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If you want your kids to learn to ride why get them a motorbike?

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Edited by Jonathan Vernon, Tuesday, 25 Feb 2014, 12:21

High School kids in California given iPads loaded with coursework quickly hacked them. Do they do any more or less studying? No more, nor less. Technology enhanced learning today is an iPad, a hundred years ago it was a Biro, a couple of hundred years ago it was the book, before that the Codex, before that papyrus ... The problem with an iPad is that it is the entire library, a shed load of tools, a living room of multi-media and a phone, and camera, and games console ...

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H818: Activity 1.2 Open Learning is with us

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Edited by Jonathan Vernon, Friday, 2 May 2014, 11:24

I'll reflect on and absorb the H818 academic stuff in due course - somewhere in the reading a couple of authors were mentioned so while the pressure is low I've been reading Lawrence Lessig 'Remix' and re-reading, possibly for the third time, Martin Weller's 'The Digital Scholar'.

Open Learning is with us.

Whilst more people globally will get a slice of the tertiary education pizza, there will still be those that who are stuck on the edge with the crust while the 'privileged' few get the real substance. This applies between 'first' and 'third' worlds, but also locally in an education catchment area - when it comes to the democratization of education through e-learning some are more equal than others through having the kit, accessibility, inclination, support and opportunity.

Speaking with a school friend I'd not spoken to since we were 10 or 11 we got onto those OU broadcasts in the middle of the night, and then the BBC 'Trade Test Transmissions' - how else could we possibly know anything about how the stain glass windows were made for Liverpool Cathedral on how animals were rescued during the flooding of the Zambezi?

Repetition, rich content and a dearth of anything else to watch.

In sharp contrast 'open' today, and TV too means everything and anything. How can anything stand out?

Because the search engines offer it, because of branding and association, through word of mouth through your social and other networks i.e. as a consequence of the nature of your 'connectedness'.

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Reflecting on H818: The Open Studio

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Edited by Jonathan Vernon, Tuesday, 21 Oct 2014, 08:06

I'm getting a sense of deja vu as the rhythm of this module reveals itself.

Openness comes with some caveats. It is not everyone's cup of tea.

As people we may change or behaviour in different environments.

I am not saying that we as individuals necessarily behave in the same way in an Open Studio online (a virtual studio no less) than we do or would in an open studio, as in a collective in a workshop or 'atelier' that is 'exposed' to fellow artists -  but is nonetheless human interaction with all the usual undercurrents.

What I believe will not work is to put a gaggle of creators in the same room and expect them to collaborate.

The studios of the 'open' type that I am aware of are either the classic Renaissance workshop with a master artist and apprentices at various stages of their own development, or,  with a similar dynamic in operation, the 'occupants' of the studio are exposed LESS to each other and more to external commentators and contributors and this requires some formality to it .i.e. not simply 'the person off the street' but an educator/moderator in their own right.

Is H818:The Networked Practitioner too dependent on chance?

The foibles of a small cohort and the complex, messy, moments 'we' are in. Three years of this and, by chance only, surely, six of  us in a subgroup jelled. More often the silence and inactivity of the majority makes 'group work' a myth - partnerships of two or three were more likely. The only exception I have come across in the 'real world' have been actors working together on an improvisation - they have been trained however to disassociate their natural behaviours.

Some of us study with the OU as we cringe at the 'exposure' of a course that requires us to meet in the flesh - distance learning suits, to some degree, the lone worker who prefers isolation.

By way of revealing contrast I am a mentor at the School of Communication Arts

Modest though pivotal role given their format and philosophy - exposure to many hundreds of kindred spirits who have been there ...  a sounding board and catalyst. NOT a contributor, but more an enabler. 

We'll see. My thinking is that to be effective, collaboration or exposure needs to have structure and formality in order to work.

At the Brighton Arts Festival the other evening I wonder how the 80 odd exhibitors would cope if the Corn Exchange was also their workshop?

