Strict Standards: Redefining already defined constructor for class wpdb in /home/polriid/digitalchalkie.com/wp-includes/wp-db.php on line 52

Deprecated: Assigning the return value of new by reference is deprecated in /home/polriid/digitalchalkie.com/wp-includes/cache.php on line 36

Strict Standards: Redefining already defined constructor for class WP_Object_Cache in /home/polriid/digitalchalkie.com/wp-includes/cache.php on line 389

Strict Standards: Declaration of Walker_Page::start_lvl() should be compatible with Walker::start_lvl($output) in /home/polriid/digitalchalkie.com/wp-includes/classes.php on line 537

Strict Standards: Declaration of Walker_Page::end_lvl() should be compatible with Walker::end_lvl($output) in /home/polriid/digitalchalkie.com/wp-includes/classes.php on line 537

Strict Standards: Declaration of Walker_Page::start_el() should be compatible with Walker::start_el($output) in /home/polriid/digitalchalkie.com/wp-includes/classes.php on line 537

Strict Standards: Declaration of Walker_Page::end_el() should be compatible with Walker::end_el($output) in /home/polriid/digitalchalkie.com/wp-includes/classes.php on line 537

Strict Standards: Declaration of Walker_PageDropdown::start_el() should be compatible with Walker::start_el($output) in /home/polriid/digitalchalkie.com/wp-includes/classes.php on line 556

Strict Standards: Declaration of Walker_Category::start_lvl() should be compatible with Walker::start_lvl($output) in /home/polriid/digitalchalkie.com/wp-includes/classes.php on line 653

Strict Standards: Declaration of Walker_Category::end_lvl() should be compatible with Walker::end_lvl($output) in /home/polriid/digitalchalkie.com/wp-includes/classes.php on line 653

Strict Standards: Declaration of Walker_Category::start_el() should be compatible with Walker::start_el($output) in /home/polriid/digitalchalkie.com/wp-includes/classes.php on line 653

Strict Standards: Declaration of Walker_Category::end_el() should be compatible with Walker::end_el($output) in /home/polriid/digitalchalkie.com/wp-includes/classes.php on line 653

Strict Standards: Declaration of Walker_CategoryDropdown::start_el() should be compatible with Walker::start_el($output) in /home/polriid/digitalchalkie.com/wp-includes/classes.php on line 678

Deprecated: Assigning the return value of new by reference is deprecated in /home/polriid/digitalchalkie.com/wp-includes/query.php on line 21

Deprecated: Assigning the return value of new by reference is deprecated in /home/polriid/digitalchalkie.com/wp-includes/theme.php on line 508
Digital Chalkie
Subscribe with Bloglines Add to Google! Add to My Yahoo!

Email is for Old People

22

November

I’ve just joined another Wetpaint site that seems to offer some interesting considerations of required shifts in communication strategies for educational institutions.  IN terms of communication, what can schools, teachers, administrators learn from students.  While the focus seems to be upon K-12 contexts at this stage, based on recent exprrience I think there is plenty of evidence to suggest that universitiues could also be considering some of the same questions.

EMail Is For Old People - EMail Is For Old People

EMail Is For Old People
Developing Our Own Digital Literacy (Session Overview)

Email has been around for almost two decades and has served us well. Through email, we stay connected and share information and documents. It would be difficult to conceptualize our work without it. Yet, the internet has evolved over the past two decades from a place one visits to a place in which one interacts, offering new opportunities beyond email. Numerous web resources such as social bookmarking, social networks, RSS aggregation, blogs, and Twitter can be used to keep school board members, administrators and teachers up to date on emerging technology, teaching resources, and support networks. This session will provide an overview of Web 2.0 applications for personal learning and instructional use.

Key Questions

• How do Board members, administrators, and teachers communicate professionally and personally? More importantly, how do they share professional information?
• How is that different from how students communicate and share academically and personally?
• How could web applications be leveraged to facilitate professional and instructional collaboration, connections and communication?


