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Where we'll be in 2025 from the perspective of someone in 1975

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Edited by Jonathan Vernon, Sunday, 9 Jan 2011, 09:02

For the introduction of my H808 ECA I've visualised a Movie Poster.

Man 2025 from 1975 Sunday Colour Supplement

 

This comes from a Sunday Newspaper, in 1975.

This image, along with some shots of the diary went into a blog in 2003. In 2006 I tried to establish which paper this image came from and failed. You'd imagine something right wing like the Sunday Telegraph, though it is more like to have been the Observer, or even the Radio Times? Strikingly there was no view taken on this pose looking for all intense and purposes like one of Hitler's Aryan few. The thinking behind it was that by 2025 we'd all be mixed raced, bald (for no apparent reason) and semi-naked due to our ability to control the climate.

The only reason I chose this as my personal movie poster for now is a desire to reconnect to my youth and a sense that I had a future, another 14 years at least! I wouldn't mind getting fit again too, overweight at 90kg and doing no exercise for several years has me far, far, far from this absurd image. Though age 19, with hair, this was me courtesy of swimming every day for an hour or more and sailing/windsurfing in the summer and skiing in the winter. Heady days.

Politically I should mention here that I swing between green, yellow, blue and red ... ocasionally even purple. I blend my vote too, rarely voting for the same lot between local and national elections and often preferring the independent choice. At uni I was a member of both the Conservative and the Labour parties sad

Who cares? I do. I can keep them all at arms length, especially the two parties that keep asking me to stand ... oh yes! My busy body considered an asset in local refuse collection, building, transport and various pollution issues. I should keep my mouth shut, but as you can see, I don't and it isn't difficult to point content like this (editted) to a person that matters.

For the conclusion I've visualised a Film Review.

I've also done a cartoon of one of the course authors as a weightlifter with the words RESEARCH on one end of the bar and the word PRACTICE on the other; the idea being that you get mentally fit by doing a work out that balances research and practice.

Where I come unstuck is with the PDP matrix.

 

1%20Your%20PDP%20pan%20for%20H808ECA.JPG
From Drop Box

 

I look at this and I see a train station message board on some concourse such as Crewe with few destinations of interest. I'll have to work on this.

The least  I want is the Message Board at St. Pancras International with Paris, Lille and Brussels written up, though my most inspired train message board will always be Gar du Nord, Paris. As a teenage my jaw always dropped to see destinations like Berlin, Moscow and Turin, where across the channel pre Eurotunnel you were supposed to get excited about Ore, Doncaster and Birmigham International sad

Any ideas? Perhaps if I visualised it as an Advent Calender? Or a box of chocolates (life, is after all, life a box of chocolates according to Forrest Gump).

Ideas on a plate please.

P.S. A reminder to myself to dig out a collection of scrapbooks from 1987-88 when I was at London's, School of Communication Arts and perhaps a reminder to start doing this again. Or do I? I'm getting into the habit of photographing things that catch my eye, uploading, cropping and fixing, then tagging and putting them online. Perhaps I'm a candidate after all for the e-diary, a record of everything, all day.

 

 

 

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Taking steps to migrate MyStuff content to PebblePad

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Edited by Jonathan Vernon, Monday, 29 Aug 2011, 08:00

I'm reaching the stage where I feel I may have to type entries such as this in Word and then paste them in. Why? Too often it closes before I save or finish and everything is lost. My loss, not yours.

Just owning up to buying an annual subscription to PebblePad. All the pointers say it is the right step to take, I can see that it will absorb everything I've put into MyStuff these last seven months about (700 pages) and allow me to do much, much more with it.

The movies that run you through how things work are clear. The buttons and actions seem intuitive and desirable. For example, when it comes to reflect I can follow the prompts. Even I can do this. And in relation to building evidence, once again, I will follow this H.E. inspired creation to perform as a graduate should.