In certain, vulnerable environments, the only comment should be praise. Feedback is invited from those who are trusted.

A school setting is different again, as is college ... people share the same space because they have to.

Open Studio apears to try to coral the feedback that comes anyway from a connected, popular and massive sites such as WordPress, Linkedin Groups, Facebook and even Amazon. Though the exposure, if you permit it, is tempered and negotiated - Facebook is gentle amongst family and friends, Linkedin is meterd and professional in a corporate way, Wordpress is homespun while Amazon, probably due to the smell of money can be catty - and in any case, the artefact is a doneddeal, it's not as if, to take a current example, Max Hastings is going to rewrite his book on the First World War because some in the academic community say that it is weak historicaly and strong on journalistic anecdote.

We'll see.

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Connected Weller

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Edited by Jonathan Vernon, Thursday, 27 Feb 2014, 18:46

I'll fix this link to the image when ai can get behind a machine that supports whatever has happened to this blogging platform. The HTML functionality no longer permits cutting and pasting a link to an image stored elsewhere. It is an iPad or the new IOS software or the new OU coding that is causing the problem.

 

<br /><br /><a href="http://mymindbursts.files.wordpress.com/2013/10/20131002-203503.jpg"><img src="http://mymindbursts.files.wordpress.com/2013/10/20131002-203503.jpg" alt="20131002-203503.jpg" class="alignnone size-full" /></a>

 

A mashup with a screengrab from Martin Weller's book 'The Digital Scholar'. This uses an App called Studio from which I may have been expected or to which I am supposed to provide a link. As I screengrab then crop from the App so that I can 'publish' the way Iike now what? 

 

The nature of relationships in a connected world do matter while the difference between face to face and online may be tangential. Whilst I feel I make new acquaintences online, of more interest  is how I have been able to pick up very old friendships  - even reconnecting with a Frenchman with whom I went on an exchange visit in 1978! 

 

I wonder about the 150 connections given as a figure that can be maintained  - this depends very much on the person and their role. Even when I collected people for the joy of it as an undergraduate I doubt I could muster more than 70 I felt I knew something about and could care for, whilst my father in law, a well respected, influential and even loved university tutor has, in his eighties several hundred contacts - former students on whom he had an impact as an educator. So, the person and their role will have more to do with this 'connectedness', which comes with a price, My father in law saw/sees himself as an educator who put sugnificantly more time than his contemparies into the students rather than research.

I'd like therefore to see 'digital scholarship' associated with educators not simply for what they publish - collaboratively or otherwise, but by the 'quality' and 'validity' of the students they mentor, suoervise, inspire and motivate - made all the more possible because of the extraordinary tools we now have at our fingertips.

 

Reference

 

Weller, M (2011) The Digital Scholar. @4% or Kindle Location 199

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Why blog?

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Edited by Jonathan Vernon, Thursday, 27 Feb 2014, 17:02

 Fig. 1. This is the cover page of Lawrence Lessig's book 'Remix: making art and commerce thrive in the hybrid economy' (2008)

I cannot currently show it as the HTLM functionality of this blog platform cannot be used from an iPad any more. 

'The value of blogs is not that I'm likely to find a comment that surpasses the very best of the New York Times. I'm not. But that's not the point. Blogs are valuable becuase they give millions the opportunity to express their ideas in writing. And with a practice of writing comes a certain important integrity. A culture filled with bloggers thinks differently about politics or public affairs, if only because more have been forced through the discipline of showing in writing why A leads to B'. Lawrence Lessig (2008:92-93)

There are multiple reasons to blog, and several of these don't require you to post 'to the world'. Posting for yourself as a record is good, and posting to a tight group OF YOUR OWN MAKING works too - i.e. those to whom you feel a natural affinity rather than the forced, coraled group of students in a tutor group. 

I'll revisit the mindmap on blogging that I produced a while ago and refresh it. 

