I hope to re-engage here. This has always been a personal space for my own musings, and the fact that it is publicly viewable, is a property which I use to force me to exert some editorial control as opposed to just random typing. I think writing about educational matters is a useful discipline, as is a significant part of reflective self directed CPD.
To anyone who has followed me in the past, expect more here, I'm working on a couple of posts which will rollout when they're ready.
Friday, October 30, 2015
I'm returning to thinking about education as a practice, and this has involved me in reading more theory over the past couple of weeks. To take a break this evening, I decided to watch a video from Nicolai Veresov on Vygotsky. In watching it, I was drawing an analogy between speech and teaching, and came up with the following thoughts.
Teaching is a means of social interaction. We lose the sense of it if we break it down into its component parts.
Teaching combines the function of social interaction and the function of thinking.
View Teaching as a unity of thinking and communication.
The social world is the engine of development. Other factors control the rate, but are not the engine. (pure Vygotsky here)
Adult teaching is a function of society. If you want to truly understand it, you have to see how its assumptions developed in the child. That is, consider the educational histories of both the students, and the teachers.
Sunday, June 9, 2013
Marshal McLuhan and hot and cold media.
In building a blended eLearning resource for online learning, it behoves us (you don’t get to use that word often) to take a look over our shoulders at Marshal McLuhan’s work on media in the sixties.
Radio vs. TV. We find that students are often more inclined to download course materials as an Mp3 audio filer rather than as a MP4 Video.
McLuhan had this taped. Radio is a cool medium. It does not require our total attention. For eLearning this may not seem like something we want but we have to look beyond the immediate. The Mp3 file may be listened to multiple times as the student drives to work, goes for a work out in the Jim etc.
Video on the other hand is a hot medium it requires total engagement and its difficult to combine absorbing this material with driving a car for instance.
So use video sparingly. Use it as a welcome to the course maybe and to demonstrate specific content for which it is the most compact way of presenting it.
Present it in small chunks, and if possible allow the user to alter the speed of playback.
The next piece of McLuhan is the idea that the medium is the message. And associated with it, the idea that the content of any medium is always another medium. This one plays into our practice in two ways; the first is to be aware of what we are saying by our choice of delivery system. If I prescribe the exact sequence in which you will peruse the learning content I am giving you, I may think that I am making informed and sensible choices on your behalf as to what is the most appropriate sequence in which to consume my content. You on the other hand may see it as an arrogant and inflexible set of assumptions as to just how ignorant the learner is.
The second concept here, that the content of any medium is another medium is more straightforward to apply. If my video is just me speaking, then the video content is audio. If my audio is me reading from a prepared script, then the content is text.
Maybe we are in a position to cut out some of the media middlemen.
Friday, February 8, 2013
Thoughts after watching “a day made of glass” and the “Microsoft Productivity future vision” pieces.
Thoughts after watching “a day made of glass” and the “Microsoft Productivity future vision” pieces.
Education is about building internalized models of reality. These models are then used to inform our actions with respect to possible futures.
In the corning model, a model of light mixing was played with in a very high tech way on a light table. This example was presumably chosen as content which would be immediately clear when you saw it on the video clip. The learning involved a group collaborating to explore a cool educational artefact. As a model of collaborative and group education it was a nice example. The park scene showing the dinosaurs was another easy pick up with its reference to the movie Jurassic park.
The Microsoft educational vision was weaker. Although the whole tone of the video was corporate, the educational segment showed drill and kill math teaching with 20 year old graphics of a Bear. The use of high tech to avoid the effort of opening the fridge door… How cool/pointless was that?
Education is a conversation. It is a communication. It is articulated structured and may contain Satori moments, but at the end of the day it’s a two way flow of information. The corning vision showed an enriched channel with more interactions going in more directions.
My vote Corning: +1, Microsoft: try again.
