Thanks to Pam Donaldson who sent me this link to an article from The Times on the pitfalls of Wikipedia as a reliable source of information.
Here's a link to the article: http://www.timesonline.co.uk/tol/comment/columnists/ben_macintyre/article690574.ece
Any thoughts?
Tuesday, March 31, 2009
Monday, March 30, 2009
Examples of Wikis, Blogs etc.
I'm starting to put together a sample of sites (wikis, blogs, Google Groups ...) that tutors have developed. It will give people a sense of what's going on.
I've divided the list into two parts: open-access and password-protected. Just to explain ... the "open-access" refers to sites which are open for anyone to visit. Simply click on the link and you're there. The sites in the "password-protected" list are intended for students and tutors only - if you want to look at these, get in touch with the contact person listed under the site. They'll set you up with guest access.
The sites are listed under the heading "Examples of wikis, blogs etc. ..." on the right-hand-side menu of this blog (you may need to scroll up or down to find it).
If you have a site of any sort up and running, or know of someone who does, please get in touch and I'll add it to the list.
I've divided the list into two parts: open-access and password-protected. Just to explain ... the "open-access" refers to sites which are open for anyone to visit. Simply click on the link and you're there. The sites in the "password-protected" list are intended for students and tutors only - if you want to look at these, get in touch with the contact person listed under the site. They'll set you up with guest access.
The sites are listed under the heading "Examples of wikis, blogs etc. ..." on the right-hand-side menu of this blog (you may need to scroll up or down to find it).
If you have a site of any sort up and running, or know of someone who does, please get in touch and I'll add it to the list.
Tuesday, March 24, 2009
Jisc Conference
This was a very thought provoking day, and thankfully much of the content is available from the JISC website. It really is worth spending some time listening to the podcasts and reading the summaries of the sessions.
The keynote speech from Professor Lizbeth Goodman was mind blowing, particularly in relation to the work she had down with people with disabilities, but also the sheer volume of innovative projects that she had been involved in. I felt like a sloth in comparison. I particulalry liked her attitude of focussing on what the learner/user requires/needs and forget about the money. Sheer determination and working postively seemed to have brought about profound changes for many of the people she has worked with. Check out her presentation, but you will need about 30 minutes:
http://www.jisc.ac.uk/events/2009/03/jiscconference09/programme/lizbethgoodman.aspx
I also attended the sessions 'Every Learner Counts: can technology help improve motivation and retention ?' , 'Mind the Gap... understanding the tensions between the institutions and the learner', as well as 'Web2practice - guides to emergent technologies and innovative practice.
All of these were excellent and you can read or listen to them via the JISC website. However, a major theme emerged in all the sessions relating to the difficulties of senior management not investing in the developing staff's competence in using elearning tools, primarily due to a lack of understanding of elearning, and the need to move away from institutional practices that disempower and alienate students. SMTs seem to be slow to respond to technological changes , and reluctant to give time to lecturers to develop their skills. After seeing all the amazings things we could be doing (and we are already doing some great stuff) I think we need to consider how we move forward. If there was one thing everyone agreed on - you need motivated and creative lecturers to inspire (beginning to hate that word) staff and students to use technology. Where do we go from here ?
http://www.jisc.ac.uk/events/2009/03/jiscconference09
The keynote speech from Professor Lizbeth Goodman was mind blowing, particularly in relation to the work she had down with people with disabilities, but also the sheer volume of innovative projects that she had been involved in. I felt like a sloth in comparison. I particulalry liked her attitude of focussing on what the learner/user requires/needs and forget about the money. Sheer determination and working postively seemed to have brought about profound changes for many of the people she has worked with. Check out her presentation, but you will need about 30 minutes:
http://www.jisc.ac.uk/events/2009/03/jiscconference09/programme/lizbethgoodman.aspx
I also attended the sessions 'Every Learner Counts: can technology help improve motivation and retention ?' , 'Mind the Gap... understanding the tensions between the institutions and the learner', as well as 'Web2practice - guides to emergent technologies and innovative practice.