Otherwise I'm finding Filemaker Pro as easy as when it first came out in Clarisworks in the 1990s and the various versions I've used since. It's just a pain and a shame that I'll have to buy a new version once the 30 day trial is over and a greater pain that details of 800 swimmers and 44 teachers/coaches will have to be added manually. (I may be able to get around this only if I very carefully ensure that most of the many fields I use match. Though refreshing my memory with the swimmers and deleting out of date records might be worth the effort as poolside all this stuff has to be in your head).

Today I've had fun with Bubbl.us and have been introduced a a slide-sharing tool - both courtesy of fellow student Lesley Morrell. Always one to want first hand experience of a tool before I can recommend it, I plan to take the Bubble I created on Reflection (see below) and work it through with Compendium, seeking out and adding reports and references as I go along. Whether the end result can be written up as a 500 word report is quite another matter.

This and plans to have a professional crew video a number of swimmers above and below water to then put through a broadcast post-produciton house come to fruition. The plan is then to generate material for a substantial 'reusable learning object' or what Salmon (2002) wants us to call an 'e-tivity.'

So a busy day.

Risotto done, Mushroom soup to make.

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Reflection on IT skills

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Edited by Jonathan Vernon, Monday, 29 Aug 2011, 08:04

There are several software packages I need to familiarise myself with.

This is the consequence of being a freelance, a one man band. If I cannot communicate the way I would wish without a better knowledge of various tools, then I must grasp the IT nettle.

I'm learning Outlook by using it

A 1000 member swimming club, its swimmers, parents, committee, teaching and coaching staff is my material. As I coach or teach five days a week there are a myriad opportunities to create groups, build profiles and get in touch to make things happen.

I prefer Filemakerpro over Excel, but need both.

Having someone who can make Excel sing I've decided to catch up on my knowledge of Filemaker Pro, after all, I can merge all Excel files in Filemaker then build templates from there. It is this ability to build a multitude of bespoke templates that appeals to me, it gives me as many ways as I want and can imagine into the information I store there.

This I will use for the swimming club, performance records of swimmers, tracking coaches too ... and collating data for the club's Swim21 submissions. I trust it will also become part of my e-portfolio for the OU, even a way, yet again, to tackle 90,000 word long fiction.

Let alone a place to gather client and project details.

On verra.

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The e-learning professional. (v. long)

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Edited by Jonathan Vernon, Thursday, 31 Jan 2013, 06:23

The podcast H808 e-learning SMEs.

(Makes them sound like a prog rock band of the 1960s. Perhaps they were?)

[V. Long version here. 4,000 words +. 1,000 or under in H808 Tutor Forum.

Edited versions in the next 24 hours/couple of days in EduBlogs at www.mindbursts.edublogs.org]

Week One

I may be a professional swimming coach (amongst several things), but my head coach told me ‘I think too much.’ Think less and get the athletes to do more. Keep it simple. If there is any context however where thinking is the currency, literally if we are talking professionalism, then the more I think the more professional I become.

(Or not).

Many would say that a 3,000 word blog entry is 'unprofessional.'

I call it shared reflection, the 'uncut version.' It is the outcome of over five hours thinking on the topic. Hours banked. Ideas turned into cash. By definition when I have made two years worth of regular deposits I may call myself and even be defined as an 'e-learning professional' with the MA to suggest I have joined that club, and a job that for the remuneration I receive makes me a professional rather than a wishful thinking wannabe.

It is unprofessional as a post-graduate student to be flippant and/or verbose.

A professional would keep this down to 500 words, yet I am stretching it to 3,000. The uncut version. Reflection in action. My mind at work. Not the athlete sharing a few ‘mots justes’ after a successful race, but the race itself and all the training before hand. The choice words, bullet point form only with an abridged commentary goes into my Tutor Group Forum. Under 250 words there, is my targert. Under 1,000 words per OU blog had been my thinking too. Blown that then.

Watching the TV I fall asleep.