I, naturally, recommend it. Though keeping your reflections in a notebook might be less distracting and less liable to cause offence of embarrassment.

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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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Online vs. Face to face Learning

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Edited by Jonathan Vernon, Monday, 5 May 2014, 06:44

I'll add notes here as the differences between the online and 'traditional' learning experience dawn on me as I do the two in parallel. Actually there's a third comparison I can make - that of L&D which the other week included something neither of the above formats offer - 'learning over a good lunch!'

Time Managment

The 'traditional' seminar or lecture forces your hand somewhat - you have to be there. Many these days are recorded, though mine will not be. I'm inclined therefore to take either a digital or audio recorder along to record these things. I have, just a couple of times over three years, got behind with the online course as I kept putting it off.

Travel ... and the associated cost

It'll be around four hours door to door once a month. This means getting up at 4.30 am. Not of course something someone in full time tertiary education needs to do. Off peak, unless booked well in advance it'll cost £74 return ... £24 if I stick to exact trains. The last train home was heaving. I could and did 'work' the entire journey whereas home is a constant distraction.

Eating on campus

Lunch I may have to take with me as the campus only had premade Spar sandwhiches at every outlet. A jacket potato or pasta would have been better.

Nodding off

After lunch I did something I last did in double Geography on a Friday afternoon. I sat at the back, cupped my hands over my eyes as if in deep thought ... and fell asleep.

When to put in the hours

Something, however common to many people on any part-time distance learning course is 'the early morning shift' - putting in 90 minutes or so before breakfast. 

Library Services

While this and other support services are offered to us on our VLE it was invaluable to to have a person run through it as a presentation in person. This kind of stuff should be given a linear expression ... a mini-module for newcomers and as a refresher. All I've done, two years after the event, was a webinar. 

 

 

 

 

 

 

 

 

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Why does the phrase 'Boolean Logic' give me the collywobbles?

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Edited by Jonathan Vernon, Sunday, 29 Sept 2013, 14:04
I've managed for three years without Bolean Logic as an approach to searching for content in a database, but that is about to change - hopefully with some help from you guys because the very phrase has put me off all this time. It would be like calling a hearty breakfast cereal 'Bowelean Nuggets' - the title alone puts me off no matter how good it might be for me.
 
Boolean  Logic is: using 'and' or 'not' to create research strings.
 
... adding each new AND to reduce the search.
 
'OR' adds synonyms of the words so widens the search.
 
'NOT" – narrows a long list.
 
Truncation – asterix acts like a blank slide in Scrabble. e.g. soldier*
 
Phrase searching: put it in parentheses to make it more precise. 'world' 'war' 'one' not 'world war one'.
 
If you're a convert do share.
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New blog post

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Edited by Jonathan Vernon, Sunday, 29 Sept 2013, 07:02
I love to travel, not just on holiday with friends and family, but alone. Maybe this happens to you too, but I always find travel, especially new trips and destinations, is a catalyst to reflection.
 
All I did was take the first train out of Lewes to spend the day at the University of Birmingham. Two things that shook my brain: St. Pancras International ... and, sounding like a commercial, Virgin Trains. Although the train was quiet two people came through the train to collect rubbish ... as bubbly as buttons. Four times. The toilets were spotless. All in very sharp contrast to Southern Trains out of London where everything was overflowing ... 
 
I last studied 'lecture style' 31 years ago, yet I have signed up for one of these while I continue my learning journey here through all the MA ODE modules.
 
Learning is learning - it neither takes place online or off. It is in your head. It is what the brain is given a chance to do with it that counts.
 
I can now weigh up the two as I study in two very different ways in parallel.
 
There is of course 'blended learning' too that in a planned way mixes up both use of e-learning and face to face.
 
I met someone who, like me, has just completed a degree with the OU and we immediately began to share notes.
 
