. At least I've given my kids stability and love. One just left the nest and it was delightful to reflect on how much time as a family we have been together: barely more than a few days apart in her lifetime. Society should above all else value stability in families and an open, revealing and liberating education rather than a closed, introverted and exclusive one. 

I am not surprised to find, even where some of them have the money, that not one person I know who either went to such school age 8-13 or 13-18 has sent their children away. There are so many reasons why it was wrong them, and no better today. Today he problem is separating young people from the world they belong to instead of mixing up income brackets, race, religion, genders and even age groups. If I had influence, or power to change the way we educate our young people in this country it would be to open it up, by legislation. Nothing destructive, but to expect and develop a better mix, rather than the current exclusivity. We should abolish the charitable status independent schools have to start; what is charitable about an elitist institution? They should be open to public scrutiny and expected to earn it: 50% fee paying, 25% on reduced fees, 25% free places? 

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Why learn?

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Edited by Jonathan Vernon, Monday, 19 Jan 2015, 07:41

Fig.1 After another twenty years? With age comes wisdom.

  • To get a job: a better job, to pass through a gate towards a graduate job, as a springboard to a job.
  • To gain a qualification: as above, though sometimes it is primarily a badge of honour and achievement
  • To feed your curiosity: a compulsion or desire to better understand a think for the pure sake of learning.
  • To renew a long held interest that may have started at school or with a first degree.
  • Because it is expected of you: your family and peers expect it.
  • To develop fluency in the subject for whatever reason - which includes some of those above.
  • To apply your learning directly to a problem : can be related to a job, research or intellectual curiosity.
  • To kill time: like reading a book, doing Sudoko puzzles or watching Soaps. A pricey way to fill part of your day though?
  • To meet like-minded people.
  • As a catalyst to who knows what.

 

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Enriching stereotypes: FutureLearn 'Start Writing Fiction' with The OU

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Edited by Jonathan Vernon, Tuesday, 2 Dec 2014, 17:42
From Writing

Fig.1. No my usual spot for writing - on a retreat in Devon

Invited by the OU moderator for comments on week long series of exercise on 'enriching character; I write:

"Extraordinary. I'm on my second pass. I came through early, and now return not wanting to get ahead of the conversation. Particularly useful as I am actively writing at the moment, so this is the best of all learning because it is applied. Regarding character it about giving them shape, depth and 'points of interest' - more 6D than even the 2D we are asked to get away from. I visualise characters as hedgehogs with many prickles, but only a few of these matter to the story - though all of them matter to the notebook which I'm gradually coming to care about more and more, cursing the times I 'have a thought' and don't get it down somewhere safely. I am hugely pleased to be here and very proud to be an OU graduate already - not, sadly, from this faculty: yet!"

I'm finding the oddest of balances in my life too: writing for myself from 4.00am to 8.00am. Picking up work from 10.00am to 1.00pm. Then a siesta. I live in the wrong country for this, I'd prefer to be in a hammock in the shade by a pool. Dream on. Evenings from 5.00pm to 9.00pm I am usually 'poolside' teaching or coaching swimmers. Delighting yesterday evening to be back with some squad swimmers I last saw four years ago - now in the mid teens, some achieving amazing things in the water, all at that gangly stage of youth development my own children have come through in the last year. 

The issue then is how or where or why I fit in the OU module <<L120 L'Ouverture. Intermediate French >> I committed to. Learning a language is daunting and outside my comfort zone. What I do know now, not surprisingly, is that all learning comes about as a result of concerted and consistent effort over a long period of time. 

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War breeds hate; hate festers and breeds war.

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Edited by Jonathan Vernon, Monday, 17 Nov 2014, 08:18

Fig.1 At the war memorial to the Machine Gun Corps on Hyde Park Corner, 1991. I'm with my late grandfather - dark suit and beige shoes, fourth in from the right. That's me on the far left of the line in the glasses holding the standard. (Volunteered about five minutes previously) Marking the 75th Anniversary of the formation of the MCG in 1916.

I've just completed fascinating couple of weeks, often gruelling on The OU's World War 1: Trauma and Memory on the FutureLearn MOOC platform.

My love for The OU is restored. Everyone should pick a course from FutureLearn to understand where learning is being taken. You cannot go wrong with an OU lead and designed one of these - some of the others are re-versioned books, leaflets, extra curricular workshops and lecture series, not embracing the affordances of the platform at all.

An eye opener for anyone studying learning - go over there anyone studying education.

At the end of each week, which officially run for the five working days of the week, we are invited to reflect on the lessons learnt. A very significant part of this are the 'massive' conversations that follow each 'activity'. 

