tag:blogger.com,1999:blog-115954842024-03-24T05:24:00.143+11:00Holistic and Integral EducationA journey of personal and systemic educational change focusing on years 9-12.Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.comBlogger81125tag:blogger.com,1999:blog-11595484.post-81079025028571795882008-12-31T07:28:00.012+11:002008-12-31T09:56:59.680+11:0021st C Literacies: Same only Different?<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHfZ3odW9A-s5fQd-lNiwnzIYUyZhYfZiBOuBL4bih6nRcnYMZevM7WTAWntlPdknVhqT3ggk649JR3JO3Cw1xUMULYgxyobj0jgwZZx07TCkZAQYGHA5CiWeqqeUTIxkime22/s1600-h/earth2.PNG"><img id="BLOGGER_PHOTO_ID_5285715620452106978" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; WIDTH: 218px; CURSOR: hand; HEIGHT: 214px" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHfZ3odW9A-s5fQd-lNiwnzIYUyZhYfZiBOuBL4bih6nRcnYMZevM7WTAWntlPdknVhqT3ggk649JR3JO3Cw1xUMULYgxyobj0jgwZZx07TCkZAQYGHA5CiWeqqeUTIxkime22/s400/earth2.PNG" border="0" /></a><a href="http://bengrey.com/blog/?p=52">I've been reading</a> about the use of the term "21st century <span class="blsp-spelling-error" id="SPELLING_ERROR_0">literacies</span>" - is the term meaningful, accurate, useful... ? This is an important conversation - perhaps more for the process and educational journey than for a definitive outcome.<br /><br />But for the most part the dialogue appears to focus on '<a href="http://en.wikipedia.org/wiki/Multimedia_literacy">new media <span class="blsp-spelling-error" id="SPELLING_ERROR_1">literacies</span></a>' and the changing (21st century?) contexts of information/communication.<br /><br />What I would like to see in this dialogue is a discussion of some other <span class="blsp-spelling-error" id="SPELLING_ERROR_2">literacies</span> - social and emotional literacy, environmental literacy, spiritual literacy... <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Literacies</span> that are also essential to function, participate fully and be healthy and successful in the 21st century.<br /><br />Are these <span class="blsp-spelling-error" id="SPELLING_ERROR_4">literacies</span>? That depends on how one defines a literacy. If a literacy is defined as the ability to<br /><ul><li>READ - access and interpret a 'language'</li><li>MAKE MEANING - critically reflect on the value and meaning of the information communicated</li><li>WRITE - successfully and meaningfully communicate or take action<br /></li></ul><p>in order to function effectively, participate fully and prosper in the world then I think we can - and should - talk about more than the basic '3R' <span class="blsp-spelling-error" id="SPELLING_ERROR_5">literacies</span> of reading, writing and arithmetic.<br /><br /><strong><span style="color:#990000;"><u>Social and emotional literacy</u>?</span></strong> Communicating about relationships and feelings - the so-called '4<span class="blsp-spelling-error" id="SPELLING_ERROR_6">th</span> R' - relationships. The <span class="blsp-spelling-corrected" id="SPELLING_ERROR_7">ability</span> to access and interpret social and emotional language - <span class="blsp-spelling-error" id="SPELLING_ERROR_8">eg</span> body language, personal feelings - perhaps the primary language of <a href="http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences"><span class="blsp-spelling-error" id="SPELLING_ERROR_9">intrapersonal</span> and interpersonal intelligence</a>.<br /><br /><strong><span style="color:#660000;"><u>Environmental Literacy</u>?</span></strong> The ability to access and read the natural world - an essential indigenous literacy and - in the light of current global challenges involving natural systems - an essential 21st century literacy. Is this the primary language of <a href="http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences">naturalistic intelligence</a> - leading at higher levels to the ability to commune with nature?<br /><br /><strong><span style="color:#660000;"><u>Spiritual Literacy</u>?</span></strong> The ability to access and read the deep and sacred in everyday life - an essential literacy for finding deeper place and purpose in the universe. Is this the primary language for a <a href="http://en.wikipedia.org/wiki/Spiritual_intelligence">spiritual or existential intelligence</a> - and an important aspect of what it means to be a healthy whole human being?<br /><br />Some argue that these <span class="blsp-spelling-error" id="SPELLING_ERROR_10">literacies</span> are not new - we could just as easily label them 2<span class="blsp-spelling-error" id="SPELLING_ERROR_11">oth</span> century <span class="blsp-spelling-error" id="SPELLING_ERROR_12">literacies</span>. And this may be more accurate given that we could also argue that fundamental educational change has largely skipped the 20<span class="blsp-spelling-error" id="SPELLING_ERROR_13">th</span> century :-)</p><p>Are there new 21st century <span class="blsp-spelling-error" id="SPELLING_ERROR_14">literacies</span>? Or are we talking about the same <span class="blsp-spelling-error" id="SPELLING_ERROR_15">literacies</span> in a different 21st century context? These are worthwhile conversations but we should also include the possibility of more than just 'multimedia' or 'new media' <span class="blsp-spelling-error" id="SPELLING_ERROR_16">literacies</span>.</p>What other symbols/meanings/languages do we need to be able to read and understand and communicate in the 21st century?<br /><span style="color:#000000;">.</span>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com0tag:blogger.com,1999:blog-11595484.post-57673695322593395292008-09-20T08:04:00.000+10:002008-09-20T08:30:23.340+10:00Declaration of Educational Goals: ICTs<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0fit5xMZz3Xwcx9gTh44BS9IBSHaI8mDcQWYzp2eaXX90ai8M99y_470Hobf62xDrwiyDfwOTFeuNn7exZqjfta81dgpQf2Q9Oi21R2qv37THPV9sMitjX2IQO2Uc5weSowlF/s1600-h/scroll2a5.PNG"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0fit5xMZz3Xwcx9gTh44BS9IBSHaI8mDcQWYzp2eaXX90ai8M99y_470Hobf62xDrwiyDfwOTFeuNn7exZqjfta81dgpQf2Q9Oi21R2qv37THPV9sMitjX2IQO2Uc5weSowlF/s400/scroll2a5.PNG" alt="" id="BLOGGER_PHOTO_ID_5247861489313673026" border="0" /></a><a href="http://www.mceetya.edu.au/mceetya/"><span class="blsp-spelling-error" id="SPELLING_ERROR_0"><span class="blsp-spelling-error" id="SPELLING_ERROR_0">MCEETYA</span></span></a> are seeking input on the new <a href="http://www.mceetya.edu.au/mceetya/natgoals,24767.html">National Declaration on Educational Goals for Young Australians</a> for the next decade. See <a href="http://hent.blogspot.com/2008/09/educational-goals-for-young-australians.html">previous post</a>.<div> </div><br /><div>The "rapid and continuing advances in <strong><span class="blsp-spelling-error" id="SPELLING_ERROR_1"><span class="blsp-spelling-error" id="SPELLING_ERROR_1">ICTs</span></span>" that are</strong> <strong>"changing the way we share, use, develop and process information" and the "massive shift in power" to learners</strong> features in the draft preamble of the new declaration. But it also calls for a "<span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">quantum</span> leap" in our knowledge of effective ways of embedding <span class="blsp-spelling-error" id="SPELLING_ERROR_3"><span class="blsp-spelling-error" id="SPELLING_ERROR_2">ICTs</span></span> in learning in schools.</div><div> </div><br /><div>One goal refers to learners who are <span style="font-weight: bold;">"creative and productive users of technologies, particularly </span><span style="font-weight: bold;" class="blsp-spelling-error" id="SPELLING_ERROR_4"><span class="blsp-spelling-error" id="SPELLING_ERROR_3">ICTs</span></span><span style="font-weight: bold;">"</span> and the preamble identifies the need for <span style="font-weight: bold;">"digital media skills" </span>and<span style="font-weight: bold;"> </span>to be <span style="font-weight: bold;">"highly literate in <span class="blsp-spelling-error" id="SPELLING_ERROR_4">ICT</span>".</span> </div><div> </div><br /><div>Some are disappointed however that the 'commitment to action' section only mentions<br /></div><ul><li>maximising the use of the latest technologies in teacher professional learning (d)</li><li>integrating key multidisciplinary perspectives into the curriculum which includes <span class="blsp-spelling-error" id="SPELLING_ERROR_5">ICT</span> (e)</li><li>using new technology to minimize red tape and make information easily accessible to the public (g)</li></ul><p>To some this appears odd given the focus in the preamble, the current <a href="http://www.digitaleducationrevolution.gov.au/">Digital Education Revolution</a> national agenda and the level of detail in the DER <a href="http://www.digitaleducationrevolution.gov.au/resources/guide/planning/default.htm">strategic planning documents</a>. </p><p>Perhaps the draft declaration needs to include something about using <span class="blsp-spelling-error" id="SPELLING_ERROR_5"><span class="blsp-spelling-error" id="SPELLING_ERROR_6">ICTs</span></span> to achieve each goal - and some/many of the 'commitment to actions' - or is that assumed? Can we assume anything if we are talking about the need for "quantum leaps" in effectiveness?</p><p>Should the document include something about using <span class="blsp-spelling-error" id="SPELLING_ERROR_7">ICTs</span> to<br /></p><ul><li>enable personalised learning?</li><li>create safe and developmentally appropriate spaces for blended learning, communities of inquiry and digital folios?</li><li><span class="blsp-spelling-corrected" id="SPELLING_ERROR_6">facilitate</span> assessment of, for and as learning?</li><li>bridge formal and informal learning - including computer game and special interest <a href="http://en.wikipedia.org/wiki/Affinity_spaces">'affinity spaces'?