Listening to the radio (i.e. any audio) I do something else - I’d be distracted anyway, I have to.

In an effort to get into my head the points being made by OUr E-learning Subject Matter Experts (SMEs) I first read the transcripts provided and then listened to the podcast while reading the text.

What shocked me was how much I had missed.

I do less than skim read it appears, all I must do is to look at patterns and shapes. No wonder I learn so little when I do nothing more than read.

Lesson learnt?

This isn’t an 'airport thriller' I can read at break-neck speed chaisng the protagonist as he is in turn chased; this requires a different kind of reading.

It requires effort.

I must work with the text, make notes. Just highlighting choices words and sentences isn’t enough either. Effort I can do. It is consistent effort unless I am working under exam conditions where I struggle. There is always something more interesting to read.

Historically, when successful academically, it has been a huge effort and very time consuming for me. I have to take notes (long hand). Then I have to take notes on the notes. I have to make lists, take quotes and re-order the material. I may still not make sense of it. I need to chase up a few references. I need to find my own patterns. I need to discuss it. Argue about it, agree and disagree. And then, gathering up a wad of papers and scraps of paper the whole lot needs to compost for a few months. Then, and only then, might I start to ‘get it,’ and have something constructive and original to say.

Do any of us have this kind of time anymore? Did we ever?

(My late father, my daughter and a friend, a partner in one of the world's leading law firms, all have/had photographic memories. They would have read the transcript and been able to pick out its salient points after the first swift reading. Not so me, not so us?)

The process you see playing out here is an attempt to mulch the content, slow cook it and hope that I can achieve something in five hours that would normall require five months.

Keep cooking.

The second time round with the SME podcast I first worked with the text, highlighting points and generally trying to get my head around it. If you’ve come across Jakob Nielsen’s ‘Writing for the Web,’ this is what I did – isolating sentences and ideas, creating headings, sub-headings and bullet points, in a word ‘chunking. In fact, I begin to get close to doing what Richard Northridge recommends in the ‘OU Guide to Studying’ (1990) note taking, creating concept cards and then even looking for links and patterns in the text itself.

Lesson learnt?

This takes time and requires effort. I’m not great on effort. My modus operandi is (or has been) to take in volumes of material, but if this is only at a surface level no wonder I am often more frustrated than informed.

Lesson learnt?

Less is more. Rather than chasing a reference, another report or book, I need, at first, to ensure that the text I have in front of me has been dissected, not consumed, not afforded nothing more than a passing glance, but pulled apart, then reconstructed.

Lesson learnt?

Effort

Not the expected outcome of this simple task – my faltering approach to learning laid bare, but a valuable lesson at the start of the module.

At last I’m listening to the podcast.

I made myself think, made myself listen, I 'sat forward' (the technical term for interacting, for engagement.) I made myself read and take notes, made me list the contrasting ideas, the arguments for and against, the justifications ... and to cluster these ideas and adjust my own thoughts accordingly based on my experience.

I had something to think about as I listened.

Do I have anything in common with these e-learning professionals in relation to assumptions and aims?

  • Do I have different understandings of what it means to be an ‘elearning professional’?
  • Is there a distinct elearning profession, or is elearning simply an aspect of other professions?
  • The profession of teacher?
  • The profession of a university lecturer or academic?
  • The profession of a trainer or staff developer or a human resources developer in private corporate bodies?
  • Is there an elearning professional?
  • And should I be describing my job as that of an elearning professional?

My short reply, given my background in sports coaching, is simple.

  • If you are paid you are a professional.
  • If you are the athlete and not paid you are an amateur.
  • If you’re the coach and not paid you are a volunteer.

Therefore, if someone is good enough and experienced enough (or simply good at selling themselves and their ideas) – and they are remunerated for their efforts, then they are a professional.

Rebecca Addlington is a professional athlete. Bill Furness, her coach, is a professional too.

