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” [jump to the comments form]
David G
December 4th, 2006 at 2:49 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Blog design looks fantastic – keep up the good work!
Richard December 14th, 2006 at 2:47 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Martin December 15th, 2006 at 5:37 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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As a digital aboriginal I agree. Alan Kay once said “technology is what was invented after you were born”, and I suppose in a way the cultural mediation we are used to does shape our lives. I have also written on this (but then so has Vygotsky). However this is not fixed it is dynamic. What makes things better is that neuroscience is indicating that the brain seems to remain fairly plastic. Perhaps old dogs are just being selective in thier new tricks.
Tim Reader December 21st, 2006 at 5:24 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Thanks for the favourable comments David. Hope you continue to visit!
Gaz
December 22nd, 2006 at 11:24 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Nice work.
Richard December 22nd, 2006 at 4:05 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Fantastic bubbleply video! Think they missed a couple of Fantasia references – but a great final comment!
Richard December 22nd, 2006 at 4:30 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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What’s tricky about seeing Spore as a model for personalisation (in any sphere) is that so much is generated algorithmically – the way your creatures build their cities, for example, depends to a great degree on whether you gave them a prehensile tail three levels back. This is one of the things that makes it such a groundbreaking game, of course (and the procedural model produces some amazingly rich material – I can’t wait to play it). But I’m not sure we want learning tools that think a student’s learning environment at 12 should depend on what they thought/did at 6 – the result is personal, to be sure, but it’s not directed by the player (learner).
There is a huge amount we can learn, though, from some game designers, and moving the focus on innovation from the periphery to the mainstream can only be a worthwhile thing. I guess what we need to do is make sure people are making choices that directly affect their learning, rather than affecting something cosmetic, or storing up implications for the future that are impossible to chart.
On a different note, anything that says “The role of the teacher is key in enabling learners to make the best use of the technology” is worth celebrating.
DK January 3rd, 2007 at 1:49 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Welcome to the blogoshpere guys – just grabbed your feed and looking forward to reading what you write :-)
Still would love to do a podcast interview with you guys but no-one ever got back to me from your place :-(
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[...] Richard’s insightful piece on digital post-colonialism highlights the way that we can shoot ourselves in the foot with inappropriate terminology Digital Post-Colonialism . When Bob draws our attention to the lack of E in Leitch we know that we have failed to get the point home that technology really can enhance the learning experience Where is the E in Leitch . So let’s watch our language and start the year with a lament about the inadequacy of the current ‘E’ that is E-learning and offer some suggestions about a possible make-over that starts at the very beginning with the meaning of E. We know that the E means that the nature of the learning we have in mind is one that involves the use of technology, be it online, mobile or augmented. But what does that technology bring to the learner? What else does the E mean? I have already suggested that we might invest some more time exploring the richness of the Experience that learners can be offered because we can now use technology to support their learning. As well as the richness of Experience for the learner here are a couple of other E’s worth a thought: [...]
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[...] Richard’s insightful piece on digital post-colonialism highlights the way that we can shoot ourselves in the foot with inappropriate terminology Digital Post-Colonialism . When Bob draws our attention to the lack of E in Leitch we know that we have failed to get the point home that technology really can enhance the learning experience Where is the E in Leitch . So let’s watch our language and start the year with a lament about the inadequacy of the current ‘E’ that is E-learning and offer some suggestions about a possible make-over that starts at the very beginning with the meaning of E. We know that the E means that the nature of the learning we have in mind is one that involves the use of technology, be it online, mobile or augmented. But what does that technology bring to the learner? What else does the E mean? I have already suggested that we might invest some more time exploring the richness of the Experience that learners can be offered because we can now use technology to support their learning. As well as the richness of Experience for the learner here are a couple of other E’s worth a thought: [...]
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[...] Yes it’s a classroom nightmare that needs the ‘E’xpert treatment if the customers and staff are to be saved from disaffection and stress a la carte. The EXPERIENCE of Learning is what I am talking about here, this is the E we need to contemplate. Like Dan in I feel …overwhelmed let’s consider the physical and emotional needs of learners as well as their cognitive, meta-cognitive and reflective ones. And while we are at it let’s consider the physical and emotional needs of teachers along with their cognitive, meta-cognitive and reflective ones too. Does e-learning as most people know it do this? Sadly, it does not. There has been excellent work by practitioners, educators, researchers and policy makers, and yet the image of e-learning has been tarnished by dull on-line packages and difficult to use or limited resources that simply don’t cut the mustard. Many teachers still feel inadequate and overwhelmed by the knowledge that they are supposed to be “doing e-learning”. If only they really knew what that meant and had the time to find out enough to be able to appropriate the available E-bits and pieces to meet their own needs. To adapt them creatively so that they can offer the quality of teaching that they know they can. [...]
DK January 3rd, 2007 at 10:57 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Enable… Empower… Enrich…
… just my preference :-)
DK
Rose January 4th, 2007 at 8:23 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Yip, I like these E words too :-)
All part of the rich learning experience we should be aiming to offer
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[...] Welcome! If you’re new here, you may want to sign up for email updates (look to your right) or subscribe to my RSS feed. Thanks for visiting! I’ve just come across Futurelab’s new blog: Flux (via Christian Long). I like what I’ve read so far: there’s some stuff on the digital natives/immigrants divide, analysis of recent reports, and also features the Teachers as Innovators project that I’ll be providing some input for when I go down to a meeting for it in London at the end of this month. Bookmark:These icons link to social bookmarking sites where readers can share and discover new web pages. [...]
Doug Belshaw January 4th, 2007 at 9:31 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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I’ve talked about just this recently on my blog in a post entitled Digital Natives, Mountain Men and Pioneers. I too am sick to death of people needlessly putting people in boxes, but if we are going to use metaphors and similies, perhaps the ones I’ve suggested may be more relevant.
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[...] Welcome! If you’re new here, you may want to sign up for email updates (look to your right) or subscribe to my RSS feed. Thanks for visiting! I’ve just come across Futurelab’s new blog: Flux (via Christian Long). I like what I’ve read so far: there’s some stuff on the digital natives/immigrants divide, analysis of recent reports, and also features the Teachers as Innovators project that I’ll be providing some input for when I go down to a meeting for it in London at the end of this month. Bookmark:These icons link to social bookmarking sites where readers can share and discover new web pages. [...]
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Finally, someone who is willing to point out the obvious. I, too, am so sick of that statement by Prensky. I agree with your assessment of the whole digital phrase he has coined. I’ve listened to too many educators use it while teaching grade 3 & 4’s, saying they know so much. Come on, they know very little but they can turn the machine on and are willing to try things. As for understanding what they are getting and being able to distinguish fact from garbage, no. The teens can play games, IM and do other things but for a vast majority, it’s still about “I” and not about enriching the learning environment. Take a look at the blogosphere of educators right now – there is an identity crisis taking place with many of them as they try to find out what to do next, where to go, are we doing enough, can’t we go faster, look at the kids, they’re way ahead, OH my gosh, my blog count has dropped! Who cares! I thought this was about using tools to help kids understand. And, from my perspective, they need quite a bit of work in this area – I don’t care how well they game as a group. And always remember Prensky makes a living selling games! The more he can convince adults that they know nothing and won’t, the more money he makes.
Kelly
Tony
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excite… engage… extend…
What a good game!
Tony
LindaH January 6th, 2007 at 8:54 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Your 15 year old friend was breaking the terms & conditions. It states quite clearly that it is only for over 18s. Shame because it’s a really fun thing to play with, ah well…
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[...] This is an antidote to immigrant/native issues allude to in Richard’s Digital post-colonialism. Over the past year Futurelab has been part of a group, La Piazza, exploring issues of intergenerational learning in technology enhanced public spaces. You can find out more about Piazza here and here. There are a number of interesting dimensions – the generations, informal learning, spaces as well as technology. In a recent day of field work with a group ranging from 9 to 80 years of age, the most significant factors were all of the above – but technology less so. [...]
Tony
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I am aware of this and find it quite worrying. I might be wrong but I’m fairly sure the age restriction is not there to protect children but to protect the site owners and avoid the possibility of any litigation. If there was a real risk here to young people there should surely be a trap/warning as you enter the site.
I do not know any kids (or many adults other than those in loco parenti) that search for and read T&Cs. The net effect of lazy litigation catch-alls like this is to deter educators from using and engaging with these resources in a controlled space, distancing grown-ups and young people even further.
I tried to feature ArtPad on a Teachers TV resource review and the lawyers (not the resource providers) were not prepared to modify the T&Cs to include under adult supervision – ho hum?
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I also get infuriated with the use of the digital natives/digital immigrants terms. Sufficiently so, that I’ve dedicated a large part of my blog to discussing the ideas and nit-picking my way through some of Prensky’s papers and books. (see http://learninggames.wordpress.com/tag/digital-natives/)
What has really amazed me is how casually many of the digital native concepts were introduced with absolutely no foundation or evidence.
Bill Kerr January 13th, 2007 at 6:28 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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“It’s a tragic picture: Adults trapped by age and fate on one side of an unbridgeable chasm, doomed to extinction and irrelevance but still trying to shout improving maxims to the young people on the other side; alas, the constant beeping and flashing of the iPods and PlayStations and mobile telephones drowns their words, and the youth continue on their journey towards a land their parents cannot understand”
This is poetry Richard!
btw I’ve collected a variety of critiques of Prensky’s saying here
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[...] Martin Owen (Flux blog) – The Generation Game (things to take into account when designing learning spaces) [...]
CommunICTy January 14th, 2007 at 1:31 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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[...] Futurelab If you want to know the latest research on the future of ICT, Futurelab is where to head. They do an excellent magazine and e-newsletter which you can subscribe to for free. They have just launched a blog called flux for educationalists to discuss and share the latest in innovation. [...]
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[...] Great fun for all – including the children http://artpad.art.com/artpad/painter/ also from Flux I am fascinated by the increasing availability of free collaborative design tools. If you haven’t already played with ArtPad you should check it out. This is a free online painting resource that is really easy to use and while the tools are fairly basic, Artpad has 2 really interesting features: Sunday, October 16, 2005 3:59 PM miketemple123 Filed under: ICT information, Early Years, Graphics/Art [...]
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[...] Educationists should consider embracing the small pieces , loosely joined mentality. The idea that we need an electronic learning factory is so out of touch with the real needs of our times that Rose has described. [...]
Chris Ryall January 16th, 2007 at 1:07 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Fantastic contribution Martin, I’m glad that someone has the balls to stand up and say that the learning platforms approved by BECTA are all very “sausage factory”! The only learning platform I have used which manages to put the learner towards the centre of the learning experience is Moodle. While of course Moodle does not take a completely personalised approach (it relies on pre-organised courses) it is flexible enough for us to present learners with a variety of options and activities to achieve their own outcomes. ELGG seems to be the only truly non-linear approach to building a collaborative learning environment with an emphasis on community and self direction. Neither ELGG or Moodle are utilised by any of the approved companies.
What advice would you give schools wishing to utilise small pieces of loosely joined technology?
The most useful research I’ve read (http://www.zephoria.org/thoughts/archives/2007/01/01/ephemeral_profi.html )shows that teenagers are quite comfortable with using disposable identities for websites. If they forget a password they often just create a new account and start afresh, they often recreate information rather than share it between sites such as MySpace, Bebo, Facebook etc. I realise the failings of the terms digital imigrant and native but young poeple do display nomadic traits, visiting a website frequently for a short time – using it’s resources & experiences then moving on to another engaging site.
We are currently looking at ways to integrate these smaller, time limited, free experiences into our teaching programmes – rather than building large, permanent, online structures for students. For example a single lesson (or experience) using PBWiki or MapWing instead of investing time building lasting web applications.
Flux is proving to be fresh, insightful & timely. Thanks.
Noel Jenkins January 16th, 2007 at 5:10 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Thanks for this article which I’ll share at school.
The sausage factory anology is given further credence by the requirement that the VLE needs to link to the school’s database, thus precluding in our case the use of Moodle.
Probably the most depressing teaching experience last year was an INSET at which one of the VLE companies pitched their product. The language used was precisely as your article describes. The salesman made a point of demonstrating a little icon to tell the student how far through the course they had progressed. (Or maybe how far the teacher had progressed) The platform was clearly designed to host content from a learning provider and I left feeling totally disillusioned and determined to try and evangelize the alternatives.
Gareth Morgan
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Many thanks for the article Martin. I have many of the same feelings and reservations about some platforms that are commercially available. I think many schools would be far better off spending the many thousands of pounds these platforms cost on investing on the ICT infrastructure they have in schools, and on training their teachers to use their present network effectively. Training teachers how to create their own teaching resources, would be far more effective than using expensive platforms to deliver ‘ready made’ content that might not be suitable to the way that teacher teaches. I’m beginning to understand why Becta picked that particular list of approved suppliers, and not include a product such as Moodle. Could it be that Moodle doesn’t fit into the secondary school model of teaching, whereas the other products do? Moodle is about social constructivism, where students gain a deeper form learning by discussing, debating, bouncing ideas amongst a group of fellow learners, during a time that suits them. Whereas the other platforms are about delivering content, in the class and then testing to see what they remembered. I know which method I would rather use to gain a deeper understanding of a subject and it doesn’t cost thousands of pounds.
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[...] Flux » Articles » The learning now arriving at platform… [...]
Dan
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Good luck with it Rich – sounds really exciting to be able to link such a creative approach to idea generation to pretty rapid (and of course seamless!) prototype development.
Look forward to seeing how it progresses.
Philip Dundas January 19th, 2007 at 8:29 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Agreed, Leitch woefully misses the point on all sorts of levels. Not least because (in the same way that we try to squeeze outmoded curricular objectives into the opportunities offered by technology) there is no understanding from Leitch that the kinds of skills people need to acquire have changed. Economic performance indicators (like high stakes assessment) are based on ‘productivity’ not ‘capacities’ or multiple ‘literacies’. Until government accepts that economic growth can emerge from engagement and contribution in new ways, Leitch will just be rewritten in not particularly new ways. On the E subject, I agree. But we have to be cautious: switching on a computer, looking at a screen etc does not in itself imply an educational act.
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[...] Dan Sutch (Flux blog) – School leaders/managers/leaders (investigates the difference between ‘leadership’ and ‘management’ in schools and why it matters) [...]
Joop van Schie January 22nd, 2007 at 12:33 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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l.s.,
I was pleasantly surprised with the discovery of Futurelab, its excellent publications and now its blog. I will follow your rss feed with great pleasure and interest and spread this to my peers in the Netherlands and abroad.
Joop van Schie
Peter Gray
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I was pleasantly surprised at seeing the thin end of the wedge which will undoubtedly split the idea of the ‘Platform’ wide open. I work in educational research and have observed endless attempts to launch ‘platforms of one kind and another, all of which fail due to lack of the essential commodity – attention (an insight which I owe to Riel Miller). Simple arithmetic dictates that a proliferation of channels or websites amongst a limited target audience will lead to a reduction in attention to any individual site. We have just started educating our son at home due to the limitations of the French ‘platform’ (sorry education system). All you need for this is a powerbook and an internet connection. Everything else is already out there and the learning occurs precisely in the ‘bricolage’ necessary to search out and cobble together what you need. Packaging or platforming is simply a waste of resources and I’m glad to see someone saying so!
chris firth
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i found this article really useful and helpful.
It will inform my teaching and enable better classroom practice
A. Stepford (teacher)
DK January 31st, 2007 at 9:59 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Great find – thanks for sharing.
Valid comments, agreed – it’s all about a balanced approach as anyone can see, but more importantly it’s about enabling the kids to enter the world with the skills needed in this technology-rich world.
My only concern is when they enter secondary education, the pupils expectations will not be met – there needs to be a sustainable and integrated pathway approach.
Just my ten pence.
DK
ebook
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Hi, a great source of some really useful information. Thanks I’ve added you to my favourites.
Dan Sutch
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Futurelab ran a workshop last week looking at some of the key questions that we need to address to ensure we make best use of the investment in school buildings. Some of the conversations where captured by the storyboard artists in the room – this one struck a chord with your post (partly because the image looked so similar to the photo from the Broadclyst). The great question it asks “it looks great, what do we do know” reminds us that it is the relationships and activities that truly transform practice, not simply the access to new tools. With that point, I’m off to find out more about Broadclyst’s work.
Michael Vallance February 1st, 2007 at 4:05 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Hello Richard. I taught in SG during a ‘Young Innovators Project’ in 1999 facilitated by MOE (Gifted Education Branch). The focus was on pupils generating ideas.
re. Singapore Ideas Workshop. It will be interesting to hear about concrete ideas / innovations that have been developed by teachers in SG schools in the past 7 years that have become part of ‘regular/ mainstream’ teaching (and learning, of course), and how the Singapore Ideas Workshop has been able to build upon existing implementations.
Having Futurelab involved is a terrific opportunity and i wish you well.
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[...] Welcome! If you’re new here, you may want to sign up for email updates (look to your right) or subscribe to my RSS feed. Thanks for visiting! Tim Reader over at the Flux blog posts about something that my students were talking about yesterday. On BBC Breakfast News yesterday there was the first in a series of reports about the future of schools. There’s a video over at the BBC page about it which is worth watching! Popularity: unranked [?]Bookmark:These icons link to social bookmarking sites where readers can share and discover new web pages. [...]
Paul McGreavy
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The BBC feature was billed as the ‘Classroom of the Future’& a photograph of the same classroom was published in the TES as, I think, a state of the art classroom. I’m not too sure about the word ‘classroom’ – my feeling is that it is more like a state of the art call centre. Where are the spaces for pupils to circulate, work in groups or to work away from a keyboard? ICT is only one option for the future learner, albeit an important one.
Let’s hope that BSF looks further than the glossy images shown in this case study!
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[...] Walking by the FutureLab booth you feel a strange creative energy. For starters, the booth is gorgeous and just sucks you in. Not sure who does their design but the branding is spot on. While not specifically mobile focused, FutureLab continues to innovate with interesting research and prototypes in the area of social mobile experiences as well as learning through games. Their annual Call for Ideas is now open and they have recently started up a blog which I’m quite enjoying. (Don’t miss the dispatches from Richard Sandford who is in Singapore working with the Infocomm Development Agency, exploring ways of creating new digital learning tools for Singapore schools—as part of the 2-year iLAB 2015 collaboration between Futurelab and the IDA.) [...]
Simon Elliott February 7th, 2007 at 10:21 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Much more concentration on the ICT section on digital media creation is required – pupils need to learn how to blog, manipulate images, develop an online presence, etc.
I would move spreadsheets entirely to the Maths POS – my year 5’s are doing KS4 spreadsheets and certainly don’t want to do more for the next 6 years!!!
Move publishing to the Literacy curriculum as I spend more time as an IT teacher teaching literacy when I teach Publishing and Word Processing than I do teaching the software itself.
Develop a curriculum that encourages the use of OpenSource software as a way of tackling piracy and the digital divide.
There needs to be a .Mac style account for every child in the country, open to all operating systems and software, that allow them to build up an ePortfolio and online presence in a safe way.
Andy Polaine February 7th, 2007 at 5:00 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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It’s more about Higher Education, but I wrote an essayabout the future of education a little while ago. It really argues that government funding is the fossil fuel of education – you can’t simply carry on doing more with less and it’s going to run out. So you need to re-think it completely and that includes schools. The above comment is a great start too.
Simon Mauger
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Hello,
I am always interested to hear the cobwebbed old comments about ‘interactivity’ being hauled out. I have worked in all sectors of education and training over thirty years and interactivity has always seemed to me a feature of the best teaching and learning and what is missing in ineffective teaching and learning. But my goodness, it certainly is not a feature of most classrooms or lecture theatres – just as, in the world of work, it is rarely a well-managed feature of meetings and presentations. I have worked a good deal with videoconferencing, both using it and designing systems/environments for others: I have spent some years wondering why, in the main, it remains a wholly peripheral technology, despite stressed time management, environmental issues, and the growing need for flexible collaboration. Time and time again I am told that it is not like the ‘real thing’ – when the ‘real thing’ is stressed people turning up at badly-managed meetings, having wasted 60% of the time travelling there. I have also found that well-managed communications technology actually exposes bad practice – a good remote meeting requires greater focus, more thoughtful and telling interactivity and often demonstrates just how poorly face-to-face meetings are managed. My experience tells me that it is often more senior and poorly performing management and organisations that dislike technology. I do hope the children and staff are allowed to get on and integrate their technology with all the other transactions and contexts that go to creating a learning environment and get that balance right – that takes especially good leadership at all levels, which is what it is actually about.
Best regards,
Simon
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[...] Shortly after trumping Dan with the existence of NanoMission, Graham wrote a piece on Newtoon — a project encouraging children to explore the laws of physics through mobile games. [...]
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[...] Keep an eye out for Tony Wheeler’s news on project e-scape. [...]
Richard Sandford February 14th, 2007 at 4:38 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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=] Tim, you’ve cheered me right up. More like this!
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[...] I’ve just been reading the excellent Flux blog by the good people at Futurelab and in particular the post entitled What a great time to be alive!! by Tim Rylands. In it, he links to many great things, but in particular Sidekiq – a search engine on steroids: [...]
Leon Cych February 14th, 2007 at 2:11 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Pollocks are good fun – here’s one I did earlier Tim ;)
angela travis
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The report is available on the Unicef UK site – unicef.org.uk
Thought you’d like to know.
Dan Sutch
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Lots of really pertinent challenged around young people having a voice and being empowered certainly do come from this report.
George Osborne’s comment (http://news.bbc.co.uk/1/hi/uk/6359887.stm) on this ended with “However, that’s not to say, you know, we should be entirely run by children as a society.”
As a ‘What if…?’ question isn’t that a great one? What would that society look like (any budding Jonathan Swifts reading?)
Martin G. Smith February 15th, 2007 at 9:16 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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The crisis, as it will become, is enabled by the profound lack of community. Neighborhoods have died out with the centralization of the ‘Market Economy’. Addictions are growing at a rampant rate and despair appears everywhere.
That is not to say there is no hope, the very technologies which have helped the disintegration will enable the recreation of community, if, and only if, we are willing to grasp the need ans fulfill it. – Bias Declared
Tony Wheeler
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Richard Treves February 16th, 2007 at 9:50 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Whilst I agree that commercial VLEs at present are designed for, and are often used by teachers as, sausage machines for pushing students through I think the ‘distributed’ model is also flawed.
I work at the bleeding edge of elearning (or TEL if such things as buzz word acronyms are important to you :) ) and I’m constantly mixing together tools to produce educational experiences. However, I don’t find a VLE a constraint, especially Moodle where I can get under the hood. I use it for forums or seeing what students seem to have disappeared off the planet and link from the VLE to all the other course elements out on the native web.
Meanwhile, for those of medium or low elearning skill and needs, the VLE is a God send. If you use Moodle it manages forums, content, tracking and has lots of support documents and contextual help to support those of low IT literacy with putting together and running a course. You can support and train users at an institutional level as they are all using the same tool.
I think we should move to modular, OS VLEs like Moodle and avoid throw the baby out with the bathwater by thinking VLEs are necessarily evil.
Dan Sutch
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Great links Tony – there are some amazing tools that are so widely available now and I’ve had the pleasure of meeting lots of teachers and students who are playing with them in and out of their classrooms. I’m putting together stories of their use for learning so would be happy to hear more about where other people know of their uses.
Tony Parkin
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Nice contribution, Martin. Platform, content, delivery – these are a few of my least-favourite things…. BUT…
£41 million of learning platforms are going to be with us – or rather the schools we work with. So the question should now be how are we going to ensure that they incorporate 21st century web 2.0 thinking alongside the 19th century industrial metaphor?
I think there are enough of us with this perspective to make a difference – and a number of them feature in your august panel… or are in their social networks….!
Tony Parkin
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Spot on, Tony. So now what we need is the education web 2.0 directory with social bookmarking by educationalists and a tagging/voting system so those of us desperately trying to keep up with the avalanche of wonderful new apps can share our learning and reviewing collaboratively online…
Anyone good at mash-ups…?
Timbo
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That’s the best idea I’ve heard all day, Tony P (other than the great post, Tony W! :o).
It sounds like something that would not be amiss on this very blog. What do you think? – or should it have its own home?
Either way, if such a tool doesn’t already exist, I’ll put my mind to it as soon as I’ve finished the FL redesign =]
Kelly Abbott February 16th, 2007 at 5:47 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Tony -
Glad you like Dandelife. I’ve been enjoying your stories there. I’m particularly flattered that you picked us to comment on out of the hundreds on the go2web2 site.
I don’t know if you’ve been able to unlock these features successfully or not, but Dandelife ’syncs’ with your flickr and youtube streams as well. You can import content from those sites into your Dandelife, as it were. In a few weeks there will be more automatic synchronization, so there’s not as much work needed to turn your data dispersed over the ‘net into something a little more.
OK, enough from me now. Good work on your blog. If there’s anything I can do to make Dandelife a better place, please don’t hesitate to say so.
Thrive,
Kelly
Co-Founder of Dandelife.com
Dan Sutch
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This is something that we’re integrating into the Map of Innovation that we are developing at the moment (thanks for the prompt Tony P!!) So please do make suggestions for use and content. As Tony P said in his comment – this could be a really useful, educationalist driven resource.
MikeD
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Flickr uses Yahoo Maps not Google.
Kristian Still February 16th, 2007 at 10:49 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Sarah
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Thanks Tony! Very nice sites! Dandelife is pretty cool, I’ll have to spend some more time with it later. I read about another site you might like in PC Mag this month called http://www.Mediafire.com
It’s free and unlimited online storage, might help with those text docs :)
Keith February 17th, 2007 at 12:38 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Is Web 2.0 really that important? I don’t really feel it is going to make a big deal of difference.
blah
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Web2.0 is just a buzzword with no meaning or relevance. Go ahead and shout it as much as you want, the hype is dying down. Lame useless sites pop up here and there but they will go away…Only people like you (who don’t see past the next week) care for all the teen/geek trends.
Andyd February 17th, 2007 at 2:59 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Dandelife.com is a horrible website.
They moderate all the blogs and are a lot more restrictive than all other forums ive been to whilst sporting giant ads all over the page.
Tony Wheeler
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Gosh an interesting flurry of responses, here are some further thoughts.
I don’t really care what you call it or which social networking tools you choose to use, the important thing is that a significant group of young people are familiar with this stuff, mirrored alarmingly by the significant group of teachers who are not. Tony P and Dan are right we do need to use the systems themselves to share our collective experiences, my worry is that the majority of teachers are not yet looking in this direction at all, and the (other) digital divide (between children and teachers) just keeps growing even wider and more difficult to join up.
I tried to profile Flickr and ArtPad on a Teachers TV resource review recently and despite 2 attempts I believe we fell foul of the lawyers who saw both products as too risky. I increrasingly think we need a Jamie Oliver type series on mainstream TV looking at the growing missed opportunities that we all know exist right now, but most teachers do not know about, and most kids do, but do not make the connection to education.
To Kelly I am flattered that you picked up this blog and am collating a wishlist of stuff I would want in my digital portfolio. It is not specific to dandelife and perhaps if we opened another posting here we could encourage others to contribute.
Here are 2 instant challenges. First my recent fiddling around in several different systems means I am replicating tags all over the place. I really want one site online to store and organise these, which like my photos and videos I can mash into all the other sites where I store and display stuff. At the moment this is a messy inspiration file on my hard disk. Second I want my tags to display like a contextual word cloud, or in some other way than loads of lists.
Answers on a postcard please…
Ralph Lewis February 19th, 2007 at 6:51 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Having read the article and comments, it appears that Web 2.0 remains something to monitor and experience. One can never be sure what may develop from it. Perhaps nothing, perhaps something useful, perhaps something big.
John Kirriemuir February 20th, 2007 at 1:39 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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The DN concept is an interesting one that has increasingly bothered me. Explanation: I live on an island of 130 permanent residents in the Outer Hebrides. On it there are 19 children; most of the other residents are people aged 45+ and upwards. I’m one of only 5 permanent residents in their 30’s (good job I’m not in the dating game).