A week of looking at and contemplating the dead from violent conflict I conclude that 'war breeds hate; hate festers and breeds war.' Unless the population is wiped out, or dived between the conquerors. Or unless the conquerors stay put - the Normans eventually subjugated England and Scotland and 1000 years on some of them still rule and own the land.

Responses to hatred are diametrically opposed: forgiveness and peace, blame and violent conflict. Has humankind moved on that far from the tribalism of one or two millennia ago?  If young men, the typical combat soldier truly understood what could happen to them would they still go? It applies to every kind of risk, and testosterone fuelled it is more of a male thing? This willingness to take outrageous risks believing that it 'won't happen to them'. And of course, commemorating 'our glorious dead' and 'returning heroes' risks celebrating war rather than being a period of reflection and commemoration. A veteran of WW1 my grandfather never used the term 'heroic'. Do young people joining up think that if nothing else, wounded, or dead in a coffin, they will at least come back 'a hero' - making it OK? And yet, however frightful, violent conflict remains a way that peoples, people, cultures attempt to resolve their differences.

It'll continue until the world's resources and 'life chances' - are fairly distributed. I feel the awakening of a burgeoning political sensibility that may wobble towards republicanism and socialism. 

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On the value of reading and re-reading the same quality book

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Edited by Jonathan Vernon, Sunday, 24 Aug 2014, 06:52
From E-Learning IV

 Fig 1. Essential reading on British Forces on the Ypres Salient in 1917

I take back what I said a couple of days ago about a module (not OU) that comprises a reading list and set of essay questions. Sometimes I feel the OU modules I have done are too prescriptive, that all of us are passengers on a learning train that will not permit anyone to leave the service. You work from and are assessed on the content given - excellent, succinct and contained. This does not suit everyone; never does the scary freedom to read from a reading list. In many cases the variety seen in both approaches, with overlap, is how and when one comes to understand something.

Back to formal reading

It matters that you are directed to the right book. This is the right book on Passchendaele to understand from a general strategic, to operational, to tactical level what took place.

I read 'Passchendaele: the untold story' first in May for a presentation in June.

The purpose was to lay out the chronology of events and compare two battles within the Passchendaele or 'Third Ypres' conflict relating to command. I took notes: highlighted in the eBook which I then typed up in a Google Doc before creating a presentation. Over two months later I read the book again as if I had never seen the book before; on the one hand I worry about my sieve like brain, on the other I am intrigued to understand what is going on.

From E-Learning IV

Fig.2 Notes taken in Google Docs from the highlight sections in the eBook

On second reading, with the tracks and sleepers of the general chronology becoming established and retained knowledge, and with an essay title ringing in my head, the highlights I make in the eBook are, with a few exceptions, totally different. I am reading the same book, but taking something very different from it. I have a highly selective, easily distracted brain - nothing sticks if it doesn't have to. I know a few people with a photographic memory: they appear to read something once then have the entire contents at their fingertips to apply to a problem. My memory is the opposite - nothing at all that I don't deem of importance to the task at hand will be retained. I have, side by side, the notes I took in May and the notes I am currently taking - they could be from different publications; I struggle to find any common ground. 

There will be a third reading

This third reading will have different purpose as in due course I write a comparative history between Third Ypres: Passchendaele and the First Gulf War to fulfil a desire to respond to something my late grandfather said in 1992 'That's nothing compared to Passchendaele' he said as he watched the First Gulf War unfold on TV. He saw the differences between foot soldiers as unrecognisably different, whereas I saw the prospect of having a leg blown off or being gassed as more than faintly similar. Had the generals used the tactics of 1992 in 1917 they would have gained more ground and lost fewer men; something had been learnt in 75 years of war then.

Fig.3. The mud of the First Gulf War

Visualising the above I imagine a desert; the state of my brain before I read, that over time acquires an invasion of cacti, followed by ground cover plants, until eventually there are established trees and a rich ecosystem.

Hardly surprising, but on second reading you pick out more detail; you see things that you missed, or couldn't take in the first time round. I'm the kind of person who would apply this to entire modules: that the student who wants to should be allowed to, for a considerable discount, to re-sit a module they have already done. Why not even a third time if your goal is to master a subject? A' Level students with poor grades will 'cram' for a year to improve on these. Through-out life things we want to do are achieved as a result of tackling the problem repeatedly until we crack it. 

Finally, I conclude, that given how complex we are, so learning needs to offer a similar level of variety; there can be no perfect system, or learning design pattern. We learn in different ways, and educators teach in different ways. E-learning isn't a panacea, it is simply another approach the complements ones we have always adopted, not least learning directly from experts themselves through talking things through.

More of us should be able to or should have been able to retake classes we flunked - with a different teacher, if not in a different institution. It shocks me to see how a student at school can be put off a subject they enjoy as they don't relate to or get on with the teacher - so change the teacher. 