At my swimming club all the swimmers are amateur, though some through bursaries to pay for County and Regional development training are by definition quasi-professional as they are receiving benefits if not in cash, then in kind. Some of the coaches and I do not define myself as a swimming coach; it’s a hobby that’s got out of hand.

I have ‘put in the hours.’

(Which I can qualify by saying I have put in the appropriate hours. i.e. time will not make you a professional, the enduring focus of your efforts will)

One of the key themes of the podcast made by each of the speakers is that a professional has put in the time.

They have put in the effort, gained experience that is directly or indirectly relevant to their e-learning expertise – and by dint of this expertise (and being paid by the OU, for books and reports, lectures and workshops too perhaps) they are all professionals.

At the swimming club many of us (its the biggest club in the South of England) have earned our places through years of experience, gaining qualifications and attending regular courses (CPD) to retain a licence to teach or coach aquatics. Many of us, paid or not, can call ourselves 'professionals.'

Just as I’ve reduced my core thought to that of the contract between a professional and an amateur, by picking out the ideas of each speaker and doing something similar a number of interesting points regarding what it means to be an ‘e-learning professional’ emerge.

In this see-saw of ideas the protagonists have a habit of changing places.

By defining professional we should also think what it means to be unprofessional.

I’ve allowed this dance to play out as it leaves me with an image of a professional being circled by the professional wannabe, the unprofessional (as yet), the layperson, the naive, virgin student. A mass of non-professionals clamoring around the few.

The points and arguments frequently fall into another diametrically opposed set: the qualitative vs. quantitative, an objective point vs. the subjective, a value judgment vs. the facts. Everything overlaps - a Venn Diagram of the points would show sets within sets.

Adrian Kirkup

· Amateur vs. Professional (there are many highly ‘professional’ amateurs)

· Ineffective vs. effective.

Robin Mason

· Hasn’t done it for long vs. been doing it for a long time

· Undergraduate vs. PhD (A sub-set of the above)

· Hasn’t put in the hours vs. has put in the hours (more of the same)

· Immature vs. Mature (a variation of the same. Though professionalism is not a consequence of maturity)

· Inexperienced vs. Experienced.(Experience that takes time to acquire, and a certain manner to be effective)

Gill Kirkup

· A new field vs. an established field. (Disagree. Though a new field of subset of a professional activity would be definably professional).

· New vs. Established. (as above)

· No established standards vs. abides by general and specific received standards.

· Acting alone or part of a professional association.

· Part of the UK Higher Education Academy or not. (a subset of the above)

· Part of a legitimate community or not. (as above)

· Committed vs. Uncommitted.

· Respectful vs. Disrespectful.

· Respect for the individual learner, incorporating research and scholarship, the development of learning communities online is a hugely strong component in professional elearning practice. (successfully combines the subjective and unquantifiable with the quantifiable and objective)

· Juvenile and professional vs. professional only if matured. (as Robin Mason)

· Unlicensed vs. Licensed.

Robin Goodfellow

· Genuine vs. not genuine.

· Unrecognised vs. Recognised.

· Inexperienced vs. Experienced.

· Independent vs. tied (to government or a business).(disagree)

· Technical foundation vs. no technical foundation

· No need for a label, e-learning professional vs. professional enhancer. (strongly agree)

Chris Jones

· Takes time vs. no time.(as Robin Mason and Robin Goodfellow. You have to put in the time to become a professional. Which I guess applies as much to the professional criminal, as the Professional lawyer. Little p, Big P- see below)

· Part of the mainstream vs. Specialist. (disagree)

· ‘Lone Ranger’ and early stages of innovation ... vs. early majority and established (themes of Rogers)

· Enthusiasts vs. the not interested. (strongly agree)

· Society and the professionalisation of modern life (quotable)

· Sport in the 20th century and professional vs. amateurs in sport

· Traditional and modern professionals

· Autonomous vs. dependent

· Trustworthy vs. (spin/PR/Branding/Agenda)

· Not part of a trade association or governing body vs. part of such an association

· Generalist vs. specialist

· An outside vs. part of something

· Formalised standards vs. none

· Unmonitored vs. monitored

· Is there a distinct elearning profession, or is elearning simply an aspect of other professions?