On the surface, the Digital Natives concept would appear to be valid. The schoolkids do appear – prominently – to be using a wide variety of digital media, with games prominent (though not as central as convention points out) as is the Internet. I know this from research am doing that will be presented shortly.
However, it’s the other 111 who are becoming more interesting. For after a while, it becomes apparent that they use various online resources and services, often to a quite serious depth. It’s just that they aren’t so open (brash) about it, and just quietly get on with using such technologies in a more functional way. For example, there’s a knot of people in their 50’s and 60’s who are avid buyers of spare parts for their cars on Ebay. Not casually, but frequently. One retired person has used video conferencing for years (on dial-up!) to keep in touch with her family in New Caledonia (a pacific island).
Online shopping is something a lot of the older folk have down to a fine art, which is why the four delivery companies are always on the island. The resident who is most skilled and experienced in Internet use is a somewhat angry middle-aged man who has run a campaign against tourists in campervans through setting up false websites and re-routing IP stuff for many years. Some of the locals who claim never to have played a video game are suspiciously good at them, even taking into account the ease of using the Wii. Several adults have got together to experiment with many cat food and cat litter online shops to work out the best. Many adults online banking, which is very much a necessity if you are self-employed, as the mobile bank van zooms through once a week and is difficult to stop. Most book airline tickets online as it’s quickest to find out the cheapest option.
I run a local e-news mailing list (no kids, only adults on it), and whenever I say that the minutes of the Community Council are available on the island website – http://www.isleofberneray.com – the hits on said website rocket *within the hour*. From the stats, there is evidence that many local adults go online frequently. There’s other stuff that happens online here you wouldn’t believe, so there’s little point in describing it – suffice to say, it’s usually older people who are the catalyst for it. Some specific people involved in local groups are frighteningly skilled in monitoring and finding funding online (there is a local phrase “to catch a passing grant”).
And probably the website that gets the most hits from residents collectively is … not MySpace, Bebo or similar, but … http://www.findafishingboat.co.uk/ as used by most of the fishermen; they buy and sell their boats (for scary amounts of money) on there. When I tried to explain Web 2.0 concepts to some, they looked puzzled and replied but that’s what they’d been doing for years with this website and others. When broadband arrived a year ago, there was a domino effect – as soon as one place got and people saw how quick it was, others have followed. Now we’re up to 18 buildings with it installed, and as soon as they’ve sorted out the relay masts most of the others will go for it as well.
There are aspects of contributing – openly – to various “social” websites that probably give the impression that it’s just younger people using them, especially various forum such as http://www.stornowaychat.co.uk/ However, the only councillor in the Outer Hebrides who is openly blogging is approaching retirement age – http://angusnicolson.blogspot.com/ – while many if not most of the bloggers and commenters on the BBC Island Blogging service – http://www.bbc.co.uk/scotland/islandblogging/blogs.shtml (very local humour that possibly doesn’t transmit) are people aged 30 to 50.
I’ve come round to the idea that the kids tend to cluster around a fragmented culture of digital “stuff”, using a lot of software and hardware but nothing to great depth. However, most of the adults use digital/net stuff, usually a narrower range of “stuff” but in much greater depth and experience. And they do it with quiet confidence.
So my local idea of a “Digital Native” (if we have to pigeonhole a “typical” person) now is a crofters wife, in her 60’s, first language Gaelic, who goes to church then goes online (but NOT on the Sabbath) and does her emails, online shopping, ebay, and checks the weather forecast and the latest price that sheep have fetched in Lochmaddy market for her husband. Even that is way too simplistic; it’s too “messy” a concept to be pinned down here, and therefore perhaps has limited use. I’m glad I’ve read Richards piece, as it’s focused and inspired me to go find a bit of funding to interview all 130 residents and get some solid data on local adults and their digital use.
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Hi Richard,
thanks for the wonderful thoughts, I can tell you allready that the last couple of lines of your post, got my head spinning =)
Richard Sandford February 20th, 2007 at 3:04 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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“…my local idea of a “Digital Native” (if we have to pigeonhole a “typical” person) now is a crofters wife, in her 60’s, first language Gaelic, who goes to church then goes online (but NOT on the Sabbath) and does her emails, online shopping, ebay, and checks the weather forecast and the latest price that sheep have fetched in Lochmaddy market for her husband”
Fantastic, John – good to hear from you. These thoughts need to be a proper post, not relegated to a comment! Your blog’s still going, right? =]
Hope you find a way to share your neighbours’ experiences with those of us who don’t get to live in such a wonderful place, as well – looking forward to seeing it!
Richard Sandford February 20th, 2007 at 3:16 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Hope I didn’t misrepresent you (any more than I did by misspelling your name – fixed now).
What really interested me (although I thought it would muddy things a bit so I left it out here) was your inclusion of nabaztag with jaiku and twitter: the idea of giving consumers direct access to ambient representations of data is exciting enough, I think, to need a post to itself.
Looking forward to reading more of your thoughts on the white rabbit and where all the geeks have gone =]
Richard Sandford February 20th, 2007 at 3:25 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Angela and Martin, thank you, and I’ve updated the post to say it’s available.
Dan: isn’t it just? Looking forward to some immodest proposals…=]
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[...] So what’s next? – Flux [...]
Petteri Koponen February 21st, 2007 at 5:33 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Hi Richard,
Don’t give up on your N80, there is still some hope left–namely I can email you the 3rd Edition client of Jaiku. Just send a mail to petteri AT jaiku.com and soon you’ll have the FREE :-) 3rd Ed. client up and running.
We’ll release it publicly fairly soon, but a person blogging about Jaiku is always entitled to a preview.
Andy Polaine February 24th, 2007 at 9:35 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Yes, the TED talks are great. Check out the Hans Rosling one too for an insight into how to make statistics exciting (really).
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[...] There’s a thoughtful article about learning platforms by Martin Owen over at Futurelab’s Flux blog. [...]
DK February 24th, 2007 at 9:53 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Ken’s talk is fantastic although there are many many many more on there of equal-mind-blowing status – get on to the site and subscribe to the iTunes vodcast feed and gleam gleam gleam from people dropping knowledge…
DK
John Kirriemuir February 27th, 2007 at 4:54 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Richard,
See you (or anyone else) for a BBQ on the beach if you are passing Berneray this summer. We’re usually on de west beach round sunset:
Tony Wheeler
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I have heard several senior civil servants describe the educational technology experiment as the most extreme leap of blind faith. I like your analogies and agree the technologically faithful all “know” it’s efficacy (even if they sometimes exaggerate it). I think the reason we are still waiting for the revolution is that we continue to force the technological remedy onto the wrong group.
Kristian Still March 6th, 2007 at 7:13 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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‘Do not look where you fell, but where you slipped.’
I have very little knowledge of learning through gaming, however teaching in a college the game seems to be one of cat and mouse. One where the students try and access their myspace / bebo or such like accounts and staff try to point out the resources are there for learning?!? I would welcome a game that has strong pedagogy behind it and allowed students to collaborate towards an end aim. As a Sports Studies tutor working with male learners, a SIM game that replicated a sports centre for example rather than relying on ‘Champ Manager.’
Martin G. Smith March 6th, 2007 at 9:24 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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There is a growing trend within the educational community towards Gaming as a tool for involving learners, yet I would suggest that the apparent reticences to embracing the technology is the simple fact that it IS technology.
The reality is, teaching is, and has always been about finding the best way to present the material to be learned, remember the ‘counting games, in a way that will capture the interest of those doing the learning.
For myself, the main reason my program works [Bias Declared] is the JAZZ factor. A good example of this is the learner I have who has become deeply enthralled with Quantum Physics. What is interesting about the technology of the Highway of Light is that he can now sit at the computer and have a running dialog with the folks at CERN, who have, as one among many, embraced the concept of the true intent of Outreach.
This circumstance was described at a meeting yesterday as having replaced one addiction with another. I suggested that Quantum Physics is far better an addiction than Chrystal Meth.
Ray Le Couteur
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Unfortunately, too many people (usually non scientists) believe that we CAN apply the scientific method to education and come out with foolproof results – look at the way Ofsted puts so much credence on school data.
Unfortunately, in the realm of the classroom I have never come across a situation where it has been possible to use the ‘medics rigour’: there are just too many variables – it is impossible to carry out ‘fair tests’: the teacher, time of day, weather, pupils and I’m sure many other factors are constantly changing and mean that much data is flawed and can lead to confident, but often unreliable conclusions.
A simplistic, but real example from our school: we were looking at Physics results from 4 different classes (which were not setted) involving 3 different teachers – the teacher with the best results might be praised by Ofsted; the teacher with the worst might be castigated. However, the best and worst class had the same teacher …….. so many variables.
Raoul Teeuwen
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Tony Wheeler
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And whatever our personal views/aspirations are for education, in England and Wales it is still driven by high stakes examinations, raising standrds, and league tables. Gareth Mills at QCA described this as WYTIWYG curriculum development (what you test is what you get). Ironically in the present climate, if you want failure to be part of the curriculum you will have to design a test for it! Question then is would you have to pass this or fail it to pass?? And just to depress you even further check out this Guardian article which Tristram sent me today, it illustrates how wrong-headed the whole assessment and technology debate is at the moment. We need to use the technology to challenge what and why we are assessing as well as how we do it, and we urgently need to do it from the learners perspective rather than the awarding body…
Kirsten Disse March 7th, 2007 at 10:20 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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The words “Duh… yep” spring to mind – isn’t that one a bit of a no-brainer? I’d suggest that Biggs’ taxonomy related to knowledge levels: functional, conditional, declarative & procedural is far a more relevant (and rigorous) model.
JN identifies that teaching ‘functional’ knowledge isn’t the best approach, but his recommendations are light years away from achieving a form of procedural learning for technology. It would be great to see some discussion about how we could get there.
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[...] Another big report… “Their Space” March 7th, 2007 Found this via the Futurelab Flux blog. Demos (a UK think-tank) produced an 80 page (large print!) report on “Education for a Digital Generation“. Initially I thought this was going to be a hyper-bolic celebration of digital-youth, but it keeps a balanced perspective. Material criticising the myths found in mass-media hysteria on the ill-effects of digital media is balanced with a critique of the utopian counter view-point (page 41) : There is also a set of positive myths demonstrating ‘blind faith’ in the power of technology. The more extreme versions caricature a whole generation of young people as digital natives and cyberkids, all equally confident users of technology. Meanwhile, staunch defenders of gaming and web 2.0 risk presenting all digital practices as equally valuable, hailing each wave of technology as full of revolutionary potential. [...]
CB
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Ben has now posted an MP3 recording of his talk on his BadScience web site. Click here to find it.
Rose Luckin
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Great example Ray ☺. I agree learning and education are complex and involve many variables. We need to look at evidence beyond those provided by standard assessment results and consider issues such as the nature of the particular learning context, the social relationships within it, the history of that learners experiences and much, much more. Then maybe we can understand more about why particular learning experiences are or are not of value to learners and teachers.
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[...] Welcome! If you’re new here, you may want to sign up for email updates (look to your right) or subscribe to my RSS feed. Thanks for visiting! There’s a great phrase mentioned by Tony Wheeler in the comments section of this Flux blog post. He cites Gareth Mills at QCA as describing current curriculum development efforts in the UK as centering around WYTIWYG (What You Test Is What You Get) – also known as teaching to the test. This is inevitable when school success is based on outputs and Heads of Department need to make sure their departmental value-added scores are high. I had my teacher assessment levels of students in my classes artificially increased last week because I’d been ‘too harsh’. Or did I tell the truth? Can’t remember… Popularity: unranked [?]Bookmark:These icons link to social bookmarking sites where readers can share and discover new web pages. [...]
Tony Wheeler
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Richard just sent me this amusing but depressing link… ho hum
Ewan McIntosh March 12th, 2007 at 1:37 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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It’s worth remembering that we’ve had compulsory language education in Scottish primary schools for 10 years and there are a huge number of fun, creative and rigourous resources on offer. Some of the ones you can get for free, above all advice to support teachers new to teaching foreign languages, can be found on Learning and Teaching Scotland’s Modern Foreign Languages Environment:
Dan Sutch
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I would hope that your first recommendation is something that is taken on more by industry anyway, so that the software developed fits more closely with the varied needs and changing practices of learners and teachers.
Your second recommendation also is a great one – and I think the Long Tail approach to designing tools appropriate for specific contexts, rather than one off solutions delivered across the system will demand, and provide opportunity for that.
To add to the list, I would suggest that Jam needs to be more radical. To push the boundaries of the possibilities of digital technologies for learning – the sorts of tools and applications that don’t necessarily sit with current practice, but that can provide opportunities for innovators to try new approaches and for early adopters to see early evidence of new methods and tools. In this way, it would need to take the risks that many commercial companies cannot afford (or justify) to take, which also separates the competition between the two – whilst providing a showcase of possibilities for practitioners as well as industry members.
This would also demand that your first two recommendations were followed.
Ewan McIntosh March 15th, 2007 at 8:09 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Your recommendations are being followed. The content, the way it is handled and what each service feels like are all decided by different groups of practitioners. The companies making the productions have to follow the spec quite closely and, when they submit, this, too, is subject to practitioner scrutiny.
The BBC is also very much aware that learners are ‘doing it for themselves’, though I would argue that relatively few, especially in England and Wales, are actually using Web 2.0 tools for learning. Aunty is currently looking at ways to harness this energy for learning.
Martin Owen
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I have been following this discussion on TechCrunch (and I have even contributed).
When the BBC sponsored a microcomputer from Acorn it kick started the educational software industry – but no doubt then, as now, it offended Research Machines (now RM) who were the other major player in the market. RM are still here and Acorn are……..?
However pioneering and innovative work by the BBC (and also Beeb computer users) gave us a rich diversity of educational software – which we don’t seem to have today. You would think it would be easier these days rather than harder for a keen enthusiast to achieve something wonderful ( Devtray and Podd were goldies produced by teachers!).
Everyone is right, and everyone is wrong. There is no single right way. We live in a mixed economy
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This was met at the Knowledge Seekers realm with ‘Get It!’ A regular response these days around here. When we stared on this adventure three months ago, who would have thought that a field of learning we had been told ‘Would not work’ would be so advanced, so pervasive [The new Buzz], and so inclusive of learners. I have to have the crew double shift just to keep up.
Bias Declared.
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[...] Michael Arrington, Techcrunch Rose Luckin, Futurelab Ewan McIntosh John Connel [...]
Nick Kind March 16th, 2007 at 4:43 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Rose:
We’re working on jam projects which haven’t yet been published which already do everything you mention. Or at least we were until Thursday.
Jam Producer
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[quote]
1) Make sure that learners, teachers, parents and other stakeholders in a learner’s education are part of the design process.
2) Recognise and build upon the fact that ‘Learners are doing it for themselves’, using Web 2.0 tools to create, share and publish their own stuff.
[/quote]
I hate to shatter any illusions you may have about how BBC Jam content was produced, but both of those sage pieces of advice have been followed from the word go.
I produced two of the live pieces of content, and on both spent at least 6 of my working hours each week in a school working with kids and teachers. Parents were involved in home testing during school breaks. Consultants were also involved from conception to birth.
On my Maths commission, we called one particular school (that we visited every Tuesday morning for 12 months) our co-design school. They, effectively, signed-off every stage of the development. If they didn’t get it, it was ditched. As producers, we fully and whole-heartedly delighted in engaging in a user-centred design process.
As for the second point, the biggest mantras on Jam production were Distinctiveness and Complementarity. They weren’t just two of the EC conditions, they were our life force when coming up with ideas. We were 100% aware of the “doing it for themselves” concepts (User Generated Learning we called it) and, though we were held up by infrastructure issues frustratingly regularly, it was always our intention to roll out these services.
I hope that, whatever the new service we’re allowed to launch is, we’ll still be able to do this, and to re-use the stunning learning content that our co-designers completely adored.
Donald Clark March 17th, 2007 at 6:21 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Let’s not get carried away about the poor BBC. It ain’t poor and its record in educational publishing has not always been sound.
I was around when the disastrous Doomesday project was produced and millions wasted.
Try learning French from ‘A Vous La France’ – it’s impossible.
For a detailed critique of some content from a language teaching expert see:
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[...] Researcher Rose Luckin suggesting that Jam should have engaged with the new web paradigms – see UGC. We’re currently working on a Jam project that is aiming to re-define UGC, providing learners not just with a space to collaborate and express their ideas, but with tools to do so in new and engaging ways. [...]
Marshal Anderson March 19th, 2007 at 10:52 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Rather that just violently agreeing with everything that’s gone before I’d point out one part of the homeopathy analogy that actually makes what’s going on with education generally even worse; in homeopathy it’s usually the subject who chooses to take unproven cures because of their belief in them, in education we impose these ‘cures’ on students who are given no choice.
Bob Deed March 19th, 2007 at 7:02 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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To what extent are governors the “strategic decision makers in the Colleges of of Further Education”? I am not sure how well placed governors are placed to drive change although they can, sometimes, hold a veto.
Kristian Still March 19th, 2007 at 9:22 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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I think many post 16 college are keen to encourage and engage with learners through web 2.0. Information regarding this resources is, however, slow to filter through to a) the decision makers and b) the rock face teachers.
We are certainly not unaware of the social networks – it has certainly increased IT activity at our college of our students, Bebo, MySpace….. Ironically, the staff that are keen to push the agenda communicate through web 2.0.
DK March 20th, 2007 at 9:30 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Can I get an AMEN for the last paragraph…
Totally agree my friend and for some kick-ass discourse on the subject you should check out my man Christian Long over on http://thinklab.typepad.com/ – he heads up DesignShare (http://www.designshare.com/) which focuses on the ‘future of learning’ – MediaSnackers is partnering with them soon :-)
For my ten pence, this is not about ’strategic investments’ or ‘developmental policies’ around ICT and education, it should be a shift in mindset to embrace the FLUID nature of the present web 2.0/media/technological youth culture.
Hate to get Zen on your ass but like the great Bruce Lee once said: become water my friend!
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[...] Me ha gustado mucho el trabajo que Martin Owen, Lyndsay Grant, Steve Sayers and Keri Facer publican en Futurelab, un sitio web “apasionado por transformar la manera en que apredemos las personas”. [...]
Martin Owen
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My partner teaches “basic skills” in an FE college. Her students use Piczo as a regular part of their learning experience and do fairly sophisticated things like embedding Youtube etc. Many of these students – who have not done well in/by the system- seem to get the web2.0 thing without much difficulty.
Yep… let’s keep it fluid….because as the Zen sage said
“prediction is difficult…. predicting the future doubly so”
Bob Harrison March 22nd, 2007 at 2:21 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Thanks to all for those contributions….I have just spent 2 days at the Nilta conference in Leeds and whilst I am please that Martin’s partner is innovating I am afraid my perception of the FE system is one of pockets of localised transformation with little systemic change.
That it is why it is vital that Governors DO fulfill their strategic role and develop,along with all stakeholders,a vision for learning in the 21st century. that is why I ran the workshop Bob!
P4S has a team of people to influence the BSF programme and I am glad to say LSC,Becta,CEL and JISC Infonet are starting to fill that space for the FE system. Not a moment too soon!!
Martin G. Smith March 23rd, 2007 at 2:45 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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As always, Flux created a stir in the ranks of my gang of voracious knowledge seekers. We have bee somewhat in awe of late at the extent to which, the Urban Incursion has developed from a proposal for a pilot project to a full blown entity.
Bias Declared [http://redsevenone.wordpress.com/]
What Flux accomplishes and the work of Futurelab and groups like Demos, who we first encountered at the EPSRC ‘Sandpit’, as well, is in showing that the is an impetus, a sovereign assignation if you will, in the UK understanding the necessity of change in the way people learn. There remains a hope that this same spirit will infect those responsible for making decisions on the Western side of the Atlantic.
However, in absence of direction from those who should be leading the way, we proceed ahead, with the work of Futurelab and all those working on the future of education, at least in part, as our guide.
To those who disdain at the notion that this change is necessary, allow me to share two oft repeated quotes.
‘The time has com to put a fence at the top of the cliff, instead of a net at the bottom: Thus giving a chance to build a bridge.’
‘One can Lead, Follow, or Get out of the way: Change, it cometh.’
Mark Berthelemy March 30th, 2007 at 9:39 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Hi Leon,
“…you need smart filters or smart lenses to deal with this stuff.”
Teachers need trusted advisors who will act as the filters. At the moment it’s all in the ICT arena, but we need to encourage more people who are close enough to the classroom in other subjects to start filtering online.
Mark
Rose Luckin April 5th, 2007 at 4:05 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Thanks for all the responses. It’s great to know from all these responses that the next portion of Jam will indeed be the best thing on sliced bread ☺.
When I posted this article I was trying to open up a discussion about the ways in which widely available educational content might best be developed in a world where technology is rapidly changing and where learners, teachers and producers often have very different perceptions of the ways in which those technologies might help. I know that the BBC use participatory methods, but there are still big questions about how best to do this, particularly at the early stages of the design process – there is still a lot of work to be done here. With respect to the issue of Learner Generated Content – come along to the launch of the Learner Generated Context initiative at the LKL on 12 September for further discussion of this topic.
Martin
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Your comments about mixing and re-creating with music reminded me of a recent article on DRM, written by composer Shelly Palmer. He felt that DRM would prevent this mixing, and that such a development would be bad for music as an art form.
Martin G.Smith April 6th, 2007 at 1:22 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Hello Rose – Your posting sent my voracious band of knowledge seekers racing to the resident, though dated, hardbound OED, the 24 Volume version. The word which turned up most was analogy and its cousin, although granted not an ‘ogy’, metaphor.
While it could be argued that the foregoing does not contribute to the quest, the fact that it got my crew thinking, is a point I do not ignore.
My contention is, whatever turns on the quest for knowledge and sustains it beyond the oft analyzed attention span of our young is a valid endeavor. A quick glance at your home port shows you may have a lot more with which to stimulate learners, some far out in the nether reaches of the Highway of Light, yet the blink of an eye away.
Fred Garnett
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I think the issue is deeper than that of the relationship between techno-savvy learners and subject-savvy practitioners. I have argued that we need to be aware of the pedagogy / andragogy / heutagogy continuum as a way of developing learners with both the curiosity and skill to take charge of their own, socially useful, learning. Repectively they should develop understandings of knowledge, negotiation and enterprise (creativity?). I taught this way for many years in Lewisham adding technologies into the mix as enabling devices as they came along and I found ways to use them. Students resisted this process at first because it wasn’t familiar, but as a practitioner I found through negotiation, support and trust, over time, that I could empower them to be actors in their own learning.
Maybe the dynamic that Rose talks of that is happening now, will enable a deeper understanding of socially useful learning strategies to develop, but it needs to be about more than just recuperating technology into the learning mix.
Drew Whitworth April 9th, 2007 at 1:48 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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When this came up in our meeting the other week I tried to think of the Greek word for “community” – eventually remembering it is of course “polis” so how about “POLIGOGY”? A silly coined word but one that maybe reflects the idea of learning being embedded in a community, whether proximate or diffuse, virtual, whatever.
Mind you, Nigel then responded by observing that the ancient Athenian polis, for all that it espoused democratic principles, was exclusive in certain ways (no women, no slaves, no foreigners)… But that is true of all “communities” and the learner-generated contexts issue must also account for inclusion/exclusion.
Cllr Angus Nicolson April 24th, 2007 at 7:10 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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#10 John is right, I have retired (taken a sabbatical) from the Council due to my wife and I having another baby and due to work pressures, not age or infirmity. Aged 44, I remain (until 3/5/07) the second youngest Councillor in the Western Isles; the youngest Chairman ever; and the only one with any general IT skills.
It’s depressing that the likely average age of Councillors will increase for the second successive election, but that is a function of the electoral system, which favours the retired and unemployed (unemployable) as candidates.
Doug Belshaw April 26th, 2007 at 7:32 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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A link might elicit more responses? ;-)
Timbo
April 27th, 2007 at 7:35 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Richard Sandford April 27th, 2007 at 1:09 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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yes! Roll on the dead-tree search shortcuts (of course, in the old days it might have been called a “memory” or similar, but I suppose there was less to remember back then)
Maggie Tsai April 27th, 2007 at 6:37 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Leon,
Glad to hear you find Diigo useful.
Thought you and your colleagues may be interested to know that Diigo is founded by a former EECS professor at UC Berkeley. Diigo actually arose out of personal needs to read and digest large amount of information online and the need to share thoughts and interact on those information.
Given our founder’s previous academic background and interest, we’d hope Diigo continues to serve the educational community well! Thanks for your support. Love to have your feedback to make it even better.
Tonia Clarke April 28th, 2007 at 5:24 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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I was right there with you (some very tidy links, ta), up till the bit about ‘victim mentality’.
I work for a local authority in Wales and work for the IT Department visiting schools to fix network and PC problems. I have been talking to heads and teachers recently and what they are identifying is a lack of confidence with the adoption and use of new ICT technologies.
They might talk about ‘lack of training’ but if you unpick what they are saying isn’t quite as straight forward. I think a lot of the problem is linguistic.
Firstly they don’t like or feel confident in the use of ‘computer jargon’.
The idea of ‘training’ is also unhelpful because people don’t train in languages, they learn languages.
The training that is provided by the Advisory Service in our county seems more geared towards how use a particular piece of software or equipment (Intranet/IWB) and assumes a level of ‘trainee’ confidence in the use of the underlying PC technology that just isn’t there and that won’t be solved by ‘more training’.
I think the way to go is to recognise that there may well be a gender/age issue here (over 80% of our primary school teachers are women), and encourage the adoption of more informal support. If we refer to it as ‘teachers needing more coaching’ (see, nice sporting type word that the men in suits who decide important sounding things like ‘Strategy’ and ‘Finance’ can get behind) on things like, navigating the operating system, understanding speeds/capacities, basics of networking… maybe even a bit of the history of ICT (including cuneform, paper, pencils, radio etc)just to give it something of a more tangable social context.
When a teacher says to me that she feels like she has an ‘alien on her desk’, blaming the ‘victim’ doesn’t come anywhere near solving the problem. A lack of confidence can only be solved by findng learning solutions that increase confidence.
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[...] Again, unfortuantly the work is still ‘in progress’ and wont be ready any time soon. But none the less, it is there and the ideas are there to be compared with and against. Click this link to goto the project page. [...]
Leon Cych April 30th, 2007 at 1:52 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Hi Tonia,
Thanks for the feedback.
Let’s take a couple of your points and I’ll try to expand on them:
“Firstly they don’t like or feel confident in the use of ‘computer jargon’.
The idea of ‘training’ is also unhelpful because people don’t train in languages, they learn languages.
The training that is provided by the Advisory Service in our county seems more geared towards how use a particular piece of software or equipment (Intranet/IWB) and assumes a level of ‘trainee’ confidence in the use of the underlying PC technology that just isn’t there and that won’t be solved by ‘more training’.”
I totally agree with this. However I think the way forward is to embed competencies into job specs as they do in the real world. If you work in an office and you don’t have those competencies you do have to learn them pretty quickly. If linked to your professional development and your professional role then it is not longer something ‘other’ or out there that you have to do becuase you are required to but something you have to do get the job done.
“I think the way to go is to recognise that there may well be a gender/age issue here (over 80% of our primary school teachers are women), and encourage the adoption of more informal support. If we refer to it as ‘teachers needing more coaching’ (see, nice sporting type word that the men in suits who decide important sounding things like ‘Strategy’ and ‘Finance’ can get behind) on things like, navigating the operating system, understanding speeds/capacities, basics of networking… maybe even a bit of the history of ICT (including cuneform, paper, pencils, radio etc)just to give it something of a more tangable social context.”
Whatever way you cut it I don’t see it as a gender issue. I think it is a question of making it meaningful within the context of your role and linking it to accreditation and professional competencies. Whether you are male or female it really doesn’t matter – can you use it in a meaningful way. And the drivers for that in my opinion are being paid to use that in your role or subsidised accreditation that leads to a masters or equivalent. This, within the framework of the school community and it’s very specific activities, is what is important.
“When a teacher says to me that she feels like she has an ‘alien on her desk’, blaming the ‘victim’ doesn’t come anywhere near solving the problem. A lack of confidence can only be solved by findng learning solutions that increase confidence.”