All of these were excellent and you can read or listen to them via the JISC website. However, a major theme emerged in all the sessions relating to the difficulties of senior management not investing in the developing staff's competence in using elearning tools, primarily due to a lack of understanding of elearning, and the need to move away from institutional practices that disempower and alienate students. SMTs seem to be slow to respond to technological changes , and reluctant to give time to lecturers to develop their skills. After seeing all the amazings things we could be doing (and we are already doing some great stuff) I think we need to consider how we move forward. If there was one thing everyone agreed on - you need motivated and creative lecturers to inspire (beginning to hate that word) staff and students to use technology. Where do we go from here ?
http://www.jisc.ac.uk/events/2009/03/jiscconference09
Student experience of technology
I was at the opening of JISC conference yesterday evening, where a panel debated many of the issues we have been discussing at EDDG. Lots of issues were raised and debated including the role of social networking sites, students expectations of technology, and their increasing attitude that they should be creators of their own learning . Issues around democratisation of knowledge were debated at length, with a recognition that students have a more cavalier attitude towards information, and who owns it.
Professor Jeff Howard, from Edinburgh University raised an interesting issue around the desire of a small group of staff wanting to utilise the latest technology versus the desire of students for predictability in their learning.
All, at the conference did agree, that the use of technology was supplemantary to classroom teaching, but the interesting point was raised that many students get more 1:1 attention by lecturing staff through email etc. than real time interactions in universities. Not sure that's true , so much for FE but it's an interesting point.
Attending the conference has already been interesting on a personal level. I'm sitting their with my notebook and pen, whilst others have these really smart electronic notebooks and laptops. I thought they were all quickly highighting the main issues of the debate, to share with their colleagues etc. but a quick bit of spying revealed people looking at their emails, on social networking sites, and one playing a game ! Still, I want one .
I think it would be great to have a similiar debate around the use of technologies in education, on a college wide basis. Maybe we could invite some external and internal 'experts' to be on panel and have a real debate about the role of technology with FE. Let me know what you think.
Professor Jeff Howard, from Edinburgh University raised an interesting issue around the desire of a small group of staff wanting to utilise the latest technology versus the desire of students for predictability in their learning.
All, at the conference did agree, that the use of technology was supplemantary to classroom teaching, but the interesting point was raised that many students get more 1:1 attention by lecturing staff through email etc. than real time interactions in universities. Not sure that's true , so much for FE but it's an interesting point.
Attending the conference has already been interesting on a personal level. I'm sitting their with my notebook and pen, whilst others have these really smart electronic notebooks and laptops. I thought they were all quickly highighting the main issues of the debate, to share with their colleagues etc. but a quick bit of spying revealed people looking at their emails, on social networking sites, and one playing a game ! Still, I want one .
I think it would be great to have a similiar debate around the use of technologies in education, on a college wide basis. Maybe we could invite some external and internal 'experts' to be on panel and have a real debate about the role of technology with FE. Let me know what you think.
Tuesday, March 17, 2009
The book you've been waiting for...
Just arrived in the Library today:
- WALLACE, S. (2007). Getting the buggers motivated in FE. The essential FE toolkit series. London, Continuum.
2 copies available for loan. Please remember to bring you staff ID card with you if you wish to borrow a copy.
Thursday, March 12, 2009
Times Higher Education magazine
Times Higher Education (THE), the weekly magazine for higher education is now available in the Library. Includes news, reviews, people, opinion, appointments.
Tuesday, March 10, 2009
GALE: Resource for articles on teaching and learning
Alma Wardrope mentioned that our subscription resource “Gale database” is a good way to find full text articles on educational issues from a wide variety of magazines and newspapers.
Gale is listed on our library catalogue and on the library information page on the intranet. As it is a subscription resource, it is only available to registered staff and students of the College.
In College it can be accessed by IP address, off campus you will need your Athens username and password to gain access.
The web address is http://infotrac.galegroup.com/itweb/stevensc
I've also added this address to the useful links on the menu on the right-hand-side.
