I signed up for one of the free 1 month trials of Netflix when it was first available in the UK. I enjoyed it, then cancelled it. I’d got what I wanted. Then I realised I wanted access to the binge-watching phenomenons like House of Cards, Breaking Bad, and the one that started them all, 24. But more than this, as Donald mentions in his post, I wanted access to the kind of programmes I like and at my convenience. I am not always available at 9PM every Thursday to watch the latest instalment of my favourite show(s), just like I don’t actually want to wait a full week for the next episode. I first watched 24 on DVD, not Sky, so I did binge-watch the show, usually 4 full episodes a night (or 1 DVD) and went to bed wired for the next marathon 24-fest.
So, if we’re changing our viewing habits, are we changing our learning habits (as pointed out by Donald)?
The issue of teacher pay, pension, and working conditions is in the public arena again today as UK teachers go out on strike: “Thousands of pupils in England and Wales will miss lessons on Thursday as members of the National Union of Teachers (NUT) walk out on strike.” – BBC News
And again the thorny issue of parents being fined when they take their children on holiday during term time is linked to the lost day(s) of teaching from the strike action -beautifully summed up in this News Thump (spoof news site) article: “As it is, when my child misses school I’m endangering their education and liable to a significant fine, but when they miss school due to a teacher’s strike it’s ‘in their best interests and helping their long-term future’.”
As someone who works in education, and a parent with children in early years schooling, I sympathise with both sides. But what I want to comment on is the issue of parents being able to take their children out of school for a family holiday during term time. I am sure that there are instances when it is not a good idea, e.g. before exams. But surely there’s something both the parents and the school can agree on for the benefit of the kids? Continue reading →
This is what they think. As I read it (and please do so yourself on the link above) I got more and more annoyed. It was less and less about classrooms or learning in 2050 and more about ‘what’s happening now you think will have an impact in 30+ years time’. Only two, Naomi Davidson and Michael Gibson, seemed to truly look beyond the here-and-now projected education 36 years forward.
students will already be used to “interactive, engaging, live classes from anywhere they may happen to be, with the only requirement being a camera, a screen, and a wi-fi connection.”
Is this a warning? If we’re going to truly support engaged learners we need to get this done at the basic level to enable further change, connection, etc. Continue reading →
Looking back over the work on BYOD4L, my recent changes in circumstances, and my approach to the role I’m in, I was asked to write about something about the challenges of being creative (or not) in a role that doesn’t always require creative working or operation.
Due to the reflective nature of the post, that I am thinking and working towards being a better ‘learning technologist’, this forms the 13th part to my series of ‘what is a Learning Technologist?’
As a Learning Technologist I tend to make or create things. Everyday I write emails, attend meetings, take notes, support staff, advise colleagues, demonstrate systems, deliver workshops, etc. .. and that’s the ‘required’ stuff that an employer would see as my role. Continue reading →
This article by Austin Fitzhenry asks a simple question: “can students teach their lecturers a thing or two?”
Go read the full article on the Times Higher Education website, it is very good, extremely well written, and full of thought provoking comments and observations that need consideration if we are to improve the relationship between ‘teaching’ and ‘learning’.
Below are a few sections that caught my eye for one reason or another:
“The question “Why am I here?” often strikes in the 73rd minute of a droning lecture. Don’t misunderstand – I love lectures. But only if the person delivering it knows how to allow learning. And yes, I do mean “allow”, for academics don’t create learning – only the student can do that. Unfortunately, most if not all lecturers are crippled by misunderstandings about their students and ill-founded assumptions about education itself. If we can filter the mud from the Pierian Spring, then they will have far less frustration in their lives and students will stop wishing that they were somewhere else. So one afternoon, after a particularly frustrating day with my professors, I sat down and wrote my lecture to them. I pray that they are taking notes.” Continue reading →
“The size of a small cauliflower, the human brain is the most complex organ in your body. It squeezes out 70,000 thoughts a day. But where does it store information? And how does it generate flights of fancy? Explore the inner workings of your personal ideas factory.”
This video posted to The Guardian ‘extreme learning’ section is a great introduction to “how your brain works” (and therefore learns).
Sorry, the video isn’t embedded but if you click it it will take you to The Guardian website where you watch the short video.
When I read this article – “Invest in Your Customers More Than Your Brand” – from the Harvard Business Review (HBR) I couldn’t help but make similarities between ‘brand’ and ‘learning’, between ‘customers’ and ‘students’. That is why this post is called “Invest in your ‘students’ more than your ‘learning’.”
I know we shouldn’t see students as customers but the simple truth is that many of them think of themselves that way and, since students are paying up to £9,000 per year for their University degrees now, Universities are competing for students numbers in similar ways to companies competing for High Street or online shoppers.
There are some incredibly recognisable brands in the world today, but why are they so big and so memorable? When someone mentions a big brand what do you think? If I mention Nike do you think about the ‘tick’ logo, the quality of product, or the sports personality wearing it? If I ask about Marks & Spencers do you again think green and gold logo or the ease of parking at their stores? There is a difference here between what the organisation wants their brand to be, and what their customers think their brand is. Brand is not necessarily what you want it to be, but what your customers thinks it is. Continue reading →
“I have to confess I get frustrated when people complain about technology dumbing us down. The fear is often expressed that short attention spans will be forced on us by Twitter’s 140 character updates or that we will all succumb to mob mentality as memes sweep through Facebook.”
and Joachim replies in his G+ post:
“I think because of the tremendous changes we see in education and at work, the sets (attitudes) are beginning to overlap more and more. In Euan’s words: ‘Most of us will be all right’.”
Thank you both – the image above is a great encapsulation of learning as it stands now for many, the mix between ‘have-to’, ‘need-to’, and ‘want-to’, nicely grouped into School, Work, and Life. Thankfully there is little in my learning that is ‘have-to’, a little of ‘need-to’ and plenty of ‘want-to’ – perhaps this is why I like what I do and have a passion be better at it?