I am not blaming the victim rather I am suggesting that CPD should be based on workplace reform and change management – traditional forms of training are leading to a dependent attitude rather than a pro-active professional can-do one. It’s not the person – it’s the environment – there is a big difference. That the management of how people go about the business of education needs to change rather than the people themsleves. That will come as systems evolve.
Tonia Clarke April 30th, 2007 at 9:46 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Hi Leon
Thanks for the commentry on the comments.
>Let’s take a couple of your points and I’ll try to expand on them:
Ok, and expansion on your expantion… how deliciously ‘meta’.
>I think the way forward is to embed competencies into job specs as they do in the real world. If you work in an office and you don’t have those competencies you do have to learn them pretty quickly.
Ok, that works for the new and shiny ones. Existing staff… not so much, unless they have the time and support to aquire these competencies. If that’s not on the table, then there is less of a chance of it happening sooner rather than later.
>Whatever way you cut it I don’t see it as a gender issue.
I was clumsy with my language here. I am not seeing it as a wholly gender issue, but to discount gender as a significant factor seems pretty unhelpful the same month that the Gender Equality Duty comes into effect.
(Have you read any of the SIGIS stuff? Lots there to think about. I would also recommend you look at the Flosspols final report – just google Flosspols and gender).
We all know that ‘Technology’ has no actual gender, but culturaly… not so much. Technology is mechanical and social, but in our society, ICT is still gendered.
Look to the numbers, the numbers of women opting for (or continuing to work in) the ICT fields, they are dropping. As a woman in the technology field, this is a no-brainer. No amount of ‘pink and fluffy’ CC4G is going to get to the root of the problem. (Am I the only one to come away from that site thinking my eyes were bleeding from the ‘pinkness’ of it all? Talk about re-enforcing gender stereotypes!). The problem isn’t mechanical, its social.
>I think it is a question of making it meaningful within the context of your role and linking it to accreditation and professional competencies.
Abso—lutlely! But many teachers that I talk to struggle to find that meaning, which is understandable while we are still installing office automation tools on primary school PCs. And yet, that’s what the curriculum dictates, that’s what the HMIs want to see.
>Whether you are male or female it really doesn’t matter – can you use it in a meaningful way.
Agreed. Men and women don’t use technology very differently (Ok, porn aside…)the difference lies with their self perception. The chances are, if asked for a self assesment on the ability to carry out a particular task, a man will over estimate his capabilities and a women underestimate hers. I’m not saying that is carved in stone, It’s not a law, it’s just an observable tendancy… it’s a confidence thing.
>This, within the framework of the school community and it’s very specific activities, is what is important.
And for that to work, confidence really is the key, including the confidence to learn outside you comfort zone in front of the class.
“When a teacher says to me that she feels like she has an ‘alien on her desk’, blaming the ‘victim’ doesn’t come anywhere near solving the problem.”
>I am not blaming the victim rather
… it just sounded like it.
>I am suggesting that CPD should be based on workplace reform and change management – traditional forms of training are leading to a dependent attitude rather than a pro-active professional can-do one.
I agree, traditional ICT training is training for a dependancy.
>That will come as systems evolve.
System’s don’t evolve. People construct and change systems. The better the knowledge of the actual social context, the better the chance of the system working for people in the long term.
Leon Cych May 1st, 2007 at 6:27 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Hi Tonia,
To comment on the comment about comments..
“”"
>I think the way forward is to embed competencies into job specs as they do in the real world. If you work in an office and you don’t have those competencies you do have to learn them pretty quickly.
Ok, that works for the new and shiny ones. Existing staff… not so much, unless they have the time and support to aquire these competencies. If that’s not on the table, then there is less of a chance of it happening sooner rather than later. “”"
I suppose I am arguing for it to be on the table – the agenda and funding for CPD that is meaningfully embedded into our roles within education is lacking…
“”"
>Whatever way you cut it I don’t see it as a gender issue.
I was clumsy with my language here. I am not seeing it as a wholly gender issue, but to discount gender as a significant factor seems pretty unhelpful the same month that the Gender Equality Duty comes into effect.
(Have you read any of the SIGIS stuff? Lots there to think about. I would also recommend you look at the Flosspols final report – just google Flosspols and gender).
We all know that ‘Technology’ has no actual gender, but culturaly… not so much. Technology is mechanical and social, but in our society, ICT is still gendered.”"”
Well reading them it does appear that the contexts for inclusion are gender hostile in some cases. I tend to work in the schools educational sector not the developer communities and that world is a little more sane at times :) The funny thing is that I always found the 10 year old flash enthusaists were always the girls when I was teaching way back – maybe that was just a blip!
“”"
Look to the numbers, the numbers of women opting for (or continuing to work in) the ICT fields, they are dropping. As a woman in the technology field, this is a no-brainer. No amount of ‘pink and fluffy’ CC4G is going to get to the root of the problem. (Am I the only one to come away from that site thinking my eyes were bleeding from the ‘pinkness’ of it all? Talk about re-enforcing gender stereotypes!). The problem isn’t mechanical, its social.”"”
OK I’m with you there within that arena it seems on the evidence of the findings. I still think it is the recognition of your role and how the ICT fits around it that is more important than the tech. It is within that context I meant it.
“”"
>I think it is a question of making it meaningful within the context of your role and linking it to accreditation and professional competencies.
Abso—lutlely! But many teachers that I talk to struggle to find that meaning, which is understandable while we are still installing office automation tools on primary school PCs. And yet, that’s what the curriculum dictates, that’s what the HMIs want to see.”"”
I’d like to see some evidence for that – I can only assume that is a perception of what HMI’s would like to see unless presented with a strong model of good strategic use of open source to counter existing orthodoxies.
“”"
>Whether you are male or female it really doesn’t matter – can you use it in a meaningful way.
Agreed. Men and women don’t use technology very differently (Ok, porn aside…)the difference lies with their self perception. The chances are, if asked for a self assesment on the ability to carry out a particular task, a man will over estimate his capabilities and a women underestimate hers. I’m not saying that is carved in stone, It’s not a law, it’s just an observable tendancy… it’s a confidence thing.”"”
Hmm I am not so sure I buy into that one in the schools educational ICT sector…I couldn’t say that is definitely the case without objective research…
“”"
>This, within the framework of the school community and it’s very specific activities, is what is important.
And for that to work, confidence really is the key, including the confidence to learn outside you comfort zone in front of the class.”"”
I think it really is a question of taking people from one comfort zone to another incrementally and in positive context rich environments.
“”"
“When a teacher says to me that she feels like she has an ‘alien on her desk’, blaming the ‘victim’ doesn’t come anywhere near solving the problem.”
>I am not blaming the victim rather
… it just sounded like it.”"”
I never make those kinds of inferences based on such soundings :)
“”"
>That will come as systems evolve.
System’s don’t evolve. People construct and change systems. The better the knowledge of the actual social context, the better the chance of the system working for people in the long term. “”"
I should really have clarified that – I don’t disagree.
steve May 3rd, 2007 at 5:29 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Facebook is really cool. I’m glad someone finally pointed out this great online community. Once I saw that they also had a firefox tool bar plugin I was sold. Great post keep up the good work. Aloha from Maui, Hawaii http://www.alohatechsupport.net
PaulWill May 4th, 2007 at 7:55 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Facebook is social, I’ll give it that, but I do find it slightly lacking and restrictive.
It doesn’t really have a purpose, but the introduction of “gift” to friends is a novel way to create a rating system.
I think it is a good combination of technologies (Photo tagging, whiteboarding, Microblogging) and could (possibly) be used cleanly as a Educational tools.
But doesn’t Elgg do similar things?
kristian still May 4th, 2007 at 11:17 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Social networks have certainly caught the attention of the 16-19 years at College. If its not MySpace, Bebo or Facebook then its smaller, more specific sites. Whether its facilitation IT usage of distracting students away from what they should be doing is as yet unclear. Also, didnt either the BBC or the Guardian write about Universities writing MySpace pages? And then there Ning…. creating your own Network (Thanks Doug Belshaw).
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[...] There are several works that have been chosen for comparison within this blog entry. The main project that I will be focusing on is called The Water Games and it was “especially thought for the Universal Forum of Cultures Barcelona 2004″. Other projects that I will make mention of during the entry will include The Data Fountain, The Water Wall and The Fountaineers. [...]
AJ Cann May 10th, 2007 at 1:01 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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The reason for the popularity of Twitter is well known:
It’s the psychological principle of intermittent variable reward, one of the most powerful methods of operant conditioning:
Ferster, C.B. & Skinner, B.F. 1957 Schedules of reinforcement. New York: Appleton-Century-Crofts.
Zeiler, M.D. 1968 Fixed and variable schedules of response-independent reinforcement. Journal of the Experimental Analysis of Behavior, 11, 405–414. http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1338502
Bill May 12th, 2007 at 11:32 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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ivayua May 13th, 2007 at 8:15 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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[...] And to add another piece to this puzzle check the nice introduction of the moment’s fad at Twitter 101: a good intro and summary with ideas and perspectives plus a comment that shots the whole thing down. [...]
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As an addendum to both my blog entries on Twitter and Fring – they have now been combined – see here: http://www.fring.com/blog/?p=38
Leon Cych May 18th, 2007 at 4:40 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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As an addendum to both my blog entries on Twitter and Fring – they have now been combined – see here: http://www.fring.com/blog/?p=38
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[...] May 18th, 2007 by Ryan Lanham Highly mobile devices, pedagogical possibilities — how teaching needs to be reconceptualised to realise them [...]
Stuart May 20th, 2007 at 4:18 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Although not an educational narrative, in an attempt to find a use for Twitter I created accounts for a few of the radio telescopes in the UK’s MERLIN array. Every time they change what they are observing, Twitter is automatically updated.
Damien Riley May 21st, 2007 at 6:32 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Your post is extremely well-said. I’m a teacher. I don’t get the education element though. I have one on my myspace page and nested on the “about” section of my blog. Other than that, I think they look gaudy on the front page and takes attention away from the content and focuses on the author (which I try to avoid since I have a “language” blog) I think twitter is a twitter of something, bt not future education . . . imho.
Damien Riley May 21st, 2007 at 6:34 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Are you still addicted to it? I find it pale inn comparison to MySpace and of course, we all know MySpace sucks.
Timbo
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Fair question, and yeah I confess the novelty has worn off a little. It’s probably about time I did my follow-up post… next few days. Promise.
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[...] But it’s not just the tools that are interesting, but the way in which I came across them. scribefire was sent to me by Andy Black after a conversation in London. Diigo was discussed on Flux a few posts ago and musicovery sent to a Futurelab ‘cool stuff’ space by Tash Lee which prompted to me to re-find a post by Doug Belshaw. [...]
PaulWill May 22nd, 2007 at 7:08 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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I know you don’t need me to say this, but, Welcome to the Blogsphere!
I love the way everything is interconnected, and how now it seems you don’t need to remember specific information, only have the skills to find it.
When does this get put on the curriculum?
Timbo
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Thanks for this Dan.
I can vouch for scribefire – every blogger should try it.
And as for Musicovery – wow.
Being in a good mood this morning, I’ve tried a “positive” selection; tracks so far:
More than a woman – Bee Gees
Thank you – Simply red
Just the two of us – Bill Withers
I think this is going to be one of life’s guilty pleasures… :-)
Damien Jorgensen May 23rd, 2007 at 10:17 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Look interesting
Timbo
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[...] There is as ever much to do about the personalisation of learning through technology. This takes various different forms: it can, for example revolve around content and it can focus on the benefits or not and the personal devices that learners can use to support their learning and mobility. Of course one of the key ways in which each learner’s experience is individual and personal is through the different contexts in which they live their lives. A primary facet of this context for most school aged learners is through their interactions with their families. So are we doing enough to help families ‘make it personal’ and help each other learn effectively? [...]
Doug Belshaw May 26th, 2007 at 8:25 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Hi Dan,
Musicovery is just great! It’s replaced ‘Groove Salad’ via iTunes radio as my chillout music of choice to play in class. :-)
Not so keen on Scribefire, though. I don’t like the way it adds its own advert at the end of posts, and I don’t feel as though I’ve got as much control over the layout of my posts with it.
Dan Sutch
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Hi Doug.
I don’t mind the advert being there as it only appears when I’ve taken advantage of Scribefire – and I’m more than happy to highlight the tools I’m using within my work processes (rather than just the products). Having said that, just for you ;-) my most recent post has been edited once posted so no adverts appear!!
Omar May 31st, 2007 at 10:06 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Our team just launched a new collaborative web-based mind mapping tool called Comapping. It is worth checking it out at comapping.com. We have had quite a lot of success among the education segment
Regards, Omar
Leon Cych June 6th, 2007 at 12:41 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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I have been waiting for this to emerge for some time and thought that the Beeb had ditched it because some commercial firms have since brought out similar but distinct alternatives.
Being able to share and annotate media simply and easily is going to have to be a priority from now on because there is so much of it! And who wants to look at it in a serial start to finish way anymore anyway?
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[...] Jun 6th, 2007 by Ryan Lanham Annotating within media [...]
mianlee June 7th, 2007 at 6:14 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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this is an impressive article about Learning and the real world. I remember what my teacher taught me that learning is a continuous process, and this article proves it.
Richard Sandford June 8th, 2007 at 12:18 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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“who wants to look at it in a serial start to finish way anymore anyway?” – think you’re right, Leon, although it makes me think that creating content when you know people won’t read it the way you intended makes it harder.
If I remember right from my time at the BBC, two years to get a prototype involving real content out of the door and into users’ hands is pretty good going =]
What are the alternatives you mention? WOuld be worth having a look at tools that let you do this with any media.
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It’s always good to link with like-minded people. I work in Bolton at a large 11-18 high school and have, for several years, brought together Bolton’s young people to look at how they can be engaged in real leadership roles within their schools and wider communities.
Bolton has its own participation standards and I have adopted them to meet school self evaluation on Voice and Participation ready for Ofsted visits.
With Ofsted in mind, we have also considered how to use the capacity of our young people – we have SIPs (School Improvement Partners) but want to develop PIPs (Pupil Improvement Partners). We have also looked at how young people can be used in a role of validating schools in their healthy schools accreditation. The Healthy Schools Team is currently exploring this.
If you check on the Innovation Unit website you will see how Bolton is involved in a field trial looking at next practice on personalisation. We are keen to learn from anyone who is already moving towards real leadership roles for young people. How do we link to your developments on student-led inspections?
Ingrid Cox June 12th, 2007 at 4:54 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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So…. how do we motivate staff? I believe the tipping point is now being reached when adults know they cannot do all this alone. There are more young people out there in schools who want to be developed in school improvement.
Another tool being explored is the UNICEF UK model of “Join It All Up” with the work on Rights Respecting Schools (recently developed in Hampshire) This places United Nations Convention on the Rights of the Child at the heart of a school’s ethos.
The Specialist Schools and Academies Trust in the North West have just brought 250 young people together to explore how RRS might enhance young people’s “voice” agenda. It’s not just in voice (that can be ignored) but it is in rights – everyone’s rights.
Perhaps a school with an existing ethos of real particiaption for all its members would see student led inspections as the natural next step…. obviously we need to prepare for this though.
Dan Buckley
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In my experience, if student leadership is built up slowly by students having genuine ownership of smaller projects and the budgets that go with them, they then can qualify with in-house leadership qualifications that enable them to take on larger challenges and greater qualification over time. This approach means that not only do you have students in important positions that are capable of delivering quality but also you have an understanding and respect for their position from others. Our leadership teams developed in-house OFSTED style inspections after four years of development. They found the challenge of this was greater than all the projects they had managed previously including curriculum design, managing facilities, running businesses, peer teaching and bidding for capital projects. I firmly believe that shared ownership of decision making in schools is vital but would urge that students be trained appropriately beforehand so they can have a greater chance of shared ownership of the procedure. The real issue with student leadership is in the micromanagement of the power relationships between students and teachers, I would argue that you need to make it extremely clear what areas are up for shared ownership and which are not before embarking on student inspections – what happens for example if students feel a teacher’s practice is consistently unacceptable?
I think we have much to learn from the Danish system in which students have their active involvement in the governing body protected by legislation and regularly have control over parts of the school budget.
Guy Shearer
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I think your last paragraph articulates something many people have been trying to put across for a while now – perhaps more clearly than I’ve seen it said before. That, taken with papers like those from DEMOS (Your Space) put the whole discussion about Learning Platforms into a new light.
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[...] Jun 14th, 2007 by Ryan Lanham All ones, no zeroes: challenging the Digital Divide [...]
Vincent Theeten June 15th, 2007 at 1:02 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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At CREAX, we recently launched http://www.moreinspiration.com which is a webtool that allows you to track new and innovative products and solutions. It doesn’t really let you annote, we annote the innovations FOR YOU.
In fact, MoreInspiration is a database aimed to inspire people to find new ideas and concepts by showing them recent innovations classified in several ways.
Unlike gadget sites that merely show you the innovations, we order them so they can inspire anyone, and explain what and why certain products have changed things.
Should be a great help for you to keep up with what’s new and innovative.
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[...] Flux » Articles » Dopplr shift [...]
PaulWill June 18th, 2007 at 12:42 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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With a barrier being access to technology, will there be any thoughts on using OLPC technology, such as Asus eee PC?
After all 3rd world countries are struggling for technology, but so are we!
Another barrier is online access, we are still struggling to get students online, esp. in remote communities. Others are drawing ahead, and the gaps are getting bigger.
After this research, will there be a publicised solution?
Bob Deed June 18th, 2007 at 1:01 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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What a great idea!
It has parallels with thinking in social housing in having tenant-led inspection of social landlords.
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[...] A parte de cambiar de diseño Futurelab, nos brinda un excelente documento titulado “Beyond the digital divide“, dispuesto para bajar en pdf. Es un problema la fractura digital entre personas y generaciones que se irá incrementando en los próximos años. Este documento da un recorrido sobre esta fractura y sus posibles soluciones, en las que el componente educativo es importante. Se deben establecer programas de inclusión digital. El problema es ¿cómo se hacen y a quién implicamos en esto?¿Dónde están las buenas prácticas?. En el blog de Futurelab Flux tienen un post al respecto que dice: We aim to build constructive partnerships with other organisations and individuals tackling these issues, working together towards educational equality. [...]
shaf cangil June 21st, 2007 at 1:02 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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I for one as a developer of e-learning software for special needs kids and as a student teacher of ICT believe in differentiation and learning through gaming.
Its easy to cater for visual and audio modalities through the usual PC set up but its really difficult to create kinesthetic activites for those people that prefer to intake info that way. Potentially everyone has the ability to morph into at least one other modality but as full body activity is restricted (there are not even the ball and link models in some chemistry classes where i personally finally grasped molecule structures -how sad!) every encouragement should be given to the wii option.
I own a wii and my kids think its radically different from other consoles they have. You can build up a sweat for one thing! You cant do that with other consoles! Merging physical interplay with learning is a new doorway to information input and I for one think if there is any way of expanding the methods by which one absorbs it, then it should be explored completely…
How amny times we have heard that the benzene molecule came in a dram where a snake was eating its tail and that space can be percieved as curved and distored around a planet!!! how fabulous is that for haptic exploration!
John Wootton
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You’re right – BUT – the Govt have this thing about interoperability and one password gives you access to the world.
We’re holding back on VLEs for now to see what develops.
The students will hold the key – how they use them will drive the VLE future.
Timbo
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@Ingrid – best advice is to contact Rose Dowling at Edge Learner forums: http://www.edge.co.uk/docs/listens/forum/
(her email address at the bottom of the page)
Thanks for dropping by.
Tim
Jaya June 25th, 2007 at 2:19 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Have you chatted with the Connecting Bristol folks about this? It’s slap bang in the middle of what we were trying to do within the Digital Challenge, and I’m certain that there are synergies to be found (if they haven’t been already!).
Dr. Bill Finlan
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Yes, schools in the USA are designed and operated to be academically and socially selective.
I have just completed a 70-page publication entitled “Schools in the USA are Pathetic,” with the philisolhy that our culture (and our schools) are basically for about 20 percent to succeed easily. 60 percent can make it in the schools (and culture)if they work hard and cooperate with the system. 20 percent are destined to failure.
Timbo
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[...] Congratulations to the Create-a-scape team on the announcement of their nomination in this year’s New Statesman New Media Awards. They’ve been selected as finalists in the education category which apparently “go to the body or project that has made the most significant contribution to education through the use of new media technology.” [...]
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[...] Jul 5th, 2007 by Ryan Lanham Mobile Learning Institute [...]
Roland Harwood July 6th, 2007 at 11:27 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Great post Leon. Glad that you found the Hidden Innovation report and Eric’s visit inspiring. Roland
Peter Twining July 9th, 2007 at 6:20 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Leon Cych July 9th, 2007 at 10:00 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Tim Brook July 9th, 2007 at 11:10 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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It’s what I’m aiming to be myself…
Though without external funding
Tony Kennedy July 11th, 2007 at 10:38 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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As E-learning ‘governor champion’ of a large secondary school setting out to be excellent in this field, I would certainly be interested in discussing participation in such a development.
I do not know of any existing organisation which could fulfil such a function.
DK July 13th, 2007 at 1:16 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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For my 0.02c the issue is starting a consultation process not a conversation (something I rattle on about when someone puts me on a stage)…
It’s like asking a grain of sand if they are happy where they are… things change… in a constant state of ‘flux’ if you like…
Back to proper work :-)
DK
MediaSnackers Founder
Ewan McIntosh July 13th, 2007 at 2:33 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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As well as changing all the time (and goodness knows how much will change in the time the Commission takes to put together a Recommendation, let alone the time it takes States to put things into action), each country and the regions within each country have different needs and requirements. Education is not one size fits all within the one institution, so why pretend that it might be across a whole continent?
The best way to make changes across the EU would be to increase funding for Council of Ministers and Commission projects which attempt to improve teachers’ pedagogy more directly, such as the projects run by the European Centre for Modern Languages (ECML).
John Popham July 13th, 2007 at 9:42 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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One of the key problems is that social divisions are re-inforced by academic snobbery. People whose learning styles are suited to practical applications are labelled as academic failures, and their educational successes are treated as second class options.
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[...] I’m still way behind on my RSS feed reading, but I did have time to read a post over at Futurelab’s Flux blog entitled 21st century schools. It reflects on eight questions being asked in the public sphere by the European Commission. I’d be interested in your views on these: [...]
John July 25th, 2007 at 8:53 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Well done!!
David Bryson July 26th, 2007 at 5:40 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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I totally agree that a Call Centre is a great idea. I don’t mind using a telephone but it is not my favourite means of communication introduction to use of computer and telephony are keyskills in business and these days in lifelong learning and e-learning.
The skill of being able to work in a Call Centre has been a good earner, compared to bar work, for a number of my students through University.
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[...] But it’s not just the tools that are interesting, but the way in which I came across them. scribefire was sent to me by Andy Black after a conversation in London. Diigo was discussed on Flux a few posts ago and musicovery sent to a Futurelab ‘cool stuff’ space by Tash Lee which prompted to me to re-find a post by Doug Belshaw. [...]
DK August 14th, 2007 at 2:23 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Looks like a nice convergence of ideas – looking forward to hearing more about it… have oyu thought about linking them as ‘communities’ to create a competition or have them synch to a website?
Peace
DK
MediaSnackers Founder
Dan Sutch
August 14th, 2007 at 3:34 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Thanks DK – we’re hoping that a lot more will be heard of them. And yes, they’re linked to a website for sharing activities, tips and comparing or competing :-) (Great minds and all that…)
Paul Wareing
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These look very interesting, how and when can I get hold of one please?
Graham
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Great idea where can you buy one from?
Sarah
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A great idea! Look forward to seeing them available in the shops. A great way to encourage kids to be more active.
Graham August 22nd, 2007 at 9:12 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Thanks for these positive comments! We’re really keen to hear more about what people think of Fizzees.
We’re currently looking for partners to help us get as many Fizzees into young people’s hands as possible – both through commercialising and project partners. For example, we’re currently discussing the possibility of partnership opportunities with the Football Foundation – the largest sports charity in the UK – which uses football to support a range of innovative education, health and social inclusion projects as part of its Community programme. Other groups interested in partnering us in developing this exciting project, either through development or commercial partnerships, are asked to contact us at innovations@futurelab.org.uk.
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[...] Futurelab’s digital pet project: Fizzees August 22, 2007 at 3:46 pm | In Moovl development, Fun | Futurelab were one of the organisations that helped considerably in the early development of Moovl. They have a new product in the pipeline called Fizzees. I saw a demo of this product a while ago, and it’s great to see it moving into a prototype phase, and hopefully commercialisation. [...]
Doug Dickinson
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Melanie McBride August 25th, 2007 at 3:59 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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#9 should be:
Technology: Web2.0 and other shifts in technology have reconfigured our world and our students in radical ways. How should schools, teachers and classrooms accommodate the new sensory and learning orientations of today’s learners. What are the barriers of adoption for these new paradigms and how are stakeholders addressing this change?
nigel beevis September 6th, 2007 at 7:44 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Yes it’s great for the kids to be rehoused in ’state of the art’ schools where all ‘green’ issues are apparently incorporated but why is the government allowing green field sites to be swallowed up when there are alternative brown fiels sites available. So much for being GREEN!
As it’s a government….Labour….. initiative any Labour controlled council knows that objections will be referred to a government agency that will rubber stamp their plans, no matter what the strength of opposition within the local communities that find plans for a school put in innappropriate places.
You just need to investigate Barnsley. There is a community here ( Carlton )that is a village. The council has had advisors up from London to advise them where the best site would be for a school in our area. Our council decided to ignore this advice and decide their own. Consultation has been a joke but we are up against a machine that has our money and uses it against us. Many people here would like an inquiry but cannot afford the costs.
The size of the school will overwhelm our community as it will equal in area the built land of our semi-rural community.
Most people here are retired, or nearing retirement and settled here for the peace and quiet the community enjoys. We now live in blighted limbo awaiting the unwelcome invasion of an institution which few residents will enjoy the presence of.
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I am trying to promote in-school activity via the use of blogging. This is being done in-school as, contrary to your article, the support from home was poor with parents, particularly, not getting on board even though the children were inspired and keen.
The school has a couple of blogs; one that’s a diary of the things that happen in school and the other, redundant for about 6 months, was an exciting and interactive dialogue blog between us and Australia.
The diary was initially set up so that parents and families could keep up to date with children on residential visits, trips out etc. as well as share in celebrating successes.
The Oz Blog was more stimulating and exciting for all of us involved. It was a simple weather-based study where we would post, pictures from mobile phones, of the weather conditions in our respective countries and children could comment. It very soon became clear that the versatility of phone blogging lent itself to more than just weather pics. We could send pics of animals, birds, people, local celebrations, buildings etc.. It also provided discussion points.
All this had the potential to diversify learning along personal preference paths and give children the opportunity to interact with another culture and learn while doing so. A range of skills started to develop, many of them linked to curriculum but also higher level and inter-personal skills.
Unfortunately my colleague in Oz changed jobs which took her away, to a certain extent, from contact with students and the opportunity to spend so much time blogging. It was she who put me in touch with Futurelab and who helped develop the inspiration to see the potential of mobile technology for learning; not just to support it but to extend it and drive it forward.
If anyone’s interested in getting involved in developing this project I’d love to hear from them.
You can see the Oz Blog at http://moblog.co.uk/blogs.php?show=12068
and our school blog at http://moblog.co.uk/blogs.php?show=5446
You can get in touch with us via these sites.
Unfortunately we missed the Call for Ideas deadline last time but who knows what we can develop in the future?
Martin Owen September 27th, 2007 at 9:15 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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You might note that 8 weeks is about 16% of the school year. Should we expect and increase in relative maths attainment over that period of time?
Miko Coffey October 6th, 2007 at 9:54 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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I like your addition to the ‘Manifesto’ – too many times people get caught up in refining and tweaking so much that the product/idea/service never gets out there. It’s important to know when to let go, when good enough is good enough. After all, the best way to learn what needs tweaking/refining/developing is to let real life users tell you. And as you say, equally important is to have a plan for distribution. I hear over & over again how much great stuff is happening out there within individual schools, but it’s all happening under the radar because there are no easy mechanisms for sharing & spreading (apparently this is much the same in the health service).