ABC TV embraces participatory culture

23

August

It has been really interesting to watch Old Aunties attempts to embrace the possibilities of web2.0 and participatory culture. My favourite show on the one-way-box “Q&A” is an excellent example.

QANDA

It is very engaging to watch the video mash-ups submitted by pensioners and students alike, and hearing the challenging questions from the audience. Even just to to catch random glimpses of polarised politics such as Germaine Greer declaring to Julie Bishop “but I am an animal!” is great viewing.

Wouldn’t it be great for Australian students of all ages to be able to share and apply Creative Commons licences to their work.  So much self-esteem can be gained from giving kids a stage for their ideas and an audience beyond the school walls.  I hope the Digital Education Revolution team leverages the ideas ABC is leading the way with.

Another example is Pool - a social media project developed by ABC Radio National. It’s a place to share your creative work with the Pool community and ABC producers - upload music, photos, videos, documentaries, interviews, animations and more. It’s a collaborative space where audiences become makers.

Students, for example, could upload their own work whether it’s text, audio, image or video and download other people’s work to build upon or remix.

PoolPool has a big focus on sharing, and offers the full suite of CC licences for uploaders. After a casual (and completely non-scientific) count, it looks like a good portion, if not most, of the works being uploaded to the site are under CC licences. And some of them are absolute rippers - like Red Thread, Huni Bolliger’s moving animation for her father who is suffering from dementia. Or the fabulous series of bird call recordings uploaded for remixing by Jane Ulman. The list goes on and on.

  • You can find Pool’s official press release here.
  • CCau’s full posting about Pool is here.
  • Or listen to the Media Report interview with Pool Executive Producer, Sherre Delys, where she discusses their decision to go with CC licensing.

iViewA more top-down approach is ABC’s iView which gives fullscreen broadband playback after the show is broadcast, or the podcast is available in iTunes.  Nice touch by iiNet to make the downloads unmetered.  I wonder if 51% government owned Telstra will dare follow!

So my question is: if other government departments like the ABC can embrace Creative Commons why can’t the education sector - see the post below?

Have fun
Paul
http://paulreid.id.au


The end of static Learning Objects?

07

June

Are flash based Learning Objects dead?  They sure are expensive - since 2001 the Teaching & Learning Federation (TLF) has used “AUD$123 million ….. divided by 6300 curriculum items. That’s close to AUD$20,000 for each single (eg, Flash) TLF curriculum item,” observed Stephen Loosley (Member, Victorian Institute of Teaching) when he opened some excellent discussion on the Oz-teachers email list on the continued relevance of the digital content produced by the TLF. These are some significant Australian dollars at stake.  Please leave a comment below on your observations about whether you think this is an effective use of money.
20080607-D1Bqjxrj7Cx9A3Ns6Syy8Enbwg

In March, the group put together a document “Sustaining supply of content for the digital education revolution. This paper details the sustainability of the Ministers’ Le@rning Federation initiative beyond 2009 to provide content for the digital education revolution.” In here they put forward a number of options to the government for more funding. These range from $5 million a year, for not very much at all, to over $16 million a year for presumably much of the same.

Let me start with a closed-minded generalisation - to my mind TLF Learning Objects became irrelevant to today’s learners about 2005 - when user-generated and filtered content began to gather more relevance than that of top-down institutions.

20080607-Tt545Kmrxjss5Pntdsiyx7P6Sa“Insanity: doing the same thing over and over again and expecting different results.” — Albert Einstein

My main observations from talking to hundreds of teachers in schools through my work in gov’t/business is that the TLF LOs were/are too hard to access and that it was mostly impossible to assess student’s learning because they did not allow a venue for conversation around the content.

The group was set up in 2001, by all Ed Ministers for, “developing and procuring online curriculum content specifically for Australian and New Zealand curricula, and delivering it for free distribution to schools….. The Initiative has delivered a valuable national asset that will directly support the national curriculum and assessment agenda for decades to come.”