Get in touch with Alma or anyone in the library if you don't have an Athens account.
Gale is listed on our library catalogue and on the library information page on the intranet. As it is a subscription resource, it is only available to registered staff and students of the College.
In College it can be accessed by IP address, off campus you will need your Athens username and password to gain access.
The web address is http://infotrac.galegroup.com/itweb/stevensc
I've also added this address to the useful links on the menu on the right-hand-side.
Get in touch with Alma or anyone in the library if you don't have an Athens account.
Monday, March 9, 2009
The Reflective Practitioner
The next Education Development and Discussion Group (EDDG) meetings will be on Tuesday 21st and Thursday 23rd April, at 12.15-1.15 pm in 810 .
The topic is ‘The Reflective Practitioner’. If you have discovered good links or resources on this topic, either send them to me or add them to this blog. I’ve included a summary of Brookfield’s 4 reflective lenses, but you can access a lot more information on Brookfield from the library or internet. I’ve also included a link to Johari’s window , another tool for reflection: http://www.noogenesis.com/game_theory/johari/johari_window.html.
Stephen Brookfield
The 4 Lenses
1. Our Autobiographies as Learners and Teachers
· Learners : reflecting on our experiences – puts us in the role of the ‘other’.
· May be thought of as emotional, subjective, individualistic or merely anecdotal but
· Have a powerful impact on us which others recognise and :
· Patterns and rhythms emerge that can be described as generic
· At times of uncertainty or difficulty we instinctively fall back on memories as learners to guide us.
· Emulate positive experiences, avoid repeating negative ones.
Our Students’ Eyes
· Can be surprising – are students interpreting our actions in the sense we intend? Are they learning what we think we are teaching?
· We can be surprised by the diversity of meanings students read into our words and actions e.g. our creative efforts, our jokes etc.
· Students can be reluctant to be honest – teachers may profess to welcome critical feedback, but actions vary when it is actually expressed.
· It can be risky for students to be openly critical – need to consider power relations.
· Anonymous opinions are generally best
· When you have demonstrated a willingness to respond to criticisms students may engage in a more public debate.
· Essential to see the learning environment from the learner’s perspective.
Our Colleagues’ Experiences
· Colleagues’ experiences provide a rich source for discussion – help make us feel less isolated.
· Provide opportunities to problem solve and
· Create new ways to deal with issues.
· Gaining different perspectives on problems helps increase our chances of finding an interpretation that fits with what is happening in a particular situation
· Observation provides a critical mirror reflecting back images of our actions that may take us by surprise.
· Critical reflection may begin alone, but when it is established with our colleagues , it checks out our assumptions and helps change structures of power.
Theoretical Literature
How does it help?
· Helps ‘name’ our practice by illuminating the general elements of what we think is our individual experience.
· Helps us realise that what we perceived as our personal failings are the inevitable consequence of certain social, economic, political processes.
· Stops us falling victim to the belief that we are responsible to everything that happens in our classrooms.
· Helps us understand students’ hostility – learning can bring about change and students can often be angry about this, rather than being angry at us.
· Can give us ideas of different ways to teach , helping us reflect, for example of our learning and teaching style e.g. Honey and Mumford.
The topic is ‘The Reflective Practitioner’. If you have discovered good links or resources on this topic, either send them to me or add them to this blog. I’ve included a summary of Brookfield’s 4 reflective lenses, but you can access a lot more information on Brookfield from the library or internet. I’ve also included a link to Johari’s window , another tool for reflection: http://www.noogenesis.com/game_theory/johari/johari_window.html.
Stephen Brookfield
The 4 Lenses
1. Our Autobiographies as Learners and Teachers
· Learners : reflecting on our experiences – puts us in the role of the ‘other’.
· May be thought of as emotional, subjective, individualistic or merely anecdotal but
· Have a powerful impact on us which others recognise and :
· Patterns and rhythms emerge that can be described as generic
· At times of uncertainty or difficulty we instinctively fall back on memories as learners to guide us.