P.S. It’s Miko not Mike (I’m a woman) :-)
Andy black October 7th, 2007 at 8:52 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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How about supplementary competition for bizarre locations of the finished cube !!
Giles Lane October 15th, 2007 at 12:34 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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[...] Flux » Newtoon “Newtoon is a collaborative project between Futurelab and Soda Creative that is designed to encourage young people to explore the laws of physics in a creative and engaging manner through mobile gaming.” (tags: physics education learning teaching gamedesign play mobile) [...]
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[...] In the wake of last week’s mLearn conference in Melbourne, Australia, and the previous week’s Handheld Learning conference in London, Bob Harrison at Futurelab has posted a timely article with some history of the mLearn conference (fist organised in 2002) and a reflection of the journey towards Handheld Learning 2008, which, next year, will be held back-to-back with mLearn 2008 (seperated only by a single weekend) to create the world’s the largest and longest focus on mobile learning, ever. [...]
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[...] from Nick Carter [...]
Lisa October 23rd, 2007 at 10:07 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Yes – I thought the idea of breakouts and plenary at the same time rather confusing and ended up sneeking in and out of rooms to catch different speakers. Breakouts were excellent though.
Doug Belshaw October 23rd, 2007 at 6:22 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Thanks for the heads-up on Twine, Dan – looking forward to that one coming out of invite-only! :-)
I’ve listed the Web 2.0 tools I’ve used in teaching here.
Josephine October 25th, 2007 at 10:56 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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I’m gutted…I saw this post yesterday and was about to settle down and take a pic of my cube doing something CRAAAAZY…but can’t because my cube has actually been stolen from my desk. STOLEN, I tell you!!!
Mind you, it was a very nice bit of cubage. Well done!
Dan Sutch
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I hadn’t realised they were so collectable! Perhaps a pic of your desk with a small cube-shaped space could be entered into the competition. Or, perhaps make a cube with your own images and send that in instead using http://bighugelabs.com/flickr/cube.php (Of course a picture of someone red-handed poaching your cube…!)
Janet October 31st, 2007 at 8:54 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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I’m glad you enjoyed reading the article. The link love is also much appreciated
john seely brown
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folks – am deeply sorry. the version pointed to above is many version old. the new one done oct 21 is infinitely better… i hope we can post the new version tomorrow but i am travelling.
-jsb
Steve Howell November 1st, 2007 at 9:29 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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My interest is in science teaching and I was particularly interested in the analysis of the way that virtual worlds (like scientific models) replicate some properties of the real world and leave behind others, and (unlike scientific models) then manufacture additional properties that do not exist at all in the real world.
It is pointed out that the manufactured properties, in many virtual worlds, are often Tolkein-esque spells, elves and wizards.
I believe that this is a passing phase caused by the fact that the whole concept is still very young and that control of the content is still largely in the hands of the people who create the technology to make the virtual worlds possible. And technologically minded people often seem to be interested in science fiction and fantasy!
As technology matures and becomes more stable, as we have seen with computer hardware, control of it passes out of the hands of the techies and into the public domain.
But to return to science teaching: I think that the freedom users of virtual worlds experience could be very helpful in boosting interest in science and the concept of scientific curiosity.
One of the interesting things about all computer based virtual environments, from virtual worlds to chat rooms, is the freedom people feel they have to behave in ways that they wouldn’t in ‘real life’. This is because, as discussed earlier, certain properties of the real world are not being replicated: in particular, the consequences of certain actions.
I think that this relatively consequence free environment could provide a good play area for scientific investigation.
It is sometimes said that true anarchy would be impossible because groups of people immediately start to form rules of behaviour whenever they interact.
If you’ve created a rule yourself instead of having it imposed on you then you are much more likely to understand and follow it.
I wonder if, from an anarchic virtual science lab, a group of genuinely inspired virtual science students could emerge?
Richard Anderson November 1st, 2007 at 11:29 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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You’ve identified the core problem with all of this Web 2.0. stuff – there’s simply too much of it for all but the most technology-minded teachers to keep track of.
What we need is a tool to tie web 2.0 tools together in some way (something akin to Facebook with its applications) to allow us to collect together all of the content relevant to our students in one place for our students.
I’ve enrolled for a Twine invite – does this claim to do something like this?
it would help if all web 2.0 sites supported a standard like OpenID, so that a single username/password could operate multiple services. Having said that, a Google account (iGoogle, Reader, Gmail etc.) and Yahoo account (Pipes, Flickr) get you a long way.
liam November 1st, 2007 at 11:39 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Would love to read the Oct version, jsb. The August version is very interesting. Eager to see what updates you’ve made to it. Thanks!
Bob Harrison November 1st, 2007 at 7:51 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Thanks John….only had access to earlier version…..hope your travelling is going well…Best wishes…Bob
Dan Sutch
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It’d be interested in your thoughts about the distinction between vendor led ’suites of tools’ – VLEs etc and the more ‘micro tools’ from the long tail which have been developed because the demand for an application isn’t met with any supply. I would place lots of the web2.0 tools in the second category and wonder if it is these bespoke tools that, when shared, will be picked up and utilised by the ‘innovators at the coal face’ as a large range of applications allow them to use the tools they believe in, and leave the others. The challenge then becomes finding ways of demonstrating lots of different possibilities of these tools and making the interplay between them manageable, rather than teachers having to become expert programmers etc.
A final point – I think the ipod touch will be taken up by more educational institutions in the short term – very similar functionality without the cell connection…
Carsten November 5th, 2007 at 2:06 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Hi Martin,
what do you mean by “Programming is a whole lot harder”?
Writing complex applications has become much easier than ever before, thanks to frameworks such as Rails, etc.
Mashup engines such as Yahoo Pipes allow programming by pure graphical means.
So I guess you mean something else. Could you elaborate?
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[...] Dan Sutch of Futurelab writes on flux about using the StoryCubes at their recent Why Don’t You… conference, During my session on day 1, I use Proboscis’ Storycubes to prompt conversations between audience members about particular aspects of innovation. The six themes of innovation we looked at where: the aims of innovation; measures of successful innovation; changes to social practices; the resistances to these changes; Actions to reduce these resistances, and ‘black box’ tools to support these process. [...]
Kristian Still November 17th, 2007 at 2:37 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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We have only be able to use the free 30s animoto, but for sure Dan, its important and the longer version is very effective.
PS – reflection, no twitter or tumblr mentions?
Paul Williams November 26th, 2007 at 4:08 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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I think you always need to go back and think “is this really going to add to my teaching?” if it does, then Yes. Use these tools. Perhaps sticking with ones that we KNOW work for us.
Would a educational review of web 2.0 tools help? Focusing on the application of these tools?
Steve Howell December 10th, 2007 at 3:08 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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All production is preceded by research in commercial companies as much as in universities.
I worked a few years for a software company making educational simulations using game-style software development techniques. This took years of experimentation before anything remotely market-able was produced and we went up a lot of blind allies. The trouble with doing this in a commercial company is that you generally have to make the customer pay for all your research, mistakes and dead-ends. The product they get in the end only contains a small fraction of the actual work that was done, so it looks expensive.
And the real benefit of all that foundation-laying research – the insites gained by the people doing it – might not be realised in the products to which it directly led. It might be difficult to identify where they spring up.
For this reason, I think that the university type of environment may not be the best environment to make commercial products but it’s the only place where the research foundations can be laid for the next generation of products.
(By “university type of environment” I mean any development environment in which immediate short term commercial success is not the primary driving force.)
George Guild December 14th, 2007 at 2:22 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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We at the Federal Reserve Bank of Boston have some experience with the creation of games to enhance the teaching and learning of economics. We do not spend anything like the numbers discussed in the article and find that we can produce a product that is fun, attractive, engaging and a valuable instructional tool. Agreed it will never compete with SIMS, but it will be played/used by teachers and students.
Our approach is to be the ultimate arbitor of the intellectual content and then work with a vendor who is experienced with game play, flow and creation.
In summary the point I wish to make is that it is in the partnership and collaboration between organizations or institutions that make use of their comparative advantage that
can reap rewards unobtainable by either on their own.
Matt Esterman
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As a secondary history teacher one of the most difficult parts of my job is actually attempting to recreate the past for my students (and then them doing it themselves) using images, sounds, music, artworks and whatever other sources we can gather. For archaeology units in particular the best part is always the hands on element when the kids actually participate in a dig.
I think virtual worlds will enable students to experience and build their own historical environments and develop a greater sense of engagement as technology and creativity grows in the education sector.
At the very least, a series of historical layers on Google Earth would add to their spatial and geographical knowledge of the past! A WOW style historical environment where they actually have to collaborate to work together to survive a battle or some such experience would be incredibly useful to my young historians.
Thanks for the inspiration!
Peter Wain
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Cast your mind back and think if you would of seen the huge amount of previous Tory Education ministers putting themselves through this – Kieth Joseph teaching, Ken clarke in the staffroom um there’s a thought. You have to take your hat off to Gove
Bob Harrison December 19th, 2007 at 5:02 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Thanks George and Steve…really interesting insights and experiences….partnership and collaboration seem to be important for george and Steve is not sure about the University-Commercial interface. What do you think?
Tim Davies December 21st, 2007 at 5:35 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Ben
I think you’re right to pick up on the contradictions between a switch away from standards language – yet an ideology still at least in part framed in terms of international competitiveness and comparison – rather than the intrinsic value of education.
We’ve seen similar contradictions in a rhetoric of positive youth development at the start of Aiming High for Young People – the ten year strategy for positive activities, and the problem-behaviour based performance indicators that will be used to check progress.
Many of these contradictions of course result from the collaborative/competitive/chaotic (delete as appropriate) way in which these documents are put together – but I am interested in the potential for critical comment in the blogosphere, brought into the policy world – to push for more coherent thinking and to push the underlying debates (what do we really want education to be for?) into the open.
On another note: I managed to grab a short video interview with Tanya Byron last month at the Digital Media Literacy Summit which might be of interest: http://youtube.com/watch?v=6CZIYMmtpXQ
More of the stuff from the Digital Media Literacy Summit (an interestingly media-funded event looking at media-literacy… the grass roots events do seem lacking) at http://youtube.com/digitalmedialiteracy
Ronald Scheer December 22nd, 2007 at 12:50 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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For a non-profit organization in the Netherlands, a team of seven volunteers is creating a free Online OpenCourse Learning Environment about Law. We are experimenting with a combination of MediaWiki and Blog, to provide an environment where people can add their own information and find new information from other users. Feel free to visit our website, to learn from us (now in Dutch only, but soon in English available).
Helen Cowie December 24th, 2007 at 4:13 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Dear All,
I would be very interested to read articles that you have written evaluating the impact of this very original method for helping chldren who are being bullied. You may also be interested to have alook at our interactive cartoon Stick2gether on the http://www.ukobservatory.com website
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[...] Leon Cych over at the Flux blog points to a report which could be handy in the next stage of my thesis research. It’s by NESTA and entitled Hidden Innovation. Looking at six sectors including education, its main recommendations are that ‘the innovation that occurs in these sectors is often excluded from traditional measurements.’ [...]
Ben Williamson
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We used to run games testing sessions with really hardcore players (some of them were 7 years old) in my last job for a range of developers. What fascinated me then was the way players of all ages wanted to experience a “fully-formed” world with believable rules (ie fantasy games still have to be “believable” and “realistic” even if they’re completely unreal in planet earth terms). That meant anything which seemed out of place to the genre rules (with the exception of things that stretched the genre logically) could completely switch players off. (On a personal note, I despaired when Spiderman turned up in Tony Hawk’s Skateboarding, and Dobermann-headed German soldiers with rifles in Medal of Honor 2.)
The smallest of oversights by the developers could also make testers really impatient. “Where are the footprints?” I remember one teenager asking while testing Operation Desert Storm, before adding, “They’re running through sand!”
Years later, what interests me about this is not so much players’ engagement with genre (or perhaps pickiness) that play-testing reveals, but what it might tell us about young people’s capacity to take a system they recognise and to give it a good shake. Can we see school students “play-testing” the 3D CAD designs for their new schools please? Can they test out all the materials and rule systems that are due to come into place with the curriculum review?
I’d say this was far more important than identifying the lack of footprints in pixellated sand, yet people who design sand pixels seem to care a lot more sometimes.
Richard Sandford January 4th, 2008 at 4:36 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Absolutely. There was a great description in the commentary of the debate the designers had when certain players found ways to circumvent a whole level: in the end, they decided that as the “ninja” way was harder than the “official” route, they should let it alone, and reward players’ skill and exploration.
David S January 7th, 2008 at 8:31 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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It’ll certainly help with childhood obesity rates, what with the cake being a lie and all.
Seriously though, it is a fantastic game, although as you say, it doesn’t necessarily teach much more than how to succeed in that particular universe. Surely you’ve played the physics-based puzzles in Half-Life 2 as well though?
Richard Sandford January 7th, 2008 at 10:36 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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No spoilers! It’s not a lie!
You’re right, HL2 has some great physics potential as well, although the whole picking-things-up-and-putting-them-where-you-want aspect could use some work (I spent much longer than I wanted to piling bricks onto that seesaw). With Portal I was particularly thinking of momentum, and possibly the way you can see round corners (maybe some sort of activity answering the question “where would you need to place the portal so you could see X?”).
But yeah, I think there’s more lessons for devs than pupils in Portal. We’re a long way off being able to teach <subject_name_here> with it…
Ian
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I heard an interview with one of the Portal developers on the Game Theory podcast a few months ago discussing the difference working on their student prototype project (Narbacular Drop) and their commercial product Portal for Valve.
They said that Valve told them to get a working version of a level up and running as soon as possible and start playtesting immediately. They constantly iterated on the levels developed based on both player feedback, as well as a technology which let them analyse player actions as they happen in the level – where they get stuck, how they behave.
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Steve Howell January 8th, 2008 at 12:15 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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I am developing a serious game for teaching science so I am interested in the comments about the importance to players of internal consistency in games. ie. it doesn’t matter what the rules are, as long as you stick to them.
I think this shows that we all have a natural desire for the world we’re exploring to obey laws – to follow patterns – and we like to discover what those patterns are. Very encouraging for the prospects for the teaching of scientific laws through simulation.
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It’s amazing how quirks of systems, or ‘glitches’ as they’re generally known, quickly become accepted parts of the system itself, almost like in the Matrix movies:
There are loads of YouTube videos dedicated to the demonstration of such glitches.
Marshal Anderson January 9th, 2008 at 10:58 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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A small point, but one which exercises me a lot, is the diagnosis of ‘no fun’ is if, somehow, if it had been ‘fun’ it would have worked. A lot of things motivate us to complete many tasks and next to personal achievement, better levels of understanding, discovery of meaning and purpose, an enthusiasm for knowledge etc., fun seems a poor relation. For several thousand years we have learning without the aid of puzzles and monsters (mostly) and, while they can often brighten up some dull repetitive learning tasks, there’s got to be more to learning design than that.
Mike Fitzsimons
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We need a balanced response. Clearly the world outside of school is characterised by technology and ‘gadgets’ and one that children are adept at controlling and developing. A way of embedding this world within education is needed – otherwise the gap between inside and outside school experiences will widen – leading to disengaged children, bored with the educational offer. Creativity and technology in the educational context is a powerful tool that can revitalise children’s interest in learning. This is the area that policy should aim to encourage. Rules like this, however well intentioned, send the wrong message.
Mike Fitzsimons
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The day when education, standards and economic achievement are disengaged is a long way off. The day when education offers something holistic and enriching that embraces creativity within a modern context of youth technology and culture is beginning to dawn. Experiences in other countries demonstrate that we have to develop a response or we risk stagnation of learning experiences – characterised by bored disengaged pupils, and obsolescence of our learning organisations. Measures and standards are inevitable, but hopefully aimed at unearthing the broader value of education rather than the thin veneer of curriculum memory tests.
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I wonder if the realtime reporting envisaged will consist of raw data? If so, what use would it be, and if not, who or what will do the interpreting for parents?
Also, what is the scope of ‘reporting’? Are we talking about assessment data, lesson performance, even behaviour?
Great idea though, I’d welcome all of the above if the funding and infrastructure is provided to make this achievable.
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[...] Lessons from Arden Posted on January 9, 2008 by Daniel Livingstone I wrote some time ago about the possibility of failure in attempting to develop serious games to teach academic subjects (Failures in GBL). The FutureLab Flux blog has a comment from Ted Castranova on another key issue – that developing good fun games, whether educational or not, may be several orders of magnitude more expensive than Universities can afford. The context here is his Arden: World of Shakespeare project which had to be scaled back from its original goals. Still a project well worth a look, however. [...]
Jocelyn Wishart January 9th, 2008 at 4:02 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Aaaargh! And I’ve just persuaded Derek Robertson from LTS Scotland (http://www.ltscotland.org.uk/ictineducation/gamesbasedlearning/index.asp) to come to talk in Bristol on 23rd Jan 2007. Derek’s argument is that appropriate and imaginative use of resources that have cultural resonance and challenge with students can only help to enliven and enhance learning. How can we enable children to learn productively, safely and creatively about the world about them if we ban it from the classroom?
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[...] Leon Cych over at the Flux blog points to a report which could be handy in the next stage of my thesis research. It’s by NESTA and entitled Hidden Innovation. Looking at six sectors including education, its main recommendations are that ‘the innovation that occurs in these sectors is often excluded from traditional measurements.’ [...]
DK January 10th, 2008 at 9:49 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Awesome – thanks for sharing… why don’t you embed the slideshow into your post?
Peace
DK
Timbo
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Good idea DK – and thanks for the off-line pointers.
Now up!
T
Ethylene January 14th, 2008 at 5:39 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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“…as long as you don’t mind being bombarded by adverts for the world’s biggest brands”
David S January 15th, 2008 at 8:12 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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I would agree with this quote:
“Facebook is profoundly uncreative. It makes nothing at all. It simply mediates in relationships that were happening anyway.”
Absolutely true. My Facebook friends list is predominantly made up of people I knew anyway.
DK January 15th, 2008 at 10:46 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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Awesome – thanks for sharing… why don’t you embed the slideshow into your post?
Peace
DK
Timbo
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Good call DK and thanks for the off-line help.
Now up!
T
José Picardo January 15th, 2008 at 10:47 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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I think you are placing a lot of undue importance to who created Facebook and paying to much attention to unproven conspiraciy theories. Far from me to agree with any neoconservative thinking, but the fact is that, as long as the product serves a purpose, is useful and is succesful, who created it is largely irrelevant (even its original purpose will change considerably with the course of time).
Henry Ford was a very upleasant character with very racist views, yet nobody thinks today that you support racism if you buy a Ford motorcar. Similarly, the guy who discovered the structure of DNA openly supports the idea of inferior races, yet that does not take away his momentous discovery.
It might be helpful to concentrate on the benefits of social networks, given that they are a fact on the ground. Yes, I knew most of my Facebook friends already as well, but now I am able to communicate with them better, what is wrong with that?
stuart January 15th, 2008 at 4:50 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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i thought the article was hugely over-critical and deliberately misunderstood what is going on with facebook (at least i hope it was deliberate – if he really understands facebook so little he shouldn’t be writing in such an opinionated manner on it).
The Guardian wrote:
“Why should my relationships be mediated through the imagination of a bunch of supergeeks in California? What was wrong with the pub?
And does Facebook really connect people? Doesn’t it rather disconnect us, since instead of doing something enjoyable such as talking and eating and dancing and drinking with my friends, I am merely sending them little ungrammatical notes and amusing photos in cyberspace, while chained to my desk?”
PLEASE – you must see this is utter nonsence. I’ve met people from all around the world and from all levels of society on facebook – I’m hardly likely to meet them `down the pub’ am i? `ungrammatical notes’ – it’s just communication!! why not rail against text messaging!
You’re right to wonder about the role of facebook in education, but it is not facebook per se that educators are interested in, rather it is the tools / environment and the way they combine and are used that is of interest.
Luke
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While there are many problems associated with Facebook, this article points the finger in all the wrong directions.
First, “neoconservative libertarianism” is not only weirdly oxymoronic, but “being whoever you want to be,” or creating virtual identities is a phenomenon of online interaction broadly speaking, not just Facebook, and it isn’t obvious that there is anything particularly pernicious about it, other than that it occasionally leads to people being ruder than they would in real life.
Second, while Facebook has certainly becoming another experimentation ground in the modern push towards personalized marketing, this has been going on for the last forty to fifty years. While Facebook is another avenue of opportunity for it, to claim that Facebook is promoting the “commodification of human relationships” is rather far-fetched, and no one who’d actually read volume one of Marx’s Capital would make such a claim so flippantly.
David S January 16th, 2008 at 3:38 pm Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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I’ve been saying this for a while. Symptoms include:
- typing URLs into the Google search box and then clicking through the first result rather than using the address bar
- visiting a page and scrolling directly to the bottom before declaring there’s nothing useful on it
- spending ages “getting pictures”
- copying entire wikipedia pages, complete with hyperlinks and labelling that as research, or worse, their own work
It was a crazy idea in the first place to assume that just because these people were surrounded by technology, they’d be instantly adept at using and interpreting it. It’s a bit like expecting a child to learn to read simply because their parents have a large collection of books or they live near a library.
Ben Williamson
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Perhaps another symptom is the use of the word “research” for what is actually just a “search.” Research has become a catch-all phrase that includes everything from statistical analysis of global economic trends to looking up a holiday. “I spent the weekend researching the Greek Islands” usually does not mean the weekend has been spent in the British Library, analysing antique documents and artefacts from Santorini, studying diary entries by Italian soldiers on Kefalonia, or modelling complex Mediterranean weather patterns.
If research is going to be a serious component of schooling, we need to be particular about ensuring that it retains some degree of rigour. The “Google Generation” is not a myth–it’s just that “Googling” is not research.
David S January 17th, 2008 at 9:47 am Notice: Trying to get property of non-object in C:\tr1kcy-inetpub\wwwroot\flux.futurelab.org.uk\wp-includes\link-template.php on line 771
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I suppose a good analogy would be that generally young people “demonstrate an ease and familiarity” with cars, but you wouldn’t expect them to be safe drivers just because of that.
What you say is true, Googling isn’t research; and we’re finally starting to stop treating the Internet as a shiny new toy in education and realising that some of the old fashioned research methods need to come in from the cold once again.
Ben Williamson
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Agreed, it’s all too easy to dismiss Facebook (etc) on the grounds of “oh yuck, it’s making money for corporate advertisers” and then to apply grand theory to your critique. However, “neoconservative libertarianism” isn’t oxymoronic as long as we appreciate that the kind of libertarianism we’re talking about is related to concepts of “freedom” that are also used to legitimate aggressive foreign policy, pre-emptive strikes etc. “Shock and awe,” Facebook, and Coca-Cola may seem an unlikely threesome, but all are, in distinct ways, motivated by free-market ideology. Facebook, the Guardian article seemed to be arguing, is especially troubling because what is gained by the sale of users’ profile data for the purposes of advertising ends up in the purses of certain neocon political pressure groups via the increasingly well-lined pockets of the board members. Thus, perhaps in terms Marx would have appreciated, our facebook relationships have use value for us and exchange value as commodities for the owners. But hey, let’s worry about “Scrabulous” today and simply note the blatancy with which Scrabble has been plagiarised–and which now looks set to make Mattel and Hasbro, rather than facebook, look like the bad guys. http://www.bbc.co.uk/blogs/technology/2008/01/facebook_scrabulous_and_the_en.html
As for whether social networking sites can support education more generally. Sure. As long as they are being used to challenge and stretch users’ understandings of particular knowledge, not simply to keep throwing their own half-formed opinions about. On which note…
Timbo
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This really chimes with me; I recall being treated much more like an adult in my extra-curricula activities (notably choirs and orchestras) and consequently was more inclined to learn and participate.
Is the mixing of age groups a factor here?
- being around a range of ages, usually older kids, in out-of-school pursuits was really rewarding and in contrast being surrounded only by peers at school I found pretty tedious =]
Phil
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Perhaps one thing we need to keep in mind here is that the enjoyment derived from informal learning might be due to the sheer fact that the ownership of the learning is that of the child. We seem very keen to invade and police the informal spaces of children. Ultimately, if we continue to do this we will have a detrimental effect on our kids. If the question is ‘can we learn from their lives beyond school?’ great, if it is to ‘formlaise’ and invade thier space beyond school, asking them to reflect and record their experience, it is only then one step to assessing it etc – this would be disasterous as they would then have even less freedom and opporutnity to explore, understand and navigate the world on thier own terms. We must enter this informal space with care!
December 4th, 2006 at 2:49 pm
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Blog design looks fantastic – keep up the good work!
December 14th, 2006 at 2:47 pm
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Merlin John comments here: http://www.addysg.org.uk/merlinjohnonline/news.php?extend.69
December 15th, 2006 at 5:37 pm
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As a digital aboriginal I agree. Alan Kay once said “technology is what was invented after you were born”, and I suppose in a way the cultural mediation we are used to does shape our lives. I have also written on this (but then so has Vygotsky). However this is not fixed it is dynamic. What makes things better is that neuroscience is indicating that the brain seems to remain fairly plastic. Perhaps old dogs are just being selective in thier new tricks.
December 21st, 2006 at 5:24 pm
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Thanks for the favourable comments David. Hope you continue to visit!
December 22nd, 2006 at 11:24 am
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Nice work.
December 22nd, 2006 at 4:05 pm
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Fantastic bubbleply video! Think they missed a couple of Fantasia references – but a great final comment!
December 22nd, 2006 at 4:30 pm
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What’s tricky about seeing Spore as a model for personalisation (in any sphere) is that so much is generated algorithmically – the way your creatures build their cities, for example, depends to a great degree on whether you gave them a prehensile tail three levels back. This is one of the things that makes it such a groundbreaking game, of course (and the procedural model produces some amazingly rich material – I can’t wait to play it). But I’m not sure we want learning tools that think a student’s learning environment at 12 should depend on what they thought/did at 6 – the result is personal, to be sure, but it’s not directed by the player (learner).
There is a huge amount we can learn, though, from some game designers, and moving the focus on innovation from the periphery to the mainstream can only be a worthwhile thing. I guess what we need to do is make sure people are making choices that directly affect their learning, rather than affecting something cosmetic, or storing up implications for the future that are impossible to chart.
On a different note, anything that says “The role of the teacher is key in enabling learners to make the best use of the technology” is worth celebrating.
January 3rd, 2007 at 1:49 pm
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Welcome to the blogoshpere guys – just grabbed your feed and looking forward to reading what you write :-)
Still would love to do a podcast interview with you guys but no-one ever got back to me from your place :-(
Nice blog design btw.
DK
January 3rd, 2007 at 10:11 pm
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[...] Richard’s insightful piece on digital post-colonialism highlights the way that we can shoot ourselves in the foot with inappropriate terminology Digital Post-Colonialism . When Bob draws our attention to the lack of E in Leitch we know that we have failed to get the point home that technology really can enhance the learning experience Where is the E in Leitch . So let’s watch our language and start the year with a lament about the inadequacy of the current ‘E’ that is E-learning and offer some suggestions about a possible make-over that starts at the very beginning with the meaning of E. We know that the E means that the nature of the learning we have in mind is one that involves the use of technology, be it online, mobile or augmented. But what does that technology bring to the learner? What else does the E mean? I have already suggested that we might invest some more time exploring the richness of the Experience that learners can be offered because we can now use technology to support their learning. As well as the richness of Experience for the learner here are a couple of other E’s worth a thought: [...]