So what do we do with these figures as Stephen Loosley acutely observes - they are worth repeating - “$123 million .. divided by 6300 curriculum items. That’s close to $20,000 for each single (eg, Flash) TLF curriculum item.” How has the learning that has supposedly occurred as a result been quantified and analysed? I’m sorry to the content creators that may be reading this but my general observations is that kids thought they were “lame” - 3 or 4 in a class of 30 usually thought they were engaging and challenging but the rest went “meh!”. Another question needs to be asked - how many of the Flash objects made in 2001 for Adobe Flash 3.2 actually work now and are relevant - have the thousands of conversations that supposedly went on around them captured, or was the use of Flash merely just eye-candy to keep the kids occupied for a few minutes? And if they are for teachers why can’t they embed the LOs directly in our Portal spaces/Edublogs/Moodles/Scholaris/Wikispaces.

In actually modelling access and usage of these LOs in workshops I observed around 50% teachers give up at the search phase as they couldn’t find anything relevant to their needs. Another 30% didn’t know how to unzip the downloaded learning object, let alone distribute this to students. 10% were Mac users and were frustrated when a pop-up told them they had to use Internet Explorer, and around 5% who against protocol installed the whole DVD or CD on their Curriculum server sat school aid they were handy for point of need or for IWB use by the teachers. One astute observer I remember saying the search functionality was “akin to using AltaVista way back in 1995″.

I will give the new Scootle interface a fair go - it is faster at least - keyword search actually works and the UI does look friendlier - yet no info on how to log-in - another walled garden. Not so good if you want kids in Africa to join in your class discussion around content.

Funny - as a Japanese teacher in 2004 my class took part in one of the TLF Learning Object online user surveys of both teacher and students. Ironically, the students were more engaged in the ability to respond via the TLF’s Survey Monkey (yes freeware!) than they were by the actual Learning Objects. But why? ZOMG - the kids had input and and an audience - what could be SO motivating about that (excuse the sarcasm).

In reassessing the TLF role we need to get beyond this ancient idea educational gerontocracy keeps peddling that we must deliver content and fill the empty to receptacles of these kids brains. What we could have done with the $123 million are three things:

  • given learners different online and open venues for connecting with each-other via real-world conversations around the expensive content;
  • access to their own wireless devices to creatively communicate understanding (well done Rudd via DER - it’s a start - let’s see the kids getting connected to each other though);
  • employing teachers that aren’t scared of the kids being better at using the technology than them - this means losing some control over knowledge production that most are comfortable with.

But these strategies are generally seen by the gerontocracy as the words of a heretic! Thankfully some educators on Oz-teahchers are willing to engage in dialogue and work towards a better use of such funding…..

@David Westaway - you said, “at present in Victoria because of licensing issues teachers must access digilearn (inc. TLF content) through a teacher login and copy a student access URL which is only able to be used by students at schools with a VicSmart connection. If I wish to set a DLO as a homework exercise for a pupil, they won’t be able to access it.”
- I just counted 6 hoops to jump through here - Google has 1 - hrmm - I wonder which will win. This will need to change to be useful for Year 9-12 DER recipients.

@ Rob R Costello said “Comparisons might be odious, but I saw a trial of Mathletics the other day. Somehow or other they’ve hit on a model that both kids and teachers instinctively felt would work - don’t know I’ve often had a full class for 73 minutes, without even one year 8 kid getting sidetracked - it has a collaborative mode; allows kids to race against players from around the world”
- Indeed! - who would have thought - kids being engaged by having a stage for their knowledge and a desire to learn collaboratively. TLF 2010 could take a huge leaf out of Matheltics book and apply open, collaborative and Allah forbid slightly competitive game-based learning elements to the content they already have. $5000 to make each LO to work this way and be embeddable elsewhere on top of the $20,000 already spent could actually make these Learning Objects relevant. And why not apply an Australian copyright with a tracking code applied to the embeddable content so that if other educational systems worldwide want to use the LOs they have to pay to use them. Value attached to our Australian curriculum content will only happen when the rest of the world can see it - let alone teachers who have forgotten their log-in. Paradigm shift in the thinking of our gerontocracy anyone? Nah - too hard - just throw more money at tired institutions and hope the same old approach catches up with the web2.0 world expanding through a mantra of sharing and conversation.