The OU is of ourse 'open' to anyone - online learning makes formal learning possible for any of us who either need to stay in one place, or are always on the move. People who need significant flexibility in how they manage their time ... and don't want the cost in time and money to get to a place for a tutorial, seminar, lecture conference. And people who 'don't get on with people' - not just agrophobia, you know what I mean. I switch constantly, sometimes very keen to be on my own ... 
 
Nothing beats getting to know your fellow students than spending a day with them, during coffee and comfort breaks, at lunch, walking through the campus, in seminar rooms before a talk begins ... and on the way home when you find part of your journey is shared.
 
Relationships formed here are akin to a long distance phone call, or letters to a stranger, even, oddly, having a chat with the postman or a builder ... you let them into your house.
 
And your head?
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Tag mess

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The OU student blog platform changes are largely an improvement but there has been one catestrophic change - 2200+ blog posts later and all my tags are now in a random jumble rather than alphabetic order. How, after three years of effort building this am I supposed to find and click on a particular theme or issue, name or anything else? An easily fixed error surely? Using an iPad other functionailty has been lost - going into HTML mode you cannot copy or paste anything - crucial if you have a lengthry/complex url to paste in as a link or image.

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Learning tools and ASDA

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Edited by Jonathan Vernon, Monday, 23 Sept 2013, 14:43

 

Fig.1. Index Card Holder

An odd one this, but with my shift away from trying and expecting to do everything on an Internet connected device - nothing printed out, nothing written down, I have swung round to complimenting this 'screen work' with pads of paper, note books, a whiteboard and even index cards.

I'm currently sifting through all the possible causes of the First World War

I am collating notes from various books and having reduced these to eight themes in Google Docs I am now picking through these and putting them on index cards ... which in turn I want to develop as a series of carefully composed multiple-choice questions to put onto an online delivery platform such as Qstream and a mind-map.

I came across these in ASDA.

On special offer for £2, down from £4.50 I think. I may go and get some more as I like the idea of having a topic per Filofax-like binder. You might not have 60 key events/ideas or issues, but once in this wee binder they are, at low cost, portable and accessible - for me as I think through and prioritise a set of arguments, but for anyone with an exam, something to flick through repeatedly until the information sticks.

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On getting it wrong about how Europe went to war in 1914

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Edited by Jonathan Vernon, Sunday, 22 Sept 2013, 19:16

 

Fig.1. From Max Hastings new book. Catastrophe.

This is wrong!

Russia's partial mobilization on the 26th understandably gave rise to considerable worry in Germany and Austria-Hungary.  Only when Russia fully mobilized on the 29th did Germany responded. It worries me how many inaccuracies, lies, and old assumptions will be published and broadcast over the next five years. Max Hastings is not an historian.

Perhaps in our connected 21st century any such errors will be quickly picked up.

Did your great-grandfather or grandfather take part in the conflict? Did a great-grandmother become a nurse? Is there a death or several indicated in your family tree from this period? How relevant is it today tothe map of Europe and of the world?

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The importance of agony in storytelling

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Edited by Jonathan Vernon, Monday, 23 Sept 2013, 14:56

Fig. 1. Betthany Hughes - The ideas that make us. BBC Radio 4.

The volume of 'educational' content I gather from BBC Radio 4 is remarkable - there is so much of it. Much of it recalled here over the last three years.

Here is a 15 minutes piece that might make you the fiction writer you have always wanted to be.

She derives the word from ancient Greek and its use in Himer's Illiad then interviews an eloquent Aussie Cricket commentator during the Ashes and the author Kate Mosse at her publisher's. 

Agony helps us to empathise with another's struggle.

'Struggle, in the form of philosophy of ideas, is at the heart of a good novel', says Kate Mosse, 'otherwise there is no story to tell'. 

Jeopardy and contest is central to what makes us human. 

And when it comes to the effort of writing:

'Try again, fail again, never mind, fail better', said Sam Beckett.