January 3rd, 2007 at 10:11 pm
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[...] Richard’s insightful piece on digital post-colonialism highlights the way that we can shoot ourselves in the foot with inappropriate terminology Digital Post-Colonialism . When Bob draws our attention to the lack of E in Leitch we know that we have failed to get the point home that technology really can enhance the learning experience Where is the E in Leitch . So let’s watch our language and start the year with a lament about the inadequacy of the current ‘E’ that is E-learning and offer some suggestions about a possible make-over that starts at the very beginning with the meaning of E. We know that the E means that the nature of the learning we have in mind is one that involves the use of technology, be it online, mobile or augmented. But what does that technology bring to the learner? What else does the E mean? I have already suggested that we might invest some more time exploring the richness of the Experience that learners can be offered because we can now use technology to support their learning. As well as the richness of Experience for the learner here are a couple of other E’s worth a thought: [...]
January 3rd, 2007 at 10:13 pm
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[...] Yes it’s a classroom nightmare that needs the ‘E’xpert treatment if the customers and staff are to be saved from disaffection and stress a la carte. The EXPERIENCE of Learning is what I am talking about here, this is the E we need to contemplate. Like Dan in I feel …overwhelmed let’s consider the physical and emotional needs of learners as well as their cognitive, meta-cognitive and reflective ones. And while we are at it let’s consider the physical and emotional needs of teachers along with their cognitive, meta-cognitive and reflective ones too. Does e-learning as most people know it do this? Sadly, it does not. There has been excellent work by practitioners, educators, researchers and policy makers, and yet the image of e-learning has been tarnished by dull on-line packages and difficult to use or limited resources that simply don’t cut the mustard. Many teachers still feel inadequate and overwhelmed by the knowledge that they are supposed to be “doing e-learning”. If only they really knew what that meant and had the time to find out enough to be able to appropriate the available E-bits and pieces to meet their own needs. To adapt them creatively so that they can offer the quality of teaching that they know they can. [...]
January 3rd, 2007 at 10:57 pm
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Enable… Empower… Enrich…
… just my preference :-)
DK
January 4th, 2007 at 8:23 am
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Yip, I like these E words too :-)
All part of the rich learning experience we should be aiming to offer
rose
January 4th, 2007 at 9:29 pm
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[...] Welcome! If you’re new here, you may want to sign up for email updates (look to your right) or subscribe to my RSS feed. Thanks for visiting! I’ve just come across Futurelab’s new blog: Flux (via Christian Long). I like what I’ve read so far: there’s some stuff on the digital natives/immigrants divide, analysis of recent reports, and also features the Teachers as Innovators project that I’ll be providing some input for when I go down to a meeting for it in London at the end of this month. Bookmark:These icons link to social bookmarking sites where readers can share and discover new web pages. [...]
January 4th, 2007 at 9:31 pm
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I’ve talked about just this recently on my blog in a post entitled Digital Natives, Mountain Men and Pioneers. I too am sick to death of people needlessly putting people in boxes, but if we are going to use metaphors and similies, perhaps the ones I’ve suggested may be more relevant.
January 4th, 2007 at 9:34 pm
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[...] Welcome! If you’re new here, you may want to sign up for email updates (look to your right) or subscribe to my RSS feed. Thanks for visiting! I’ve just come across Futurelab’s new blog: Flux (via Christian Long). I like what I’ve read so far: there’s some stuff on the digital natives/immigrants divide, analysis of recent reports, and also features the Teachers as Innovators project that I’ll be providing some input for when I go down to a meeting for it in London at the end of this month. Bookmark:These icons link to social bookmarking sites where readers can share and discover new web pages. [...]
January 4th, 2007 at 10:09 pm
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Finally, someone who is willing to point out the obvious. I, too, am so sick of that statement by Prensky. I agree with your assessment of the whole digital phrase he has coined. I’ve listened to too many educators use it while teaching grade 3 & 4’s, saying they know so much. Come on, they know very little but they can turn the machine on and are willing to try things. As for understanding what they are getting and being able to distinguish fact from garbage, no. The teens can play games, IM and do other things but for a vast majority, it’s still about “I” and not about enriching the learning environment. Take a look at the blogosphere of educators right now – there is an identity crisis taking place with many of them as they try to find out what to do next, where to go, are we doing enough, can’t we go faster, look at the kids, they’re way ahead, OH my gosh, my blog count has dropped! Who cares! I thought this was about using tools to help kids understand. And, from my perspective, they need quite a bit of work in this area – I don’t care how well they game as a group. And always remember Prensky makes a living selling games! The more he can convince adults that they know nothing and won’t, the more money he makes.
Kelly
January 6th, 2007 at 6:36 pm
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excite… engage… extend…
What a good game!
Tony
January 6th, 2007 at 8:54 pm
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Your 15 year old friend was breaking the terms & conditions. It states quite clearly that it is only for over 18s. Shame because it’s a really fun thing to play with, ah well…
January 9th, 2007 at 3:46 pm
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[...] This is an antidote to immigrant/native issues allude to in Richard’s Digital post-colonialism. Over the past year Futurelab has been part of a group, La Piazza, exploring issues of intergenerational learning in technology enhanced public spaces. You can find out more about Piazza here and here. There are a number of interesting dimensions – the generations, informal learning, spaces as well as technology. In a recent day of field work with a group ranging from 9 to 80 years of age, the most significant factors were all of the above – but technology less so. [...]
January 11th, 2007 at 9:04 pm
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I am aware of this and find it quite worrying. I might be wrong but I’m fairly sure the age restriction is not there to protect children but to protect the site owners and avoid the possibility of any litigation. If there was a real risk here to young people there should surely be a trap/warning as you enter the site.
I do not know any kids (or many adults other than those in loco parenti) that search for and read T&Cs. The net effect of lazy litigation catch-alls like this is to deter educators from using and engaging with these resources in a controlled space, distancing grown-ups and young people even further.
I tried to feature ArtPad on a Teachers TV resource review and the lawyers (not the resource providers) were not prepared to modify the T&Cs to include under adult supervision – ho hum?
January 13th, 2007 at 4:02 pm
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I also get infuriated with the use of the digital natives/digital immigrants terms. Sufficiently so, that I’ve dedicated a large part of my blog to discussing the ideas and nit-picking my way through some of Prensky’s papers and books. (see http://learninggames.wordpress.com/tag/digital-natives/)
What has really amazed me is how casually many of the digital native concepts were introduced with absolutely no foundation or evidence.
January 13th, 2007 at 6:28 pm
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“It’s a tragic picture: Adults trapped by age and fate on one side of an unbridgeable chasm, doomed to extinction and irrelevance but still trying to shout improving maxims to the young people on the other side; alas, the constant beeping and flashing of the iPods and PlayStations and mobile telephones drowns their words, and the youth continue on their journey towards a land their parents cannot understand”
This is poetry Richard!
btw I’ve collected a variety of critiques of Prensky’s saying here
January 14th, 2007 at 10:47 am
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[...] Martin Owen (Flux blog) – The Generation Game (things to take into account when designing learning spaces) [...]
January 14th, 2007 at 1:31 pm
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[...] Futurelab If you want to know the latest research on the future of ICT, Futurelab is where to head. They do an excellent magazine and e-newsletter which you can subscribe to for free. They have just launched a blog called flux for educationalists to discuss and share the latest in innovation. [...]
January 14th, 2007 at 5:56 pm
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[...] Great fun for all – including the children http://artpad.art.com/artpad/painter/ also from Flux I am fascinated by the increasing availability of free collaborative design tools. If you haven’t already played with ArtPad you should check it out. This is a free online painting resource that is really easy to use and while the tools are fairly basic, Artpad has 2 really interesting features: Sunday, October 16, 2005 3:59 PM miketemple123 Filed under: ICT information, Early Years, Graphics/Art [...]
January 15th, 2007 at 4:29 pm
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[...] Educationists should consider embracing the small pieces , loosely joined mentality. The idea that we need an electronic learning factory is so out of touch with the real needs of our times that Rose has described. [...]
January 16th, 2007 at 1:07 pm
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Fantastic contribution Martin, I’m glad that someone has the balls to stand up and say that the learning platforms approved by BECTA are all very “sausage factory”! The only learning platform I have used which manages to put the learner towards the centre of the learning experience is Moodle. While of course Moodle does not take a completely personalised approach (it relies on pre-organised courses) it is flexible enough for us to present learners with a variety of options and activities to achieve their own outcomes. ELGG seems to be the only truly non-linear approach to building a collaborative learning environment with an emphasis on community and self direction. Neither ELGG or Moodle are utilised by any of the approved companies.
What advice would you give schools wishing to utilise small pieces of loosely joined technology?
The most useful research I’ve read (http://www.zephoria.org/thoughts/archives/2007/01/01/ephemeral_profi.html )shows that teenagers are quite comfortable with using disposable identities for websites. If they forget a password they often just create a new account and start afresh, they often recreate information rather than share it between sites such as MySpace, Bebo, Facebook etc. I realise the failings of the terms digital imigrant and native but young poeple do display nomadic traits, visiting a website frequently for a short time – using it’s resources & experiences then moving on to another engaging site.
We are currently looking at ways to integrate these smaller, time limited, free experiences into our teaching programmes – rather than building large, permanent, online structures for students. For example a single lesson (or experience) using PBWiki or MapWing instead of investing time building lasting web applications.
Flux is proving to be fresh, insightful & timely. Thanks.
January 16th, 2007 at 5:10 pm
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Thanks for this article which I’ll share at school.
The sausage factory anology is given further credence by the requirement that the VLE needs to link to the school’s database, thus precluding in our case the use of Moodle.
Probably the most depressing teaching experience last year was an INSET at which one of the VLE companies pitched their product. The language used was precisely as your article describes. The salesman made a point of demonstrating a little icon to tell the student how far through the course they had progressed. (Or maybe how far the teacher had progressed) The platform was clearly designed to host content from a learning provider and I left feeling totally disillusioned and determined to try and evangelize the alternatives.
January 17th, 2007 at 2:43 pm
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Many thanks for the article Martin. I have many of the same feelings and reservations about some platforms that are commercially available. I think many schools would be far better off spending the many thousands of pounds these platforms cost on investing on the ICT infrastructure they have in schools, and on training their teachers to use their present network effectively. Training teachers how to create their own teaching resources, would be far more effective than using expensive platforms to deliver ‘ready made’ content that might not be suitable to the way that teacher teaches. I’m beginning to understand why Becta picked that particular list of approved suppliers, and not include a product such as Moodle. Could it be that Moodle doesn’t fit into the secondary school model of teaching, whereas the other products do? Moodle is about social constructivism, where students gain a deeper form learning by discussing, debating, bouncing ideas amongst a group of fellow learners, during a time that suits them. Whereas the other platforms are about delivering content, in the class and then testing to see what they remembered. I know which method I would rather use to gain a deeper understanding of a subject and it doesn’t cost thousands of pounds.
January 17th, 2007 at 11:08 pm
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[...] Flux » Articles » The learning now arriving at platform… [...]
January 18th, 2007 at 4:14 pm
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Good luck with it Rich – sounds really exciting to be able to link such a creative approach to idea generation to pretty rapid (and of course seamless!) prototype development.
Look forward to seeing how it progresses.
January 19th, 2007 at 8:29 am
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Agreed, Leitch woefully misses the point on all sorts of levels. Not least because (in the same way that we try to squeeze outmoded curricular objectives into the opportunities offered by technology) there is no understanding from Leitch that the kinds of skills people need to acquire have changed. Economic performance indicators (like high stakes assessment) are based on ‘productivity’ not ‘capacities’ or multiple ‘literacies’. Until government accepts that economic growth can emerge from engagement and contribution in new ways, Leitch will just be rewritten in not particularly new ways. On the E subject, I agree. But we have to be cautious: switching on a computer, looking at a screen etc does not in itself imply an educational act.
January 21st, 2007 at 8:08 pm
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[...] Dan Sutch (Flux blog) – School leaders/managers/leaders (investigates the difference between ‘leadership’ and ‘management’ in schools and why it matters) [...]
January 22nd, 2007 at 12:33 pm
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l.s.,
I was pleasantly surprised with the discovery of Futurelab, its excellent publications and now its blog. I will follow your rss feed with great pleasure and interest and spread this to my peers in the Netherlands and abroad.
Joop van Schie
January 23rd, 2007 at 8:39 pm
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I was pleasantly surprised at seeing the thin end of the wedge which will undoubtedly split the idea of the ‘Platform’ wide open. I work in educational research and have observed endless attempts to launch ‘platforms of one kind and another, all of which fail due to lack of the essential commodity – attention (an insight which I owe to Riel Miller). Simple arithmetic dictates that a proliferation of channels or websites amongst a limited target audience will lead to a reduction in attention to any individual site. We have just started educating our son at home due to the limitations of the French ‘platform’ (sorry education system). All you need for this is a powerbook and an internet connection. Everything else is already out there and the learning occurs precisely in the ‘bricolage’ necessary to search out and cobble together what you need. Packaging or platforming is simply a waste of resources and I’m glad to see someone saying so!
January 26th, 2007 at 7:34 pm
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i found this article really useful and helpful.
It will inform my teaching and enable better classroom practice
A. Stepford (teacher)
January 31st, 2007 at 9:59 am
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Great find – thanks for sharing.
Valid comments, agreed – it’s all about a balanced approach as anyone can see, but more importantly it’s about enabling the kids to enter the world with the skills needed in this technology-rich world.
My only concern is when they enter secondary education, the pupils expectations will not be met – there needs to be a sustainable and integrated pathway approach.
Just my ten pence.
DK
January 31st, 2007 at 12:23 pm
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Hi, a great source of some really useful information. Thanks I’ve added you to my favourites.
January 31st, 2007 at 5:19 pm
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Futurelab ran a workshop last week looking at some of the key questions that we need to address to ensure we make best use of the investment in school buildings. Some of the conversations where captured by the storyboard artists in the room – this one struck a chord with your post (partly because the image looked so similar to the photo from the Broadclyst). The great question it asks “it looks great, what do we do know” reminds us that it is the relationships and activities that truly transform practice, not simply the access to new tools. With that point, I’m off to find out more about Broadclyst’s work.
February 1st, 2007 at 4:05 am
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Hello Richard. I taught in SG during a ‘Young Innovators Project’ in 1999 facilitated by MOE (Gifted Education Branch). The focus was on pupils generating ideas.
re. Singapore Ideas Workshop. It will be interesting to hear about concrete ideas / innovations that have been developed by teachers in SG schools in the past 7 years that have become part of ‘regular/ mainstream’ teaching (and learning, of course), and how the Singapore Ideas Workshop has been able to build upon existing implementations.
Having Futurelab involved is a terrific opportunity and i wish you well.
February 1st, 2007 at 7:09 am
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[...] Welcome! If you’re new here, you may want to sign up for email updates (look to your right) or subscribe to my RSS feed. Thanks for visiting! Tim Reader over at the Flux blog posts about something that my students were talking about yesterday. On BBC Breakfast News yesterday there was the first in a series of reports about the future of schools. There’s a video over at the BBC page about it which is worth watching! Popularity: unranked [?]Bookmark:These icons link to social bookmarking sites where readers can share and discover new web pages. [...]
February 5th, 2007 at 12:36 pm
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The BBC feature was billed as the ‘Classroom of the Future’& a photograph of the same classroom was published in the TES as, I think, a state of the art classroom. I’m not too sure about the word ‘classroom’ – my feeling is that it is more like a state of the art call centre. Where are the spaces for pupils to circulate, work in groups or to work away from a keyboard? ICT is only one option for the future learner, albeit an important one.
Let’s hope that BSF looks further than the glossy images shown in this case study!
February 6th, 2007 at 4:10 pm
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[...] Walking by the FutureLab booth you feel a strange creative energy. For starters, the booth is gorgeous and just sucks you in. Not sure who does their design but the branding is spot on. While not specifically mobile focused, FutureLab continues to innovate with interesting research and prototypes in the area of social mobile experiences as well as learning through games. Their annual Call for Ideas is now open and they have recently started up a blog which I’m quite enjoying. (Don’t miss the dispatches from Richard Sandford who is in Singapore working with the Infocomm Development Agency, exploring ways of creating new digital learning tools for Singapore schools—as part of the 2-year iLAB 2015 collaboration between Futurelab and the IDA.) [...]
February 7th, 2007 at 10:21 am
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Much more concentration on the ICT section on digital media creation is required – pupils need to learn how to blog, manipulate images, develop an online presence, etc.
I would move spreadsheets entirely to the Maths POS – my year 5’s are doing KS4 spreadsheets and certainly don’t want to do more for the next 6 years!!!
Move publishing to the Literacy curriculum as I spend more time as an IT teacher teaching literacy when I teach Publishing and Word Processing than I do teaching the software itself.
Develop a curriculum that encourages the use of OpenSource software as a way of tackling piracy and the digital divide.
There needs to be a .Mac style account for every child in the country, open to all operating systems and software, that allow them to build up an ePortfolio and online presence in a safe way.
February 7th, 2007 at 5:00 pm
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It’s more about Higher Education, but I wrote an essayabout the future of education a little while ago. It really argues that government funding is the fossil fuel of education – you can’t simply carry on doing more with less and it’s going to run out. So you need to re-think it completely and that includes schools. The above comment is a great start too.
February 8th, 2007 at 12:46 pm
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Hello,
I am always interested to hear the cobwebbed old comments about ‘interactivity’ being hauled out. I have worked in all sectors of education and training over thirty years and interactivity has always seemed to me a feature of the best teaching and learning and what is missing in ineffective teaching and learning. But my goodness, it certainly is not a feature of most classrooms or lecture theatres – just as, in the world of work, it is rarely a well-managed feature of meetings and presentations. I have worked a good deal with videoconferencing, both using it and designing systems/environments for others: I have spent some years wondering why, in the main, it remains a wholly peripheral technology, despite stressed time management, environmental issues, and the growing need for flexible collaboration. Time and time again I am told that it is not like the ‘real thing’ – when the ‘real thing’ is stressed people turning up at badly-managed meetings, having wasted 60% of the time travelling there. I have also found that well-managed communications technology actually exposes bad practice – a good remote meeting requires greater focus, more thoughtful and telling interactivity and often demonstrates just how poorly face-to-face meetings are managed. My experience tells me that it is often more senior and poorly performing management and organisations that dislike technology. I do hope the children and staff are allowed to get on and integrate their technology with all the other transactions and contexts that go to creating a learning environment and get that balance right – that takes especially good leadership at all levels, which is what it is actually about.
Best regards,
Simon
February 12th, 2007 at 3:36 pm
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[...] Dan recently wrote about NanoQuest, a new 3D interactive game designed to introduce 10-14 year olds to the world of nanotechnology. [...]
February 12th, 2007 at 5:04 pm
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[...] Shortly after trumping Dan with the existence of NanoMission, Graham wrote a piece on Newtoon — a project encouraging children to explore the laws of physics through mobile games. [...]
February 12th, 2007 at 5:07 pm
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[...] Keep an eye out for Tony Wheeler’s news on project e-scape. [...]
February 14th, 2007 at 4:38 am
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=] Tim, you’ve cheered me right up. More like this!
February 14th, 2007 at 9:14 am
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[...] I’ve just been reading the excellent Flux blog by the good people at Futurelab and in particular the post entitled What a great time to be alive!! by Tim Rylands. In it, he links to many great things, but in particular Sidekiq – a search engine on steroids: [...]
February 14th, 2007 at 2:11 pm
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Pollocks are good fun – here’s one I did earlier Tim ;)
http://www.bbc.co.uk/arts/multimedia/yourwork/a_cych.shtml
February 15th, 2007 at 9:07 am
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The report is available on the Unicef UK site – unicef.org.uk
Thought you’d like to know.
February 15th, 2007 at 2:41 pm
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Lots of really pertinent challenged around young people having a voice and being empowered certainly do come from this report.
George Osborne’s comment (http://news.bbc.co.uk/1/hi/uk/6359887.stm) on this ended with “However, that’s not to say, you know, we should be entirely run by children as a society.”
As a ‘What if…?’ question isn’t that a great one? What would that society look like (any budding Jonathan Swifts reading?)
February 15th, 2007 at 9:16 pm
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The crisis, as it will become, is enabled by the profound lack of community. Neighborhoods have died out with the centralization of the ‘Market Economy’. Addictions are growing at a rampant rate and despair appears everywhere.
That is not to say there is no hope, the very technologies which have helped the disintegration will enable the recreation of community, if, and only if, we are willing to grasp the need ans fulfill it. – Bias Declared
Link for UNICEF REPORT – http://www.unicef.org/media/files/ChildPovertyReport.pdf
February 15th, 2007 at 9:54 pm
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I hope you have offset all your airmiles http://www.carbonneutral.com
February 16th, 2007 at 9:50 am
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Whilst I agree that commercial VLEs at present are designed for, and are often used by teachers as, sausage machines for pushing students through I think the ‘distributed’ model is also flawed.
I work at the bleeding edge of elearning (or TEL if such things as buzz word acronyms are important to you :) ) and I’m constantly mixing together tools to produce educational experiences. However, I don’t find a VLE a constraint, especially Moodle where I can get under the hood. I use it for forums or seeing what students seem to have disappeared off the planet and link from the VLE to all the other course elements out on the native web.
Meanwhile, for those of medium or low elearning skill and needs, the VLE is a God send. If you use Moodle it manages forums, content, tracking and has lots of support documents and contextual help to support those of low IT literacy with putting together and running a course. You can support and train users at an institutional level as they are all using the same tool.
I think we should move to modular, OS VLEs like Moodle and avoid throw the baby out with the bathwater by thinking VLEs are necessarily evil.
February 16th, 2007 at 10:48 am
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Great links Tony – there are some amazing tools that are so widely available now and I’ve had the pleasure of meeting lots of teachers and students who are playing with them in and out of their classrooms. I’m putting together stories of their use for learning so would be happy to hear more about where other people know of their uses.
February 16th, 2007 at 3:54 pm
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Nice contribution, Martin. Platform, content, delivery – these are a few of my least-favourite things…. BUT…
£41 million of learning platforms are going to be with us – or rather the schools we work with. So the question should now be how are we going to ensure that they incorporate 21st century web 2.0 thinking alongside the 19th century industrial metaphor?
I think there are enough of us with this perspective to make a difference – and a number of them feature in your august panel… or are in their social networks….!
February 16th, 2007 at 4:02 pm
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Spot on, Tony. So now what we need is the education web 2.0 directory with social bookmarking by educationalists and a tagging/voting system so those of us desperately trying to keep up with the avalanche of wonderful new apps can share our learning and reviewing collaboratively online…
Anyone good at mash-ups…?
February 16th, 2007 at 4:17 pm
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That’s the best idea I’ve heard all day, Tony P (other than the great post, Tony W! :o).
It sounds like something that would not be amiss on this very blog. What do you think? – or should it have its own home?
Either way, if such a tool doesn’t already exist, I’ll put my mind to it as soon as I’ve finished the FL redesign =]
February 16th, 2007 at 5:47 pm
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Tony -
Glad you like Dandelife. I’ve been enjoying your stories there. I’m particularly flattered that you picked us to comment on out of the hundreds on the go2web2 site.
I don’t know if you’ve been able to unlock these features successfully or not, but Dandelife ’syncs’ with your flickr and youtube streams as well. You can import content from those sites into your Dandelife, as it were. In a few weeks there will be more automatic synchronization, so there’s not as much work needed to turn your data dispersed over the ‘net into something a little more.
OK, enough from me now. Good work on your blog. If there’s anything I can do to make Dandelife a better place, please don’t hesitate to say so.
Thrive,
Kelly
Co-Founder of Dandelife.com
February 16th, 2007 at 6:02 pm
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This is something that we’re integrating into the Map of Innovation that we are developing at the moment (thanks for the prompt Tony P!!) So please do make suggestions for use and content. As Tony P said in his comment – this could be a really useful, educationalist driven resource.
February 16th, 2007 at 9:52 pm
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Flickr uses Yahoo Maps not Google.
February 16th, 2007 at 10:49 pm
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http://www.diino.com offer 2GB of storage I believe.
February 17th, 2007 at 12:37 am
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Thanks Tony! Very nice sites! Dandelife is pretty cool, I’ll have to spend some more time with it later. I read about another site you might like in PC Mag this month called http://www.Mediafire.com
It’s free and unlimited online storage, might help with those text docs :)
February 17th, 2007 at 12:38 am
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Is Web 2.0 really that important? I don’t really feel it is going to make a big deal of difference.
February 17th, 2007 at 12:40 am
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Web2.0 is just a buzzword with no meaning or relevance. Go ahead and shout it as much as you want, the hype is dying down. Lame useless sites pop up here and there but they will go away…Only people like you (who don’t see past the next week) care for all the teen/geek trends.
February 17th, 2007 at 2:59 am
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Dandelife.com is a horrible website.
They moderate all the blogs and are a lot more restrictive than all other forums ive been to whilst sporting giant ads all over the page.
February 18th, 2007 at 8:55 am
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Gosh an interesting flurry of responses, here are some further thoughts.
I don’t really care what you call it or which social networking tools you choose to use, the important thing is that a significant group of young people are familiar with this stuff, mirrored alarmingly by the significant group of teachers who are not. Tony P and Dan are right we do need to use the systems themselves to share our collective experiences, my worry is that the majority of teachers are not yet looking in this direction at all, and the (other) digital divide (between children and teachers) just keeps growing even wider and more difficult to join up.
I tried to profile Flickr and ArtPad on a Teachers TV resource review recently and despite 2 attempts I believe we fell foul of the lawyers who saw both products as too risky. I increrasingly think we need a Jamie Oliver type series on mainstream TV looking at the growing missed opportunities that we all know exist right now, but most teachers do not know about, and most kids do, but do not make the connection to education.
To Kelly I am flattered that you picked up this blog and am collating a wishlist of stuff I would want in my digital portfolio. It is not specific to dandelife and perhaps if we opened another posting here we could encourage others to contribute.
Here are 2 instant challenges. First my recent fiddling around in several different systems means I am replicating tags all over the place. I really want one site online to store and organise these, which like my photos and videos I can mash into all the other sites where I store and display stuff. At the moment this is a messy inspiration file on my hard disk. Second I want my tags to display like a contextual word cloud, or in some other way than loads of lists.
Answers on a postcard please…
February 19th, 2007 at 6:51 pm
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Having read the article and comments, it appears that Web 2.0 remains something to monitor and experience. One can never be sure what may develop from it. Perhaps nothing, perhaps something useful, perhaps something big.
February 20th, 2007 at 1:39 am
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The DN concept is an interesting one that has increasingly bothered me. Explanation: I live on an island of 130 permanent residents in the Outer Hebrides. On it there are 19 children; most of the other residents are people aged 45+ and upwards. I’m one of only 5 permanent residents in their 30’s (good job I’m not in the dating game).
On the surface, the Digital Natives concept would appear to be valid. The schoolkids do appear – prominently – to be using a wide variety of digital media, with games prominent (though not as central as convention points out) as is the Internet. I know this from research am doing that will be presented shortly.
However, it’s the other 111 who are becoming more interesting. For after a while, it becomes apparent that they use various online resources and services, often to a quite serious depth. It’s just that they aren’t so open (brash) about it, and just quietly get on with using such technologies in a more functional way. For example, there’s a knot of people in their 50’s and 60’s who are avid buyers of spare parts for their cars on Ebay. Not casually, but frequently. One retired person has used video conferencing for years (on dial-up!) to keep in touch with her family in New Caledonia (a pacific island).
Online shopping is something a lot of the older folk have down to a fine art, which is why the four delivery companies are always on the island. The resident who is most skilled and experienced in Internet use is a somewhat angry middle-aged man who has run a campaign against tourists in campervans through setting up false websites and re-routing IP stuff for many years. Some of the locals who claim never to have played a video game are suspiciously good at them, even taking into account the ease of using the Wii. Several adults have got together to experiment with many cat food and cat litter online shops to work out the best. Many adults online banking, which is very much a necessity if you are self-employed, as the mobile bank van zooms through once a week and is difficult to stop. Most book airline tickets online as it’s quickest to find out the cheapest option.
I run a local e-news mailing list (no kids, only adults on it), and whenever I say that the minutes of the Community Council are available on the island website – http://www.isleofberneray.com – the hits on said website rocket *within the hour*. From the stats, there is evidence that many local adults go online frequently. There’s other stuff that happens online here you wouldn’t believe, so there’s little point in describing it – suffice to say, it’s usually older people who are the catalyst for it. Some specific people involved in local groups are frighteningly skilled in monitoring and finding funding online (there is a local phrase “to catch a passing grant”).