Sunday, December 23, 2012
There has been a lot of comment about MOOC providers such as Udacity or Coursera being a disruptive technology in the filed of higher ed, and this is hard to argue with, although the process is likely to be more protracted than many commentators think. However just because change is taking place, it doesn't mean that we have to be antediluvian about it.
I know this is a weak analogy, but I'm sure that when the motor car came out there were some people complaining about the effect the innovation was going to have on the lives of ostlers, grooms and dung collectors.
We don't know where new online and automated forms of education will take us. What we do know, is that they have the potential to take us someplace very far from the current state of affairs. This potential may involve some creative destruction, and toppling of sacred cows, but it is up to us to steer it towards the creative the innovative and the good, and away from the banal and the mass market.
Sunday, November 4, 2012
There are a number of different versions of MOOC and I would suggest that the versions promoted by George Siemens, and Stephen Downs et al, are the most interesting. I have taken part in some of these, and they are a loo sly organized scrum of people generating and discussing content around some core theme. Very much a collaborative and distributed effort which at times has much of the characteristics of an extended research conference.
The very recent development of Massive enrollment courses from such sites as Alison, Coursera and Udacity, are somewhat different, and strike me as being a somewhat transitional use of technology, like early plastics trying to look like more traditional materials and failing.
I have taken part in courses from all of the above. If one views these courses in the traditional manner, then the ability to respond to students is extremely limited, they scale very poorly, and the fall out rates are horrendous. However if you view them as something more akin to an encyclopedia, or revision notes for a topic, then the idea of casual usage of the material, without taking all the tests or listening to all the lectures becomes more understandable, and provides a new model for learning.
When I taught physics at university level, I used to tell my students that there was a very similar course available on line through MIT's open course-ware initiative. I said that if there were topics where my students found my presentation confusing that I recommended Prof Lewin's treatment as an alternative. As he was paid more than me, and had been teaching the material for longer, it could potentially be clearer. My students responded well to this.
So I think we should view these courses as another tool to use in our teaching, playing a role similar to that of an academic library where you went to look for other books on a subject to either explore it further or get a better explanation. All contributing to the ultimate task of dispelling ignorance.
Tuesday, October 30, 2012
I teach some elementary math’s to adult learners, and I am mandated to teach them how to use a calculator.
When I produce the calculators about ½ way through the course I ask them what a calculator is for. I then explain that it is for when the calculations get to big to do by hand, and we then move on to calculate some really big numbers, like the amount of sand on the local beach, the number of snowflakes that fell in the last big storm, the number of breaths they have taken so far in their lives etc. I use the calculator to introduce the idea of estimating and approximating, and we then try to make an estimate of how good our answers are. The idea is that, now you have the skills, the calculator opens up a whole new vista of doable problems.
That’s for my mainstream students. For some of the students, maybe two in a hundred, I teach more specific calculator use, when I have decided that these are students who don’t have the ability at this time of mastering the skills of hand calculation. This may be an innate deficit, or it may be the product of years of confrontational math education resulting in the student being terrified by the prospect of looking at numbers in any constructive manner whatsoever.
These are the students for whom the calculator will become the mathematical equivalent of dragon dictate, and just as dragon dictate can open up the world of generating texts to individuals who would be unable to write or use a keyboard, I see the calculator as giving access to mathematical results to people who would otherwise be incapable of getting there.
Finally to mention some specific skills. I teach adding fractions by cross multiplying and reducing the result. I explain that there are other methods which they may already know, but that I am avoiding them because they don’t always work, and we don’t have time to go through all the special cases.
I do this, not because I’m short on time, but because often I find students abandoned their attempts to understand fractions at the LCD/LCM stage. Fractions are key, and I explain that these operations are important because if they come to algebra many of the same methods will work.
I spend almost a full class on the concept of dividing by a half.
I teach long multiplication, again stressing that this is a method which will go forward into algebra, and I teach long division in the same way for the same reasons.
The key in all of this is that I am teaching skills which will continue to be of value, both in general life, and in the students further math’s careers, should they care to pursue them.