Warning – couple of sweary bits:
Warning – couple of sweary bits:
Drawing on ideas and themes from Ian’s best-selling book of this title along with his experience of working with young people and educators around the world, this interactive session will explore why world-class is the only standard for education, why the democratisation of knowledge has to be matched with the democratisation of learning and why lunging at the first question that comes into our heads will make us better learners.
Bring out the best in people, by challenging them to think different – see this video on ‘Thunks’
What state do students walk into your classroom (online or offline… I kept flinching at the use of real/virtual, but then Ian’s not a technologist )
Studied Business School, Durham University: Your attitude counts (aptitude/study also counts)…
The Great Educational Lie: ”Do well at school and you’ll get a good job”
Dyson – said – A* = you’ve shown you’ve got a brain – now go away and use it.
Others = ‘it doesn’t matter’ ‘get the best education you can & keep on learning’ – school didn’t work for you, but you still have as much right to success on this planet.
We now have a much flatter world … geography doesn’t count any more for some of us (digital economy). – employers have 5 x as many people to choose from – but our students are going into competition with 5 x as many people who have more experience … need to work more towards being ‘world-class’ rather than good enough.
Why do we need creativity – for so many of us in school is waiting to be told what to do – and how to do it well.
Nominet: Young People’s Use of Search Engines
Google offers democratisation of knowledge/learning – so our job as educators is to add value to that experience – needed more than ever – unless you’re a bad teacher!
Picasso: Every act of creation requires starting with an act
The knowledge management hierarchy goes: data -> information -> knowledge -> wisdom
Sometimes there’s so much teaching going on, there’s no time for students to learn….
Adam Jones (Newcastle University)
difference between information and knowledge: the man with one watch knows the time, the man with two is never sure
Think in a way that works for you – Darwin used to have ‘thinking walks’ – a specific route
Sheryl Williams ( Loughborough Uni)
you do need to know what to look for or where to start in google !!!
I wonder about the ‘sum of knowledge’ on the net…getting to it depends on the browser you use and how it indexes and its structural hierarchy
Dave Middleton (OU)
This all goes back to this mornings session. We assess learning by assessing how to remember facts. But why remember facts when they are at your fingertips via a smartphon
Elisabetta Lando rsc london
Now brains have freed up more space to use the information/ knowledge rather than expend energy remembering it
Whilst personal learning may well be more open and accessible, there is a real danger that we are, espeicially in the west, moving backwards to a world where formal learning is the preserve of the wealthly…
Nathan Cobb (East Riding College)
I do not believe I can “know” everything I need to to do my job now – what is important to me is that I have the ability to find what I need to know when I need to know it – often that is online but it isn’t always – the sheer volume of information available and increasing at an ever faster rate means that to me, while knowledge may be power, it is not everything (and breathe)
Brains don’t work on a straight line – dips & curves, and we need to think about how that affects our concentration, etc.
Chris Thomson (JISC Netskills)
Thinking aloud – at the moment we can rely on the web to be our information store, what about when the semantic web develops? Will we be able to get the web to do our understadning for us as well? What would that mean?
There are probably many problems that we are not able to solve, but which we need our younger generation to do so .. We should not just be training up accountants who are going to be unemployed.
View other teachers teaching = inspiring
try starting at the end and then work backwards
ckwards with what you are teaching
Are worries that students can tell us what Socrates thought, but can’t think for themselves… what questions does this picture raise for you:
Take right/wrong out of the equation as much as possible… ask questions without a right answer, and then ask why they think that – encourages idea that are lots of different viewpoints, etc…
Big Bang Theory: Shrodinger’s Cat
Think of questions such as “is it wrong to read a newspaper in the store without buying it”… someone then suggested: “is it OK to take a bite from bar of chocolate without planning to buy”
Stimulus (5 minutes) to come up with your own ‘thunks’ – about a journey…these were Ian’s:
8 Ways of Thinking:
As spend longer on thinking – start to push deeper – e.g. start with “how many people live in London?” then get much deeper… Can do f2f, paper notes, Twitter, Skype, etc.. .
Education can’t just be about addressing the ‘known’ things..
Look for more on: http://independentthinking.posterous.com
Looks like it was a great event – glad to be able to read a summary of ideas here:
Guess I better get round to submitting an article that’s skittering around in my head for Psychologies magazine, as I spotted this story asking whether online friendships are ‘real’? I need to get on with my research – once I’ve written my book for parents/turned my PhD into a book (or equivalent digital!), as I want to write a book called something like “it’s real”.
Common themes in my conference papers are:
- The ‘digital native’ debate has been debunked by Prensky who wrote it in 2001, as it limits by age, rather than by mindset – a more commonly used phrase is ‘digital resident’, although this is not uncontested.
- I think Dunbar’s number also needs to be contested – I suspect personality type comes into this. As an E, I love having lots of different friends, and some are closer than others. A lot of I’s I suspect, are happier with a smaller, closer number, and there’s more research that can be done on engagement there.
- Online relationships ARE real, there are real human beings, building real relationships and having real conversations online, and we must always remember that there’s a human being behind the keyboard. This does not mean that online relationships are THE SAME as offline relationships, but they shouldn’t be diminished on that basis.
- In the most recent talk I gave on Friday, we’re seeking to do research into values in social media, and we were seeking to find the values that I was putting forward when I talked about ‘a blend’, we played around with ‘community’, but I think ‘inclusiveness’ is truly what I’m seeking. It doesn’t matter what tool you use – your mouth, pen/paper, telephone, online – it’s all about conversation, community, feeling a part of it (whatever ‘it’ is), and building relationships, and it’s at the heart of everything.
- With The Big Bible project we’re seeking to build a sense of community amongst those who are trying to engage with the Bible – whether online or offline, although especially seeking online ways of engagement.
I was intrigued to see responses to my “I could say lots…” at which point I’d stopped with a brain choked full of cold, so I’ve come back today to write the response above… fascinating:
Look forward to seeing more debate – the one re embodiment comes up frequently in Christian sessions (and I love my face-to-face contact, and often use technology to enhanced that!), and I do find myself highlighting the power of digital for those who are physically disabled, but as in all my projects on accessibility/usability – anything that can improve things for those with a disability tends to improve the lot of all!
The law department arranged for Ms Twigg to take all her seminars and tutorials on a Friday while she trained at the Bisham Abbey National Sports Centre during the rest of the week.
She was also able to select coursework options that most closely fitted her commitments and catch up on missed lectures via podcasts.
Apart from a tricky two months in May and June (which included both her selection as the youngest member of the Olympic hockey squad and her final exams), the situation “worked perfectly”, said Ms Twigg, who achieved a 2:1.
Read full story.
Interesting story noted in Times Higher Education, likely to be used by many as an explanation of why people shouldn’t blog about professional work… but if this is related to the blog, the blog is not at fault. Think before you post is the key lesson…
A university spokeswoman would not comment on why Ms Fowler had left, nor whether it was connected to her blog. She said it was university policy not to comment on “individual staffing matters”.
She defended the Miss Piggy post on Twitter, writing on 18 April that “the boss thought it was funny!”
Ms Fowler used the social networking site until 26 April, but the account has not been used since.
Read full story.