And probably the website that gets the most hits from residents collectively is … not MySpace, Bebo or similar, but … http://www.findafishingboat.co.uk/ as used by most of the fishermen; they buy and sell their boats (for scary amounts of money) on there. When I tried to explain Web 2.0 concepts to some, they looked puzzled and replied but that’s what they’d been doing for years with this website and others. When broadband arrived a year ago, there was a domino effect – as soon as one place got and people saw how quick it was, others have followed. Now we’re up to 18 buildings with it installed, and as soon as they’ve sorted out the relay masts most of the others will go for it as well.
There are aspects of contributing – openly – to various “social” websites that probably give the impression that it’s just younger people using them, especially various forum such as http://www.stornowaychat.co.uk/ However, the only councillor in the Outer Hebrides who is openly blogging is approaching retirement age – http://angusnicolson.blogspot.com/ – while many if not most of the bloggers and commenters on the BBC Island Blogging service – http://www.bbc.co.uk/scotland/islandblogging/blogs.shtml (very local humour that possibly doesn’t transmit) are people aged 30 to 50.
I’ve come round to the idea that the kids tend to cluster around a fragmented culture of digital “stuff”, using a lot of software and hardware but nothing to great depth. However, most of the adults use digital/net stuff, usually a narrower range of “stuff” but in much greater depth and experience. And they do it with quiet confidence.
So my local idea of a “Digital Native” (if we have to pigeonhole a “typical” person) now is a crofters wife, in her 60’s, first language Gaelic, who goes to church then goes online (but NOT on the Sabbath) and does her emails, online shopping, ebay, and checks the weather forecast and the latest price that sheep have fetched in Lochmaddy market for her husband. Even that is way too simplistic; it’s too “messy” a concept to be pinned down here, and therefore perhaps has limited use. I’m glad I’ve read Richards piece, as it’s focused and inspired me to go find a bit of funding to interview all 130 residents and get some solid data on local adults and their digital use.
February 20th, 2007 at 6:19 am
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Hi Richard,
thanks for the wonderful thoughts, I can tell you allready that the last couple of lines of your post, got my head spinning =)
February 20th, 2007 at 3:04 pm
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“…my local idea of a “Digital Native” (if we have to pigeonhole a “typical” person) now is a crofters wife, in her 60’s, first language Gaelic, who goes to church then goes online (but NOT on the Sabbath) and does her emails, online shopping, ebay, and checks the weather forecast and the latest price that sheep have fetched in Lochmaddy market for her husband”
Fantastic, John – good to hear from you. These thoughts need to be a proper post, not relegated to a comment! Your blog’s still going, right? =]
Hope you find a way to share your neighbours’ experiences with those of us who don’t get to live in such a wonderful place, as well – looking forward to seeing it!
February 20th, 2007 at 3:16 pm
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Hope I didn’t misrepresent you (any more than I did by misspelling your name – fixed now).
What really interested me (although I thought it would muddy things a bit so I left it out here) was your inclusion of nabaztag with jaiku and twitter: the idea of giving consumers direct access to ambient representations of data is exciting enough, I think, to need a post to itself.
Looking forward to reading more of your thoughts on the white rabbit and where all the geeks have gone =]
February 20th, 2007 at 3:25 pm
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Angela and Martin, thank you, and I’ve updated the post to say it’s available.
Dan: isn’t it just? Looking forward to some immodest proposals…=]
February 21st, 2007 at 1:04 pm
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[...] So what’s next? – Flux [...]
February 21st, 2007 at 5:33 pm
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Hi Richard,
Don’t give up on your N80, there is still some hope left–namely I can email you the 3rd Edition client of Jaiku. Just send a mail to petteri AT jaiku.com and soon you’ll have the FREE :-) 3rd Ed. client up and running.
We’ll release it publicly fairly soon, but a person blogging about Jaiku is always entitled to a preview.
February 24th, 2007 at 9:35 am
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Yes, the TED talks are great. Check out the Hans Rosling one too for an insight into how to make statistics exciting (really).
February 24th, 2007 at 9:47 am
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[...] There’s a thoughtful article about learning platforms by Martin Owen over at Futurelab’s Flux blog. [...]
February 24th, 2007 at 9:53 am
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Ken’s talk is fantastic although there are many many many more on there of equal-mind-blowing status – get on to the site and subscribe to the iTunes vodcast feed and gleam gleam gleam from people dropping knowledge…
DK
February 27th, 2007 at 4:54 pm
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Richard,
See you (or anyone else) for a BBQ on the beach if you are passing Berneray this summer. We’re usually on de west beach round sunset:
http://www.silversprite.com/?p=241
February 28th, 2007 at 5:33 pm
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I have heard several senior civil servants describe the educational technology experiment as the most extreme leap of blind faith. I like your analogies and agree the technologically faithful all “know” it’s efficacy (even if they sometimes exaggerate it). I think the reason we are still waiting for the revolution is that we continue to force the technological remedy onto the wrong group.
March 6th, 2007 at 7:13 pm
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‘Do not look where you fell, but where you slipped.’
I have very little knowledge of learning through gaming, however teaching in a college the game seems to be one of cat and mouse. One where the students try and access their myspace / bebo or such like accounts and staff try to point out the resources are there for learning?!? I would welcome a game that has strong pedagogy behind it and allowed students to collaborate towards an end aim. As a Sports Studies tutor working with male learners, a SIM game that replicated a sports centre for example rather than relying on ‘Champ Manager.’
March 6th, 2007 at 9:24 pm
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There is a growing trend within the educational community towards Gaming as a tool for involving learners, yet I would suggest that the apparent reticences to embracing the technology is the simple fact that it IS technology.
The reality is, teaching is, and has always been about finding the best way to present the material to be learned, remember the ‘counting games, in a way that will capture the interest of those doing the learning.
For myself, the main reason my program works [Bias Declared] is the JAZZ factor. A good example of this is the learner I have who has become deeply enthralled with Quantum Physics. What is interesting about the technology of the Highway of Light is that he can now sit at the computer and have a running dialog with the folks at CERN, who have, as one among many, embraced the concept of the true intent of Outreach.
This circumstance was described at a meeting yesterday as having replaced one addiction with another. I suggested that Quantum Physics is far better an addiction than Chrystal Meth.
March 6th, 2007 at 11:22 pm
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Unfortunately, too many people (usually non scientists) believe that we CAN apply the scientific method to education and come out with foolproof results – look at the way Ofsted puts so much credence on school data.
Unfortunately, in the realm of the classroom I have never come across a situation where it has been possible to use the ‘medics rigour’: there are just too many variables – it is impossible to carry out ‘fair tests’: the teacher, time of day, weather, pupils and I’m sure many other factors are constantly changing and mean that much data is flawed and can lead to confident, but often unreliable conclusions.
A simplistic, but real example from our school: we were looking at Physics results from 4 different classes (which were not setted) involving 3 different teachers – the teacher with the best results might be praised by Ofsted; the teacher with the worst might be castigated. However, the best and worst class had the same teacher …….. so many variables.
March 7th, 2007 at 6:49 am
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A nice video about how tiny we are in the universe is at http://dailyvideo.googlepages.com/hubble-deep-field .
March 7th, 2007 at 8:18 am
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And whatever our personal views/aspirations are for education, in England and Wales it is still driven by high stakes examinations, raising standrds, and league tables. Gareth Mills at QCA described this as WYTIWYG curriculum development (what you test is what you get). Ironically in the present climate, if you want failure to be part of the curriculum you will have to design a test for it! Question then is would you have to pass this or fail it to pass?? And just to depress you even further check out this Guardian article which Tristram sent me today, it illustrates how wrong-headed the whole assessment and technology debate is at the moment. We need to use the technology to challenge what and why we are assessing as well as how we do it, and we urgently need to do it from the learners perspective rather than the awarding body…
http://education.guardian.co.uk/elearning/story/0,,2027097,00.html
March 7th, 2007 at 10:20 am
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The words “Duh… yep” spring to mind – isn’t that one a bit of a no-brainer? I’d suggest that Biggs’ taxonomy related to knowledge levels: functional, conditional, declarative & procedural is far a more relevant (and rigorous) model.
JN identifies that teaching ‘functional’ knowledge isn’t the best approach, but his recommendations are light years away from achieving a form of procedural learning for technology. It would be great to see some discussion about how we could get there.
March 7th, 2007 at 2:01 pm
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[...] Another big report… “Their Space” March 7th, 2007 Found this via the Futurelab Flux blog. Demos (a UK think-tank) produced an 80 page (large print!) report on “Education for a Digital Generation“. Initially I thought this was going to be a hyper-bolic celebration of digital-youth, but it keeps a balanced perspective. Material criticising the myths found in mass-media hysteria on the ill-effects of digital media is balanced with a critique of the utopian counter view-point (page 41) : There is also a set of positive myths demonstrating ‘blind faith’ in the power of technology. The more extreme versions caricature a whole generation of young people as digital natives and cyberkids, all equally confident users of technology. Meanwhile, staunch defenders of gaming and web 2.0 risk presenting all digital practices as equally valuable, hailing each wave of technology as full of revolutionary potential. [...]
March 7th, 2007 at 3:07 pm
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Ben has now posted an MP3 recording of his talk on his BadScience web site. Click here to find it.
March 7th, 2007 at 7:13 pm
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Great example Ray ☺. I agree learning and education are complex and involve many variables. We need to look at evidence beyond those provided by standard assessment results and consider issues such as the nature of the particular learning context, the social relationships within it, the history of that learners experiences and much, much more. Then maybe we can understand more about why particular learning experiences are or are not of value to learners and teachers.
March 7th, 2007 at 9:37 pm
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[...] Welcome! If you’re new here, you may want to sign up for email updates (look to your right) or subscribe to my RSS feed. Thanks for visiting! There’s a great phrase mentioned by Tony Wheeler in the comments section of this Flux blog post. He cites Gareth Mills at QCA as describing current curriculum development efforts in the UK as centering around WYTIWYG (What You Test Is What You Get) – also known as teaching to the test. This is inevitable when school success is based on outputs and Heads of Department need to make sure their departmental value-added scores are high. I had my teacher assessment levels of students in my classes artificially increased last week because I’d been ‘too harsh’. Or did I tell the truth? Can’t remember… Popularity: unranked [?]Bookmark:These icons link to social bookmarking sites where readers can share and discover new web pages. [...]
March 9th, 2007 at 11:49 am
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Richard just sent me this amusing but depressing link… ho hum
http://64.23.8.93/audio/NotOnTheTest.mp3
March 12th, 2007 at 1:37 pm
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It’s worth remembering that we’ve had compulsory language education in Scottish primary schools for 10 years and there are a huge number of fun, creative and rigourous resources on offer. Some of the ones you can get for free, above all advice to support teachers new to teaching foreign languages, can be found on Learning and Teaching Scotland’s Modern Foreign Languages Environment:
http://www.LTScotland.org.uk/mfle
March 14th, 2007 at 10:47 pm
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I would hope that your first recommendation is something that is taken on more by industry anyway, so that the software developed fits more closely with the varied needs and changing practices of learners and teachers.
Your second recommendation also is a great one – and I think the Long Tail approach to designing tools appropriate for specific contexts, rather than one off solutions delivered across the system will demand, and provide opportunity for that.
To add to the list, I would suggest that Jam needs to be more radical. To push the boundaries of the possibilities of digital technologies for learning – the sorts of tools and applications that don’t necessarily sit with current practice, but that can provide opportunities for innovators to try new approaches and for early adopters to see early evidence of new methods and tools. In this way, it would need to take the risks that many commercial companies cannot afford (or justify) to take, which also separates the competition between the two – whilst providing a showcase of possibilities for practitioners as well as industry members.
This would also demand that your first two recommendations were followed.
March 15th, 2007 at 8:09 am
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Your recommendations are being followed. The content, the way it is handled and what each service feels like are all decided by different groups of practitioners. The companies making the productions have to follow the spec quite closely and, when they submit, this, too, is subject to practitioner scrutiny.
The BBC is also very much aware that learners are ‘doing it for themselves’, though I would argue that relatively few, especially in England and Wales, are actually using Web 2.0 tools for learning. Aunty is currently looking at ways to harness this energy for learning.
March 15th, 2007 at 1:11 pm
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I have been following this discussion on TechCrunch (and I have even contributed).
When the BBC sponsored a microcomputer from Acorn it kick started the educational software industry – but no doubt then, as now, it offended Research Machines (now RM) who were the other major player in the market. RM are still here and Acorn are……..?
However pioneering and innovative work by the BBC (and also Beeb computer users) gave us a rich diversity of educational software – which we don’t seem to have today. You would think it would be easier these days rather than harder for a keen enthusiast to achieve something wonderful ( Devtray and Podd were goldies produced by teachers!).
Everyone is right, and everyone is wrong. There is no single right way. We live in a mixed economy
March 15th, 2007 at 4:52 pm
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This was met at the Knowledge Seekers realm with ‘Get It!’ A regular response these days around here. When we stared on this adventure three months ago, who would have thought that a field of learning we had been told ‘Would not work’ would be so advanced, so pervasive [The new Buzz], and so inclusive of learners. I have to have the crew double shift just to keep up.
Bias Declared.
March 16th, 2007 at 1:42 pm
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[...] Michael Arrington, Techcrunch Rose Luckin, Futurelab Ewan McIntosh John Connel [...]
March 16th, 2007 at 4:43 pm
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Rose:
We’re working on jam projects which haven’t yet been published which already do everything you mention. Or at least we were until Thursday.
For those of you who know me through my (small amount of) work with Futurelab, I have also posted to TechCrunch at http://www.techcrunch.com/2007/03/14/bbc-may-be-stifling-startups-suspends-bbc-jam-following-complaints/
March 16th, 2007 at 6:02 pm
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[quote]
1) Make sure that learners, teachers, parents and other stakeholders in a learner’s education are part of the design process.
2) Recognise and build upon the fact that ‘Learners are doing it for themselves’, using Web 2.0 tools to create, share and publish their own stuff.
[/quote]
I hate to shatter any illusions you may have about how BBC Jam content was produced, but both of those sage pieces of advice have been followed from the word go.
I produced two of the live pieces of content, and on both spent at least 6 of my working hours each week in a school working with kids and teachers. Parents were involved in home testing during school breaks. Consultants were also involved from conception to birth.
On my Maths commission, we called one particular school (that we visited every Tuesday morning for 12 months) our co-design school. They, effectively, signed-off every stage of the development. If they didn’t get it, it was ditched. As producers, we fully and whole-heartedly delighted in engaging in a user-centred design process.
As for the second point, the biggest mantras on Jam production were Distinctiveness and Complementarity. They weren’t just two of the EC conditions, they were our life force when coming up with ideas. We were 100% aware of the “doing it for themselves” concepts (User Generated Learning we called it) and, though we were held up by infrastructure issues frustratingly regularly, it was always our intention to roll out these services.
I hope that, whatever the new service we’re allowed to launch is, we’ll still be able to do this, and to re-use the stunning learning content that our co-designers completely adored.
March 17th, 2007 at 6:21 pm
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Let’s not get carried away about the poor BBC. It ain’t poor and its record in educational publishing has not always been sound.
I was around when the disastrous Doomesday project was produced and millions wasted.
Try learning French from ‘A Vous La France’ – it’s impossible.
For a detailed critique of some content from a language teaching expert see:
http://www.camsoftpartners.co.uk/BBC_Jam.htm
March 17th, 2007 at 10:32 pm
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[...] Researcher Rose Luckin suggesting that Jam should have engaged with the new web paradigms – see UGC. We’re currently working on a Jam project that is aiming to re-define UGC, providing learners not just with a space to collaborate and express their ideas, but with tools to do so in new and engaging ways. [...]
March 19th, 2007 at 10:52 am
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Rather that just violently agreeing with everything that’s gone before I’d point out one part of the homeopathy analogy that actually makes what’s going on with education generally even worse; in homeopathy it’s usually the subject who chooses to take unproven cures because of their belief in them, in education we impose these ‘cures’ on students who are given no choice.
March 19th, 2007 at 7:02 pm
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To what extent are governors the “strategic decision makers in the Colleges of of Further Education”? I am not sure how well placed governors are placed to drive change although they can, sometimes, hold a veto.
March 19th, 2007 at 9:22 pm
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I think many post 16 college are keen to encourage and engage with learners through web 2.0. Information regarding this resources is, however, slow to filter through to a) the decision makers and b) the rock face teachers.
We are certainly not unaware of the social networks – it has certainly increased IT activity at our college of our students, Bebo, MySpace….. Ironically, the staff that are keen to push the agenda communicate through web 2.0.
March 20th, 2007 at 9:30 am
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Can I get an AMEN for the last paragraph…
Totally agree my friend and for some kick-ass discourse on the subject you should check out my man Christian Long over on http://thinklab.typepad.com/ – he heads up DesignShare (http://www.designshare.com/) which focuses on the ‘future of learning’ – MediaSnackers is partnering with them soon :-)
For my ten pence, this is not about ’strategic investments’ or ‘developmental policies’ around ICT and education, it should be a shift in mindset to embrace the FLUID nature of the present web 2.0/media/technological youth culture.
Hate to get Zen on your ass but like the great Bruce Lee once said: become water my friend!
Peace
DK
March 20th, 2007 at 12:04 pm
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[...] Me ha gustado mucho el trabajo que Martin Owen, Lyndsay Grant, Steve Sayers and Keri Facer publican en Futurelab, un sitio web “apasionado por transformar la manera en que apredemos las personas”. [...]
March 21st, 2007 at 5:58 pm
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My partner teaches “basic skills” in an FE college. Her students use Piczo as a regular part of their learning experience and do fairly sophisticated things like embedding Youtube etc. Many of these students – who have not done well in/by the system- seem to get the web2.0 thing without much difficulty.
Yep… let’s keep it fluid….because as the Zen sage said
“prediction is difficult…. predicting the future doubly so”
March 22nd, 2007 at 2:21 pm
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Thanks to all for those contributions….I have just spent 2 days at the Nilta conference in Leeds and whilst I am please that Martin’s partner is innovating I am afraid my perception of the FE system is one of pockets of localised transformation with little systemic change.
That it is why it is vital that Governors DO fulfill their strategic role and develop,along with all stakeholders,a vision for learning in the 21st century. that is why I ran the workshop Bob!
P4S has a team of people to influence the BSF programme and I am glad to say LSC,Becta,CEL and JISC Infonet are starting to fill that space for the FE system. Not a moment too soon!!
March 23rd, 2007 at 2:45 am
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As always, Flux created a stir in the ranks of my gang of voracious knowledge seekers. We have bee somewhat in awe of late at the extent to which, the Urban Incursion has developed from a proposal for a pilot project to a full blown entity.
Bias Declared [http://redsevenone.wordpress.com/]
What Flux accomplishes and the work of Futurelab and groups like Demos, who we first encountered at the EPSRC ‘Sandpit’, as well, is in showing that the is an impetus, a sovereign assignation if you will, in the UK understanding the necessity of change in the way people learn. There remains a hope that this same spirit will infect those responsible for making decisions on the Western side of the Atlantic.
However, in absence of direction from those who should be leading the way, we proceed ahead, with the work of Futurelab and all those working on the future of education, at least in part, as our guide.
To those who disdain at the notion that this change is necessary, allow me to share two oft repeated quotes.
‘The time has com to put a fence at the top of the cliff, instead of a net at the bottom: Thus giving a chance to build a bridge.’
‘One can Lead, Follow, or Get out of the way: Change, it cometh.’
March 30th, 2007 at 9:39 am
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Hi Leon,
“…you need smart filters or smart lenses to deal with this stuff.”
That’s what I was getting at with my post this week about Extending the reach of CPD.
Teachers need trusted advisors who will act as the filters. At the moment it’s all in the ICT arena, but we need to encourage more people who are close enough to the classroom in other subjects to start filtering online.
Mark
April 5th, 2007 at 4:05 pm
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Thanks for all the responses. It’s great to know from all these responses that the next portion of Jam will indeed be the best thing on sliced bread ☺.
When I posted this article I was trying to open up a discussion about the ways in which widely available educational content might best be developed in a world where technology is rapidly changing and where learners, teachers and producers often have very different perceptions of the ways in which those technologies might help. I know that the BBC use participatory methods, but there are still big questions about how best to do this, particularly at the early stages of the design process – there is still a lot of work to be done here. With respect to the issue of Learner Generated Content – come along to the launch of the Learner Generated Context initiative at the LKL on 12 September for further discussion of this topic.
April 5th, 2007 at 8:34 pm
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Your comments about mixing and re-creating with music reminded me of a recent article on DRM, written by composer Shelly Palmer. He felt that DRM would prevent this mixing, and that such a development would be bad for music as an art form.
His article is still up, over on Media 3.0:
“The “Other” Digital Rights Management
“
- Martin
April 6th, 2007 at 1:22 am
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Hello Rose – Your posting sent my voracious band of knowledge seekers racing to the resident, though dated, hardbound OED, the 24 Volume version. The word which turned up most was analogy and its cousin, although granted not an ‘ogy’, metaphor.
While it could be argued that the foregoing does not contribute to the quest, the fact that it got my crew thinking, is a point I do not ignore.
My contention is, whatever turns on the quest for knowledge and sustains it beyond the oft analyzed attention span of our young is a valid endeavor. A quick glance at your home port shows you may have a lot more with which to stimulate learners, some far out in the nether reaches of the Highway of Light, yet the blink of an eye away.
April 6th, 2007 at 12:07 pm
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I think the issue is deeper than that of the relationship between techno-savvy learners and subject-savvy practitioners. I have argued that we need to be aware of the pedagogy / andragogy / heutagogy continuum as a way of developing learners with both the curiosity and skill to take charge of their own, socially useful, learning. Repectively they should develop understandings of knowledge, negotiation and enterprise (creativity?). I taught this way for many years in Lewisham adding technologies into the mix as enabling devices as they came along and I found ways to use them. Students resisted this process at first because it wasn’t familiar, but as a practitioner I found through negotiation, support and trust, over time, that I could empower them to be actors in their own learning.
Maybe the dynamic that Rose talks of that is happening now, will enable a deeper understanding of socially useful learning strategies to develop, but it needs to be about more than just recuperating technology into the learning mix.
April 9th, 2007 at 1:48 pm
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When this came up in our meeting the other week I tried to think of the Greek word for “community” – eventually remembering it is of course “polis” so how about “POLIGOGY”? A silly coined word but one that maybe reflects the idea of learning being embedded in a community, whether proximate or diffuse, virtual, whatever.
Mind you, Nigel then responded by observing that the ancient Athenian polis, for all that it espoused democratic principles, was exclusive in certain ways (no women, no slaves, no foreigners)… But that is true of all “communities” and the learner-generated contexts issue must also account for inclusion/exclusion.
April 24th, 2007 at 7:10 pm
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#10 John is right, I have retired (taken a sabbatical) from the Council due to my wife and I having another baby and due to work pressures, not age or infirmity. Aged 44, I remain (until 3/5/07) the second youngest Councillor in the Western Isles; the youngest Chairman ever; and the only one with any general IT skills.
It’s depressing that the likely average age of Councillors will increase for the second successive election, but that is a function of the electoral system, which favours the retired and unemployed (unemployable) as candidates.
April 26th, 2007 at 7:32 pm
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A link might elicit more responses? ;-)
April 27th, 2007 at 7:35 am
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http://en.wikipedia.org/wiki/Mobile_learning
April 27th, 2007 at 1:09 pm
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yes! Roll on the dead-tree search shortcuts (of course, in the old days it might have been called a “memory” or similar, but I suppose there was less to remember back then)
April 27th, 2007 at 6:37 pm
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Leon,
Glad to hear you find Diigo useful.
Thought you and your colleagues may be interested to know that Diigo is founded by a former EECS professor at UC Berkeley. Diigo actually arose out of personal needs to read and digest large amount of information online and the need to share thoughts and interact on those information.
Given our founder’s previous academic background and interest, we’d hope Diigo continues to serve the educational community well! Thanks for your support. Love to have your feedback to make it even better.
Best,
Maggie
co-founder
http://www.diigo.com
April 28th, 2007 at 5:24 pm
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I was right there with you (some very tidy links, ta), up till the bit about ‘victim mentality’.
I work for a local authority in Wales and work for the IT Department visiting schools to fix network and PC problems. I have been talking to heads and teachers recently and what they are identifying is a lack of confidence with the adoption and use of new ICT technologies.
They might talk about ‘lack of training’ but if you unpick what they are saying isn’t quite as straight forward. I think a lot of the problem is linguistic.
Firstly they don’t like or feel confident in the use of ‘computer jargon’.
The idea of ‘training’ is also unhelpful because people don’t train in languages, they learn languages.
The training that is provided by the Advisory Service in our county seems more geared towards how use a particular piece of software or equipment (Intranet/IWB) and assumes a level of ‘trainee’ confidence in the use of the underlying PC technology that just isn’t there and that won’t be solved by ‘more training’.
I think the way to go is to recognise that there may well be a gender/age issue here (over 80% of our primary school teachers are women), and encourage the adoption of more informal support. If we refer to it as ‘teachers needing more coaching’ (see, nice sporting type word that the men in suits who decide important sounding things like ‘Strategy’ and ‘Finance’ can get behind) on things like, navigating the operating system, understanding speeds/capacities, basics of networking… maybe even a bit of the history of ICT (including cuneform, paper, pencils, radio etc)just to give it something of a more tangable social context.
When a teacher says to me that she feels like she has an ‘alien on her desk’, blaming the ‘victim’ doesn’t come anywhere near solving the problem. A lack of confidence can only be solved by findng learning solutions that increase confidence.
April 30th, 2007 at 5:39 am
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[...] Again, unfortuantly the work is still ‘in progress’ and wont be ready any time soon. But none the less, it is there and the ideas are there to be compared with and against. Click this link to goto the project page. [...]
April 30th, 2007 at 1:52 pm
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Hi Tonia,
Thanks for the feedback.
Let’s take a couple of your points and I’ll try to expand on them:
“Firstly they don’t like or feel confident in the use of ‘computer jargon’.
The idea of ‘training’ is also unhelpful because people don’t train in languages, they learn languages.
The training that is provided by the Advisory Service in our county seems more geared towards how use a particular piece of software or equipment (Intranet/IWB) and assumes a level of ‘trainee’ confidence in the use of the underlying PC technology that just isn’t there and that won’t be solved by ‘more training’.”
I totally agree with this. However I think the way forward is to embed competencies into job specs as they do in the real world. If you work in an office and you don’t have those competencies you do have to learn them pretty quickly. If linked to your professional development and your professional role then it is not longer something ‘other’ or out there that you have to do becuase you are required to but something you have to do get the job done.
“I think the way to go is to recognise that there may well be a gender/age issue here (over 80% of our primary school teachers are women), and encourage the adoption of more informal support. If we refer to it as ‘teachers needing more coaching’ (see, nice sporting type word that the men in suits who decide important sounding things like ‘Strategy’ and ‘Finance’ can get behind) on things like, navigating the operating system, understanding speeds/capacities, basics of networking… maybe even a bit of the history of ICT (including cuneform, paper, pencils, radio etc)just to give it something of a more tangable social context.”
Whatever way you cut it I don’t see it as a gender issue. I think it is a question of making it meaningful within the context of your role and linking it to accreditation and professional competencies. Whether you are male or female it really doesn’t matter – can you use it in a meaningful way. And the drivers for that in my opinion are being paid to use that in your role or subsidised accreditation that leads to a masters or equivalent. This, within the framework of the school community and it’s very specific activities, is what is important.
“When a teacher says to me that she feels like she has an ‘alien on her desk’, blaming the ‘victim’ doesn’t come anywhere near solving the problem. A lack of confidence can only be solved by findng learning solutions that increase confidence.”
I am not blaming the victim rather I am suggesting that CPD should be based on workplace reform and change management – traditional forms of training are leading to a dependent attitude rather than a pro-active professional can-do one. It’s not the person – it’s the environment – there is a big difference. That the management of how people go about the business of education needs to change rather than the people themsleves. That will come as systems evolve.