· Little ‘p’ pr big ‘P.’

Jonathan Vernon (moi)

· Doesn’t look the part vs. looks the part.

· Lacks form vs. has form.

· Self-taught vs. ‘done a course.’

· Qualified (with the piece of paper to prove it) vs. Unqualified (however expert they may be).

Some thoughts on the points identified above

It is worth reflecting on Robin Mason’s point about ‘putting in the hours.’

The suggestion that genius and expertise requires 10,000 hours of effort is no urban myth. A study carried out at the Berlin Music Conservatoire identified three groups of graduates. Asked to estimate how many hours of practice and playing each student had put in since picking up an instrument they were then divided into three distinct categories: up to 4,000 hours, up to 8,000 hours and up to 10,000 hours. The first became teachers, the second category got places in orchestras whilst the tiny number who had put in 10,000 hours (takes around 10 years to do this) were most likely to be the solo artists, the concert pianists, the mavericks, the Vanessa Maes and Mozarts. Whilst all these categories are professionals, they are paid for their skills, the use of the word ‘professional’ to distinguish those who are expert, who have attained a certain standard, would in my view apply to the musicians who have made it into a top orchestra – with the soloists in a category beyond the ‘professional.’ Our ‘OU H808 E-learning SME professionals', given the decades of thought they have put into what we now define as ‘e-learning’, have been part of this ‘orchestra’ of professionals for some time, and who knows, we may have a Mozart amongst them. Personally, I've not read enough from any of them yet to know any better. I look forward to hearing what they have to say and how they say it.

Interestingly, Robin Mason returns repeatedly to a theme of time passing, of gaining, requiring or acquiring maturity of thought. Though I feel as if I am clutching at ideas in an amorphous cloud here, my sense is that whether it is professional with a big P or a little p, that the word ‘maturity'; might say it all.

What does maturity imply?

Growing up, lessons learnt, age, growth, adult hood, a way of behaving, able to fit in and contribute to a community and so on.

I disagree with Gill Kirkup

If I have understood her correctly regarding her suggesting that only in an established field is something professional whilst in a new field this is not possible. We can all think of (or at least imagine) an unprofessional ‘professional.’ The corrupt lawyer, the doctor struck off the medical register, the TV food expert who is not a doctor at all (and so a sham professional).

In 2000 I would have defined myself, as some of the panel here would have done, as what is now termed an ‘e-learning’ professional. After fifteen years in corporate communications, training and learning, creating linear, then non-linear and ultimately web-based materials the companies and government department for whom I worked through various production companies had to see me as ‘professional.’ I hadn’t done the post-graduate studying, but I’d learnt through observation and experience (first carrying video kit into the changing rooms of a nuclear power plant age 17 assisting with a training film for BNFL at Sellafield).

Interestingly, I don’t currently consider myself to be an e-learning or a learning professional and even with the MA I hope to gain in 2011 I will by my own definition not be a professional until I am being paid for my expertise.

To use a horse-racing term I lack 'form.'

I'm literally out of the race (for now).

Being studious here and building my confidence is part of the plan to regain the 'professional' tag.

Does a barrister on retirement cease to be a professional lawyer?

Socio-econonmically he/she would still be defined as a 'professional' would they not?

I agree however, very much, with Gill Kirkup’s views regarding ‘respect’ and her definition of an e-learning professional within the academic community.

Respect for the individual learner, incorporating research and scholarship, the development of learning communities online is a hugely strong component in professional elearning practice.’

(This, for me, successfully combines the subjective and unquantifiable with the quantifiable and objective. i.e. you can be a professional Professional).