So all this leads to a scary use of AUD$123, 000, 000 - it smells of total irrelevance to 21C learning environments and a complete waste of money. Why? One word - s e a r c h - as search becomes more sophisticated, so too is the need students and educators to be critically literate in their information inquiries around knowledge creation. A search for a Learning Object on the topic “Climate Change” produces 6 results using the new Scootle interface to TLF content: and requires a log-in. Pity kids around the world can’t discuss the same content for such a global issue huh? - wheras we could also do a Google “filetype” search by searching for Flash files (Interactive Learning Objects) with the following “filetype:swf Climate Change” and yield “about 3,850 results for filetype:swf Climate Change in 0.04 seconds.

But I’m not the first to observe this. Heck - Stephen Downes said all this back in 2003 (!!!) - on this website ironically another Australian gov’t funded technology delivery system, “The Flexible Learning Network”:

Though much discussion has centered around the nature and use of learning objects, less attention has been paid to the problem of their distribution…… The emphasis in learning object distribution thus far has been toward federated search systems. A federated search system can rigidly control access to search results, requiring authorization before these results are released. This option is preferred by owners of commercial educational content, since even search results are marketable content. A federated search system also promotes branding and, because the number of repositories searched is limited, can be used to reduce competition from wider networks of less expensive or free content.

But though content producers have many reasons for supporting a federated search system, it is not clear that the needs of a global network of online learning repositories will be best served in this way. Much content will by necessity remain outside the network, thus limiting the choices of participants. Moreover, such large systems require considerable overhead, and therefore cannot be supported by providers of inexpensive or free educational content. Though many providers are not ready for the wide-open environment of the peer-to-peer world, they are often willing to surrender some control in order to reach a wider market or to provide lower cost or free content.

I’ll repeat myself for silence to hear it again - why not apply an Australian copyright with a tracking code applied to the embeddable content so that if other educational systems/educators worldwide want to use the LOs they have to pay a small fee to use them. Value attached to our Australian curriculum content will only happen when the rest of the world can see it.

– repost: This was originally a reply to a post on the Oz-teachers email list.
http://paulreid.id.au/blog


I store my knowledge in my friends

20

May

Kim Flintoff drew the attention of readers of the fantastic West Australian eChalk email list to this video - eSN TechWatch: Preparing Kids for 21st-Century Success. Kim observed:

Yet another smart person (Daniel Pink) recognises what needs to be done in education – why don’t things change? Interesting that embedded arts is identified as a key shift – and that current arts programs ore often tack on rather than fully integrated. Multidisciplinary and interdisciplinary approaches to break from disciplinary isolation – tear down the limiting walls of arbitrary learning area demarcation.

To which Bryn Jones replied and pointed out that Jamie McKenzie had added a critique of the video here. I love when people share elements of the wider conversation in the spirit of collegial interest. This is another aspect of connectivism that underlies the learning going on around our professional association with each other. I am started to observe this more and more as George Siemens says we “derive our competence from forming connections”. Karen Stephenson states:

Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).

On the subject of ‘change’ it is interesting to compare the “Preparing Kids for 21st-Century Success” video with this one “Progressive Education in the 1940s”. I came across it on Gary Stager’s blog post here.

Weird huh?! Progressive, interdisciplinary education was mooted back then too. Who would have thought! Still I’d argue that OBE (outcomes based education) when used well by teachers allows for a multidisciplinary approach. Although, I was speaking with a teacher/leader today who noted that WA teachers have a natural aversion to sharing - let alone across disciplines; this hinders the whole approach somewhat! Are we wilfully ignoring the lessons of the past or are our systems simply morphing without focus to meet the economic needs of the times?