</a> </li></ul><p>Or perhaps given the ongoing rapid rate of change in <span class="blsp-spelling-error" id="SPELLING_ERROR_8">ICTs</span> to 2020 we need to rethink our approach in this area?<br /></p><p>How can we be ready for powerful mobile computing, complex virtual worlds, sophisticated games AI, highly interactive media, ubiquitous <span class="blsp-spelling-error" id="SPELLING_ERROR_9">geo</span>-tagging, and many more ... as they deliver new <span class="blsp-spelling-error" id="SPELLING_ERROR_10">affordances</span> in education? Particularly when they are likely to be delivered directly to most (but not all) learners? And particularly when learners won't necessarily 'see' either the new <span class="blsp-spelling-error" id="SPELLING_ERROR_11">ICT</span> or the new <span class="blsp-spelling-error" id="SPELLING_ERROR_12">affordances</span>?</p><p>How can curriculum, learning, teaching and assessment be <span style="font-weight: bold;">much more responsive</span> to this rapid change? How can we keep the <span style="font-weight: bold;">focus on learning, teaching and assessment</span> without being distracted by shiny gadgets with short lives? How can we <span style="font-weight: bold;">reduce the professional learning burden</span> on teachers?<br /></p><p>What other questions should we be asking and which assumptions should we be questioning?<br /></p><p>Perhaps this is where we need a 'commitment to action'.<br /></p><p><span style="color: rgb(204, 204, 204);">.</span><br /></p>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com1tag:blogger.com,1999:blog-11595484.post-30225930525818229772008-09-19T07:44:00.005+10:002008-09-19T09:29:57.329+10:00Declaration of Educational Goals: Metaphors<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglAPFjErrCXaCmsmFCeeIqQe-yZuhb2Ulw-gQFviQ09ST_mdyiQ85cI8_OyhDaI_QzKyVL95blYP6ho4HVFH2ZQFNCYbdfruz3_f0qTjTXWv6LYpaQzP255a03virfLwY-nUP-/s1600-h/scroll2a4.PNG"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglAPFjErrCXaCmsmFCeeIqQe-yZuhb2Ulw-gQFviQ09ST_mdyiQ85cI8_OyhDaI_QzKyVL95blYP6ho4HVFH2ZQFNCYbdfruz3_f0qTjTXWv6LYpaQzP255a03virfLwY-nUP-/s400/scroll2a4.PNG" alt="" id="BLOGGER_PHOTO_ID_5247504576761541938" border="0" /></a><a href="http://www.mceetya.edu.au/mceetya/"><span class="blsp-spelling-error" id="SPELLING_ERROR_0"><span class="blsp-spelling-error" id="SPELLING_ERROR_0"><span class="blsp-spelling-error" id="SPELLING_ERROR_0">MCEETYA</span></span></span></a> are seeking input on the new <a href="http://www.mceetya.edu.au/mceetya/natgoals,24767.html">National Declaration on Educational Goals for Young Australians</a> for the next decade. See <a href="http://hent.blogspot.com/2008/09/educational-goals-for-young-australians.html">previous post</a>.<br /><br />The draft document calls for the development in Australia of <span style="font-weight: bold;">"world-class curriculum and assessment"</span>. Although I understand the intent I question the metaphor and therefore the possible underlying assumptions.<br /><br />While previous declarations have been about<span style="font-weight: bold;"> 'schooling' </span>the current document moves to <span style="font-weight: bold;">'education'</span>. This is a welcome and significant shift away from 19<span class="blsp-spelling-error" id="SPELLING_ERROR_1">th</span> century metaphors and thinking that were designed to support industrialisation.<br /><br />But which school of thought does '<span style="font-weight: bold;">world-class'</span> sit in? We need to be careful that 19<span class="blsp-spelling-error" id="SPELLING_ERROR_2">th</span> century metaphors are not being simply re-badged leaving unquestioned assumptions to drive thinking.<br /><br />For example, when the document refers to the need for "quality teachers" it also talks about <span style="font-weight: bold;">developing</span> the <span style="font-weight: bold;">right </span>people to be effective <span style="font-weight: bold;">instructors </span>to <span style="font-weight: bold;">deliver </span>the <span style="font-weight: bold;">best </span>possible <span style="font-weight: bold;">instruction</span>! Aren't we committed to personalised learning for all young Australians?<br /><br />The document says teachers should have "targeted professional development... to enhance teaching and learning." Shouldn't they be engaged with "personalised professional learning... to enhance learning, teaching and assessment" ?<br /><br /><span style="font-weight: bold;">Laying solid foundations</span> is another metaphor that needs questioning... The notion of providing foundations for later learning appears frequently in the document. Combined with the need for essential literacy and numeracy (also frequently cited) and the need to meet national standards this has the potential to alienate many of the learners we are attempting to engage.<br /><br />Some learners spend years - even decades - in dark educational foundations...<br /><br />We understand the brain/mind and learning a little better now. Laying foundations, building learning structures, sequential processes and other 19<span class="blsp-spelling-error" id="SPELLING_ERROR_3">th</span> C metaphors are not always the most appropriate...<br /><br />We also need to question our <span style="font-weight: bold;">curriculum metaphors</span>. The document talks about a "comprehensive curriculum that <span style="font-weight: bold;">details </span>the knowledge, skills and values to be achieved." Is this '<a href="http://hent.blogspot.com/2006/06/curriculum-as-connectivism.html">curriculum as content</a>' where "specified work needs to be covered" ? Or are we talking about more dynamic <span style="font-weight: bold;">curriculum frameworks</span> that remains current in times of rapid change?<br /><br />While the document has much to offer it still appears to be caught between the 19<span class="blsp-spelling-error" id="SPELLING_ERROR_4">th</span> and 21st centuries - neither in one nor the other... <br /><br />But then so are we :-)<br /><br /><span style="color: rgb(204, 204, 204);">.</span>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com2tag:blogger.com,1999:blog-11595484.post-69216099616400315262008-09-17T07:20:00.002+10:002008-09-17T08:05:14.249+10:00Declaration of Educational Goals: Play<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJSZmxUo3fe_ntFrhVDY-AVpzE2KIj6JEXBFhWg5SDT81VCJvOMC1xfWNdlcKKDlNyGpQo6B_8t1VgDhwMeqnuB4UlPZOt6GZqJTfzy4ejUPXumzzeLW6vAWcB_NfBPHV2Nw5G/s1600-h/scroll2a3.PNG"><img id="BLOGGER_PHOTO_ID_5246734580949925010" style="FLOAT: left; MARGIN: 0pt 10px 10px 0pt; CURSOR: pointer" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJSZmxUo3fe_ntFrhVDY-AVpzE2KIj6JEXBFhWg5SDT81VCJvOMC1xfWNdlcKKDlNyGpQo6B_8t1VgDhwMeqnuB4UlPZOt6GZqJTfzy4ejUPXumzzeLW6vAWcB_NfBPHV2Nw5G/s400/scroll2a3.PNG" border="0" /></a><a href="http://www.mceetya.edu.au/mceetya/"><span class="blsp-spelling-error" id="SPELLING_ERROR_0"><span class="blsp-spelling-error" id="SPELLING_ERROR_0">MCEETYA</span></span></a> are seeking input on the new <a href="http://www.mceetya.edu.au/mceetya/natgoals,24767.html">National Declaration on Educational Goals for Young Australians</a> for the next decade. See <a href="http://hent.blogspot.com/2008/09/educational-goals-for-young-australians.html">previous post</a>.<br /><br />The draft document <span class="blsp-spelling-corrected" id="SPELLING_ERROR_1">emphasizes</span> the importance in times of rapid change and with current global challenges of having <strong>creative and curious learners who can think in new ways, embrace opportunity and innovate</strong>.<br /><br />One powerful way to promote creativity and innovation is to create educational environments that allow learners the mental, emotional and physical space to <strong>safely play, explore possibilities and take risks</strong> - and not just for very young learners.<br /><br /><a href="http://www.nifplay.org/front_door.html">Play for learning</a> does much to maintain engagement, promote well-being and create opportunities for transformation in understanding. Play can also bridge formal and informal learning and break down barriers to learning. The <a href="http://www.seriousgames.org/index2.html">serious games initiative</a> for example is one way education can use online games to enhance learning.<br /><br />The importance of play for learning is a little hard to find in the current draft that validly highlights the need for <strong><span class="blsp-spelling-error" id="SPELLING_ERROR_2"><span class="blsp-spelling-error" id="SPELLING_ERROR_1">skilling</span></span></strong> in essential literacy and numeracy, <strong>building</strong> foundational knowledge and skills in all learning areas, and <strong>achieving</strong> excellence.<br /><br />As well as talking about how we as a community can achieve these educational goals <strong>"with support and hard work - from children and young people and their parents..."</strong> perhaps we also need to say something about <strong>playfulness, imagination and celebration</strong>.<br /><br />All work and no play makes for a dull declaration of educational goals :-)<br /><br />There may be other things we can do to promote creativity, imagination and innovation. <a href="http://www.ted.com/index.php/talks/ken_robinson_says_schools_kill_creativity.html">Ken Robinson asked if schools kill creativity at TED</a> two years ago and his message has been <a href="http://www.presentationzen.com/presentationzen/2008/09/education-killing-creativity.html">reverberating around the globe ever since</a>.<br /><br /><strong>Should there also be something in the declaration about students following their passion and developing personal interests and talents?</strong><br /><br /><span style="color:#cccccc;">.