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Gobsmacked

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Fig. 1. MarineTracker.com

This blew me away. A service that tracks every vessel at sea. For various levels of monthly subscription the service will do all but helm your tanker, yacht, motorboat across the world's oceans - that is coming.

It isn't quite Google Streets - you can't drill down to live satellite images at sea level. 

Will DVLA track every vehicle on UK roads one day? Why not? All driving offences will become a thing of the past or be prosecuted the moment they are committed. And we take a step further towards the driverless car.

Then tracking people; voluntarily. Why do that? Having a snail-trail database of where you have been. It would be interesting to analyse how, ant-like, we go about our lives. The commute would be seen for the almighty waste of time that it is.

Would it be ethical to microchip your kids? Or a parent with dementia?

And regardless of this what kind of services could be offered to someone whose whereabouts is always tracked? To some considerable degree we allow this and encourage it as soon as we turn on a mobile device? I don't speak a word of Spanish - yet. I'd like through my phone, with an ear piece, to have a one-to-one tutorial as I attempt to cross the country to locate the above yacht when it puts into port in the next couple of days. 'Just in time' language tuition. 

Other things I don't want to look up. 'Tell me about ...' and I am promptly told about the thing I am looking at in a language, and style that suits me ...

Far fetched?

Artificial Intelligence offers a way forward to bring unprecedented levels of personalised learning to millions.

Those with a smart phone and speedy Internet access; so neither inclusive, nor fully accessible or even without cost. So severely limited in that respect as a harbinger of education for the world. 

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Making Memories

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Edited by Jonathan Vernon, Monday, 13 Oct 2014, 08:45

Fig.1. The muddy sides of the River Ouse, Piddinghoe. At low tide.

We are very good at forgetting: it's vital.

We see, feel, sense far too much in our daily lives (which includes when asleep). Come to think of it what on earth was I doing on a student exchange to North America last night where I am twenty years older than my hosts ... (probably sums up how I feel about the workplace).

See. Some memories are made for us, or by us whether or not we want them.

Learning though requires us to gather, create and retain stuff. Some of this stuff is forgettable; it doesn't resonate, or is poorly taught or expressed. Or we simply don't get it the way it is expressed, or the first time around.

Fig.2 Neuroscience of dummies

Make it a memory

At an OU Residential School the session on revision was packed. The tips made us laugh: sucking a choice of Polo Fruit sweets by subject theme - when you come to the exam repeat and each sweet will link you to that period of revision. Odd. But it worked often enough for me to convince me of its value.

 

Fig.4. Ebbinghaus and his 'Forgetting Curve'

The science from the likes of Hermann Ebbinghaus and his 'Forgetting Curve' simply indicates how something fades, unless you go back to it a few times over several days over which period you make it stick. It doesn't say anything about the 'stickiness' of the memory in the first place. Sometimes this stickiness is made for you. There is drama, there is an explosion. Most likely, by chance, the learning is anchored by some unrelated event like the fire alarm going off - that won't work for 50 different things though.

Fig. 5 Multiple ways of making 'it' stick: read (book and e-book), highlight, tag and take notes.

If the module, or your tutor isn't doing it for you then the next step is to dig around for a book, video or image that does it for you.

Most likely, and of far greater value, is for you to turn that lesson into a memory of your own creation. There is always value in taking notes, so never listen to the presenter who says 'no need to take notes I'll give you the slides afterwards'. Never trust the quality of the slides. What the person said will be of more value then the slides. You, and your handwriting, and your doodles are how it starts to become a memory. Then when you write up or rewrite those notes you do it again. You make it into something. 

Fig.6 The River Ouse at low tide.

I'm fixating on the horror of drowning in a shell-hole in the First World War.

Ever since I was a boy those images of cowboys and Arabian princes sinking into quicksand has horrified me. What must it have been like? Walking the dog by the River Ouse at low tide just as it turned the gurgling of water backing up and filtering into the muddy bank gave me the shivers. That sound was ominous. It made a memory of the walk and the thought. It's also what is sustaining me as I work at a short story.

Fig. 7 A family memory of a wedding in California. Will it stick?

We've talked about 'memory making' in the family.

It is the event, and the sharing of the event. My late mother-in-law was horrified that her daughter couldn't remember a road-trip they did across the US when she was 13. I concluded that she hadn't remembered much, or couldn't remember much when it was mentioned out of the blue, as the trip was never shared. Conversations are and were always about current and future events. This is why it helps to get the old photo albums out from time to time. But there's a loss. Do we make them anymore? Visiting a mislabelled album online is never the same. 

Fig. 8. My late grandfather John Arthur Wilson MM with the author Lyn Macdonald at the spot north of Poelcappelle, Belgium where he buried two of his mates - 75 years after the event. He recalled it 'like yesterday'.

