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My School Years

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When you are asked to reflect on 'classes' observed it is inevitable that you begin to recall the best and worst of your own education, those 13 of 14 years from the age of 5. I'm helped by a diary kept from the age of 13, should I care to dig through it, as well as School Reports from the age of 9 or 10. Even 'letters home' being one of these rare, pour souls, who was sent to a boarding prep school when barely out of his infancy.

It rancours now less than it did for the first few decades on leaving. As a parent I cannot understand what would posses anyone to send an 8 year old away to such an institution 'because it was the thing that was done' my mother would say. It had never been 'done' in our family until then, short of my father being sent away during the Second World War at a similar age. 

The best lesson, I recall often, out of the mire of Latin which I loathed and was dreadful at, was the story of Romulus and Remus. Telling stories is the way to create memories.

The worst lesson was French. Words and phrases were drummed into us to learn parrot fashion. We were tested on the fly and I could rarely keep up. Given a written test, two of us with very poor marks were threatened with corporal punishment unless out score were higher coming back from half term. The troublesome side of school was not discussed at home; perhaps my mother took no interest. Parents divorced there was not father to quiz me further. Somehow I got the required mark, though I don't recall trying to learn any of the phrases. My friend did not get the mark and was caned. Years later we know he was dyslexic - and that I am ADHD. I was slow to read. My spelling terrible - and that was in English. I loved France and French though. I had to learn it in context, through total immersion and a French exchange in my teens (even though by then I had given up French as a subject). Oddly, I do still learn French 'parrot fashion' using Lingvist. But it is a gentle, supportive, measured method with repetition, replay. Early on I would attach a visualisation to a word in order to help its recall. I've gone, over three years, from a vocabulary of 753 to over 3,300. My plan is to get to 5,000. I speak French from time to time to through a group of French speakers (including mother tongue speakers).

I could recall other classes. I'll save them for now. Reading out in class? Lines of Shakespeare and Hardy. What was that about? To make sure we got through the text before we analysed it? Could I only enjoy the classes I was good at, like art? Whilst Maths never appealed the teacher was brilliantly attentive and keen: I got A grades at Maths and Advanced Maths, even a B in physics. We had some good teachers ... and some bad. Oftentimes we learn despite them.

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Like founding Rome, social media needs to be tackled in more than one way

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Romulus%2520and%2520Remus%2520SNIP.JPG

Romulus and Remus nursed by the roman capitoline wolf

You may know the story of Romulus & Remus, brought up by a she-wolf on the hills above the River Tiber, they were the founders of Rome, though only one would give the city their name.

One day, looking down at the Tiber the brother's decided to found a great city. They agreed to build a wall encircling a piece of promising land and to do so separately, starting opposite each other, at a distance and meeting in the middle. Romulus builds his wall low and makes quick progress laying out a great arc that heads towards his brother Remus. Remus builds as high as a man, his wall is tall, but progress away from the River is slow. Eventually the two Walls meet. Remus cannot contain his mirth at his brother's low wall and mockingly starts to jump over it back and forth. Unable to contain his anger Romulus picks up a shovel and knocks his brother across the head as he makes another leap.

Social media is like founding Rome; you can steadily drip, drip content and news like Romulus or you can build high and make an impact like Remus.

Both approaches have their merits, on the one hand having and maintaining a presence while on the other doing something 'big'. If only one person is faced with the task of 'building Rome' what should they do?

Already I see the need for two people and two roles, the first, the 'low wall' is the website that is a consistent presence, not simply static web pages, but blog-like where visitors contribute content and share what is there. The 'high wall' are the events, or highlights, from commissioned videos or iTunes, to live forums and Webinars.

Neither should be seen as exclusive to the Internet, like the wall that surrounds Rome, web presence should be seen as part of the real world integrated with open days and events, mail outs by post or email, PR and traditional advertising too.