I disagree with Robin Goodfellow’s view that a professional must be independent vs. tied (to government or a business). If we look beyond e-learning professionals and academia it would be quite wrong to say that someone is not professional simply because they represent the interests of an organisation or government department, let alone are being paid to take a certain stance or have a strongly held view (left or right wing politically, religious or atheist and so on).

If nothing else, I believe I have shown above that there is a natural dichotomy, if not a debate even an implicit conflict, between views on whether a person, or institution, or field of study, can be defined as professional or not, worthy of study or not.

It is engagement in such a debate where a professional proves their credentials.

A professional is a match for anyone, whilst the unprofessional would not play by the rules, make excuses, bow out...

Dare I imply that all the above are differentiating between the educated and uneducated?

Is it so black and white? Students at school, scholars as Edwardian’s would have defined them, and undergraduates, graduates too, in terms of education can never be defined as ‘professional.’

Or can they?

The government pays students to go to college, to stay on in secondary school after the age of 16 – does not this make them pros, like a boy of a similar age getting paid to play football in an academy, they literally ‘turn pro.’

I agree with Robin Goodfellow that there is ‘need for a label’, that what is currently the e-learning professional may be the ‘professional enhancer ‘of the future if the UK HE Academy has their way (though I doubt the term will stick). Just as Robin was (we were) once web-based learning professionals, or learning professionals, or professionals in education...

Big P, little p (Chris Jones) is the most memorable expression of an idea in relation to the professional Professional that I take from this and a worthy talking point. And 2,500 words in I could sum it up with a Twitter count.

Professional is an adjective and a noun.

Anyone can be described as ‘professional,’ (adjective) by dint of their behaviour and experience, however to be a ‘professional’, (noun), various criteria should be met. Depending on how your measure up, by Chris Jones’s definition, you are either Big or Little P.

(I can think of other categories where a similar way of looking at things could be applied, for example, ‘engineer’. The person who fixes my washing machine may call himself an ‘engineer,’ but Isambard Kingdom Brunel was an ‘Engineer’. A sports psychologist is no longer allowed to call themselves such, they are sports scientists. So Psychologist, if not professional, not has a legally binding form of expression and use).

I disagree however with Chris Jone’s view that Professionals (big P you notice) have to be specialists whilst implicitly, if they are professional at all (little p) they are not, or unlikely to be so if they are part of the mainstream.

Or do I?

(I'm changing my mind as I write this, reflecting on a matter tends to do this. You twist yourself in so many knots and then find you are looking in the opposite direction - and happy to do so)

Onwards

Is there an implicit elitism here that makes me uncomfortable, an obvious them and us?

As a Professional I am not ‘part of the mainstream’ ?

Yes, that’s it.

You see the ‘mainstream’ is the population, everyone, in the universe that we are discussing. Professionals are of the mainstream, of society, even if they are a subset community within the broader community.

The likes of Richard Dawkin and Stephen Hawkings are 'professional Professionals' by their engagement with the world, not because of an elitist, hide-themselves away hermit like attitude to knowledge acquisition. Do Simon Schama and Neil Ferguson fall into the same category of professionalism?

Be published and damned, broadcast and be damned even more?

But you don't have to be famous to be Professional (though I dare say you'd cease to be professional if you became infamous).

Or have I been making a mistake through-out this internal debate ... this reflection – that we have always only been discussing Big P professionalism ONLY as part of ‘the whole thing,’ i.e. the specific category of the ‘e-learning Professional’ and just as this time round I haven’t given a moment’s thought to ‘e-learning’ as a term, I have nonetheless unnecessarily dissected the term ‘professional.’

I’m yet to click through the OED online.

I daren’t. It may be my undoing.

Back to my idea of a Venn Diagram.

If ‘professionals’ is the universe then we have two subsets, Professionals (Big P) and professionals (little p) (the noun only). Far smaller, and intersecting both these sets, we have ‘e-learning.’ There are in e-learning little P and Big P professionals.

Still with me?