Recalling the First World War

Some veterans would talk, others remained silent. Those who did not want to remember could and did forget. My late grandfather was a talker; it drove my mother mad. I came to love his recollections. Clearly, there were events that would have burned themselves into the memories of these men, but unless they talked about it, in a veteran's association or with family and friends it was not going to stick. No wonder veterans would seek each other out over the decades. Nudged by histories and movies their memories could be changed though; sometimes they came to say what was expected of them 'the rats were huge, the generals useless, the German bunkers impenetrable, the mud up to your waist, the sound of the individual shells ... '

In conclusion

Whatever activities and devices are built into your module, you are responsible and can only be responsible for making something of it. Take the hint. Engagement takes time so make the time for it. These days it is made easier through the Internet. You can keep a blog to share or as a learning journal; you can talk it over with fellow students either asynchronously in a forum (or blog), or synchronously in a webinar. You can 'mash it up' with images, grabs, doodles and annotations. You can make it your own. It'll stick if you want it to but superglue requires effort. Someone else 'sticks it' for you and it won't happen.

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Reflection: we are all so very, very, different when it comes to learning

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Edited by Jonathan Vernon, Tuesday, 25 Feb 2014, 13:25

Just ten minutes. A live presentation. Why for me should it be such a big deal?

I said to my wife that I have not problems delivering other people's words (acting) and I have no trouble writing words for others to speak (speech writer, script writer), but what I loathe and struggle with is delivering my own words on any kind of platform.

Big fails on this count, emotionally at least would include:

My grandfather's funeral

My groom's wedding speech (I was pants at proposing too)

My father's funeral

My mother's funeral 

...

Because it matters to me far too much when, and only when, the words that I give seem to emanate from my soul. 

Let me blog, let me write letters, let me smoulder from my ears into the atmosphere with no expectation of feedback.

...

Both positive and negative feedback, especially if constructive, sends a shiver through my bones. Why is it that I crave confrontation, that I want to be mentally smacked around the head, then kicked up the arse and sent back into the fray to deliver some amazing show of ability?

...

We are all so, so, so very different, yet how we are taught, or expected to learn seems so very contrived, so set by context and numerous parameters.

I would prefer to be stuck in a cabin for a couple of weeks with an educator who hasn't a clue about the subject, but is a natural educator, than someone who has ticked a collection of boxes in order to obtain their position. The natural educator can teach anything. The subject matter expert thinks they know everything. eLearning can be the subject matter expect - 'IT' (literally) thinks it knows it all.

So, connect me, and for me connect students and educators - worry only about the desire and ability to teach or transmit and manger those hungry to gain knowledge, and for students concentrate almost entirely on motivation. If they want to learn pores will open up in their skull so that you can pour in the information and they'll never be satiated.

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Four Years Blogging here

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Edited by Jonathan Vernon, Tuesday, 25 Feb 2014, 13:02

It just dawned on me that I am two weeks short of blogging here for four years. Recently, and for this module in particular, my blogging has greatly diminished. This is a shame as it is an invaluable resource for me: it is an open eportfolio where notes and activities from the modules, usually with adequate referencing, allows me to search for and quickly make fully cited points in assignment. 

Two parents have died over this time: my mother and my mother-in-law. My step-father was within hours of passing away but somehow survived pneumonia and is out of intensive care and feelingsorry for himself that he is still around sad

Teens are passing through A' Levels and GCSEs.

Interviews to undertake PhD research just fell short last year. The applications start going in again this week though in truth and out of necessity, as had always been the plan, the corporate world of learning and development (L&D) beckons me back.

My step brother found my grandfather's ashes in the bottom of an old cupboard in the barn. I have him with me. The temptation is to chat with him about all that I am coming to understand about the First World War in which in served first as a machine gunner, then in RFC/RAF as a flight cadet and fighter pilot. Having left school at 14 to work his education never had the chance to develop as he would have liked. I'll fill him in. He'd be fascinated to know why the things that happened happened that way: the Somme and Paschendaele in particular. He'd have an iPod too. The technological advances would have thrilled him - this from a boy who remebered the first car and going to an exhibition of flying to see an aeroplane.

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Three reasons to revitalise, reinvent and revolutionise education

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Edited by Jonathan Vernon, Thursday, 27 Feb 2014, 16:43

Fig. 1, Ken Robinson: On education ... and a fix for the huge drop-out rate in American Schools.

An excellent TED lecture. Worth taking notes. These are mine.

Offered by fellow student Marshall Anderson on the H818: The networked practitioner journey.

Worth listening to a couple of times (as I have just done).

Music to my ears, though I am not a teacher and have given too much of my career to the mechanised teaching he knocks ... digital and interactive learning is and has been, surely, a product of the mechanised approach? But you don't question the legitimacy of e-learning in an e-learning agency and suggest that a blended approach would be better.