· Emulate positive experiences, avoid repeating negative ones.
Our Students’ Eyes
· Can be surprising – are students interpreting our actions in the sense we intend? Are they learning what we think we are teaching?
· We can be surprised by the diversity of meanings students read into our words and actions e.g. our creative efforts, our jokes etc.
· Students can be reluctant to be honest – teachers may profess to welcome critical feedback, but actions vary when it is actually expressed.
· It can be risky for students to be openly critical – need to consider power relations.
· Anonymous opinions are generally best
· When you have demonstrated a willingness to respond to criticisms students may engage in a more public debate.
· Essential to see the learning environment from the learner’s perspective.
Our Colleagues’ Experiences
· Colleagues’ experiences provide a rich source for discussion – help make us feel less isolated.
· Provide opportunities to problem solve and
· Create new ways to deal with issues.
· Gaining different perspectives on problems helps increase our chances of finding an interpretation that fits with what is happening in a particular situation
· Observation provides a critical mirror reflecting back images of our actions that may take us by surprise.
· Critical reflection may begin alone, but when it is established with our colleagues , it checks out our assumptions and helps change structures of power.
Theoretical Literature
How does it help?
· Helps ‘name’ our practice by illuminating the general elements of what we think is our individual experience.
· Helps us realise that what we perceived as our personal failings are the inevitable consequence of certain social, economic, political processes.
· Stops us falling victim to the belief that we are responsible to everything that happens in our classrooms.
· Helps us understand students’ hostility – learning can bring about change and students can often be angry about this, rather than being angry at us.
· Can give us ideas of different ways to teach , helping us reflect, for example of our learning and teaching style e.g. Honey and Mumford.
Thursday, March 5, 2009
social networking sites
Have a look at this interesting article on social networking sites and let me know what you think: http://uk.news.yahoo.com/4/20090220/tuk-get-off-facebook-and-get-a-life-dba1618.html
Tuesday, March 3, 2009
Engaging the reluctant learner - EDDG meeting summary
Engaging the reluctant learner : Tuesday meeting 3/3/09
There was an excellent turnout for this meeting, so clearly the issue was one that struck a chord with many people.
Some of the issues discussed were :
How the fear that many students experience can lead to anxiety and aggression.
The interview process and follow-up.
How induction can help with alleviating fear, by building up positive relationships between lecturers and students, as well as between students in the group. We discussed a lot of issues around induction including the class lay-out, expectations of lecturers and students, teaching methods and styles and appreciating cultural differences. For some students this was their first time away from home and therefore consideration needed to be given to feelings of loss and isolation. It was agreed that it would be worth having more information and discussion on how we could develop induction throughout the college.
Feedback from students and how we process this. We discussed how we get feedback on our teaching and how we respond to this. Personal experiences were shared and there seemed to be a general agreement that there needed to be more opportunities for people to reflect on their practice. We thought this may be a good topic for another EDDG meeting.
Blogs as tools for reflection. Discussed how effective these were , and everyone was encouraged to add their comments to the EDDG blog.
There was an excellent turnout for this meeting, so clearly the issue was one that struck a chord with many people.
Some of the issues discussed were :
How the fear that many students experience can lead to anxiety and aggression.
The interview process and follow-up.
How induction can help with alleviating fear, by building up positive relationships between lecturers and students, as well as between students in the group. We discussed a lot of issues around induction including the class lay-out, expectations of lecturers and students, teaching methods and styles and appreciating cultural differences. For some students this was their first time away from home and therefore consideration needed to be given to feelings of loss and isolation. It was agreed that it would be worth having more information and discussion on how we could develop induction throughout the college.
Feedback from students and how we process this. We discussed how we get feedback on our teaching and how we respond to this. Personal experiences were shared and there seemed to be a general agreement that there needed to be more opportunities for people to reflect on their practice. We thought this may be a good topic for another EDDG meeting.
Blogs as tools for reflection. Discussed how effective these were , and everyone was encouraged to add their comments to the EDDG blog.
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