But there are also non-professionals, and even  the unprofessional to consider. Can they also be defined as Non-professionals (Big N) and Unprofessionals (Big U).

Final thoughts

Might a professional be defined as someone with 'qualified confidence in their field?'

Not finished yet

I've got a Venn Diagram to draw, some visualising to do.

Can a loner be a professional?

I enjoyed Chris Jones's point about the ‘Lone Ranger’ that in early stages of innovation there are maverick, loners having a go at something new way ahead of anyone else - think Dr Emmett Brown in 'Back to the Future' tinkering away at the construction of a time-travelling automobile. Are such people professionals or even professional? Does this 'odd-ball' behaviour disenfranchise you from the professional community, even if you have the mind the size of a planet?

A consultant escapes the hospital ward for a couple of years to undertake research. Just because they are beavering away on their own, being a 'Lone Ranger' doesn't disqualify them from the category of 'Professional,' (Big P), or even 'professional Professional' (little p, Big P).

Dare I suggest that our panel of e-learning experts are 'professional e-Professionals' ?

I don't even begin to delve into the thinking behind innovation diffusion. This is an entire module in its own right. It is called 'Innovations in E-learning', or H807 for short.

For more read 'Diffusion of Innovations' E.M.Rogers. (2005) 5th edition.

Nor am I going to teach the definition 'e-learning.'

Is there a professional 'look.'

Forgive me if I make a comparison here between the need for barristers to put on the appropriate garb in court and so look Professional with a big p, compared to those wishing to be called professional and seen as Professional who don't look the part. Poolside as coaches it is expected that all teachers are appropriately dressed in the club colours and well groomed - this looks professional. There was once a time when teachers wore a jacket and tie, so looked professional like fellow professionals such as lawyers and doctors. Don't academic look the part, 'look professional' in their gowns and mortar-boards?

And having addressed 'looks' can someone sound 'professional?

Think how a director chooses actors to play a role. Look at Michael Cane in 'Educating Rita,' is this the stereotypical professional Professor?

Another discussion, but coming from corporate communications we have been through exercises of using authentic presenters (people who work at the place) compared to buying in 'professional' presenters. To do justice to the message in the TV medium the professional broadcasters were far better at putting over the points the client wanted to make.

As I said, another discussion, a different thread.

P.S. It would be unprofessional to post such a long entry into a tutor forum, where a 500 word, even a 250 word version will be posted (the bullet points, or just my thoughts on the key bullet points ... or just where I strongly agree or disagree).

Lesson Learnt ?

Professionals put in the time and effort, and follow rather than ignore guidelines for the community in which they operate.

It strikes me that academics, like creatives, are more interested in reputation and recognition than money.

Is it not striking that not one of our panel mention it?

Can you be a professional without it?

And what about spelling and grammar?

The ability to communicate. Have I mentioned that. Can the professional spell?

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ECA Deadline 16 hours away

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Edited by Jonathan Vernon, Saturday, 27 Aug 2011, 10:04

Parts 1 & 2 v.good. I like the writing style. vs Reflection seems a bit of a rant (My wife, 2010, this afternoon)

Me rant! Whenever?

OK.

This is the most tender exchange my wife and I have had in two years. She lives in another room in the house, rarely to leave, where at great expense to the pharmaceutical community she turns interviews with medical experts (in French and English) into multipage, overly quoted, qualitative reports which make an OU ECA look like a kindergarten doodle.

(A decade into this she is a better pharmacist and GP than our local ... pharmacist or GP. She has vetted and reviewed everything well ahead of it being issued. Which may explain why I have yet to die from asthma. I'm always pumped up with the latest best thing(s)

In an hour I'm poolside coaching Britian's future Olympian swimmers for the next few hours (think Rio in 2016 and beyond, some of them have only just turned 9).

I have a mindmap - hideous term, hateful concept, but when I've done one for a TMA and stuck to it the (bleep, bleep, bleep) things seem to provide structure for my unstructured way of thinking.