</span>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com1tag:blogger.com,1999:blog-11595484.post-8998618124522323152008-09-16T07:05:00.008+10:002008-09-16T18:03:56.048+10:00Declaration of Educational Goals: Foresight<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq4u7TGMSnByFKNrVzLUrYHr0kT2Dj5QOy3jPFjgRNFmLYctrsn2A_zDIyT_ne8b1TFJxH8ePFA7OyhilN4RCUeb6Mng6iI8lbs6mXIteWcfLU83KeJpfgXjsM-cd1XmV9nP9y/s1600-h/scroll2a2.PNG"><img id="BLOGGER_PHOTO_ID_5246382846833411410" style="FLOAT: left; MARGIN: 0pt 10px 10px 0pt; CURSOR: pointer" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq4u7TGMSnByFKNrVzLUrYHr0kT2Dj5QOy3jPFjgRNFmLYctrsn2A_zDIyT_ne8b1TFJxH8ePFA7OyhilN4RCUeb6Mng6iI8lbs6mXIteWcfLU83KeJpfgXjsM-cd1XmV9nP9y/s400/scroll2a2.PNG" border="0" /></a><a href="http://www.mceetya.edu.au/mceetya/"><span class="blsp-spelling-error" id="SPELLING_ERROR_0">MCEETYA</span></a> are seeking input on the new <a href="http://www.mceetya.edu.au/mceetya/natgoals,24767.html">National Declaration on Educational Goals for Young Australians</a> for the next decade. See <a href="http://hent.blogspot.com/2008/09/educational-goals-for-young-australians.html">previous post</a>.<br /><div></div><br /><div>The draft is scattered with skills and dispositions (beyond fundamental literacy and numeracy) that are needed to be successful as individuals and a nation in the current decades of ongoing "major changes" (previous post). </div><br /><ul><br /><li>critical and cross-disciplinary thinking</li><li>values of resilience and ingenuity</li><li>thinking flexibly and creatively</li><li>innovation and problem solving</li><li>multi-disciplinary capabilities</li><li>engaging with new subject disciplines</li></ul><p>However this does not highlight enough the need for futures thinking, skills and tools. It is not enough to be able to cope with change and solve problems - although these are very necessary skills.</p><p>We need young Australians who can <strong>create their preferred futures</strong>, who have skills in <strong>problem prevention</strong> and <strong>social foresight,</strong> and who have the <strong><span class="blsp-spelling-corrected" id="SPELLING_ERROR_1">optimism</span> for the future</strong> that comes with the empowerment these capabilities bring. </p><p>We <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">need</span> to be able to predict the consequences of our personal and collective actions rather than react to global challenges decades after they were caused - particularly with some of far-reaching applications of today's new bio/nano/gene technologies. We need young Australians who question underpinning assumptions and worldviews before they engage in a search for solutions.</p><p><a href="http://www.metafuture.org/Articles/teachingfuturestudies.htm">Futures studies</a> or <a href="http://www.foresightinternational.com.au/catalogue/">social foresight</a> has appeared regularly over the last few decades in educational discourse but is often overwhelmed by more immediate concerns and priorities. We need to think more creatively about how we can include the skills and tools of social foresight in education. Our successful future depends on it - locally and globally.<br /></p><p>As far as the draft document goes perhaps an immediate improvement would be to include problem prevention with problem solving, foresight with resilience, and questioning assumptions and worldviews with critical thinking. </p><p>We certainly need "successful learners" who "have the capacity to make sense of their world and think about how things became the way they are" but perhaps we also need to add "and can create preferred futures".</p><p><span style="color:#cccccc;"><span style="color:#000000;">See also</span> <a href="http://www.wfsf.org/">World Futures Studies Federation</a> </span><span style="color:#000000;">and the <a href="http://teachingcommons.cdl.edu/wfsf/index.html">WFSF Teaching Commons Resources</a></span></p><p><span style="color:#cccccc;">.</span></p>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com0tag:blogger.com,1999:blog-11595484.post-22277904608555167482008-09-15T15:17:00.009+10:002008-09-15T18:28:20.626+10:00Educational Goals for Young Australians<div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhD8rF65qP33nsRBfP71orZyn6PaFpRUx_LLx6dSuZmsk7F9TdfQ0aSuC5FIPwbsxy3qC-uycQbf2dPr8UiEdZkFw_ewKTljjlAv8XUjPu5k6R9bYC949v1HVaQ4CjCRWws2I5q/s1600-h/scroll2.PNG"><img id="BLOGGER_PHOTO_ID_5246160944931848162" style="margin: 0px 10px 10px 0px; float: left;" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhD8rF65qP33nsRBfP71orZyn6PaFpRUx_LLx6dSuZmsk7F9TdfQ0aSuC5FIPwbsxy3qC-uycQbf2dPr8UiEdZkFw_ewKTljjlAv8XUjPu5k6R9bYC949v1HVaQ4CjCRWws2I5q/s400/scroll2.PNG" border="0" /></a><br />Education Ministers (<a href="http://www.mceetya.edu.au/mceetya/"><span class="blsp-spelling-error" id="SPELLING_ERROR_0">MCEETYA</span></a>) are seeking input on the new <a href="http://www.mceetya.edu.au/mceetya/natgoals,24767.html">National Declaration on Educational Goals for Young Australians</a> for the next ten years. The new Declaration will follow the <a href="http://www.mceetya.edu.au/mceetya/default.asp?id=11576">1999 Adelaide Declaration</a> and the 20 year old <a href="http://www.mceetya.edu.au/mceetya/hobart_declaration,11577.html">1989 Hobart Declaration</a><div> of "agreed goals for schooling in the twenty-first century."</div><br /><div>So how do we see education now and what might be the goals that take us forward to around 2020? In this period of rapid change what do we even know about the world in 2020? And what will students need to prepare them for the workplaces and communities of 2030?</div><br /><br /><div></div>The draft Declaration lists some of the "major changes" since the Hobart declaration.<br /><ul><br /><li>global integration and interdependence</li><li>shifts in geopolitical power</li><li>technological change</li><li>complex environmental pressures</li><li>rapid change in the way we use <span class="blsp-spelling-error" id="SPELLING_ERROR_1">ICTs</span></li></ul><p>For individuals and the nation to succeed in this new century the draft declaration proposes three educational goals founded on the principles of equity and excellence.</p><ul><li>Successful learners...</li><li>Confident individuals...</li><li>Active and informed citizens...</li></ul><p>A 7 point "Commitment to Action" shows how Australians might take <strong>"collective responsibility for personalised learning"</strong> that gives every young Australian the support they require to achieve high-quality educational outcomes.</p><p><a href="http://www.mceetya.edu.au/mceetya/public_consultation_process,25029.html">Opportunity for feedback </a>on the draft closes 3rd October 2008.</p><p>So, what feedback might we give from an 'holistic and integral education' perspective?</p><p>There is a great deal to be positive about...</p><p>The draft highlights the importance of every <span class="blsp-spelling-error" id="SPELLING_ERROR_2">individual's</span> <strong>"intellectual, physical, social, moral, spiritual and aesthetic development and well-being"</strong> which is also foundational for holistic and integral education. </p><p>The language has changed from <strong>'schooling' </strong>in previous declarations to a focus on <strong>'education' with 'personalised learning'</strong> which is also a key element of holistic and integral education which recognises and values each unique individual.</p><p>The draft places <strong>"young Australians at the centre"</strong> and recognises the <strong>"central role of teachers"</strong> and the <strong>"collective responsibility"</strong> of the whole community. It has a "strong focus on literacy and numeracy" and "developing an understanding of history and culture and the key principles of science; knowledge of spiritual, moral and aesthetic dimensions of life; and competence in ... the creative arts." </p><p>In short it uses a more complex <strong>'both/and'</strong> <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">language</span> rather than simplistic <strong>'either/or'</strong> thinking that has been characteristic of some educational documents in the past...</p><p>Next post - How might the draft be improved? Any ideas?</p><p><span style="color:#cccccc;">.</span></p><br /><br /><br /><p></p><br /><br /><br /><div></div></div>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com0tag:blogger.com,1999:blog-11595484.post-91401983504113887902008-05-09T17:04:00.012+10:002008-05-10T10:56:57.117+10:00Transformative Journeys<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7qxsZExBh5hzDOqVsTFIicT94nPKLuUmkiXPquxMOrHBxsYxFz-q56GbWTEma3I1vzXR2l4sVZvuJNz5mRBo0vPrSfVZDvwurztLSFDHuBo43c8SRAWfxyMGL86-vYOUmUilc/s1600-h/water_metaphor280.png"><img id="BLOGGER_PHOTO_ID_5198290524624781538" style="margin: 0px 10px 10px 0px; float: left;" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7qxsZExBh5hzDOqVsTFIicT94nPKLuUmkiXPquxMOrHBxsYxFz-q56GbWTEma3I1vzXR2l4sVZvuJNz5mRBo0vPrSfVZDvwurztLSFDHuBo43c8SRAWfxyMGL86-vYOUmUilc/s400/water_metaphor280.png" border="0" /></a><strong>Oxygen and Hydrogen combining to form water</strong> was the metaphor chosen by Minister for Education, <a href="http://www.davidbartlett.com.au/profile">David Bartlett MP</a> to convey the <span class="blsp-spelling-error" id="SPELLING_ERROR_0">transformative</span> aspects of the government's new agenda for post-compulsory education in Tasmania.<br />He was referring to the integration of year 11/12 colleges and <span class="blsp-spelling-error" id="SPELLING_ERROR_1">TAFE</span> to form the <a href="http://tomorrow.education.tas.gov.au/"><strong>Tasmanian Polytechnic</strong></a> which will open its doors to students from January 2009.