They have one product on the shelf.

Which puts me at odds with the hand that has fed me for the last couple of decades. Next stop Finland? There is of course an answer here and that is recognising, please, that children, whilst deserving a better education system and approach, are NOT always at school ... this curiosity and motivation can be developed at home if and where a family have parents with the time and inclination and where, ideally, they also have contact with grandparents and even cousins, and especially friends.

FIG.2. TED Lecture with Ken Robinson

Ken Robinson is right to celebrate the human side of the child, that:

  1. human beings are naturally different and diverse
  2. that 'lighting the light of curiosity' is key and that
  3. human life is inherently creative.

For the moment my interest is with my 17 year old daughter and 15 year old son ... hoping and helping them to find and know what motivates them. It is this that will get them through school, a worthwhile goal beyond the barriers that exist in formal education - you still have to satisfy the standardised tests in order to get a place at university. Which is another schooling environment Ken Robinson doesn't touch upon - you can give us human beings too much freedom. Parameters are stimulating, both the negative and positive ones.

A struggle makes something worthwhile.

It helps to create a common memory too. Fundamentally this reminds me that any learning and especially e-learning needs to be seen in context - an e-learning platform or project is never exclusive, it is always part of what else is going on in the participant's life.

Blended, rather than pure e-learning is surely therefore the way forward?

Wise words put succinctly and with wit. Common sentiments that we struggle to realise. Privately educate? Home educate? Or move to Finland, Canada or Singapore?

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H818: A History of Openness

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Edited by Jonathan Vernon, Tuesday, 21 Oct 2014, 09:21

We're considering the nature of 'openness' in education as part of this new Master of Arts in Open and Distance Education (MAODE) module.

This is increasingly about ease of access to information, all of it, uncensored.

Often for ease of access and to gain a qualification with a marketable value, information that is packaged in books, journals and lectures, though increasingly in 'sexier' interactive and multimedia forms with the related 'scaffolding' that comes with learning design and planning. The natural tendency is to consider the hectic last decade of the Internet at the expense of the history of openness in access to information and an education over the last century.

A hundred years ago all but the most privileged were in the dark: leaving school after an elementary education, with reliance on biased newspapers, magazines and part works. Libraries, BBC radio and affordable paperbacks, secondary then tertiary education, cinema and TV have each had a role to play, as has the Open University.

Does enlightenment come with access?

What does it say of power of information and ideas where access is controlled, as in China? Does connectedness within openness lead to even greater coalescing of likeminds in cliques, reinforcing stereotypical biases rather than exposing them to valid alternative views?

Nothing is straightforward when it comes to people - heterogenous by design, homogenous by inclination.

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Spot the genius. He or she is riding a bike in a favela in Brazil.

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Edited by Jonathan Vernon, Tuesday, 25 Feb 2014, 11:18

What has changed in learning each time a transformative tool or technology has come along from a) written language b) papyrus c) codex d) printing and e) the Internet? A neuroscientist will say that the human brain hasn't changed one jot - its innate capacity to learn and to do so at certain developmental stages remains the same. Struggling to see what is new, believing that our latent motivations, drives and inclinations to learn as individuals are as unique to each of us as it has always been I see one change only - the numbers, whether as a percentage in a population or as a gross figure - literacy could only expand as the printed word got into the hands of more people. The Internet will in due course help put primary, secondary and tertiary education into the hands of the disenfranchised.

What has been the frequency of genius revealing itself over the last thousand years?

Even accounting for the billions to chose from in the 21st century compared to the 15th, or 1st, won't exposure too and access to 'an education' by billions give genius a chance to develop and show itself like never before?

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No Internet Connection

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Edited by Jonathan Vernon, Thursday, 27 Feb 2014, 16:36

My thirteen years and more studying with the OU has seen how I learn shift. The current twist is looping back to the less distracted days of being 'off line'. At the same time I have done a couple of things that are very old school:

1) A 'Room of my own' without internet access (my choice) .. down the road with an opt in/ opt out. Also an 'office' (I recently bought the domain name Mindbursts.com.

2) Pen and paper ... and by that I mean a fountain pen with ink cartridges and a pad of lined paper - not quite an exercise book, but close.

Why?

1) I am easily distracted. Studying with the Internet 24/7 it is too tempting to be checking email, responding to forum messages or just browsing, I miss linking to books and journals I read about, but these can wait. Maybe the impluse to purchase or read another book weill reduce by the time I get to consider it in the wee hours back at home. My 'room' is ten miles down the road.