800 words of reflection.

Could I say it four ?

'Been there, done that?'

or a few more ...

'Been there, done that, enjoyed the learning journey, up for more.'

Not really worth 20% of the marks.

Meanwhile an eventful day in other ways, prioritise as you see fit:

A statue of Tom Paine was revealed in Lewes (where we live). It is July 4th. He had something to do with the 'Rights of Man.' (Or the rights of one man, him ...) as he was pissing off everyone in Sussex when he jumped ship to the Americas.

I found four baby guinea-pigs in the hutch that has been my responsibility to clean out for the last decade. Daughter just 14 couldn't give a monkeys, though 'til two years ago she adored them. I have called them: 'E,' 'C,' & 'A,' and 'H807.' As the children are finally beyond naming them. Though my son, now 12, did call them 'bite-sized.' Our dog, who has come to replace the G-Ps in our affections, is tender ... she was introduced to guinea-pigs as puppy and just about understands that they are neither small tennis balls or food. We have had some wonderful adventures with out pigs these last ... 12 years.

We haven't had rain for 17 years (or is that days, or weeks) so I felt I had to water the garden. This is having had rain from October 13th 2009 to March 11th without a break).

The papers are declaring it the worst lack of rain in the the first six months of a year since ... well, since the last time this happened in 1992, 1998 and 1976. I have been attempting to syphon water out of the bath into the garden as I did in 1976 age 13 ... and face the same problem. Gagging as the stuff reaches my mouth and finding the lip over the windowsill is impossible to overcome. Do I buy a pump?

What next?

My brain is yours for £ and $.

Oh, and a nine year old headache from my late father's estate that suggests I may be taken to court in France. The joke is the letter was sent by recorded delivery that requires a signature is unintelligible to our Postie so he just put it through our letter box. My wife suggests we could (and should) ignore it. Why when I write to France I do so in French ... while the French when they write to English speaking countries do so ... in French?

Anything else?

Not for now

800 words is probably harder to write than 2,000.

And what is reflection anyhow?

Not a rant, not 'stream of consciouness.'

An essay?

A grovel for marks.

Your choice.

But no one reads these things anyway.

Lurkers please say 'Hi'.

Permalink 1 comment (latest comment by Paula Roberts, Sunday, 4 Jul 2010, 17:24)
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More face-to-face ...

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Edited by Jonathan Vernon, Thursday, 13 May 2010, 14:21

Hungry for face-to-face interaction I spent 90 mins sharing ideas on e.learning with the Amateur Swimming Association (ASA). This is an exciting time for sport in the UK with the London Olympics 2012 fast approaching - indeed athletes who hope to be on the podium have been working towards this goal for some time already.

How do we get more people to swim and win more medals?

E-learning has a part to play in this and I'm confident that the ASA will deliver.

I'll do my bit by addressing a specific learning problem that can be addressed with a simple, innovative, e-learning idea.

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Networking

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Edited by Jonathan Vernon, Monday, 29 Aug 2011, 17:02

The old fashioned kind ... off-line.

Evenings & weekends I'm a swim coach. Chatting to a parent last night about her son's crisis over course work and exams for GCSEs I mentioned the OU course I was doing. Before I know it I've got an introduction to the person responsible for training at a large county council. I was also able to get some insights into how 'e.learning' has gone. The greatest memory was of too many poor links in the early days so that anyone on a course constantly found they were being linked to the wrong place and coming to a dead end. After a few years of doing it all in-house it is now outsourced.

A start has been made.

Attending a Careers Fair in Brighton put on by Wired Sussex delivered three companies that specialise in e.learning. If I can convince them I can be introduced to their clients I may have an in here too. And once again, old fashioned 'face-to-face' interactions is/was the key. As salespeople know it is harder to turn someone down in the flesh and in this context they can see that I am a well-meaning, well-turned out, experienced & savvy bloke.

A start.

 

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