<br /><p><strong>Transformation of learning and training</strong> to provide <strong>holistic education for all students</strong> was a frequently repeated theme in the <a href="http://tomorrow.education.tas.gov.au/events">2 day conference</a> the Minister was opening. The conference was skillfully organised to canvas the educational imperatives, to point to some new possibilities and to reflect the nature of the transformational journey required.</p>Presenters including <a href="http://www.educationaltransformations.com.au/index.php?option=com_content&task=blogcategory&id=4&Itemid=4"><strong>Caldwell</strong></a> and <a href="http://www.whitlam.org/whitlam/index.php?option=com_content&task=view&id=17&Itemid=65"><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_2">Sidoti</span></strong></a> gave the <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">consistent</span> message that today's educational institutions will only fall further behind if they attempt to meet 21st Century needs within even the best 20<span class="blsp-spelling-error" id="SPELLING_ERROR_4">th</span> century learning institutions. What is required is <strong>educational transformation</strong> not just reform. They called for<br /><ul><br /><li>new educational <strong>thinking and curriculum</strong></li><li>new educational <strong>structures</strong></li><li>new educational <strong>cultures</strong></li></ul><p></p>Now this might sound like a difficult task for a state system - and an impossible one by January 2009 <strong>but</strong> we are not starting from scratch... nor are we asked to complete the transformation by that time...<br /><p>We already know how the transformed system should begin. We have known many of the educational imperatives and some aspects of the solution for at least a decade. In fact some conference delegates had flash-backs to 2004 and even 2000 when much of the same data and educational directions were made clear at presentations opening the Tasmanian <a href="http://www.education.tas.gov.au/dept/about/visions/stateoflearning">State of Learning</a> and <a href="http://www.education.tas.gov.au/annualreport/04-05/introduction/tasmaniatogether">Learning Together</a> reform agendas. </p>But we are not going round in circles... Our current level on the educational change spiral is about systemic structural change. Previous spirals have been about curriculum (<span class="blsp-spelling-error" id="SPELLING_ERROR_5">eg</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_6">PY</span>10, <span class="blsp-spelling-error" id="SPELLING_ERROR_7">ELs</span>, Training Reform Agenda), community (<span class="blsp-spelling-error" id="SPELLING_ERROR_8">eg</span> partnerships), authentic learning (<span class="blsp-spelling-error" id="SPELLING_ERROR_9">eg</span> applied, enterprise and project-based)... We are now more informed, more experienced, and perhaps more adventurous... when it comes to educational change.<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5PqjBH1cFItr67A5flrRpRxH34T7L-puCabc9Ng08b-6qSGAIRx6Z-rQUH4uWE9sC5S_7h9fu2dnCwsup0TlUKdH8_vovZ9wkFPNYpTnczm-K9GVO6ov2htUHCObjtfv7pHl5/s1600-h/capital_new2b.png"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5PqjBH1cFItr67A5flrRpRxH34T7L-puCabc9Ng08b-6qSGAIRx6Z-rQUH4uWE9sC5S_7h9fu2dnCwsup0TlUKdH8_vovZ9wkFPNYpTnczm-K9GVO6ov2htUHCObjtfv7pHl5/s400/capital_new2b.png" alt="" id="BLOGGER_PHOTO_ID_5198544498925895938" border="0" /></a>The current spiral is about <span style="font-weight: bold;">personalised learning</span> (student at the center, pathways).<br /><br />To achieve this goal Caldwell believes we need to <span style="font-weight: bold;">align our intellectual, social, financial and spiritual capital.<br /><br /></span><span>Can we integrate our current expertise in engaging pedagogy, meaningful curriculum and working partnerships in the post-compulsory sector to create new possibilities with new cultures?<br /><br />When hydrogen and oxygen combine in a test tube you can hear a loud 'pop'... Plenty of pops were also heard in chat sessions held following the presentations!<br /><br />But there were also the first tentative signs of water - new possibilities - new structures, new curriculum, new partnerships, new educational cultures...<br /></span><br /><div></div><br /><span style="font-size:78%;">Water image: CC </span><a title="User:Solkoll" href="http://commons.wikimedia.org/wiki/User:Solkoll"><span style="font-size:78%;"><span class="blsp-spelling-error" id="SPELLING_ERROR_10">Solkoll</span></span></a><span style="font-size:78%;"> and </span><a href="http://www.flickr.com/photos/oceanflynn/276344173/"><span style="font-size:78%;">ocean.<span class="blsp-spelling-error" id="SPELLING_ERROR_11">flynn</span></span></a><br /><span style="font-size:78%;">Capital image: Adapted from an image by <a href="http://www.educationaltransformations.com.au/index.php?option=com_content&task=blogcategory&id=4&Itemid=4">Caldwell </a></span><br /><div><br /></div>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com1tag:blogger.com,1999:blog-11595484.post-80043902498431621192008-04-19T20:42:00.002+10:002008-04-20T21:47:38.343+10:00Virtual Classroom ChallengeToday I joined the <a href="http://jokaydia.com/jokaydia-events-calendar/april-events-on-jokaydia/"><strong>April Festival</strong></a><strong> on </strong><a href="http://jokaydia.com/"><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_0">Jokaydia</span></strong></a> to listen to Leigh <span class="blsp-spelling-error" id="SPELLING_ERROR_1">Blackall</span> describe his <a href="http://jokaydia.com/jokaydia-projects/virtual-classroom-project/"><strong>Virtual Classroom Project</strong></a>. He was challenged by Konrad <span class="blsp-spelling-error" id="SPELLING_ERROR_2">Glogowski</span> and <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Jokaydia</span> owner Jo Kay to build an "ideal learning environment" in just one month in <strong>Second Life</strong>.<br /><br /><div><div><img style="DISPLAY: block; MARGIN: 0px auto 10px; WIDTH: 400px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="http://farm4.static.flickr.com/3120/2427706082_8e7c1da1fa.jpg" border="0" /><br /><div align="center"><span style="font-size:85%;">That's me above - with Puff my purple dragon on my shoulder.</span> </div><br /><div>Leigh described how he used <strong><span class="blsp-spelling-error" id="SPELLING_ERROR_4">permaculture</span> principles</strong> to create a more <strong>"holistic" learning environment </strong>with "efficient use of space and resources; space design that is conducive to inquiry learning and skills training; and with every single aspect serving some form of opportunity for learning." (<a href="http://learnonline.wordpress.com/2008/04/01/creating-a-learning-space-for-real-life-in-second-life-in-under-1-month/">Leigh's Blog</a>)<br /></div><div></div><img style="DISPLAY: block; MARGIN: 0px auto 10px; WIDTH: 400px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="http://farm3.static.flickr.com/2347/2427705992_79277d008f.jpg" border="0" /><br /><div>Leigh used (virtual copies) of recycled shipping containers to create a fascinating design that did indeed provide a wide range of learning opportunities. See his <a href="http://learnonline.wordpress.com/2008/04/15/creating-a-learning-space-for-real-life-in-second-life-2-weeks-on/">second post</a> and <a href="http://wikieducator.org/Building_an_ideal_learning_environment_using_a_virtual_world">project wiki</a> for many more details.</div><br />Leigh's presentation really made me think about what we might build on the parcel of land <a href="http://www.flickr.com/photos/hclearning/sets/72157603828039119/">Hobart College has rented in <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Jokaydia</span></a>. Access problems to Second Life from within the college IT network have delayed our building over the last few weeks but perhaps that is not all bad... time for a rethink...<br /><div><a href="http://farm3.static.flickr.com/2347/2427705992_79277d008f.jpg"></a></div></div></div>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com1tag:blogger.com,1999:blog-11595484.post-51759912517833424602008-02-24T10:24:00.004+11:002008-02-24T10:41:43.881+11:00Doing IT Differently - IT begins...<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://www.authorstream.com/Presentation/regor2012-51017-personalised-learning-2008-sdi-black-education-ppt-powerpoint/"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkdZgBAmOJ7Bk7EiZSFcNbXqjeQlQSeqxBZvtWu6yjcq8v0c7yyS_fe6GzdbyN4qWhp4qQjedkWMozEcDX0bw5yCA6_ZCVCVpCQAZyY8domb-REPPzHOhLxTqoOFqP7aVy81Xl/s400/personalised.PNG" alt="" id="BLOGGER_PHOTO_ID_5168803066611490978" border="0" /></a>We are one week into the academic year now and much has happened... This <a target="_blank" href="http://www.authorstream.com/Presentation/regor2012-51017-personalised-learning-2008-sdi-black-education-ppt-powerpoint/">PowerPoint</a> explains the purpose and thinking behind the Student-Directed Inquiry course - the new <span class="blsp-spelling-error" id="SPELLING_ERROR_0">TQA</span> syllabus designed to stimulate learning skills and ways of thinking for work, study and life in the 21st century. (<a target="_blank" href="http://www.tl21.org/hobartcollege/file.php/3/roger/presentations/Personalised_Learning_2008_black.pdf">PowerPoint with notes</a> - click/hover top left corner icon on each page - for those with access to our <a href="http://www.tl21.org/hobartcollege/"><span class="blsp-spelling-error" id="SPELLING_ERROR_1">Moodle</span></a>.)<br /><br />Students have signed up for some of the online services that we will use to help us keep the learning personalised and flexible... <a target="_blank" href="http://www.twitter.com/">Twitter</a>, <a target="_blank" href="http://reader.google.com/">Google Reader</a> and <a target="_blank" href="http://www.43things.com/">43Things</a>.