April 30th, 2007 at 9:46 pm
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Hi Leon
Thanks for the commentry on the comments.
>Let’s take a couple of your points and I’ll try to expand on them:
Ok, and expansion on your expantion… how deliciously ‘meta’.
>I think the way forward is to embed competencies into job specs as they do in the real world. If you work in an office and you don’t have those competencies you do have to learn them pretty quickly.
Ok, that works for the new and shiny ones. Existing staff… not so much, unless they have the time and support to aquire these competencies. If that’s not on the table, then there is less of a chance of it happening sooner rather than later.
>Whatever way you cut it I don’t see it as a gender issue.
I was clumsy with my language here. I am not seeing it as a wholly gender issue, but to discount gender as a significant factor seems pretty unhelpful the same month that the Gender Equality Duty comes into effect.
(Have you read any of the SIGIS stuff? Lots there to think about. I would also recommend you look at the Flosspols final report – just google Flosspols and gender).
We all know that ‘Technology’ has no actual gender, but culturaly… not so much. Technology is mechanical and social, but in our society, ICT is still gendered.
Look to the numbers, the numbers of women opting for (or continuing to work in) the ICT fields, they are dropping. As a woman in the technology field, this is a no-brainer. No amount of ‘pink and fluffy’ CC4G is going to get to the root of the problem. (Am I the only one to come away from that site thinking my eyes were bleeding from the ‘pinkness’ of it all? Talk about re-enforcing gender stereotypes!). The problem isn’t mechanical, its social.
>I think it is a question of making it meaningful within the context of your role and linking it to accreditation and professional competencies.
Abso—lutlely! But many teachers that I talk to struggle to find that meaning, which is understandable while we are still installing office automation tools on primary school PCs. And yet, that’s what the curriculum dictates, that’s what the HMIs want to see.
>Whether you are male or female it really doesn’t matter – can you use it in a meaningful way.
Agreed. Men and women don’t use technology very differently (Ok, porn aside…)the difference lies with their self perception. The chances are, if asked for a self assesment on the ability to carry out a particular task, a man will over estimate his capabilities and a women underestimate hers. I’m not saying that is carved in stone, It’s not a law, it’s just an observable tendancy… it’s a confidence thing.
>This, within the framework of the school community and it’s very specific activities, is what is important.
And for that to work, confidence really is the key, including the confidence to learn outside you comfort zone in front of the class.
“When a teacher says to me that she feels like she has an ‘alien on her desk’, blaming the ‘victim’ doesn’t come anywhere near solving the problem.”
>I am not blaming the victim rather
… it just sounded like it.
>I am suggesting that CPD should be based on workplace reform and change management – traditional forms of training are leading to a dependent attitude rather than a pro-active professional can-do one.
I agree, traditional ICT training is training for a dependancy.
>That will come as systems evolve.
System’s don’t evolve. People construct and change systems. The better the knowledge of the actual social context, the better the chance of the system working for people in the long term.
May 1st, 2007 at 6:27 pm
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Hi Tonia,
To comment on the comment about comments..
“”"
>I think the way forward is to embed competencies into job specs as they do in the real world. If you work in an office and you don’t have those competencies you do have to learn them pretty quickly.
Ok, that works for the new and shiny ones. Existing staff… not so much, unless they have the time and support to aquire these competencies. If that’s not on the table, then there is less of a chance of it happening sooner rather than later. “”"
I suppose I am arguing for it to be on the table – the agenda and funding for CPD that is meaningfully embedded into our roles within education is lacking…
“”"
>Whatever way you cut it I don’t see it as a gender issue.
I was clumsy with my language here. I am not seeing it as a wholly gender issue, but to discount gender as a significant factor seems pretty unhelpful the same month that the Gender Equality Duty comes into effect.
(Have you read any of the SIGIS stuff? Lots there to think about. I would also recommend you look at the Flosspols final report – just google Flosspols and gender).
We all know that ‘Technology’ has no actual gender, but culturaly… not so much. Technology is mechanical and social, but in our society, ICT is still gendered.”"”
Well reading them it does appear that the contexts for inclusion are gender hostile in some cases. I tend to work in the schools educational sector not the developer communities and that world is a little more sane at times :) The funny thing is that I always found the 10 year old flash enthusaists were always the girls when I was teaching way back – maybe that was just a blip!
“”"
Look to the numbers, the numbers of women opting for (or continuing to work in) the ICT fields, they are dropping. As a woman in the technology field, this is a no-brainer. No amount of ‘pink and fluffy’ CC4G is going to get to the root of the problem. (Am I the only one to come away from that site thinking my eyes were bleeding from the ‘pinkness’ of it all? Talk about re-enforcing gender stereotypes!). The problem isn’t mechanical, its social.”"”
OK I’m with you there within that arena it seems on the evidence of the findings. I still think it is the recognition of your role and how the ICT fits around it that is more important than the tech. It is within that context I meant it.
“”"
>I think it is a question of making it meaningful within the context of your role and linking it to accreditation and professional competencies.
Abso—lutlely! But many teachers that I talk to struggle to find that meaning, which is understandable while we are still installing office automation tools on primary school PCs. And yet, that’s what the curriculum dictates, that’s what the HMIs want to see.”"”
I’d like to see some evidence for that – I can only assume that is a perception of what HMI’s would like to see unless presented with a strong model of good strategic use of open source to counter existing orthodoxies.
“”"
>Whether you are male or female it really doesn’t matter – can you use it in a meaningful way.
Agreed. Men and women don’t use technology very differently (Ok, porn aside…)the difference lies with their self perception. The chances are, if asked for a self assesment on the ability to carry out a particular task, a man will over estimate his capabilities and a women underestimate hers. I’m not saying that is carved in stone, It’s not a law, it’s just an observable tendancy… it’s a confidence thing.”"”
Hmm I am not so sure I buy into that one in the schools educational ICT sector…I couldn’t say that is definitely the case without objective research…
“”"
>This, within the framework of the school community and it’s very specific activities, is what is important.
And for that to work, confidence really is the key, including the confidence to learn outside you comfort zone in front of the class.”"”
I think it really is a question of taking people from one comfort zone to another incrementally and in positive context rich environments.
“”"
“When a teacher says to me that she feels like she has an ‘alien on her desk’, blaming the ‘victim’ doesn’t come anywhere near solving the problem.”
>I am not blaming the victim rather
… it just sounded like it.”"”
I never make those kinds of inferences based on such soundings :)
“”"
>That will come as systems evolve.
System’s don’t evolve. People construct and change systems. The better the knowledge of the actual social context, the better the chance of the system working for people in the long term. “”"
I should really have clarified that – I don’t disagree.
May 3rd, 2007 at 5:29 pm
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Facebook is really cool. I’m glad someone finally pointed out this great online community. Once I saw that they also had a firefox tool bar plugin I was sold. Great post keep up the good work. Aloha from Maui, Hawaii http://www.alohatechsupport.net
May 4th, 2007 at 7:55 am
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Facebook is social, I’ll give it that, but I do find it slightly lacking and restrictive.
It doesn’t really have a purpose, but the introduction of “gift” to friends is a novel way to create a rating system.
I think it is a good combination of technologies (Photo tagging, whiteboarding, Microblogging) and could (possibly) be used cleanly as a Educational tools.
But doesn’t Elgg do similar things?
May 4th, 2007 at 11:17 pm
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Social networks have certainly caught the attention of the 16-19 years at College. If its not MySpace, Bebo or Facebook then its smaller, more specific sites. Whether its facilitation IT usage of distracting students away from what they should be doing is as yet unclear. Also, didnt either the BBC or the Guardian write about Universities writing MySpace pages? And then there Ning…. creating your own Network (Thanks Doug Belshaw).
May 7th, 2007 at 12:41 pm
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[...] There are several works that have been chosen for comparison within this blog entry. The main project that I will be focusing on is called The Water Games and it was “especially thought for the Universal Forum of Cultures Barcelona 2004″. Other projects that I will make mention of during the entry will include The Data Fountain, The Water Wall and The Fountaineers. [...]
May 10th, 2007 at 1:01 pm
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The reason for the popularity of Twitter is well known:
It’s the psychological principle of intermittent variable reward, one of the most powerful methods of operant conditioning:
Ferster, C.B. & Skinner, B.F. 1957 Schedules of reinforcement. New York: Appleton-Century-Crofts.
Zeiler, M.D. 1968 Fixed and variable schedules of response-independent reinforcement. Journal of the Experimental Analysis of Behavior, 11, 405–414.
http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1338502
May 12th, 2007 at 11:32 pm
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MSN I NIIPET
MSN
May 13th, 2007 at 8:15 am
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Hi My Name Is ivawde.
May 18th, 2007 at 6:28 am
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[...] And to add another piece to this puzzle check the nice introduction of the moment’s fad at Twitter 101: a good intro and summary with ideas and perspectives plus a comment that shots the whole thing down. [...]
May 18th, 2007 at 4:39 pm
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As an addendum to both my blog entries on Twitter and Fring – they have now been combined – see here: http://www.fring.com/blog/?p=38
May 18th, 2007 at 4:40 pm
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As an addendum to both my blog entries on Twitter and Fring – they have now been combined – see here: http://www.fring.com/blog/?p=38
May 19th, 2007 at 2:21 am
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[...] May 18th, 2007 by Ryan Lanham Highly mobile devices, pedagogical possibilities — how teaching needs to be reconceptualised to realise them [...]
May 20th, 2007 at 4:18 pm
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Although not an educational narrative, in an attempt to find a use for Twitter I created accounts for a few of the radio telescopes in the UK’s MERLIN array. Every time they change what they are observing, Twitter is automatically updated.
May 21st, 2007 at 6:32 pm
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Your post is extremely well-said. I’m a teacher. I don’t get the education element though. I have one on my myspace page and nested on the “about” section of my blog. Other than that, I think they look gaudy on the front page and takes attention away from the content and focuses on the author (which I try to avoid since I have a “language” blog) I think twitter is a twitter of something, bt not future education . . . imho.
May 21st, 2007 at 6:34 pm
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Are you still addicted to it? I find it pale inn comparison to MySpace and of course, we all know MySpace sucks.
May 21st, 2007 at 6:45 pm
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Fair question, and yeah I confess the novelty has worn off a little. It’s probably about time I did my follow-up post… next few days. Promise.
May 22nd, 2007 at 4:32 pm
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[...] But it’s not just the tools that are interesting, but the way in which I came across them. scribefire was sent to me by Andy Black after a conversation in London. Diigo was discussed on Flux a few posts ago and musicovery sent to a Futurelab ‘cool stuff’ space by Tash Lee which prompted to me to re-find a post by Doug Belshaw. [...]
May 22nd, 2007 at 7:08 pm
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I know you don’t need me to say this, but, Welcome to the Blogsphere!
I love the way everything is interconnected, and how now it seems you don’t need to remember specific information, only have the skills to find it.
When does this get put on the curriculum?
May 23rd, 2007 at 8:33 am
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Thanks for this Dan.
I can vouch for scribefire – every blogger should try it.
And as for Musicovery – wow.
Being in a good mood this morning, I’ve tried a “positive” selection; tracks so far:
I think this is going to be one of life’s guilty pleasures… :-)
May 23rd, 2007 at 10:17 am
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Look interesting
May 23rd, 2007 at 12:37 pm
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A twitter and google maps mash-up: http://twittervision.com/
And for those totally obsessed, how to make this your desktop background: http://badacetechshow.com/?p=37
May 24th, 2007 at 7:58 pm
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[...] There is as ever much to do about the personalisation of learning through technology. This takes various different forms: it can, for example revolve around content and it can focus on the benefits or not and the personal devices that learners can use to support their learning and mobility. Of course one of the key ways in which each learner’s experience is individual and personal is through the different contexts in which they live their lives. A primary facet of this context for most school aged learners is through their interactions with their families. So are we doing enough to help families ‘make it personal’ and help each other learn effectively? [...]
May 26th, 2007 at 8:25 am
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Hi Dan,
Musicovery is just great! It’s replaced ‘Groove Salad’ via iTunes radio as my chillout music of choice to play in class. :-)
Not so keen on Scribefire, though. I don’t like the way it adds its own advert at the end of posts, and I don’t feel as though I’ve got as much control over the layout of my posts with it.
May 29th, 2007 at 12:55 pm
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Hi Doug.
I don’t mind the advert being there as it only appears when I’ve taken advantage of Scribefire – and I’m more than happy to highlight the tools I’m using within my work processes (rather than just the products). Having said that, just for you ;-) my most recent post has been edited once posted so no adverts appear!!
May 31st, 2007 at 10:06 am
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Our team just launched a new collaborative web-based mind mapping tool called Comapping. It is worth checking it out at comapping.com. We have had quite a lot of success among the education segment
Regards, Omar
June 6th, 2007 at 12:41 pm
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I have been waiting for this to emerge for some time and thought that the Beeb had ditched it because some commercial firms have since brought out similar but distinct alternatives.
Being able to share and annotate media simply and easily is going to have to be a priority from now on because there is so much of it! And who wants to look at it in a serial start to finish way anymore anyway?
Great find and very very useful.
June 6th, 2007 at 1:58 pm
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[...] Jun 6th, 2007 by Ryan Lanham Annotating within media [...]
June 7th, 2007 at 6:14 am
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this is an impressive article about Learning and the real world. I remember what my teacher taught me that learning is a continuous process, and this article proves it.
June 8th, 2007 at 12:18 pm
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“who wants to look at it in a serial start to finish way anymore anyway?” – think you’re right, Leon, although it makes me think that creating content when you know people won’t read it the way you intended makes it harder.
If I remember right from my time at the BBC, two years to get a prototype involving real content out of the door and into users’ hands is pretty good going =]
What are the alternatives you mention? WOuld be worth having a look at tools that let you do this with any media.
June 12th, 2007 at 4:48 pm
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It’s always good to link with like-minded people. I work in Bolton at a large 11-18 high school and have, for several years, brought together Bolton’s young people to look at how they can be engaged in real leadership roles within their schools and wider communities.
Bolton has its own participation standards and I have adopted them to meet school self evaluation on Voice and Participation ready for Ofsted visits.
With Ofsted in mind, we have also considered how to use the capacity of our young people – we have SIPs (School Improvement Partners) but want to develop PIPs (Pupil Improvement Partners). We have also looked at how young people can be used in a role of validating schools in their healthy schools accreditation. The Healthy Schools Team is currently exploring this.
If you check on the Innovation Unit website you will see how Bolton is involved in a field trial looking at next practice on personalisation. We are keen to learn from anyone who is already moving towards real leadership roles for young people. How do we link to your developments on student-led inspections?
June 12th, 2007 at 4:54 pm
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So…. how do we motivate staff? I believe the tipping point is now being reached when adults know they cannot do all this alone. There are more young people out there in schools who want to be developed in school improvement.
Another tool being explored is the UNICEF UK model of “Join It All Up” with the work on Rights Respecting Schools (recently developed in Hampshire) This places United Nations Convention on the Rights of the Child at the heart of a school’s ethos.
The Specialist Schools and Academies Trust in the North West have just brought 250 young people together to explore how RRS might enhance young people’s “voice” agenda. It’s not just in voice (that can be ignored) but it is in rights – everyone’s rights.
Perhaps a school with an existing ethos of real particiaption for all its members would see student led inspections as the natural next step…. obviously we need to prepare for this though.
June 12th, 2007 at 11:34 pm
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In my experience, if student leadership is built up slowly by students having genuine ownership of smaller projects and the budgets that go with them, they then can qualify with in-house leadership qualifications that enable them to take on larger challenges and greater qualification over time. This approach means that not only do you have students in important positions that are capable of delivering quality but also you have an understanding and respect for their position from others. Our leadership teams developed in-house OFSTED style inspections after four years of development. They found the challenge of this was greater than all the projects they had managed previously including curriculum design, managing facilities, running businesses, peer teaching and bidding for capital projects. I firmly believe that shared ownership of decision making in schools is vital but would urge that students be trained appropriately beforehand so they can have a greater chance of shared ownership of the procedure. The real issue with student leadership is in the micromanagement of the power relationships between students and teachers, I would argue that you need to make it extremely clear what areas are up for shared ownership and which are not before embarking on student inspections – what happens for example if students feel a teacher’s practice is consistently unacceptable?
I think we have much to learn from the Danish system in which students have their active involvement in the governing body protected by legislation and regularly have control over parts of the school budget.
June 14th, 2007 at 10:11 am
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I think your last paragraph articulates something many people have been trying to put across for a while now – perhaps more clearly than I’ve seen it said before. That, taken with papers like those from DEMOS (Your Space) put the whole discussion about Learning Platforms into a new light.
June 15th, 2007 at 4:35 am
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[...] Jun 14th, 2007 by Ryan Lanham All ones, no zeroes: challenging the Digital Divide [...]
June 15th, 2007 at 1:02 pm
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At CREAX, we recently launched http://www.moreinspiration.com which is a webtool that allows you to track new and innovative products and solutions. It doesn’t really let you annote, we annote the innovations FOR YOU.
In fact, MoreInspiration is a database aimed to inspire people to find new ideas and concepts by showing them recent innovations classified in several ways.
Unlike gadget sites that merely show you the innovations, we order them so they can inspire anyone, and explain what and why certain products have changed things.
Should be a great help for you to keep up with what’s new and innovative.
Just do a google search for moreinspiration.com
June 17th, 2007 at 8:01 pm
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[...] Flux » Articles » Dopplr shift [...]
June 18th, 2007 at 12:42 pm
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With a barrier being access to technology, will there be any thoughts on using OLPC technology, such as Asus eee PC?
After all 3rd world countries are struggling for technology, but so are we!
Another barrier is online access, we are still struggling to get students online, esp. in remote communities. Others are drawing ahead, and the gaps are getting bigger.
After this research, will there be a publicised solution?
June 18th, 2007 at 1:01 pm
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What a great idea!
It has parallels with thinking in social housing in having tenant-led inspection of social landlords.
June 21st, 2007 at 11:59 am
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[...] A parte de cambiar de diseño Futurelab, nos brinda un excelente documento titulado “Beyond the digital divide“, dispuesto para bajar en pdf. Es un problema la fractura digital entre personas y generaciones que se irá incrementando en los próximos años. Este documento da un recorrido sobre esta fractura y sus posibles soluciones, en las que el componente educativo es importante. Se deben establecer programas de inclusión digital. El problema es ¿cómo se hacen y a quién implicamos en esto?¿Dónde están las buenas prácticas?. En el blog de Futurelab Flux tienen un post al respecto que dice: We aim to build constructive partnerships with other organisations and individuals tackling these issues, working together towards educational equality. [...]
June 21st, 2007 at 1:02 pm
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I for one as a developer of e-learning software for special needs kids and as a student teacher of ICT believe in differentiation and learning through gaming.
Its easy to cater for visual and audio modalities through the usual PC set up but its really difficult to create kinesthetic activites for those people that prefer to intake info that way. Potentially everyone has the ability to morph into at least one other modality but as full body activity is restricted (there are not even the ball and link models in some chemistry classes where i personally finally grasped molecule structures -how sad!) every encouragement should be given to the wii option.
I own a wii and my kids think its radically different from other consoles they have. You can build up a sweat for one thing! You cant do that with other consoles! Merging physical interplay with learning is a new doorway to information input and I for one think if there is any way of expanding the methods by which one absorbs it, then it should be explored completely…
How amny times we have heard that the benzene molecule came in a dram where a snake was eating its tail and that space can be percieved as curved and distored around a planet!!! how fabulous is that for haptic exploration!
June 21st, 2007 at 1:17 pm
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You’re right – BUT – the Govt have this thing about interoperability and one password gives you access to the world.
We’re holding back on VLEs for now to see what develops.
The students will hold the key – how they use them will drive the VLE future.
June 21st, 2007 at 1:44 pm
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@Ingrid – best advice is to contact Rose Dowling at Edge Learner forums:
http://www.edge.co.uk/docs/listens/forum/
(her email address at the bottom of the page)
Thanks for dropping by.
Tim
June 25th, 2007 at 2:19 pm
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Have you chatted with the Connecting Bristol folks about this? It’s slap bang in the middle of what we were trying to do within the Digital Challenge, and I’m certain that there are synergies to be found (if they haven’t been already!).
June 26th, 2007 at 1:28 am
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Yes, schools in the USA are designed and operated to be academically and socially selective.
I have just completed a 70-page publication entitled “Schools in the USA are Pathetic,” with the philisolhy that our culture (and our schools) are basically for about 20 percent to succeed easily. 60 percent can make it in the schools (and culture)if they work hard and cooperate with the system. 20 percent are destined to failure.
June 28th, 2007 at 4:09 pm
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where can we read it?
July 4th, 2007 at 10:57 am
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[...] Flux » Articles » Don’t want that one – want that one…* [...]
July 5th, 2007 at 9:00 am
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[...] Congratulations to the Create-a-scape team on the announcement of their nomination in this year’s New Statesman New Media Awards. They’ve been selected as finalists in the education category which apparently “go to the body or project that has made the most significant contribution to education through the use of new media technology.” [...]
July 5th, 2007 at 9:53 pm
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[...] Jul 5th, 2007 by Ryan Lanham Mobile Learning Institute [...]
July 6th, 2007 at 11:27 am
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Great post Leon. Glad that you found the Hidden Innovation report and Eric’s visit inspiring. Roland
July 9th, 2007 at 6:20 am
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Educational Change and ICT is still available from the Becta website (just jolly well hidden) – you can get it from http://partners.becta.org.uk/index.php?section=rh&rid=13798
July 9th, 2007 at 10:00 am
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Peter Twining’s report is now available from http://kn.open.ac.uk/public/document.cfm?docid=9023
July 9th, 2007 at 11:10 pm
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It’s what I’m aiming to be myself…
Though without external funding
July 11th, 2007 at 10:38 am
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As E-learning ‘governor champion’ of a large secondary school setting out to be excellent in this field, I would certainly be interested in discussing participation in such a development.
I do not know of any existing organisation which could fulfil such a function.
July 13th, 2007 at 1:16 pm
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For my 0.02c the issue is starting a consultation process not a conversation (something I rattle on about when someone puts me on a stage)…
It’s like asking a grain of sand if they are happy where they are… things change… in a constant state of ‘flux’ if you like…
Back to proper work :-)
DK
MediaSnackers Founder
July 13th, 2007 at 2:33 pm
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As well as changing all the time (and goodness knows how much will change in the time the Commission takes to put together a Recommendation, let alone the time it takes States to put things into action), each country and the regions within each country have different needs and requirements. Education is not one size fits all within the one institution, so why pretend that it might be across a whole continent?
The best way to make changes across the EU would be to increase funding for Council of Ministers and Commission projects which attempt to improve teachers’ pedagogy more directly, such as the projects run by the European Centre for Modern Languages (ECML).
July 13th, 2007 at 9:42 pm
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One of the key problems is that social divisions are re-inforced by academic snobbery. People whose learning styles are suited to practical applications are labelled as academic failures, and their educational successes are treated as second class options.
July 15th, 2007 at 10:53 am
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[...] Flux » Articles » 21st Century Schools [...]
July 19th, 2007 at 9:32 pm
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[...] I’m still way behind on my RSS feed reading, but I did have time to read a post over at Futurelab’s Flux blog entitled 21st century schools. It reflects on eight questions being asked in the public sphere by the European Commission. I’d be interested in your views on these: [...]
July 25th, 2007 at 8:53 am
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Well done!!
July 26th, 2007 at 5:40 pm
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I totally agree that a Call Centre is a great idea. I don’t mind using a telephone but it is not my favourite means of communication introduction to use of computer and telephony are keyskills in business and these days in lifelong learning and e-learning.
The skill of being able to work in a Call Centre has been a good earner, compared to bar work, for a number of my students through University.
July 31st, 2007 at 8:17 am
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[...] But it’s not just the tools that are interesting, but the way in which I came across them. scribefire was sent to me by Andy Black after a conversation in London. Diigo was discussed on Flux a few posts ago and musicovery sent to a Futurelab ‘cool stuff’ space by Tash Lee which prompted to me to re-find a post by Doug Belshaw. [...]
August 14th, 2007 at 2:23 pm
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Looks like a nice convergence of ideas – looking forward to hearing more about it… have oyu thought about linking them as ‘communities’ to create a competition or have them synch to a website?
Peace
DK
MediaSnackers Founder
August 14th, 2007 at 3:34 pm
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Thanks DK – we’re hoping that a lot more will be heard of them. And yes, they’re linked to a website for sharing activities, tips and comparing or competing :-) (Great minds and all that…)
August 15th, 2007 at 12:06 pm
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These look very interesting, how and when can I get hold of one please?
August 20th, 2007 at 3:54 pm
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Great idea where can you buy one from?
August 20th, 2007 at 8:14 pm
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A great idea! Look forward to seeing them available in the shops. A great way to encourage kids to be more active.
August 22nd, 2007 at 9:12 am
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Thanks for these positive comments! We’re really keen to hear more about what people think of Fizzees.
We’re currently looking for partners to help us get as many Fizzees into young people’s hands as possible – both through commercialising and project partners. For example, we’re currently discussing the possibility of partnership opportunities with the Football Foundation – the largest sports charity in the UK – which uses football to support a range of innovative education, health and social inclusion projects as part of its Community programme. Other groups interested in partnering us in developing this exciting project, either through development or commercial partnerships, are asked to contact us at innovations@futurelab.org.uk.
August 22nd, 2007 at 3:46 pm
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[...] Futurelab’s digital pet project: Fizzees August 22, 2007 at 3:46 pm | In Moovl development, Fun | Futurelab were one of the organisations that helped considerably in the early development of Moovl. They have a new product in the pipeline called Fizzees. I saw a demo of this product a while ago, and it’s great to see it moving into a prototype phase, and hopefully commercialisation. [...]
August 24th, 2007 at 8:16 am
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There is some interesting research being done in Australia by Jo Kay and colleagues at the moment on this theme … much of the work is posted at http://sleducation.wikispaces.com/educationaluses.
August 25th, 2007 at 3:59 pm
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#9 should be:
Technology: Web2.0 and other shifts in technology have reconfigured our world and our students in radical ways. How should schools, teachers and classrooms accommodate the new sensory and learning orientations of today’s learners. What are the barriers of adoption for these new paradigms and how are stakeholders addressing this change?
September 6th, 2007 at 7:44 am
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Yes it’s great for the kids to be rehoused in ’state of the art’ schools where all ‘green’ issues are apparently incorporated but why is the government allowing green field sites to be swallowed up when there are alternative brown fiels sites available. So much for being GREEN!
As it’s a government….Labour….. initiative any Labour controlled council knows that objections will be referred to a government agency that will rubber stamp their plans, no matter what the strength of opposition within the local communities that find plans for a school put in innappropriate places.
You just need to investigate Barnsley. There is a community here ( Carlton )that is a village. The council has had advisors up from London to advise them where the best site would be for a school in our area. Our council decided to ignore this advice and decide their own. Consultation has been a joke but we are up against a machine that has our money and uses it against us. Many people here would like an inquiry but cannot afford the costs.
The size of the school will overwhelm our community as it will equal in area the built land of our semi-rural community.
Most people here are retired, or nearing retirement and settled here for the peace and quiet the community enjoys. We now live in blighted limbo awaiting the unwelcome invasion of an institution which few residents will enjoy the presence of.
September 11th, 2007 at 4:18 pm
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[...] Here’s a link to Futurelabs blog: http://flux.futurelab.org.uk/2007/08/22/fizzees-for-tea/ [...]
September 11th, 2007 at 4:26 pm
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[...] http://flux.futurelab.org.uk/2007/08/22/fizzees-for-tea/ [...]
September 12th, 2007 at 8:41 am
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I am trying to promote in-school activity via the use of blogging. This is being done in-school as, contrary to your article, the support from home was poor with parents, particularly, not getting on board even though the children were inspired and keen.
The school has a couple of blogs; one that’s a diary of the things that happen in school and the other, redundant for about 6 months, was an exciting and interactive dialogue blog between us and Australia.
The diary was initially set up so that parents and families could keep up to date with children on residential visits, trips out etc. as well as share in celebrating successes.
