Yet again a challenge has been laid down by Steve Wheeler. In his post Steve explains the idea of whether there any “strange (twisted) pairs that would inspire people to write thoughtful blog posts on education and learning?”
So, I’m pairing the fictional characters of the immortal Connor MacLeod (Highlander, 1986) and cartoon character of Wile E Coyote (never-successful hunter of Roadrunner, 1949-). So. why these two?
Highlander was one of the first films I watched more than once in the cinema, and many many more times on video (VHS, remember them?) with an awesome soundtrack from Queen (also my favourite band!). An immortal who battles other immortals to be the last one standing for the ‘prize’, to be mortal once more. Continue reading →
I recently attended an event, as part of the team filming it for colleagues, surrounding supply chains (how stuff gets to us). The speakers, Miriam Gilbert and Keith Freegard, spoke wonderfully about the need to do more to include a more circular (recycling) methodology to our manufacturing and processing industries.
And this got me thinking. What are we doing, if anything, about this with our learning? Can we show a similar approach, good or bad, in how we generate, connect, create, collaborate, communicate, curate? (sound familiar?)
But first … what is a circular economy? The Ellen MacArthur Foundation describes it as “a global economic model that decouples economic growth and development from the consumption of finite resources” and that it “provides new opportunities for innovation across fields such as product design, service and business models, food, farming, biological feedstocks and products.” In essence it’s the ability to re-use materials in the manufacturing of new ones. Nothing new, but the processes involved are often ground-breaking and at the forefront of cutting-edge technology. Continue reading →
From this year’s ALT conference I enjoyed (finally) meeting Wayne Barry, EdTechBook contributor, and chatting about his ALTC presentation.
Wayne’s presentation looked at a different way of interviewing candidates for Learning Technologist positions using standard questions and short presentations, but also the inclusion of a short role-play exercise. Each candidate is given advance notice that they will engage with an ‘academic’ who is interested in introducing elements of distance learning to their module. During the short exercise (many people took issue with the use of the term ‘role-play’) candidates will exhibit both knowledge of their discipline as well as the ability to listen, engage, problem solve, and debate with a member of the team taking the role of an academic.
So, how do you find out if someone will fit in to your office and team environment? Can you do this by just questions? Do competency based questions offer enough space for someone to fudge their way through the process, or rather offer the interviewers enough insight to see the tRuth behind the candidate?
This reminds me of this video, from Heineken: Job Interview. Slightly over the top, but you get the idea – by changing the process you find out many different things (hopefully good) about the candidates. Enjoy!
This 10th ALT Conference is possibly the largest yet, hosted at the Universty of Manchester, over 3 days with 4 invited keynote speakers, 185 sessions (although some look to have been cancelled), and over 500 expected delegates.
Kicking us off today was an impressive session from Steve Wheeler and two of his students; Becca Smallshaw and Kate Bartlett. Steve covered the kinds of subjects I’ve heard him speak about before, but he stopped short of the usual keynote and handed it over to Becca and Kate. Using the time with them to talk about the expectations and experiences of students, they both handed the alien, and probably quite nerve wracking, experience of 500+ people hanging on their every word extremely well.
I spoke with Steve afterwards and he took great pains to explain that this part of the keynote was not scripted or rehearsed, that Becca and Kate knew very little of his slides; they kind of knew what he might ask them, but not in details. They were free to answer openly and honestly, which for me makes their performance and answers all the more credible and insightful. huge respect to them both for standing there today in front of us! Continue reading →
So, Steve Wheeler has updated the #blimage challenge to video now (a natural progression), and challenged a few people to reflect and write on what it means to them.
You can read my #blimage and #blideo posts here, and find out more about the challenge and how to get involved (hint: find an image, write about it as part of a learning journey or story or experience).
Here’s Steve’s challenge:
Apart from the shear volume of the herd (makes me think about “following the herd’ mentality) it’s the poor lost/stuck calf at the end of the video. Whilst struggling with confidence on jumping the fence, like he’s seen all his family do, he finally tries it, succeeds, and runs to catch up with the herd. Continue reading →
So, I’ve been convinced (it didn’t take much) to write a 4th #blimage post, this time from Kate Graham.
You can read all my #bliamge posts here, and find out more about the challenge and how to get involved (hint: find an image, write about it as part of a learning journey or story or experience).
I’m not a fan of cricket (which is what Kate has written about), but can appreciate how sport and a game like that can capture the passion and loyalty of a nation, especially when it’s going so very well, or so very badly, which is unfortunately how England seem to play. Kate’s challenge image, the beach scene above, is much more in keeping with my wandering soul / spirit and something that brings a lot of very strong emotions to the surface.
It is these emotions, as well as the image itself, that makes me accept the #blimage challenge here. Yes, I lived in Bournemouth for many years, just a 10 minutes walk from the wonderful sandy beaches for the last 12 years, before moving to the part of the country that is the furthest from the sea. We used to walk or cycle along the 7 mile promenade from Hengistbury Head past the two Bournemouth piers to Poole Harbour, sometimes getting the ferry to Studland and along the coast to Swanage. We’d often stop and get our feet wet, sometimes just sitting down and enjoying the sunrise or sunset. Continue reading →
It’s a great image (available from Mindwires, CC BY) depicting 5 types of innovators, or rather 5 approached of innovating in learning and education, from the (my understanding of the labels, anyway!):
‘Laggards’. Those who follow on once a technology has proven itself.
Late majority. Those who will join the implementation of something new once the initial buzz has quietened down and the research is starting to support it’s use.
Early majority. Like those in the ‘late’ majority, they will wait for the back to be broken on the testing and development before adopting and implementing, but will have been keen observers from the start.
Early adopters. Being involved and helping developing new uses for existing technologies (as well as driving developments) the early adopters will often be closely tied with the ‘innovators’ through professional connections.
Innovators. The first to know, the first to try, and sometimes the first to fail. These ‘technology enthusiasts’ will not stop when something doesn’t work, they’ll often try again, alter their approach or expectations, and keep looking around to see if there’s anything else they could use to improve work or learning efficiencies.
What do you think, do you identify yourself (or someone else) in any of the descriptors here?
After the experience of my first #blimage post (Desks of Doom), and I saw the amazing challenges and responses, I couldn’t resist getting involved again. There have been many new challenges that I have an idea of what I would respond with, but it’s the ‘shark attack’ challenge from Phil Denman (Everything is not Awesome) that I wanted to follow up with.
But first, if this is the first time you’ve come across #blimage, here’s a brief summary of what it is. In short, Steve Wheeler (@timbuckteeth), in conversations Amy Burvall (@amyburvall) and Simon Ensor (@sensor63), started the #blimage challenge, which is:
“a confection of Blog-Image. (Yes, we are now in the age of blim!) You send an image or photograph to a colleague with the challenge that they have to write a learning related blog post based on it. Just make sure the images aren’t too rude. The permutations are blimmin’ endless.
So, my response to Phil’s challenge. I couldn’t resist simply as it uses Lego. It’s a funny set-up of shark chasing surfer dude … and for me it’s the representation of our attitude to the VLE and the student(s). For me the VLE is the shark, and the surfer is the student. Continue reading →
“You send an image or photograph to a colleague with the challenge that they have to write a learning related blog post based on it. Just make sure the images aren’t too rude. The permutations are blimmin’ endless.” Steve Wheeler, 2015
The above (banner) image is an edited version of the challenge, an image Steve set those of us who takes up his challenge – a row of fairly old flip-top desks.
The thing is, I hadn’t thought of these for years, but I sat at one from when I started at secondary grammar school to when I left after completing my A-levels! That’s a looong time (including resits)!!