P.S. I was told this story as a boy, probably age 10 or 11, probably my first Latin lesson with Mr Byers. The story stuck, an example of the power of narrative, the Latin did not, though I had to study the subject for another four or five years. Translating 'oderint' as 'they smelt' was my highlight.

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E-words. E-terms. E-lexemes.

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Edited by Jonathan Vernon, Friday, 2 May 2014, 11:22

Inspired by The Secret life of words. How English became English. Henry Hitchings (2008)

‘Communications is essential to our lives, but how often do we stop to think about where the words we use have come from?’
Hitchings (2008)

Whilst ‘where words came from’ is the premise for ‘The Secret Life of Words’ it is much more: it is a history of the people who spoke English. It is a refreshing take on a chronology of events. We learn history through words for warrior, through the Anglo-Saxon, French and Latin word for the same thing ... and through the words the English language has so easily accommodated from across the globe. It is a fascinating journey, one made pertinent to someone studying on the cascading wave-edge of the digital ocean that is ‘e-learning’ with the frequent coining of new terms.

For a description of the way the English language functions (or mis-functions) I love this:

English is ‘Deficient in regularity.’

From James Harris (c1720) in Hitchings (2008:1)

It is exactly the kind of thing a teacher might write in red pen at the bottom of a school-boy’s essay.

This is another way of putting it. English, ‘this hybrid tongue’, as Hitchings calls it. Hitchings (2008:2)

A tongue that re-invents itself, twists and transmogrifies at every turn.

A couple of decades ago I recall there being suggestions that the English language would splinter into so many dialects, creoles and forms that a speaker of one would not understand the user of another. The opposite appears to be the case, that ‘core English’ has been stabilised by its myriad of versions. Users can choose to understand each other or not, to tolerate even celebrate their differences or to use difference to create a barrier: think of the class divide, the posh voice versus the plebeian, one regional accent set against another, or an accent from one former British Dominion compared to another.

‘Words bind us together, and can drive us apart.’ Hitchings (2008:3)

How is the Internet changing the English Language?

What impact has Instant Messaging, blogging and asynchronous communication had? Can we be confident that others take from our words the meanings we intend? As we are so inclined to use sarcasm, irony, flippancy and wit when we speak, how does this transcribe when turned into words? How can you know a person’s meaning or intentions without seeing their face or interpreting their body language? Must we be bland to compensate for this?

I love mistakes, such as this one from Hitchings:

Crayfish ... ‘its fishy quality is the result of a creative mishearing.’ Hitchings (2008:4)

Age ten or eleven I started to keep a book of my ‘creative mishearings’ which included words such as ‘ragabond,’ instead of ‘vagabond.’ I love the idea of the ‘creative mishearing,’ isn’t this the same as ‘butterfly’, shouldn’t it be ‘flutterby’? And recalling a BBC Radio 4 Broadcast on Creativity with Grayson Perry, ‘creativity is mistakes.’

Mistakes and misunderstandings put barbs on the wire strings of words we hook from point to point, between arguments and chapters. We are fortunate that the English language is so flawed; it affords scratches and debate, conflict and the taking of sides.

An American travelled 19,000 miles back and forth across the US with a buddy correcting spellings, grammar and punctuation on billboards, notices and road signs. His engaging story split the reviewers into diametrically opposed camps of ‘love him’ or ‘hate him.’ (Courtesy of the Today Programme, the day before yesterday c20th August 2010)

‘Our language creates communities and solidarities, as well as division and disagreements.’ Hitchings (2008:4)

My test for the longevity and acceptability of a new word coined to cover a term in e-learning will be twofold:

Can, what is invariably a noun, be turned with ease into a verb or adjective?

Might we have an Anglo-Saxon, French and Latin word for the same thing. We like to have many words for the same thing ... variations on a theme.

And a final thought

Do technical words lend themselves to such reverse engineering? Or, like a number, are they immutable?

If they are made of stone I will find myself a mason's chisel.

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