The Oz Blog was more stimulating and exciting for all of us involved. It was a simple weather-based study where we would post, pictures from mobile phones, of the weather conditions in our respective countries and children could comment. It very soon became clear that the versatility of phone blogging lent itself to more than just weather pics. We could send pics of animals, birds, people, local celebrations, buildings etc.. It also provided discussion points.
All this had the potential to diversify learning along personal preference paths and give children the opportunity to interact with another culture and learn while doing so. A range of skills started to develop, many of them linked to curriculum but also higher level and inter-personal skills.
Unfortunately my colleague in Oz changed jobs which took her away, to a certain extent, from contact with students and the opportunity to spend so much time blogging. It was she who put me in touch with Futurelab and who helped develop the inspiration to see the potential of mobile technology for learning; not just to support it but to extend it and drive it forward.
If anyone’s interested in getting involved in developing this project I’d love to hear from them.
You can see the Oz Blog at
http://moblog.co.uk/blogs.php?show=12068
and our school blog at
http://moblog.co.uk/blogs.php?show=5446
You can get in touch with us via these sites.
Unfortunately we missed the Call for Ideas deadline last time but who knows what we can develop in the future?
September 12th, 2007 at 9:19 am
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[...] And with Maggie Philbin off of Tomorrow’s World: http://flux.futurelab.org.uk/2007/08/14/fizzees-for-breakfast/ [...]
September 27th, 2007 at 9:15 am
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You might note that 8 weeks is about 16% of the school year. Should we expect and increase in relative maths attainment over that period of time?
October 6th, 2007 at 9:54 am
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I like your addition to the ‘Manifesto’ – too many times people get caught up in refining and tweaking so much that the product/idea/service never gets out there. It’s important to know when to let go, when good enough is good enough. After all, the best way to learn what needs tweaking/refining/developing is to let real life users tell you. And as you say, equally important is to have a plan for distribution. I hear over & over again how much great stuff is happening out there within individual schools, but it’s all happening under the radar because there are no easy mechanisms for sharing & spreading (apparently this is much the same in the health service).
P.S. It’s Miko not Mike (I’m a woman) :-)
October 7th, 2007 at 8:52 pm
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Dan what a great idea I thought it was a cool piece of promotional material. My kids loved it it was far to difficult for dad !!! See my blog posting at http://andysblackhole.blogspot.com/2007/10/why-dont-you-cubie.html
How about supplementary competition for bizarre locations of the finished cube !!
October 15th, 2007 at 12:34 pm
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Hi Dan,
Nice cube – we’ve added it to a growing collection of large and small StoryCubes we have in our studio. Here’s a photo:
http://www.flickr.com/photos/gileslane/1576969907/
best wishes,
Giles
October 17th, 2007 at 6:26 am
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[...] Flux » Newtoon “Newtoon is a collaborative project between Futurelab and Soda Creative that is designed to encourage young people to explore the laws of physics in a creative and engaging manner through mobile gaming.” (tags: physics education learning teaching gamedesign play mobile) [...]
October 20th, 2007 at 10:11 pm
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[...] In the wake of last week’s mLearn conference in Melbourne, Australia, and the previous week’s Handheld Learning conference in London, Bob Harrison at Futurelab has posted a timely article with some history of the mLearn conference (fist organised in 2002) and a reflection of the journey towards Handheld Learning 2008, which, next year, will be held back-to-back with mLearn 2008 (seperated only by a single weekend) to create the world’s the largest and longest focus on mobile learning, ever. [...]
October 21st, 2007 at 2:24 am
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[...] from Nick Carter [...]
October 23rd, 2007 at 10:07 am
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Yes – I thought the idea of breakouts and plenary at the same time rather confusing and ended up sneeking in and out of rooms to catch different speakers. Breakouts were excellent though.
October 23rd, 2007 at 6:22 pm
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Thanks for the heads-up on Twine, Dan – looking forward to that one coming out of invite-only! :-)
I’ve listed the Web 2.0 tools I’ve used in teaching here.
October 25th, 2007 at 10:56 am
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I’m gutted…I saw this post yesterday and was about to settle down and take a pic of my cube doing something CRAAAAZY…but can’t because my cube has actually been stolen from my desk. STOLEN, I tell you!!!
Mind you, it was a very nice bit of cubage. Well done!
October 25th, 2007 at 9:20 pm
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I hadn’t realised they were so collectable! Perhaps a pic of your desk with a small cube-shaped space could be entered into the competition. Or, perhaps make a cube with your own images and send that in instead using http://bighugelabs.com/flickr/cube.php (Of course a picture of someone red-handed poaching your cube…!)
October 31st, 2007 at 8:54 am
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I’m glad you enjoyed reading the article. The link love is also much appreciated
November 1st, 2007 at 4:28 am
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folks – am deeply sorry. the version pointed to above is many version old. the new one done oct 21 is infinitely better… i hope we can post the new version tomorrow but i am travelling.
-jsb
November 1st, 2007 at 9:29 am
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My interest is in science teaching and I was particularly interested in the analysis of the way that virtual worlds (like scientific models) replicate some properties of the real world and leave behind others, and (unlike scientific models) then manufacture additional properties that do not exist at all in the real world.
It is pointed out that the manufactured properties, in many virtual worlds, are often Tolkein-esque spells, elves and wizards.
I believe that this is a passing phase caused by the fact that the whole concept is still very young and that control of the content is still largely in the hands of the people who create the technology to make the virtual worlds possible. And technologically minded people often seem to be interested in science fiction and fantasy!
As technology matures and becomes more stable, as we have seen with computer hardware, control of it passes out of the hands of the techies and into the public domain.
But to return to science teaching: I think that the freedom users of virtual worlds experience could be very helpful in boosting interest in science and the concept of scientific curiosity.
One of the interesting things about all computer based virtual environments, from virtual worlds to chat rooms, is the freedom people feel they have to behave in ways that they wouldn’t in ‘real life’. This is because, as discussed earlier, certain properties of the real world are not being replicated: in particular, the consequences of certain actions.
I think that this relatively consequence free environment could provide a good play area for scientific investigation.
It is sometimes said that true anarchy would be impossible because groups of people immediately start to form rules of behaviour whenever they interact.
If you’ve created a rule yourself instead of having it imposed on you then you are much more likely to understand and follow it.
I wonder if, from an anarchic virtual science lab, a group of genuinely inspired virtual science students could emerge?
November 1st, 2007 at 11:29 am
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You’ve identified the core problem with all of this Web 2.0. stuff – there’s simply too much of it for all but the most technology-minded teachers to keep track of.
What we need is a tool to tie web 2.0 tools together in some way (something akin to Facebook with its applications) to allow us to collect together all of the content relevant to our students in one place for our students.
I’ve enrolled for a Twine invite – does this claim to do something like this?
it would help if all web 2.0 sites supported a standard like OpenID, so that a single username/password could operate multiple services. Having said that, a Google account (iGoogle, Reader, Gmail etc.) and Yahoo account (Pipes, Flickr) get you a long way.
November 1st, 2007 at 11:39 am
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Would love to read the Oct version, jsb. The August version is very interesting. Eager to see what updates you’ve made to it. Thanks!
November 1st, 2007 at 7:51 pm
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Thanks John….only had access to earlier version…..hope your travelling is going well…Best wishes…Bob
November 2nd, 2007 at 2:02 pm
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It’d be interested in your thoughts about the distinction between vendor led ’suites of tools’ – VLEs etc and the more ‘micro tools’ from the long tail which have been developed because the demand for an application isn’t met with any supply. I would place lots of the web2.0 tools in the second category and wonder if it is these bespoke tools that, when shared, will be picked up and utilised by the ‘innovators at the coal face’ as a large range of applications allow them to use the tools they believe in, and leave the others. The challenge then becomes finding ways of demonstrating lots of different possibilities of these tools and making the interplay between them manageable, rather than teachers having to become expert programmers etc.
A final point – I think the ipod touch will be taken up by more educational institutions in the short term – very similar functionality without the cell connection…
November 5th, 2007 at 2:06 am
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Hi Martin,
what do you mean by “Programming is a whole lot harder”?
Writing complex applications has become much easier than ever before, thanks to frameworks such as Rails, etc.
Mashup engines such as Yahoo Pipes allow programming by pure graphical means.
So I guess you mean something else. Could you elaborate?
November 16th, 2007 at 6:33 pm
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[...] Dan Sutch of Futurelab writes on flux about using the StoryCubes at their recent Why Don’t You… conference, During my session on day 1, I use Proboscis’ Storycubes to prompt conversations between audience members about particular aspects of innovation. The six themes of innovation we looked at where: the aims of innovation; measures of successful innovation; changes to social practices; the resistances to these changes; Actions to reduce these resistances, and ‘black box’ tools to support these process. [...]
November 17th, 2007 at 2:37 pm
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We have only be able to use the free 30s animoto, but for sure Dan, its important and the longer version is very effective.
PS – reflection, no twitter or tumblr mentions?
November 26th, 2007 at 4:08 pm
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I think you always need to go back and think “is this really going to add to my teaching?” if it does, then Yes. Use these tools. Perhaps sticking with ones that we KNOW work for us.
Would a educational review of web 2.0 tools help? Focusing on the application of these tools?
December 10th, 2007 at 3:08 pm
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All production is preceded by research in commercial companies as much as in universities.
I worked a few years for a software company making educational simulations using game-style software development techniques. This took years of experimentation before anything remotely market-able was produced and we went up a lot of blind allies. The trouble with doing this in a commercial company is that you generally have to make the customer pay for all your research, mistakes and dead-ends. The product they get in the end only contains a small fraction of the actual work that was done, so it looks expensive.
And the real benefit of all that foundation-laying research – the insites gained by the people doing it – might not be realised in the products to which it directly led. It might be difficult to identify where they spring up.
For this reason, I think that the university type of environment may not be the best environment to make commercial products but it’s the only place where the research foundations can be laid for the next generation of products.
(By “university type of environment” I mean any development environment in which immediate short term commercial success is not the primary driving force.)
December 14th, 2007 at 2:22 pm
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We at the Federal Reserve Bank of Boston have some experience with the creation of games to enhance the teaching and learning of economics. We do not spend anything like the numbers discussed in the article and find that we can produce a product that is fun, attractive, engaging and a valuable instructional tool. Agreed it will never compete with SIMS, but it will be played/used by teachers and students.
Our approach is to be the ultimate arbitor of the intellectual content and then work with a vendor who is experienced with game play, flow and creation.
In summary the point I wish to make is that it is in the partnership and collaboration between organizations or institutions that make use of their comparative advantage that
can reap rewards unobtainable by either on their own.
December 15th, 2007 at 12:36 am
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As a secondary history teacher one of the most difficult parts of my job is actually attempting to recreate the past for my students (and then them doing it themselves) using images, sounds, music, artworks and whatever other sources we can gather. For archaeology units in particular the best part is always the hands on element when the kids actually participate in a dig.
I think virtual worlds will enable students to experience and build their own historical environments and develop a greater sense of engagement as technology and creativity grows in the education sector.
At the very least, a series of historical layers on Google Earth would add to their spatial and geographical knowledge of the past! A WOW style historical environment where they actually have to collaborate to work together to survive a battle or some such experience would be incredibly useful to my young historians.
Thanks for the inspiration!
December 17th, 2007 at 10:09 am
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Cast your mind back and think if you would of seen the huge amount of previous Tory Education ministers putting themselves through this – Kieth Joseph teaching, Ken clarke in the staffroom um there’s a thought. You have to take your hat off to Gove
December 18th, 2007 at 11:16 pm
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[...] http://flux.futurelab.org.uk/2007/02/05/curriculum-review-what-would-you-change/ [...]
December 19th, 2007 at 5:02 pm
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Thanks George and Steve…really interesting insights and experiences….partnership and collaboration seem to be important for george and Steve is not sure about the University-Commercial interface. What do you think?
December 21st, 2007 at 5:35 pm
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Ben
I think you’re right to pick up on the contradictions between a switch away from standards language – yet an ideology still at least in part framed in terms of international competitiveness and comparison – rather than the intrinsic value of education.
We’ve seen similar contradictions in a rhetoric of positive youth development at the start of Aiming High for Young People – the ten year strategy for positive activities, and the problem-behaviour based performance indicators that will be used to check progress.
Many of these contradictions of course result from the collaborative/competitive/chaotic (delete as appropriate) way in which these documents are put together – but I am interested in the potential for critical comment in the blogosphere, brought into the policy world – to push for more coherent thinking and to push the underlying debates (what do we really want education to be for?) into the open.
On another note: I managed to grab a short video interview with Tanya Byron last month at the Digital Media Literacy Summit which might be of interest: http://youtube.com/watch?v=6CZIYMmtpXQ
More of the stuff from the Digital Media Literacy Summit (an interestingly media-funded event looking at media-literacy… the grass roots events do seem lacking) at http://youtube.com/digitalmedialiteracy
December 22nd, 2007 at 12:50 pm
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For a non-profit organization in the Netherlands, a team of seven volunteers is creating a free Online OpenCourse Learning Environment about Law. We are experimenting with a combination of MediaWiki and Blog, to provide an environment where people can add their own information and find new information from other users. Feel free to visit our website, to learn from us (now in Dutch only, but soon in English available).
December 24th, 2007 at 4:13 pm
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Dear All,
I would be very interested to read articles that you have written evaluating the impact of this very original method for helping chldren who are being bullied. You may also be interested to have alook at our interactive cartoon Stick2gether on the http://www.ukobservatory.com website
Looking forward to hearing from you,
Helen
January 1st, 2008 at 12:14 pm
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[...] Leon Cych over at the Flux blog points to a report which could be handy in the next stage of my thesis research. It’s by NESTA and entitled Hidden Innovation. Looking at six sectors including education, its main recommendations are that ‘the innovation that occurs in these sectors is often excluded from traditional measurements.’ [...]
January 4th, 2008 at 3:29 pm
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We used to run games testing sessions with really hardcore players (some of them were 7 years old) in my last job for a range of developers. What fascinated me then was the way players of all ages wanted to experience a “fully-formed” world with believable rules (ie fantasy games still have to be “believable” and “realistic” even if they’re completely unreal in planet earth terms). That meant anything which seemed out of place to the genre rules (with the exception of things that stretched the genre logically) could completely switch players off. (On a personal note, I despaired when Spiderman turned up in Tony Hawk’s Skateboarding, and Dobermann-headed German soldiers with rifles in Medal of Honor 2.)
The smallest of oversights by the developers could also make testers really impatient. “Where are the footprints?” I remember one teenager asking while testing Operation Desert Storm, before adding, “They’re running through sand!”
Years later, what interests me about this is not so much players’ engagement with genre (or perhaps pickiness) that play-testing reveals, but what it might tell us about young people’s capacity to take a system they recognise and to give it a good shake. Can we see school students “play-testing” the 3D CAD designs for their new schools please? Can they test out all the materials and rule systems that are due to come into place with the curriculum review?
I’d say this was far more important than identifying the lack of footprints in pixellated sand, yet people who design sand pixels seem to care a lot more sometimes.
January 4th, 2008 at 4:36 pm
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Absolutely. There was a great description in the commentary of the debate the designers had when certain players found ways to circumvent a whole level: in the end, they decided that as the “ninja” way was harder than the “official” route, they should let it alone, and reward players’ skill and exploration.
January 7th, 2008 at 8:31 am
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It’ll certainly help with childhood obesity rates, what with the cake being a lie and all.
Seriously though, it is a fantastic game, although as you say, it doesn’t necessarily teach much more than how to succeed in that particular universe. Surely you’ve played the physics-based puzzles in Half-Life 2 as well though?
January 7th, 2008 at 10:36 am
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No spoilers! It’s not a lie!
You’re right, HL2 has some great physics potential as well, although the whole picking-things-up-and-putting-them-where-you-want aspect could use some work (I spent much longer than I wanted to piling bricks onto that seesaw). With Portal I was particularly thinking of momentum, and possibly the way you can see round corners (maybe some sort of activity answering the question “where would you need to place the portal so you could see X?”).
But yeah, I think there’s more lessons for devs than pupils in Portal. We’re a long way off being able to teach <subject_name_here> with it…
January 7th, 2008 at 5:58 pm
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I heard an interview with one of the Portal developers on the Game Theory podcast a few months ago discussing the difference working on their student prototype project (Narbacular Drop) and their commercial product Portal for Valve.
They said that Valve told them to get a working version of a level up and running as soon as possible and start playtesting immediately. They constantly iterated on the levels developed based on both player feedback, as well as a technology which let them analyse player actions as they happen in the level – where they get stuck, how they behave.
Now they can even get this kind of detail as players play the game through their Steam platform. To get a feel for what I mean, check out http://www.steampowered.com/status/ep2/ep2_stats.php .
January 7th, 2008 at 6:03 pm
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You’ve neatly reminded me of this:
http://kotaku.com/gaming/clips/watch-3000-barrels-fall-down-in-crysis-333902.php
Now that’s physics in action!
January 8th, 2008 at 12:15 pm
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I am developing a serious game for teaching science so I am interested in the comments about the importance to players of internal consistency in games. ie. it doesn’t matter what the rules are, as long as you stick to them.
I think this shows that we all have a natural desire for the world we’re exploring to obey laws – to follow patterns – and we like to discover what those patterns are. Very encouraging for the prospects for the teaching of scientific laws through simulation.
January 8th, 2008 at 12:59 pm
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It’s amazing how quirks of systems, or ‘glitches’ as they’re generally known, quickly become accepted parts of the system itself, almost like in the Matrix movies:
http://en.wikipedia.org/wiki/Glitch
There are loads of YouTube videos dedicated to the demonstration of such glitches.
January 9th, 2008 at 10:58 am
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A small point, but one which exercises me a lot, is the diagnosis of ‘no fun’ is if, somehow, if it had been ‘fun’ it would have worked. A lot of things motivate us to complete many tasks and next to personal achievement, better levels of understanding, discovery of meaning and purpose, an enthusiasm for knowledge etc., fun seems a poor relation. For several thousand years we have learning without the aid of puzzles and monsters (mostly) and, while they can often brighten up some dull repetitive learning tasks, there’s got to be more to learning design than that.
January 9th, 2008 at 12:03 pm
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We need a balanced response. Clearly the world outside of school is characterised by technology and ‘gadgets’ and one that children are adept at controlling and developing. A way of embedding this world within education is needed – otherwise the gap between inside and outside school experiences will widen – leading to disengaged children, bored with the educational offer. Creativity and technology in the educational context is a powerful tool that can revitalise children’s interest in learning. This is the area that policy should aim to encourage. Rules like this, however well intentioned, send the wrong message.
January 9th, 2008 at 12:38 pm
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The day when education, standards and economic achievement are disengaged is a long way off. The day when education offers something holistic and enriching that embraces creativity within a modern context of youth technology and culture is beginning to dawn. Experiences in other countries demonstrate that we have to develop a response or we risk stagnation of learning experiences – characterised by bored disengaged pupils, and obsolescence of our learning organisations. Measures and standards are inevitable, but hopefully aimed at unearthing the broader value of education rather than the thin veneer of curriculum memory tests.
January 9th, 2008 at 12:40 pm
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I wonder if the realtime reporting envisaged will consist of raw data? If so, what use would it be, and if not, who or what will do the interpreting for parents?
Also, what is the scope of ‘reporting’? Are we talking about assessment data, lesson performance, even behaviour?
Great idea though, I’d welcome all of the above if the funding and infrastructure is provided to make this achievable.
January 9th, 2008 at 3:39 pm
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[...] Lessons from Arden Posted on January 9, 2008 by Daniel Livingstone I wrote some time ago about the possibility of failure in attempting to develop serious games to teach academic subjects (Failures in GBL). The FutureLab Flux blog has a comment from Ted Castranova on another key issue – that developing good fun games, whether educational or not, may be several orders of magnitude more expensive than Universities can afford. The context here is his Arden: World of Shakespeare project which had to be scaled back from its original goals. Still a project well worth a look, however. [...]
January 9th, 2008 at 4:02 pm
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Aaaargh! And I’ve just persuaded Derek Robertson from LTS Scotland (http://www.ltscotland.org.uk/ictineducation/gamesbasedlearning/index.asp) to come to talk in Bristol on 23rd Jan 2007. Derek’s argument is that appropriate and imaginative use of resources that have cultural resonance and challenge with students can only help to enliven and enhance learning. How can we enable children to learn productively, safely and creatively about the world about them if we ban it from the classroom?
January 9th, 2008 at 9:29 pm
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[...] Leon Cych over at the Flux blog points to a report which could be handy in the next stage of my thesis research. It’s by NESTA and entitled Hidden Innovation. Looking at six sectors including education, its main recommendations are that ‘the innovation that occurs in these sectors is often excluded from traditional measurements.’ [...]
January 10th, 2008 at 9:49 pm
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Awesome – thanks for sharing… why don’t you embed the slideshow into your post?
Peace
DK
January 14th, 2008 at 11:56 am
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Good idea DK – and thanks for the off-line pointers.
Now up!
T
January 14th, 2008 at 5:39 pm
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“…as long as you don’t mind being bombarded by adverts for the world’s biggest brands”
Nope. Stick on AdBlock Plus. No more ads.
https://addons.mozilla.org/en-US/firefox/addon/1865
January 15th, 2008 at 8:12 am
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I would agree with this quote:
“Facebook is profoundly uncreative. It makes nothing at all. It simply mediates in relationships that were happening anyway.”
Absolutely true. My Facebook friends list is predominantly made up of people I knew anyway.
January 15th, 2008 at 10:46 am
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Awesome – thanks for sharing… why don’t you embed the slideshow into your post?
Peace
DK
January 15th, 2008 at 10:47 am
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Good call DK and thanks for the off-line help.
Now up!
T
January 15th, 2008 at 10:47 am
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I think you are placing a lot of undue importance to who created Facebook and paying to much attention to unproven conspiraciy theories. Far from me to agree with any neoconservative thinking, but the fact is that, as long as the product serves a purpose, is useful and is succesful, who created it is largely irrelevant (even its original purpose will change considerably with the course of time).
Henry Ford was a very upleasant character with very racist views, yet nobody thinks today that you support racism if you buy a Ford motorcar. Similarly, the guy who discovered the structure of DNA openly supports the idea of inferior races, yet that does not take away his momentous discovery.
It might be helpful to concentrate on the benefits of social networks, given that they are a fact on the ground. Yes, I knew most of my Facebook friends already as well, but now I am able to communicate with them better, what is wrong with that?
January 15th, 2008 at 4:50 pm
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i thought the article was hugely over-critical and deliberately misunderstood what is going on with facebook (at least i hope it was deliberate – if he really understands facebook so little he shouldn’t be writing in such an opinionated manner on it).
The Guardian wrote:
“Why should my relationships be mediated through the imagination of a bunch of supergeeks in California? What was wrong with the pub?
And does Facebook really connect people? Doesn’t it rather disconnect us, since instead of doing something enjoyable such as talking and eating and dancing and drinking with my friends, I am merely sending them little ungrammatical notes and amusing photos in cyberspace, while chained to my desk?”
PLEASE – you must see this is utter nonsence. I’ve met people from all around the world and from all levels of society on facebook – I’m hardly likely to meet them `down the pub’ am i? `ungrammatical notes’ – it’s just communication!! why not rail against text messaging!
You’re right to wonder about the role of facebook in education, but it is not facebook per se that educators are interested in, rather it is the tools / environment and the way they combine and are used that is of interest.
January 15th, 2008 at 8:05 pm
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While there are many problems associated with Facebook, this article points the finger in all the wrong directions.
First, “neoconservative libertarianism” is not only weirdly oxymoronic, but “being whoever you want to be,” or creating virtual identities is a phenomenon of online interaction broadly speaking, not just Facebook, and it isn’t obvious that there is anything particularly pernicious about it, other than that it occasionally leads to people being ruder than they would in real life.
Second, while Facebook has certainly becoming another experimentation ground in the modern push towards personalized marketing, this has been going on for the last forty to fifty years. While Facebook is another avenue of opportunity for it, to claim that Facebook is promoting the “commodification of human relationships” is rather far-fetched, and no one who’d actually read volume one of Marx’s Capital would make such a claim so flippantly.
January 16th, 2008 at 3:38 pm
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I’ve been saying this for a while. Symptoms include:
- typing URLs into the Google search box and then clicking through the first result rather than using the address bar
- visiting a page and scrolling directly to the bottom before declaring there’s nothing useful on it
- spending ages “getting pictures”
- copying entire wikipedia pages, complete with hyperlinks and labelling that as research, or worse, their own work
It was a crazy idea in the first place to assume that just because these people were surrounded by technology, they’d be instantly adept at using and interpreting it. It’s a bit like expecting a child to learn to read simply because their parents have a large collection of books or they live near a library.
January 16th, 2008 at 5:05 pm
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Perhaps another symptom is the use of the word “research” for what is actually just a “search.” Research has become a catch-all phrase that includes everything from statistical analysis of global economic trends to looking up a holiday. “I spent the weekend researching the Greek Islands” usually does not mean the weekend has been spent in the British Library, analysing antique documents and artefacts from Santorini, studying diary entries by Italian soldiers on Kefalonia, or modelling complex Mediterranean weather patterns.
If research is going to be a serious component of schooling, we need to be particular about ensuring that it retains some degree of rigour. The “Google Generation” is not a myth–it’s just that “Googling” is not research.
January 17th, 2008 at 9:47 am
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I suppose a good analogy would be that generally young people “demonstrate an ease and familiarity” with cars, but you wouldn’t expect them to be safe drivers just because of that.
What you say is true, Googling isn’t research; and we’re finally starting to stop treating the Internet as a shiny new toy in education and realising that some of the old fashioned research methods need to come in from the cold once again.
January 17th, 2008 at 3:43 pm
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Agreed, it’s all too easy to dismiss Facebook (etc) on the grounds of “oh yuck, it’s making money for corporate advertisers” and then to apply grand theory to your critique. However, “neoconservative libertarianism” isn’t oxymoronic as long as we appreciate that the kind of libertarianism we’re talking about is related to concepts of “freedom” that are also used to legitimate aggressive foreign policy, pre-emptive strikes etc. “Shock and awe,” Facebook, and Coca-Cola may seem an unlikely threesome, but all are, in distinct ways, motivated by free-market ideology. Facebook, the Guardian article seemed to be arguing, is especially troubling because what is gained by the sale of users’ profile data for the purposes of advertising ends up in the purses of certain neocon political pressure groups via the increasingly well-lined pockets of the board members. Thus, perhaps in terms Marx would have appreciated, our facebook relationships have use value for us and exchange value as commodities for the owners. But hey, let’s worry about “Scrabulous” today and simply note the blatancy with which Scrabble has been plagiarised–and which now looks set to make Mattel and Hasbro, rather than facebook, look like the bad guys.
http://www.bbc.co.uk/blogs/technology/2008/01/facebook_scrabulous_and_the_en.html
As for whether social networking sites can support education more generally. Sure. As long as they are being used to challenge and stretch users’ understandings of particular knowledge, not simply to keep throwing their own half-formed opinions about. On which note…
January 18th, 2008 at 4:14 pm
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This really chimes with me; I recall being treated much more like an adult in my extra-curricula activities (notably choirs and orchestras) and consequently was more inclined to learn and participate.
Is the mixing of age groups a factor here?
- being around a range of ages, usually older kids, in out-of-school pursuits was really rewarding and in contrast being surrounded only by peers at school I found pretty tedious =]
January 18th, 2008 at 8:16 pm
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Perhaps one thing we need to keep in mind here is that the enjoyment derived from informal learning might be due to the sheer fact that the ownership of the learning is that of the child. We seem very keen to invade and police the informal spaces of children. Ultimately, if we continue to do this we will have a detrimental effect on our kids. If the question is ‘can we learn from their lives beyond school?’ great, if it is to ‘formlaise’ and invade thier space beyond school, asking them to reflect and record their experience, it is only then one step to assessing it etc – this would be disasterous as they would then have even less freedom and opporutnity to explore, understand and navigate the world on thier own terms. We must enter this informal space with care!
January 21st, 2008 at 6:01 pm
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