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Prof. Alan Hevner

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Edited by Jonathan Vernon, Thursday, 19 Sept 2013, 15:13

 

Fig.1. From the transcribed interview for the Business & Information Systems Engineering eJournal, Vol. 1 PP126-129 (2009)

Found as an eJournal rather than the title of the piece. I'll add him to my growing gallery of 'Who is who' of eLearning.

The fact that an entire paragraph of his interview is quoted by Prof. Laurilard suggests that he has something important to say. In parenthis (Laurilard) and blue (my choice). I will add examples or case studies to enhance and/or to embed my understanding of this.

(See last entry)

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Design Science Research

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Fig.1 Hevner (2009) on the whiteboard. From Laurilard (2012)

From time to time an idea stops me in my tracks - taking notes won't do, I have to get it out of my head in bigger ways. I'll mull over this for days as it succinctly states where or how any e-learning intervention might occur and in what ways research can then be undertaken. I guess this is of relevance to most of the MA ODE modules, though H809 Researched-based practices in e-learning appears particularly appropriate. 

The temptation is to BluTack sheets of backing wall-paper to the wall and continue my doodles there. 

One to develop. I'll go and get the Hevner paper from the OU Online library.

REFERENCE

Hevner A. R. (2009) Interview with Alan R. Hevner on 'Design Science' Business & Information Systems Engineering, 1, 126-129.

Laurilard, D (2012) Teaching as design science. Building pedagogical patterns of learning and technology.

 

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Has much changed here?

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Edited by Jonathan Vernon, Thursday, 19 Sept 2013, 12:57

I'm delighted to say the the transformation is an enhancement and the improvements are seamless without any loss of what we had before ... a 'bulletin-board-cum-blog-thingey'. My previous post suggested I might have found a bolt-hole without Internet. It hasn't lasted.

I will get Internet access down the road (I had wanted a garden office but this desire became an insummountable barrier at home).

All that it requires from me is something I lack - self-discipline NOT to get distracted by email, which includes updated postings from forums and the likes of Linkedin (let alone a gaggle of family members on Facebook). AOL is the worst as I innocently go to check email and find 20 minutes later I am still clicking through the inviting gobbets of news and sensation that is offered. 

I had hoped to behave like the smoker trying to give up - I'll only smoke other people's fags. A very, very, very long time ago ... I can honestly say I have never smoked a cigarette since I turned 20.

Back to the Internet. Like Television.

Or diet. We are living in an age where self-control is vital. Having not had a TV for several months I was eventually pushed to buy one. Courtesy of Which? we now have a TV so Smart that it probably tells my brother in South Africa who is watching what .... we can Skype sofa to sofa. I just wonder if our antics could be recorded and posted on YouTube? Not my doing but any of the teenagers with the wherewithal just hit a record button somewhere.

In all this hi-tech I DO have a tool I'd recommend to anyone.

I've invested in an hour-glass. In runs for 30 minutes. While that sand is running all I may do is read and take notes. This might be an eBook, or a printed book, either way they are on a bookstand. I take notes, fountain pen to lined paper. What could be easier? The left hand may highlight or bookmark and turn a page, while the right writes?

This works as the filtering process of the knowledge that I am reading and want to retain needs to go through several steps in any case. The handwritten notes will be reduced again as I go through, typing up the ideas that have some resonance for me.

My current task has been 'How Europe went to war in 1914' by Christopher Clark.

I doubt my second thorough read will be the last. From notes I will start posting blogs and going into related social platforms to share and develop thoughts and in so doing be corrected while firming up my own views. I need this social interaction, to join the discussion if not the debate.

Meanwhile I will revisit Martin Weller's book on Digital Scholarship.

However swift the age of the Internet may be he suggests it will still take a person ten years to achieve the 'scholar' level ... whereas John Seely Brown recently reckoned this was now down to five years. i.e. through undergraduate and postgraduate levels and popping out the other end with a PhD in five years.