2) Partially this is physiological - I am seeing a physio trying to untangle or unknot some hideous pain in my left elbow which I ascribe to typing up blog entries with my left hand while reclined on the sofa or in bed. Partially it is knowing that there is never a short cut to learning and knowing a subject. I truly believe that mixed methods work - that it helps to take the written word and write it out, and type it out, and talk about it and visualise it. Neurologists will confirm that memory formation requires the  binding of activity across the brain, rather than from just one part of  it.

Meanwhile, I look forward to another e-learning module, H818, with trepidation:

1) I need to demonstrate to myself that I can keep up and even improve on the standard I'm now able to attain. (Time and effort and the only two words to think about).

2) I will be running in tandem with anothe module, taught old-school, at a different university, simultaneously. Already I dread the commute to a monthly day-long tutorial that I can only do by train if I am on a train at 5.20am. It'll make for a very interesting comparison. If the OU offered the module I want to study I would have done it - they don't. This surprises me given the Open Learn work they are doing on the First World War with the Imperial War Museum.

Best wishes to all ... so much for thinking I'd finished with this. Next up I'm applying to the OU to do a PhD so I might be around for a while longer yet.

NOTES

I started an early e-learning module H808 in 2001 ... skipped off the final paper and came back to it all decade later. I have both books and papers from that period which make for amusing reading.

 

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New blog post

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Edited by Jonathan Vernon, Monday, 8 Apr 2013, 08:23

photo.JPG

Fig. 1. scamp on learning theories

As a platform I loathe whiteboards. I should have stuck with a sheet of wallpaper backing and a set of pencils. The detail can be finer and a rubber does the job of erasing adequately. And you can colour it in afterwards.

More diagrams should be expressed as 'scamps' - a messy and incomplete expression of what you think ... 'so far'.

For me to put this into an APP like SimpleMinds or Grafio would give it a locked-down completed look. Clearly it is no.

Courtesy of an intellectually sharp 85 year old retired philosophy professor (father in law) and an intellectually deep and challenging Italian (brother-in-law) I'm going to see if this is going anywhere - how the sets overlap, or not, where the theories belong ... or not. We may get on to 'connectivism too'. I may come away with a bruised brain. I'll record this too if I remember as keeping notes is impossible and the rate at which the discussion moves could be visualised as starlings flocking over the West Pier, Brighton. It looks interesting and there is a pattern but unless you can freeze-frame you're never going to figure it out.

 

 

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H809: Activity 9.2 - 9.4. Unscrambling the presumptions of research in e-learning educational practice

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Edited by Jonathan Vernon, Monday, 20 Oct 2014, 08:07

Activity Theory (AT) according to various authors .... , supposes a quest to solve a problem, an 'activity theorist' looking at certain kinds of research, understanding activity system as being driven by outcomes, would therefore annotated the six nodes of the AT pyramid with this in mind.

Fig. 1. Activity Theory (Engestrom, 2008)

In contrast, considering the same subject of research, a sociologist would be inclined to look for power structures.

In turn how might a management consultant, or psychologist approach this? And in relation to H809 and the MAODE, how differently would someone educated in each of the following theories approach the same subject matter: behaviourism, cognitivism, constructivism and connectedness?

The suggestion that the theory behind a piece of research or OER from H809 TMA02 predisposes a specific research response is like having an undefined medical problem. In turn each specialist offers a view based on the narrow perspective of their specialism.

By way of example, with sinus/earache like symptoms from which I have always 'suffered' I in turn visit a neurologist, immunologist and dentist. I discover from each in turn that I must be depressed/stressed, have an allergic response to something, need a tooth filled/crowned. In turns out that I have a pronounced response to house dust mite and due to physical damage to a channel in one part of the maxillary sinus it doesn't drain so the slightest infection, a mild cold, will cause inflamation and pain. The response that works is primarily preventative with self-medication of prescription pain relief at a dosage that works - co-codomol and occassional antibiotics. (The above over a 33 year period of investigations that included several other excitable consultants who each in turn gleefully hoped that I might have a very rare condition X or Y that they would investigate).

Just as medical specialists are inclined to come at a situation with too narrow a perspective, so too can we when wishing to study, in a learning situation, what is going on ... in there (the brains of each student) and externally, the context and situation of the 'learning' that they are doing (or having done to them).

Reference

Conole, G., and Oliver, M. (eds.) (2008) Contemporary perspective in e-learning research. Themes, Methods and Impacts on Practice.

Engestrom, Y (2008) From Teams to Knots

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What is going on in there? This and the wonders of the brain and the universe ...

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Edited by Jonathan Vernon, Thursday, 4 Apr 2013, 13:35

JVMRi3.tiff.jpg

When I think if learning, I think of the minuscule intricacies of the component parts of the brain and at the same time the immense vastness of the known universe.