But in the 21C, what about the inventive needs of the knowledge economy where the right-brainers need opportunities to become equipped? I’m optimistic. Rudd is right. Empowering students with access to their own ‘digital pencil’ and the connectivism it brings is a good start, and will, with trust and time, help them form an aptitude for being creative, critical thinkers - hopefully with inquiring minds to boot.


Learning to change

11

May

This public service campaign video was filmed at the CoSN (Consortium for School Networking) annual conference. The wisdom with which educational leaders like Alan November, Greg Whitby, and Stephen Heppell explicate the urgency of giving teachers the tools to connect with 21C learning and their students is poignant in this video. The massive task of making schooling relevant for today’s learners is communicated with precision. These international educators recognise the need to shift our thinking at all levels by being innovative, thinking creatively and developing 21st century pedagogies that will inspire this generation of learners.


Older Entries

Locations of visitors to this page
Recent Comments

    Strict Standards: Only variables should be assigned by reference in /home/polriid/digitalchalkie.com/wp-includes/post.php on line 115
  • Melanie: Thank you Kim! I will definitely check out this link and see the developments for higher education on the SLED.
  • Kim Flintoff: We have been using Second Life in a range of situations. Built a Wound Care Clinic with Curtin University for training nurses about wound care and the relationship between hand-washing and infection in a...
  • Melanie: Hello Paul, I am wondering, have continued to utilize SecondLife? Do you find that it has better user-friendly features? Do you find that your courses are easier to teach in this format? Is the VLC classroom a...
  • Melanie: We may agree to disagree on the instant gratification society term, however when you look at new social network devices that are connected to mobile devices – there is an urgency that is attached to those...
  • Kim Flintoff: "instant gratification society" - I'm not sure I'm part of that society. Educational institutions do not make decisions - people do. Which people in educational institutions will cling dearly to email? Email...
  • Melanie: I agree that email is outdated in most settings. However, many educational institutions will cling dearly to email due to the aspect of "waiting before sending." Email is still a resource and an appropriate tool...
  • Maryjane: This is incredible and we need to spread it to school districts. It was posted two years ago and I've not seen new policies or classroom innovations happen since then. People are afraid of what the kids might do....
  • Suzanne: I cannot help but think that this trend, while reflecting archetypal youth rejection of all things "adult," is also related to the digital immigrant/digital native thing. The young are very flexible, very willing...
  • Maryjane: This made me laugh outloud. School districts are still discussing whether they'll give access to students for email; do all their business by email instead of walking next door and talking to someone; and wonder...
  • Nick Smith: This video was exactly what I needed/wanted to hear. As a student working towards being a teacher, I find it great to not only revolutionize teaching, but to re-invent it all together. One woman mentioned...
  • Scott Merrick: Hey there, feel free to unpublish this comment--it's more or less for your own info: This is to let you know that Digital Chalkie has been nominated for Blog-o-the-Month at the Blogger's Hut on Second Life...