DIdn't an 18 year old who was home schooled just get called to the Bar?

She graduated with a law degree while contemporaries did A' Levels and finished High School and then did a year of pupillage I suppose.

The intellectual 'have's' of the future will, by one means of another, achieve degree status at this age. The Internet permits it.

School is far, far, far, far, far too lax.

It tends to the median if not the mediocre. Long ago it found a way to process kids as a genderless yeargroup instead of treading each student as an individual ... so let them skip a year, let them stay back a year ... allow them to expand and push subjects that appeal to them.

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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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The Final Act - the Old OU Blog Party Game

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Will you be the last one to post here before the OU student blog cum bulletin board is transmogrified into a blog cum social networking cum e-portfolio thingey-me-jig?
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All change!!!!

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Edited by Jonathan Vernon, Friday, 6 Sept 2013, 12:15

"The personal blog system is going to be migrated from the old learning system on Monday 9 September. In order to migrate the personal blogs with their content, the system will be made read-only on the 9 September. The blog contents will then be transferred to the new system, which benefits from improved blog functionality. This is a large task and we expect the new personal blogs to be available from Thursday 12 September. As part of the migration, there will be redirects from the old blogs to the new ones and the personal blog link on StudentHome will be updated".

I BELIEVE the OU are using the WordPress Open Platform.

I wish all the team during the migration the best and will support it every inch of the way - if students (I am one, still) can use and share with ease a blog platform their capacity for 'social learning' will be hugely improved. By this I simply mean having the opportunity to share your ideas with fellow idiots until you figure out what is really going on and best of all the input and support of online friends and some brilliant minds who put your problem in such a way that it suddenly makes sense.

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H818 The networked practitioner

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Edited by Jonathan Vernon, Tuesday, 21 Oct 2014, 08:00
From Jack Wilson MM

Fig.1. My late grandfather featured in the Consett Gazette in 1917 on receiving the Military Medal.

A few months 'out of the loop' and I feel my knowledge on e-learning draining away - it is such a vibrant and fast moving area that I feel I need to refresh and update at every opportunity, so here I am again with H818 The Networked Practitioner.

There's a practice based element to this which I'll apply to an longheld interest in the First World War.

There'll be a lot of interest, reflection and soul searching over the 100th anniversary from 2014 to 2018. That war is relevant to the Europe and wider Europe we live in today, from Northern Ireland to Syria, via the Balkans and the EU.

I've just read 'The Sleepwalkers. Why Europe went to war in 1914'. By Christopher Clark.

More than any book I have read before on the subject this blows away any myths or propoganda - not least the fact that Germany did not start the war, that award goes to Russia with France's support. I'd have liked to study this period with the OU but the History modules simply don't accommodate this. I'll therefore be going up to the University of Birmingham, in person, once a month for a mamoth day-long series of tutorials and lectures. That's as 'distant' as it gets with very little online support.

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On a beach several thousand miles from home ...

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Edited by Jonathan Vernon, Wednesday, 21 Aug 2013, 06:04
20130820-213542.jpg I had no expectations as we set off from Sausalito to check out Stinson Beach early yesterday morning but soon fell in love with it though my constant comparison to Northumberland got on my wife's nerves - this was like Beadnell Bay, the fog over Tamalpais like crossing the Pennines and Redwood Creek like Cragside. The American twist was to come across a 42ft fin whale that had washed ashore. Within a couple of hours there are two TV crews, a couple of print journalists and a radio reporter. It died. The autopsy later in the afternoon was followed with views from a helicopter on local news. The biggest creature we had on Beadnell Beach wad a dead grey seal. As I returned to the car I wondered about the Tsunami Warning signs around the beach and looked out to sea when a loud alarm was sounded. We headed back to Stinson this morning to hire kayaks only to find we could not enter the water due to sharks being spotted 300yds offshore. I know all this as I recognised the Park Ranger from the day before and asked a few questions. At 1.40pm, he told me, he saw a shark with what looked like a seal in its jaws. The protocol required that the beach would be closed for five days. Visiting America really is like stepping into a movie for us Brits ... we did a wedding last week which was a cross between 'Bill and Ted's Great Adventure' and 'Parenthood'. This week has yet to turn into 'Jaws' or 'Crash'.
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Filling the gaping hole ...