<br /><br />For those who would like to read a blow-by-blow description <span style="font-weight: bold;"><span style="color: rgb(255, 0, 0);">I've started a new journal</span> </span><a style="font-weight: bold;" href="http://hcinteractive.blogspot.com/"><span class="blsp-spelling-error" id="SPELLING_ERROR_2">HC</span> Interactive Media</a><span style="font-weight: bold;">.<br /><br /></span>While I've used these tools and processes with classes in the past this is the first time that it's all been coherently integrated... It's early days yet but things are looking very promising. <span style="font-weight: bold;"><br /><br />Exciting stuff!<br /><br /></span>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com2tag:blogger.com,1999:blog-11595484.post-111552959359639842008-01-10T07:21:00.000+11:002008-01-10T09:10:15.309+11:00Doing IT Differently - H: What's Missing?What will be different at <span class="blsp-spelling-error" id="SPELLING_ERROR_0">HC</span> in 2008?<br /><br /><span style="font-family:arial;color:#990000;"><strong>H: What's Missing?</strong></span><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizBq8D6wI4rvc4u7WKxaVWTo0DTCtK98utzvO5CEnLJeVLpb5KCWNS0vE9H-Jb7iccq4zf-tumWIqxrLVq0IJaQdIDMAHaT7CTthvRVEFqEBoojtO6E-992o9A2JxbHH_w00TI/s1600-h/future.png"><img id="BLOGGER_PHOTO_ID_5153601578374124802" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizBq8D6wI4rvc4u7WKxaVWTo0DTCtK98utzvO5CEnLJeVLpb5KCWNS0vE9H-Jb7iccq4zf-tumWIqxrLVq0IJaQdIDMAHaT7CTthvRVEFqEBoojtO6E-992o9A2JxbHH_w00TI/s400/future.png" border="0" /></a>In this series I've <span class="blsp-spelling-corrected" id="SPELLING_ERROR_1">focused</span> on changes in the Computing learning area. Of course there are also new initiatives in other learning areas and I hope to write about some of those over the next few weeks.<br /><br />In the last post of this series I'd like to touch on a couple of things I think are still missing if we are to engage all learners in education that leads to purposeful futures.<br /><br /><br />The first is <strong><a href="http://www.foresightinternational.com.au/catalogue/">Social Foresight</a></strong> or Futures Studies. We need to empower students with the knowledge and tools to be able to predict likely futures and create preferred futures - both personal and societal. However we have done little in this area and it has not been a priority in current course development work. This must change.<br /><br />In the Computing area there are several avenues for exploring possible and preferred futures:<br /><br /><ul><li>Robotics</li><li>Artificial Intelligence</li><li>Technological solutions for current local and global challenges</li></ul>The emerging field of <a href="http://foresightinternational.com.au/catalogue/resources/Integral_Futures.pdf">Integral Futures</a> might provide a way for students to use 4 Quadrant Integral Theory as a framework (see <a href="http://hent.blogspot.com/2008/01/doing-it-differently-f-conceptual.html">F: Conceptual Frameworks</a>) to map possibilities.<br /><br />The second is <strong><a href="http://www.hent.org/spiritual.htm">Spirituality</a></strong>. Spirituality is recognised in state and <a href="http://www.curriculum.edu.au/mceetya/nationalgoals/natgoals.htm">national</a> educational policy but progress in this area has been slow until recently. We need to look for opportunities to address:<br /><br /><ul><li>students' sense of deeper meaning, connectedness, purpose and place</li><li>spiritual literacy and spiritual expression</li><li>inspiration and wisdom</li><li><span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">mindfulness</span> and stillness</li></ul><p>Above <a href="http://www.hent.org/world/rss/files/maslow.htm"><span class="blsp-spelling-error" id="SPELLING_ERROR_3">Maslow's</span></a> need for self-actualization is the need for self-<span class="blsp-spelling-corrected" id="SPELLING_ERROR_4">transcendence</span> - a need to be of service to humanity and the planet. Today's global challenges provide many <span class="blsp-spelling-corrected" id="SPELLING_ERROR_5">opportunities</span> for expression at this level. </p><p></p><p><span style="font-family:arial;font-size:85%;">Previous: </span><a href="http://hent.blogspot.com/2008/01/doing-it-differently-g-blended-learning.html"><span style="font-family:arial;font-size:85%;">G: Blended Learning</span></a></p><p></p>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com4tag:blogger.com,1999:blog-11595484.post-86977672106233942132008-01-09T08:10:00.000+11:002008-01-10T09:10:56.328+11:00Doing IT Differently - G: Blended LearningWhat will be different at <span class="blsp-spelling-error" id="SPELLING_ERROR_0">HC</span> in 2008?<br /><br /><span style="font-family:arial;color:#990000;"><strong>G: Blended Learning</strong></span><br /><br /><a href="http://en.wikipedia.org/wiki/Blended_learning">Blended Learning</a> involves the use of multiple learning environments - usually some <strong>combination of physical/face-to-face and online/virtual approaches.</strong><br /><br />Over the last few years we have gradually expanded our use of <strong>online/virtual technologies</strong> for learning, teaching and assessment - both in the range of technologies and the number of students involved (see below).<br /><br />Our range of <strong>physical/face-to-face</strong> approaches has also expanded over the same period to include team teaching, coaching/mentoring, workplaces, simulated work environments, open/flexible learning, regional annexes and others.<br /><br /><p><img id="BLOGGER_PHOTO_ID_5153247531335013618" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPx7Av1XfDuR4ZnYlSk6Xi8SRCAwDJUkhf0CzjC25j7QfwBsb3ZHVhYLoHIrUJKQ3wIglZfdoyN0ccRDIK-3OFQHPNjvivyVOviTX5UfpH7cudWCQ_KK7R2I9nXGPV5_CFQz6C/s400/skoolaborate.jpg" border="0" /></p><p align="center"><span style="font-size:85%;color:#006600;">HC students and teachers in the virtual world Skoolaborate - 2007</span></p><p align="center"><span style="font-size:85%;"><br /></span><strong><span style="color:#990000;">In 2008</span></strong> we will attempt to provide more seamless physical/online blended learning environments for all computing students (and several other courses) 24/7 whether they are on campus, at home or even in some workplaces. These environments will involve the following:<br /></p><ul><li><strong>A formal online environment</strong> where the class can store and share documents, discuss topics, pose questions and collaborate. We will use <a href="http://moodle.org/"><span class="blsp-spelling-error" id="SPELLING_ERROR_1">Moodle</span></a> and <a href="http://elgg.org/"><span class="blsp-spelling-error" id="SPELLING_ERROR_2">ELGG</span></a> services hosted off-campus and <a href="http://www.microsoft.com/sharepoint/default.mspx">MS <span class="blsp-spelling-error" id="SPELLING_ERROR_3">SharePoint</span> Portal</a> hosted on-campus.</li><li><strong><a href="http://en.wikipedia.org/wiki/Presence_information">Presence</a> and communication</strong> where students and teachers can be seen to be online and exchange information and files 24/7 as required. <a href="http://office.microsoft.com/en-us/communicator/FX101729051033.aspx">MS Office Communicator</a> will be mandatory for all computing students. Other systems commonly used by students are <a href="http://get.live.com/messenger/overview">Live Messenger</a>, <a href="http://www.google.com/talk/">Google Talk</a>, <a href="http://www.facebook.com/"><span class="blsp-spelling-error" id="SPELLING_ERROR_4">Facebook</span></a>/<a href="http://www.myspace.com/"><span class="blsp-spelling-error" id="SPELLING_ERROR_5">Myspace</span></a>, <span class="blsp-spelling-error" id="SPELLING_ERROR_6">SMS</span>... (Email is infrequently used for communication by the majority of students.)</li><li><strong>Virtual worlds</strong> where students and teachers can meet, complete tasks and create through personalised <a href="http://en.wikipedia.org/wiki/Virtual_avatar">avatars</a> in <a href="http://en.wikipedia.org/wiki/Persistent_world">persistent online environments</a>. We will expand our use of <a href="http://www.skoolaborate.com/"><span class="blsp-spelling-error" id="SPELLING_ERROR_7">Skoolaborate</span></a> and we also want to rent some education space for teachers to meet interested parents.</li><li><strong>Game worlds</strong> where students can <span class="blsp-spelling-error" id="SPELLING_ERROR_8">roleplay</span>, complete tasks and create new environments. We will expand our use of <a href="http://hclearning.blogspot.com/2007/07/new-worlds-of-learning.html"><span class="blsp-spelling-error" id="SPELLING_ERROR_9">Neverwinter</span> Nights</a> begun in 2007 - and also our use of <a href="http://en.wikipedia.org/wiki/Serious_game">serious games</a> such as <a href="https://www.peacemakergame.com/"><span class="blsp-spelling-error" id="SPELLING_ERROR_10">PeaceMaker</span></a> also trialled in 2007..</li><li><strong><a href="http://en.wikipedia.org/wiki/Mobile_learning">Mobile Learning</a></strong> where students use mobile phones, game consoles, MP3 players and laptops to engage with course materials on and off campus. </li><li><strong>Mobile Desktop</strong> <strong>and <a href="http://en.wikipedia.org/wiki/RSS_feed"><span class="blsp-spelling-error" id="SPELLING_ERROR_11">RSS</span></a></strong> where students can integrate their online identities and interactions - educational and social - in a one-stop-shop. We will promote <a href="http://desktop.google.com/">Google Desktop</a> and <a href="http://www.facebook.com/"><span class="blsp-spelling-error" id="SPELLING_ERROR_12">Facebook</span></a> although students may choose another service.