As humans we are eager to understand everything. It seems appropriate to marry neuroscience with astrophysics, like brackets that enclose everything. From a learning point of view then ask as you look at a person or group of people, ‘what is going on?’ specifically, ‘what is going on in there? (the brains) and between them to foster insight, understanding, innovation and advancement.

The best interface for this, a confluence for it all, is the Internet and the connectedness of it all.

What has the impact of the Internet been and based on everything we currently know, where do we presume it is going?

 

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What will the impact be of the Web on education?

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Edited by Jonathan Vernon, Friday, 29 Mar 2013, 04:54

How is knowledge sharing and learning changing?

From four or five months after conception with the formation of the brain, to the moment of brain death we have the capacity to learn, subconsciously as well as consciously. Whether through interlopers prior to birth, in infancy and early childhood, or through family and carers in our final moment, days, weeks, months or years. At both ends of life the Web through a myriad of ways can advise, suggest and inform, and so educate, like never before. While for all the time in between as sponges, participants and students we can access, interact, interpose and interject in an environment where everything that is known and has been understood is presented to us. The interface between person and this Web of knowledge is a fascinating one that deserves close study for its potentially profound impact on what we as humans can achieve as individuals and collectively:  Individually through, by with and surfing the established and privileged formal and formal conveyor belt of education through nursery, primary, secondary and tertiary centres of learning. Individually, also through expanding opportunities globally to learn unfettered by such formal education where such established opportunities don’t exist unless hindered through poverty and politics or a lack of communications infrastructure (a robust broadband connection to the Web). And individually and collectively alongside or beyond whatever formal education is provided or exploited by finger tapping into close and expanded networks of people, materials, ideas and activities.

By seeking to peg answers to the role the Web is starting to play, at one end to the very first opportunity, at the micro-biological level to form a thought and at the other end to those micro-seconds at the end of life once the brain ceases to function - and everything else in between, requires an understandings neuroscience and an answer to the question ‘what is going on in there?’ How do we learn?

From an anthropological perspective why and how do we learn? Where can we identify the origins of knowledge sharing and its role in the survival and domination of homo sapiens? And from our migration from the savannas of Eastern Africa to every nook and cranny of Earth, on land and sea, what recognised societal behaviours are playing out online? And are these behaviours mimicked or to a lesser extent transmogrified, warped or elevated by the scope, scale and speed of being connected to so much in such variety?

A history of learning is required. From our innate conscious and subconscious capacity to learn from our immediate family and community how has formal education formed right the way through adding reading, writing and numeracy as a foundation to subject choices and specialisms, so momentarily expanded in secondary education into the single subjects studied at undergraduate level and the niche within a niche at Masters and doctoral levels. And what role has and will formal and informal learning continue to have, at work and play if increasing numbers of people globally have a school or university in their pockets, courtesy of a smartphone or tablet and a connection to the Web?

The global village Marshall Mcluhan described is now, for the person connected to the Web, the global fireplace. It has that ability to gather people around. Where though are its limits? With how many people can we develop and maintain a relationship? Once again, how can an understanding of social networks on the ground inform us about those that form on the Web? Multiplicity reins for some, flitting between a variety of groups while others have their niche interests indulged, celebrated and reinforced. Is there an identifiable geography of such hubs small and large and if visualised what does this tell us? Are the ways we can now learn new or old?

In relation to one aspect of education - medicine - how are we informed and how do we respond as patients and clinicians?

The journey starts at conception with the mixing of DNA and ends once the last electrochemical spark has fired. How, in relation to medicine does the quality (or lack of), scale and variety of information available on the Web inform and impact upon our ideas and actions the length of this lifetime’s journey At one end, parents making decisions regarding having children, then knowledge of pregnancy and foetal development. While at the other end, a child takes part in the decision making process with clinicians and potentially the patient - to ‘call it a day’. Both the patient or person, as participant and the clinicians as interlocutors have, potentially, the same level of information at their fingertips courtesy of the Web. How is this relationship and the outcomes altered where the patient will know more about their own health and a good deal about a clinician’s specialism? The relationship between the doctor and patient, like others, courtesy of the connectivity and capacity of the Web, has changed - transmogrified, melted and flipped all at the same time. It is no longer them and us, though it can be - rather, as in education and other fields, it can be highly personalized and close. Can clinicians be many things to many people? Can any or only some of us cope with such multiplicity? A psychologist may say some will and some won’t, some have the nature for it, others not. Ditto in education. Trained to lead a classroom in a domain of their own, can a teacher take on multiple roles aimed at responding to the unique as well as the common traits of each of their students? While in tertiary education should and can academics continue to be, or expected to be undertake research as well as teach? Where teaching might be more akin to broadcasting, and the classroom or tutorial takes place asynchronously and online as well as live and face-to-face. Disaggregation equals change.