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Edited by Jonathan Vernon, Friday, 2 Aug 2013, 07:30

I won't study at the OU just out of habit and I'll have to take on more work to pay for it, but I am looking to continue my studies here. Nothing else works but the relentlessness of it. I miss the 'railways tracks' of the VLE that punctuate my week with some reading with meaning and an activity or two or six or more.

Perhaps after a lifetime of wishing I could write as well as read French this is something I should tackle?

Having said that - a recent visit to Belgium and I was surprised when people looked at my blankly when I spoke French - for them it was Flemish or English. I gave up apologising for speaking English and slipped, usually, into a fluent conversation. It seems that Belgium is close to us, even if we aren't close to them. Like Scandinavia I think it has something to do with back to back English TV.

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Design Museum

1913: The year before the storm

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I am reading the e-Book and following it as it is read on BBC Radio 4. It is interesting from a learning point of view to wonder how I can miss things I pick up later on reading, or miss things on reading that I hear in the broadcast. The experience is something of a car chase - sometimes I am ahead, sometimes behind. And a fascinating prelude to the Great War, how much it was in the air and how the creative arts might respond.
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Personal Learning Environment - 2013

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Edited by Jonathan Vernon, Friday, 2 Aug 2013, 08:05

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FIG.1. Projected onto the sitting room wall

The migration between kit and now the use of multiple devices tells its own story - that and my enhanced levels of digital literacies. And dependency on my OU blog??? I am too used to starting here then cutting and pasting the HTML results into WordPress. This platform works because it is kept simple. OK, you have to get your head around a few basics (which are good for any blogging platform), but the thing is stable and robust - it hasn't changed much in three years and it is always there.

Either I'll wean myself off it or I'll plugin to another module of course and be here for another decade. You get used to a thing - especially when it works. Calls to other institutions regarding their VLE have left me cold - some still old school box of books and turn up for an all day Saturday face-to-face once a month as your only tutor and peer group contact.

From a clapped out Mac Book that died and a Psion I moved on to a borrowed PC laptop ... and scrounging computer access around the home. Only recently I got a Mac Mini - for the previous 18 months I've been fine on an iPad with moments on my wife's PC to view and print off DOCX.

The Mac Mini gets what ever screen my teenage son leaves me with - he tends to snaffle away any new screen I get, just swaps them over. I may take me days to realise something is afoot.

And then there is the above - projected onto a wall with me working on a wifi keyboard and touchpad. It changes things. Next to this screen there is a large whiteboard. I get up and doodle.

As for the sitting room? Long gone. Cries for a TV to bring the family together fall on deaf ears. Why would any of us gather to watch ONE version of an event when we can each take or leave our news, or films, or anything else as we please on a bigger or smaller screen in various other rooms and cubbyholes around the house?

An iPad mini will replicate when I had a decade ago with a Psion, something handheld, light and discrete that I can tap on whenever I wish and wherever I am.

'The Private Life of the Brain' Susan Greenfield is my current highly recommended read. It is certain to take you off on a tangent from whatever you are studying, but if offers a layperson's view of the inner workings of the brain.

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Novice to expert : behaviourist, constructivist, social constructivist.

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Edited by Jonathan Vernon, Monday, 15 July 2013, 18:57
As ‘learning’ proceeds from novice to expert, the nature of learning changes profoundly and the pedagogy based on one stage (learning as behaviour, learning as the construction of knowledge and meaning, learning as social practice) will be inappropriate for another. Beetham & Sharpe (2007:21)
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