</li><li><strong><a href="http://en.wikipedia.org/wiki/Networked_learning">Networked Learning</a></strong> where students connect - and hopefully engage - with professional communities of practise in their learning area. We will promote the <a href="http://www.bloglines.com/"><span class="blsp-spelling-error" id="SPELLING_ERROR_13">Bloglines</span></a> and <a href="http://www.google.com/reader">Google Reader</a> aggregation services although students can also bring <span class="blsp-spelling-error" id="SPELLING_ERROR_14">RSS</span> feeds back to <span class="blsp-spelling-error" id="SPELLING_ERROR_15">Moodle</span>, <span class="blsp-spelling-error" id="SPELLING_ERROR_16">ELGG</span> or even <span class="blsp-spelling-error" id="SPELLING_ERROR_17">Facebook</span>.</li></ul><p><span style="font-size:85%;">Previous - <a href="http://hent.blogspot.com/2008/01/doing-it-differently-f-conceptual.html">F: Conceptual Frameworks</a></span><span style="font-size:85%;"> Next - <a href="http://hent.blogspot.com/2008/01/doing-it-differently-h-whats-missing.html">G: What's Missing?</a></span></p>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com3tag:blogger.com,1999:blog-11595484.post-62515466377857270122008-01-08T07:16:00.000+11:002008-01-09T10:24:00.067+11:00Doing IT Differently - F: Conceptual FrameworksWhat will be different at <span class="blsp-spelling-error" id="SPELLING_ERROR_0">HC</span> in 2008?<br /><br /><span style="font-family:arial;color:#990000;"><strong>F: Conceptual Frameworks</strong></span><br /><br />The shift in focus from information to <strong>knowledge and understanding</strong> - and even wisdom - has emphasised the need to <strong>highlight concepts, conceptual lenses and conceptual frameworks</strong> in curriculum design - as well as learning and teaching. (<span class="blsp-spelling-error" id="SPELLING_ERROR_1">eg</span> see <a href="http://www.amazon.com/Concept-Based-Curriculum-Instruction-Teaching-Beyond/dp/0803965818">Concept-Based Curriculum and Instruction</a> by Erickson)<br /><br />However, although <a href="http://en.wikipedia.org/wiki/Conceptual_framework">conceptual frameworks</a> are used by educators in research and curriculum design they are not as often given to students to help them make their own connections.<br /><br />Over the last few years a number of <span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">colleagues</span> have supplemented their teaching of the usual <strong>topic or subject based concepts</strong> (<span class="blsp-spelling-error" id="SPELLING_ERROR_3">eg</span> 'values', 'texture', 'evolution' or 'sustainability') with more <strong>integrative frameworks</strong> such as <span class="blsp-spelling-error" id="SPELLING_ERROR_4">Senge's</span> <a href="http://en.wikipedia.org/wiki/Systems_thinking">'systems framework'</a>, Gardner's <a href="http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences">'multiple intelligences framework'</a> and <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Wilber's</span> <a href="http://en.wikipedia.org/wiki/Ken_Wilber#AQAL:_.22All_Quadrants_All_Levels.22">'four-quadrant framework'</a>. The <a href="http://hent.blogspot.com/2005/10/student-feedback-on-integral-theory.html">response from students</a> has been very positive.<br /><br /><br /><img id="BLOGGER_PHOTO_ID_5152864716604953826" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtGzDyBASZQ1mVJ5kLhy_9qUuzqDDL1vwOv27dUkBtTu-kJO3HPdPx8xYqtbN-zzptMY8jJpo3dA9pF5-MQQ8gjA3DiToCpxumPj3hq2amNIDOiuwGvuken2ZHXt5kpgiAdX3r/s400/integral_inquiry.png" border="0" /><br /><strong><span style="color:#990000;">In 2008</span></strong> we plan to introduce integrative frameworks to computing students - particularly those doing interactive media involving Student Directed Inquiry (see <a href="http://hent.blogspot.com/2008/01/doing-it-differently-d-new-curriculum.html">previous post</a>). We will continue to use integrative <a href="http://hent.blogspot.com/2007/04/making-worldviews-explicit.html">conceptual frameworks with students in English, Media </a>and our academic achievement program.<br /><br /><strong>Integrative conceptual frameworks</strong> help students to:<br /><ul><li>move their thinking to the <strong><span class="blsp-spelling-error" id="SPELLING_ERROR_6">metacognitive</span></strong> level - thinking about thinking</li><br /><li>make sense of <strong><span class="blsp-spelling-error" id="SPELLING_ERROR_7">transdisciplinary</span> inquiry</strong> - required in the Student Directed Inquiry course</li><br /><li><strong>make connections</strong> to their existing knowledge and understanding</li><br /><li><strong>know what they don't know</strong> - and know where to find out</li><br /><li><strong>transfer learning</strong> to new situations - and cope with rapid change </li><br /><li>understand the importance of <strong>worldviews</strong> - and the need for collaborative inquiry</li></ul>Exactly how we will use integrative conceptual concepts with computing students still needs to be worked out...<br /><br /><span style="font-family:arial;font-size:85%;">Previous - <a href="http://hent.blogspot.com/2008/01/doing-it-differently-e-assessment-of.html">E: Assessment of, for and as Learning</a> </span><span style="font-family:arial;font-size:85%;">Next - <a href="http://hent.blogspot.com/2008/01/doing-it-differently-g-blended-learning.html">F: Blended Learning</a><br /></span>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com0tag:blogger.com,1999:blog-11595484.post-20942348184115913612008-01-06T07:36:00.000+11:002008-01-08T09:36:53.410+11:00Doing IT DIfferently - E: Assessment of, for and as LearningWhat will be different at HC in 2008?<br /><br /><span style="font-family:arial;color:#990000;"><strong>E: Assessment of, for and as Learning</strong></span><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgu2wy5NSiPbEa84rk3RrxdGeq31-zo9qNj1i-dDwpIiuX7n92b7nslKoFi0Qv1T6-gpiq3-jUvyDjT_kVM1G6z6RFc99jopoOPSLn4twid4qYlzBiDZoo3o87O402iegOYDo3b/s1600-h/assess.png"><img id="BLOGGER_PHOTO_ID_5152481944824566994" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgu2wy5NSiPbEa84rk3RrxdGeq31-zo9qNj1i-dDwpIiuX7n92b7nslKoFi0Qv1T6-gpiq3-jUvyDjT_kVM1G6z6RFc99jopoOPSLn4twid4qYlzBiDZoo3o87O402iegOYDo3b/s400/assess.png" border="0" /></a>Over the last three years we have had a close look at our assessment practices clarifying the pros and cons of <strong>formative and summative assessment</strong> - <a href="http://www.ltag.education.tas.gov.au/assessment/practice/assessforlearning.doc">assessment OF learning, assessment FOR learning and assessment AS learning</a>. (See also <a href="http://www.ltscotland.org.uk/assess/about/index.asp">Assessment is for Learning</a> - Scotland)<br /><br />Key <a href="http://www.ltag.education.tas.gov.au/ELsresources/learnteachassess.pdf"><strong>Assessment Principles</strong></a> have now been integrated into the K-10 Tasmanian Curriculum and the Post Year 10 Curriculum Framework - as well as into the learning, teaching and assessment practices of many teachers. Note that Tasmania uses <strong>criterion-based assessment</strong> with <strong>competency-based assessment</strong> for vocational courses.<br /><br /><strong><span style="color:#990000;">In 2008</span></strong> we will more formally implement, for a larger number of students, a range of assessment practices that we have successfully trialled over the last few years<br /><br /><br /><ul><li><strong>self and peer assessment</strong> - students will be supported to use a number of self assessment tools designed to facilitate <strong>assessment AS learning</strong>. A key part of this process will be reflective online journals (blogs and microblogs) - reading, writing and commenting.</li><br /><li><strong>formal assessment</strong> - existing courses have been redeveloped and new courses written to incorporate a broader range of formal assessment processes: <strong>folios, logs, presentations</strong>... while the traditional end-of-course written exams have been shortened or even eliminated in some cases. </li><br /><li><strong>course assessment options</strong> - with a focus on personalised student learning comes the need for greater flexibility in assessment options. Computing students will be able to negotiate to be assessed against the most appropriate course well into the teaching year. For some this might mean assessment in <a href="http://www.ntis.gov.au/?trainingpackage/all">national vocational modules</a> as well as a <a href="http://www.tqa.tas.gov.au/1274">TCE</a> course for the same class.</li></ul><p><span style="font-family:arial;font-size:85%;">Previous - </span><a href="http://hent.blogspot.com/2008/01/doing-it-differently-d-new-curriculum.html"><span style="font-family:arial;font-size:85%;">D: New Curriculum</span></a><span style="font-family:arial;font-size:85%;"> Next - <a href="http://hent.blogspot.com/2008/01/doing-it-differently-f-conceptual.html">F: Conceptual Frameworks</a></span></p>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com2tag:blogger.com,1999:blog-11595484.post-4860846759180093592008-01-03T09:36:00.000+11:002008-01-07T08:56:46.322+11:00Doing IT Differently - D: New CurriculumWhat will be different at HC in 2008?<br /><br /><span style="font-family:arial;color:#990000;"><strong>D: New Curriculum</strong></span><br /><br />During 2004/5 a new <a href="http://www.education.tas.gov.au/school/parents/teaching/seniorsecondary/curriculum">Curriculum Framework</a> was developed for years 11/12 and in 2006/7 courses were written and new initiatives were trialled based on this Framework. Parallel with this process Post Year 10 education is being restructured with an integration of Senior Secondary Colleges and TAFE to give a multi-campus Polytechnic, a multi-campus Academy and a Training Enterprise as part of the <a href="http://tomorrow.education.tas.gov.au/">Tasmania Tomorrow</a> strategy by 2009.