  • Strict Standards: Only variables should be assigned by reference in /home/polriid/digitalchalkie.com/wp-includes/post.php on line 115
  • Laura Seabrook: I have one other question, which I can't find answer to on the Murku wiki (no doubt the answer is right there and I keep missing it) - where/how does one get it?
  • Laura Seabrook: Murku looks really interesting (and I shall definitely try it), though the examples could do with some improvement, as per my comments above. Positioning can be important - see the Blambot article at...
  • Kim Flintoff: Murku is designed to facilitate the construction of comics based on content in a Second Life TM, ie SL, environment. Murku will be of interest to those who have always dreamt of creating their own comics but...
  • Laura Seabrook: Actually there was a typo in my previous comment. I meant to write wouldn't be, not would as far as being the first to do an SL comic. I discovered Plywood shortly after starting my own, which can be found...
  • Kim Flintoff: Hi Laura, The example in the article wasn't intended to be a highly refined product - it literally took me 60 seconds to create with some random images grabbed from my hard drive. The points you make about...
  • Laura Seabrook: I started doing Second Life comics late in 2007 ( though I didn't use Comic Life - rather I drew bits, used screenshots and put it together using PaintShopPro and Fireworks (for speech balloons etc). I knew...
  • michael chalk: Great stuff Paul .. lots of good points here. You are right about the ABC - they're really leading the charge into the new era of digital participation aren't they! My favourite thing they do is the way they...
  • Ken Allan: Kia ora Kim! I don't think it is anything to do with HOW we communicate. It is more to do with how kids see email. It is simply to do with the age-old feature of youngsters avoiding ANYTHING that is associated...
  • Aaron Fisher: This is very cool! It is amazing how those principles from long ago are relevant today, just in different forms. Students do learn better by doing, no matter the subject. We teachers need to do a better job...
  • Julie Carney: Thanks for this post, and for posters like Paul who have linked and commented on resources for educators to use. As is the case with most things, it seems the right combination of educator/program/developer...

  • Strict Standards: Only variables should be assigned by reference in /home/polriid/digitalchalkie.com/wp-includes/post.php on line 115
  • Debbie: I, too am upset that this website has been taken off-line. My special education students loved it, and I knew I could always find an activity geared their levels and abilities. I hope that it will soon be running...
  • Andrew Westerman: Each LO costs $20 000. So, if 20 students use that learning object for 0.1 of an hour (6 minutes), that's 2 student / hours @ $10 000 per hour. If 2000 students use that LO for 0.2 of an hour (12...
  • Cathy Nash: Learning Objects are one of the tools in a good teacher's toolbox. It is simplistic to lay them aside as past it. A poor teacher can make a pencil look dull and a great teacher may just achieve great things...
  • Suzanne: I am so upset that this site has been removed, however I fully understand why. My Year One children and my pre-primary children loved using the site and it catered for all ability levels in my class. i do hope...
  • Julie: I am sorry that Rainbow Maths has been forced off the web. My daughter loved it so it is missed. Any idea when Jenny may put it back on the web with added security measures to prevent it being copied etc?
  • Jen Zupp: I totally agree with Jenny's reason to take it off. I have spent thousands of hours keeping my website up which is pretty much a directory of quality websites I find online. If I had created a masterpiece like...
  • Kristy Dickson: I agree with Paul, $20 000, $80 000, or whatever they cost, kids are losing interest. I think they have their place for a bit of drill and practice occasionally, but I wouldn't pay for them. Motivation and...
  • Ingrid: I'm distraught that rain forest maths is not available. My 3/4 kids loved it. My kids loved it and it is so easy to cater for their abilities with the different levels. Anyone know if there's a chance it will be up...
  • Azam Ali: my kids love this site, they come on rainforest to learn. Anyone trying to stop kids education is playing with our future. Shame on people who are greedy for money and dont care for the future.
  • Bryn Jones: Channel 4 in the UK has £50million to develop new media content. Ewan McIntosh has some role in it as Digital Commissioner for Scotland. Jobs open now! http://www.4ip.org.uk/
  • Thomas Goodwin: Paul Reid has pointed educators in the right direction (create and collaborate) however he started from an incorrect premise; The Learning Federation's Digital Resources are completely different from the...
  • Patricia Corby: Phew, what a terrific wealth of useful info here! Thanks Paul. In reference to this comment "They need to move from static to dynamic in form" as an overall comment it is relevant but being fair some are...
  • Paul Reid: If everyone's Math is correct the Teaching & Learning Federation pays $20k for jpeg pictures Learning Objects! eg these ones shown here http://www.thelearningfederati on.edu.au/for_teachers/what...
  • Janice Millard: its not fair that my class can't go on rain forest maths because of other people copying we were going to do a test on it but it was closed down my class was very upset not very happy!