In relation to one aspect of education in medicine and one kind of problem, what role might the Web play to support patients so that they can make an informed decision regarding the taking of potentially life saving, if not simply life improving, medications? Having understood the complexity of reasons why having been prescribed a preventer medication, for example, to reduce or even eliminate the risk of a serious asthma attack, what is going on where a patient elects, sometimes belligerently, not to take the medication. Others are forgetful, some misinformed, for others it is the cost, or the palaver of ordering, collecting and paying for repeat prescriptions.

Information alone isn’t enough, but given the capacity of the web to brief a person on an individual basis, where they are online, what can be done to improve adherence, save lives and enhance the quality of life?

My hypothesis is that a patient can be assisted by an artificial companion of some kind, that is responsive to the person’s vicissitudes while metaphorically sitting on that person’s shoulder i.e. in the ‘Cloud’ and on their smartphone, tablet, headset, laptop or whatever other assistive interface will exist between us and the Web.

 

 

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Design Museum

The use of the internet and other new technologies is not a panacea for learning and education. DISCUSS

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Edited by Jonathan Vernon, Tuesday, 11 Jun 2013, 11:08

This from a paper from Rebecca Eynon a Professor of Education and the Oxford Internet Institute (Eynon, 2009:277)

Her book 'Teenagers and Technology' is a valuable read too.

So what do you think? Do we expect too much, too quickly from technology? Look at the horseless carriage, it still can't drive you home - well, not in England anyway. Over a hundred years ago you could stumble into you tub trap after a few too many pints of ale and your dobbin would take you home. I suppose the equivalent today would be to have a private secretary to do all this typing stuff for you?

Pizzas burning, must dash.

REFERENCE

Eynon, R (2009) Mapping the digital divide in Britain: implications for learning and education. Rebecca Eynon

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Who are the leading learning theorists and schools of thought?

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Edited by Jonathan Vernon, Wednesday, 28 Nov 2012, 05:15

LEADERS  IN LEARNING:

Donald Clark offers a list of 50 learning theorists

I've been +adding to it. Who are we missing?

GREEKS
Socrates
Plato
Aristotle
RELIGIOUS LEADERS
Jesus
Mohammed
+ Confucius
ENLIGHTENMENT
Locke
+Hobbes
Rousseau
Wollstonecraft
+ Hagel
+ Machiavelli
PRAGMATISTS
James
Dewey
MARXISTS
Marx
Gramsci
Althusser
BEHAVIOURISTS
Pavlov
Skinner
Bandura
CONSTRUCTIVISTS
Piaget
Bruner
Vygotsky
+Engestrom
HUMANISTS
Maslow
Rogers
Illich
Gardener
SCHOOLS
Montessori
Friere
Steiner
John Seely Brown
+ Christopher Alexander
+ Donald Schon
+ Rogers
INSTRUCTIONALISTS
Ebbinghaus
Harris
Mazur
Black & William
E-LEARNING
Jay Cross
Martin Weller
Grainne Conole
Agnes Kukulska-Hulme
Jilly Salmon
Helen Beetham
Rhona Sharpe
Chris Pegler
Jane Seale

TECHNOLOGY ANALYSTS
McLuhan
Postman
Schank
Kelly
Shirky
GAMES
Prensky (NO!)
Gee
USABILITY &EVALUATION
Norman
Nielsen
Krug
MEDIA & DESIGN
Mayer & Clark
Reeves & Nass
INFORMAL LEARNING
Csikszentmihalyi
Cross
Zuckerburg ?!
INTERNET LEARNING
Page & Brin
Bezos ?!
Hurley & Chen
INTERNET CONTENT
Sperling
Wales
Khan
OPEN SOURCE
Torvalds
Moodle guy
+ Wiki
+ MOOC
+ WordPress
TRAINING
Bloom
Biggs
Bateson
Belbin
Mager
Gagne
Kolb
Kirkpatrick

Please offer suggestions to add or delete ...

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What's the difference between teaching a 14 year old compared to a 42 year old?

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Edited by Jonathan Vernon, Monday, 18 Nov 2013, 15:01

Fig.1. Lawrence Lek at the Design Museum

Both would learn from each other if given half a chance.

In swimming we talk about Long Term Athlete Development to differentiate by age and gender from around sge 4/5 to adult competitive swimmers in their 20s. Being a Masters swimmer too I reckon we regress.

What role does context play? I'm sure the 41 year old learns differently at a desk in an office than on an iPad at home.

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From iPad to hardback - sometimes you have no choice

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Edited by Jonathan Vernon, Sunday, 4 May 2014, 09:23

Sometimes the only version is a second-hand hardback copy:

in this instance viaAmazon and the University of Bradford

20121008-115941.jpg

Can you recommend a good read on learning? A must have however deep we get into the digital ocean?

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