<br /><br /><strong><span style="color:#990000;">In 2008</span></strong> we will implement Computing courses re-developed based on the new Framework as well as the new course <a href="http://www.tqa.tas.gov.au/1708">Student Directed Inquiry</a>. In our case Student Directed Inquiry (SDI) will be offered in the broad area of <a href="http://www.hobart.tased.edu.au/portal_web/files/all_users/2007/interactive_media_45c.htm">Interactive Media</a> and will allow students to conduct transdisciplinary inquiry in areas of personal interest. The aim of the SDI course is to <em>"promote learning skills and ways of thinking essential for the development of self-directed, self-managing, lifelong learners in the 21st century."</em><br /><br />Teachers and students will <a href="http://hclearning.blogspot.com/2007/04/games-programmer-visits-games-gaming.html">work closely with a programmer</a> with extensive experience in the games industry who visited the college during 2007. Although this course does not begin until February 2008 six students have already formed a production team and have had long planning meetings!<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQRtqOoM9KQ6IiXOQijZPvod6xDCsmumG8HpX8TBRZlwEuUwKez9GiEtOBD4h7Bt9dA0aecZePKQYzJD-svjD8LTmnfTpkNSR5BwSZbQCgFqNfeOos6-XoEGbozyxLNWOFXjFT/s1600-h/framework.png"><img id="BLOGGER_PHOTO_ID_5151031731937203394" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQRtqOoM9KQ6IiXOQijZPvod6xDCsmumG8HpX8TBRZlwEuUwKez9GiEtOBD4h7Bt9dA0aecZePKQYzJD-svjD8LTmnfTpkNSR5BwSZbQCgFqNfeOos6-XoEGbozyxLNWOFXjFT/s400/framework.png" border="0" /></a>A key feature of our curriculum implementation in 2008 will be that learning will be personalised and will not be rigidly bound by <strong>syllabuses, timetables, assessment or classrooms</strong>. These structures will be interpreted as <strong>frameworks only</strong> - students and teachers will be able to determine the exact nature of their own learning, teaching and assessment.<br /><br />The focus will be on student learning that creates:<br /><ul><li><strong>Insightful learners</strong> who can access, apply, transfer and create knowledge;</li><li>Individuals who are <strong>self-directed and ethical</strong>; </li><li>Citizens who are <strong>engaged, active and responsible</strong> in their community; and </li><li><strong>Forward thinkers</strong> who can apply their skills and understanding to successfully participate in work, society and future learning. </li></ul><span style="font-family:arial;font-size:85%;">Previous - <a href="http://hent.blogspot.com/2008/01/doing-it-differently-c-social-learning.html">C: Social Learning</a> </span><span style="font-family:arial;font-size:85%;">Next - <a href="http://hent.blogspot.com/2008/01/doing-it-differently-e-assessment-of.html">E: Assessment of, for and as Learning</a></span>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com0tag:blogger.com,1999:blog-11595484.post-9776517437472208662008-01-02T08:32:00.000+11:002008-01-03T11:00:25.396+11:00Doing IT Differently - C: Social LearningWhat will be different at HC in 2008?<br /><br /><span style="font-family:arial;color:#990000;"><strong>C: Social Learning</strong></span><br /><br />A number of colleagues have already started using Web 2.0 tools with their students or other educators. A couple of classes were even assessed on their social bookmarking and <a href="http://www.myspace.com/">MySpace</a> pages. A few English students created MySpace pages for fictional characters they were studying and MySpace layout and content was assessed in some Media subjects. The majority of students on campus had MySpace pages.<br /><br /><img id="BLOGGER_PHOTO_ID_5150654732592862386" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8XlR2XZIXXMCHbDSX9zKXBRUhY1t_MlEiEs90UQ8gBV0zPZoH-pEF1r_pAfVxh5xs-W-ORnKW4b5fIDH-RSCFmZpe0y0FUE7Kwg7t9oWSRyymIZMIjchjF82YB6Nc6n6r6gv2/s400/network.png" border="0" /><br /><strong><span style="color:#990000;">In 2008</span></strong> selected social learning (web 2.0) tools will be integrated into learning, teaching and assessment for a large group of students.<br /><br /><br /><ul><li><strong>Social Bookmarking</strong> - students will be encouraged to keep and share bookmarks online using <a href="http://del.icio.us/">del.icio.us</a>. The college has already established a number of accounts for some learning areas eg <a href="http://del.icio.us/hc.journalism">journalism</a>, <a href="http://del.icio.us/hc.games">game design</a>, <a href="http://del.icio.us/hc.learning2learn">learning2learn</a>, <a href="http://del.icio.us/hc.multimedia">multimedia</a></li><li><strong>Research</strong> - <a href="http://www.google.com/notebook">Google Notebook</a> will be used for making, collating and sharing notes while researching online. </li><li><strong>Journals (Blogs)</strong> - students will post to online journals - tagged according to topic and/or assessment criteria - and students will read and comment on other student journals or international blogs. A number of customised services will be provided including <a href="http://moodle.org/">Moodle</a> and <a href="http://elgg.org/">ELGG</a> - or students can use another service and provide an RSS feed for class aggregation.</li><li><strong>Microblogging</strong> - particularly recommended for students engaged in student directed inquiry projects - using <a href="http://www.twitter.com/">Twitter</a> or <a href="http://www.jaiku.com/">Jaiku</a>.</li><li><strong>Social Networking</strong> - students will be encouraged to establish a <strong>digital identity and presence</strong> that will get them <em>"hired not fired".</em> <a href="http://www.facebook.com/">Facebook</a> will be the preferred site for linking students on campus and for specialist groups established for some classes. <a href="http://www.43things.com/">43 Things </a>may be used by some students to set learning and life goals.</li></ul><p>A number of services will be used to aggregate various feeds for students and teachers including <a href="http://www.google.com/reader">Google Reader</a>, <a href="http://www.bloglines.com/">Bloglines</a> and <a href="http://elgg.org/">ELGG</a>. At this stage there is no extensive use planned for wikis in 2008.</p><p><span style="font-family:arial;font-size:85%;">Previous - <a href="http://hent.blogspot.com/2008/01/doing-it-differently-b-personalised.html">B: Personalised Learning</a> Next - <a href="http://hent.blogspot.com/2008/01/doing-it-differently-d-new-curriculum.html">D: New Curriculum</a></span></p>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com2tag:blogger.com,1999:blog-11595484.post-43250109189912648022008-01-01T08:22:00.000+11:002008-01-02T10:27:21.141+11:00Doing IT Differently - B: Personalised LearningWhat will be different at HC in 2008?<br /><br /><span style="font-family:arial;font-size:130%;color:#990000;">B: Personalised Learning</span><br /><br />2008 will be the first year that Tasmanian students beginning year 11 will have a well developed and formally submitted <strong>Personal Pathway Plan</strong> indicating their educational and vocational intentions. Pathway progress will be reviewed and plans adapted if necessary before the end of 2009/10 as part of the qualification process for the <a href="http://www.tqa.tas.gov.au/1911">new Tasmanian Certificate of Education</a>.<br /><br /><strong><span style="color:#990000;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4vupE21oYE4aSWLtgBAmqlxFNlHLiHnYy7pBnoSBfbOie6vw3ymBiX3vrauCrDX4QeiAqW1f4ileAongPJTZlh3cZzFDS6DgoqmEtEgxg9CuwstpTYfUjvrS_RbOEGjZfiOAG/s1600-h/personal.png"><img id="BLOGGER_PHOTO_ID_5150275830578009234" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4vupE21oYE4aSWLtgBAmqlxFNlHLiHnYy7pBnoSBfbOie6vw3ymBiX3vrauCrDX4QeiAqW1f4ileAongPJTZlh3cZzFDS6DgoqmEtEgxg9CuwstpTYfUjvrS_RbOEGjZfiOAG/s400/personal.png" border="0" /></a>In 2008</span></strong> all students who are doing a Computing subject at HC will develop a <strong>Personal Learning Plan</strong> where they will map out the learning, teaching and assessment they require for their chosen pathway. Within their timetabled computing course time students will be able to navigate through a number of <strong>learning options</strong> such as:<br /><br /><br /><ul><li>teacher directed tasks</li><li>student directed tasks</li><li>teacher and student presentations</li><li>online tutorials, presentations, expertise</li><li>small group and one-to-one tutorials</li><li>social learning options - see later post</li><li>assessment options - see later post</li></ul>Student attendance will be recorded from both <strong>attendance and participation</strong> - face-to-face and online. Students will be required to show evidence of a minimum participation of 5 hrs per week. This can be done in a number of ways:<br /><br /><ul><li><strong>formal attendance</strong> at sessions - recorded ftf and online</li><li>weekly <strong>online journal</strong> (blog with desired privacy settings) - RSS feed to teacher</li><li><strong>Microblogging</strong> using <a href="http://www.twitter.com/">Twitter</a> - RSS feed to teacher</li><li><strong>Social learning</strong> activities - RSS feed(s) to teacher</li><li>Learning <strong>folio</strong> - tagged documents with RSS activity feed to teacher</li><li>weekly <strong>email</strong></li></ul><p>Students and teachers will manage learning, teaching and assessment through the college Portal, college Moodle, college ELGG, RSS aggregators and/or other negotiated ICT tools and services (eg IM, Google Apps).</p><p><span style="font-family:arial;font-size:85%;">Previous - </span><a href="http://hent.blogspot.com/2007/12/doing-it-differently-team-teaching.html"><span style="font-family:arial;font-size:85%;">A: Team Teaching</span></a><span style="font-family:arial;font-size:85%;"> Next - <a href="http://hent.blogspot.com/2008/01/doing-it-differently-c-social-learning.html">C: Social Learning</a></span></p><p></p>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com0tag:blogger.com,1999:blog-11595484.post-50087027777942422222007-12-31T15:41:00.000+11:002008-01-01T10:05:26.720+11:00Doing IT Differently - A: Team TeachingWhat will be different in 2008 at Hobart College?<br /><br /><strong><span style="font-family:arial;font-size:130%;color:#990000;">A - Team Teaching</span></strong><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhB1_kuCBssYknfC-NhEpHiy8b3_p1XiPF8zk3B-2uLB4K-xtlN0WnbkeUkcVI5ZYlEnER6kUPT1RMZe9fidMyfVrulW6GwbkLwGBPZZu5EKfVyFJJ0IIXNDyYblhfFQEpWQU6D/s1600-h/team.png"><img id="BLOGGER_PHOTO_ID_5150007970647626882" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhB1_kuCBssYknfC-NhEpHiy8b3_p1XiPF8zk3B-2uLB4K-xtlN0WnbkeUkcVI5ZYlEnER6kUPT1RMZe9fidMyfVrulW6GwbkLwGBPZZu5EKfVyFJJ0IIXNDyYblhfFQEpWQU6D/s400/team.png" border="0" /></a>Over the last couple of years a few colleagues have been doing some team teaching. This has involved teaming classes that are timetabled at the same time. In some cases classes were combined for tasks or presentations and at other times teachers have swapped to bring specialist knowledge or processes to a class. We have learned a little about what to do - and when...<br /><br /><strong><span style="color:#990000;">In 2008</span></strong> <strong>all Computing students</strong> will experience team teaching. We have deliberately 'lined' classes for more efficient pairing and we will use some 'off-line' time to enable even larger groups to meet occasionally from across the 'lines'. (We have a 5 'line' timetable with some 'off-line' times where no formal classes are lined.)<br /><br />Some team teaching in Computing has become a necessity in recent years because no individual teacher can expect keep up with all aspects of many courses. We will now formalise and extend our team teaching.<br /><br />Each computing teacher will be able to:<br /><ul><li>meet a <strong>single class</strong> as usual in the classroom</li><li>meet a <strong>combined class</strong> in a lecture theatre or a new 'double-classroom' - with both teachers present or just one thus freeing up the other teacher</li><li>offer short <strong>15 min presentations</strong> (teacher or student) which are recorded and made available via web or mp3/4 player - giving students the choice to attend in person</li><li>meet <strong>students online</strong> - synchronously or asynchronously - giving the option of reducing face-to-face 'contact time' for the whole class</li><li>offer <strong>tutorials or workshops</strong> to small numbers of students when required</li></ul><p>In addition, some selected English classes will also be involved in team teaching - as they have in the recent past - but this time these classes will be located near the computing classes and <strong>Computing and English teachers will team teach</strong> across subject areas. <span class="blsp-spelling-error" id="SPELLING_ERROR_0">eg</span> Computing teachers will meet with English students to look at some online tools and English teachers will meet with computing students to look at digital story telling...</p><p>As part of the team teaching process we intend to <strong>advertise teacher expertise</strong> online so that advanced students requiring specialist assistance can contact the relevant teacher directly - either online or face-to-face. We hope to also include some student experts in this service - see Social Learning.</p><p>Team teaching arrangements will not affect other classes operating across the campus that are using the timetable as 'normal'.</p><p><span style="font-size:78%;">Previous - <a href="http://hent.blogspot.com/2007/12/doing-it-differently.html">Introduction</a> </span><span style="font-size:78%;">Next - <a href="http://hent.blogspot.com/2008/01/doing-it-differently-b-personalised.html">B: Personalised Learning</a></span></p>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com0tag:blogger.com,1999:blog-11595484.post-73296718443807578462007-12-30T10:48:00.000+11:002007-12-31T17:07:29.523+11:00Doing IT Differently...<strong>THE TIME HAS COME...</strong> to KNOW a new education system... to DO new things in education... to BE different in education...<br /><br />Heard it all before? Well yes... these things were said in 1998 with the 21st century looming... and the recognition that education needed to change.<br /><br />After a decade of talking and projects and reforms - <strong>and learning</strong> - it now might be time for actual transformation to occur... or at least the next stage of our (my) transformation where we (I) actually KNOW how we (I) want ACT and BE in education.<br /><br />How different? My sense of difference comes as I reflect on my personal and systemic journey of the last decade - and in particular the last 2 years - and then attempt to project myself into 2008/9.<br /><br />Over the next few posts I intend to reflect on the key initiatives and understandings of the last two years that I think will shape my - and my students' and colleagues - experience of education in 2008 and beyond in our State system.<br /><br />Gee - did I just write that - this should be interesting... :-)<br /><br /><span style="font-size:78%;">Next - <a href="http://hent.blogspot.com/2007/12/doing-it-differently-team-teaching.html">A: Team Teaching</a></span>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com0tag:blogger.com,1999:blog-11595484.post-58891257709812376462007-10-25T22:58:00.000+11:002007-10-26T06:51:59.718+11:00I Couldn't Resist...After my last post on ARGs I could not resist the hype of <strong><a href="http://alpha.cbs.com/primetime/csi_ny/second_life/">CSI:NY going into Second Life</a></strong> yesterday. I put on my Hobart College T-shirt and followed Detective Mac Taylor into New York and a "compelling transmedia experience" as <strong><a href="http://www.henryjenkins.org/2007/10/producing_the_csinysecond_life.html">Henry Jenkins </a></strong>calls it. I certainly had fun... and I didn't even get to the serious part...<br /><br /><p><object width="400" height="330"> <param name="movie" value="http://www.youtube.com/v/BmzQYo4_ycY"> </param> <embed src="http://www.youtube.com/v/BmzQYo4_ycY" type="application/x-shockwave-flash" width="400" height="330"> </embed> </object></p><br /><br />While on the CSI virtual set I spoke with others using the new voice chat - it was very clear - as were the US accents - and it added an odd kind of authenticity to the whole experience.<br /><br />Viewers of this end-of-series episode of CSI:NY now have a few months to enter virtual Ney York and investigate the crime scene to solve the murders - before the series resumes next year. I saw many people earnestly following the murder trail while I was in-world. Could this be homework?<br /><br />What are the possibilities for <strong><a href="http://en.wikipedia.org/wiki/Alternate_reality_game">ARGs</a></strong> in education? <br /><br /><strong><a href="http://edu.blogs.com/edublogs/2007/10/csiny-in-second.html">Ewan McIntosh has a good post</a></strong> with more links.Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com0tag:blogger.com,1999:blog-11595484.post-3248368016941462692007-10-07T18:22:00.000+11:002007-10-07T19:38:33.545+11:00ARG TINAG - on a QuestArg Tinag was born in 1333AD. It's now 1352 and he is visiting Hobart College fresh from training at a prestigious Academy...<br /><br /><p><object width="400" height="330"><param name="movie" value="http://www.youtube.com/v/k8a6WUOQJd8"></param><param name="wmode" value="transparent"></param><embed src="http://www.youtube.com/v/k8a6WUOQJd8" type="application/x-shockwave-flash" wmode="transparent" width="400" height="330"></embed></object></p><br /><br />ARG and TINAG are also acronyms for <a href="http://en.wikipedia.org/wiki/Alternate_reality_game">Alternate Reality Game </a>and <strong>This Is Not A Game</strong>...<br /><br />To construct this game I've created machinima in <a href="http://nwn.bioware.com/">Neverwinter Nights</a> to tell Arg's story - and leave clues for others to follow in his footsteps. The clues are distributed across machinima, a web site, Arg's MySpace (he has a 'portal' to 2007) and our physical campus.<br /><br /><strong><a href="http://www.youtube.com/watch?v=k8a6WUOQJd8">Episode 1</a></strong> (above) introduces players to Arg's Quest. In <strong><a href="http://www.youtube.com/watch?v=JkYmjq3FVXA">Episode 2</a></strong> Arg gets vital information from Joe - our real-life security guard - and some penguins (which are a bit of a MySpace meme with our students this year). To progress in the game students have to talk to Joe and decipher a clue given by the penguins which leads them to <strong><a href="http://www.myspace.com/arg_tinag">Arg's MySpace portal</a></strong>. Only players who make friends with Arg get to see further clues.<br /><br /><strong><a href="http://www.youtube.com/watch?v=JkYmjq3FVXA">Episode 3</a></strong> brings the promise of gold - virtual and real - if players can solve the clues which involves them in finding the campus dog Louis - in real life...<br /><br />What's next? I've no idea - the story now has a life of its own... :-)<br /><br />Only a few students have discovered Arg Tinag to date... so I'll now sit back and see who else wants to play... A bit of an experiment in <a href="http://en.wikipedia.org/wiki/Viral_marketing">viral marketing </a>as well... :-)<br /><br />I've found this to be a fascinating mix of the virtual and real - and quite new for some students who had to be convinced that part of the quest involved them leaving their computers...Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com0tag:blogger.com,1999:blog-11595484.post-50977842428450204552007-07-09T17:22:00.000+10:002007-08-11T07:23:53.973+10:00Engaging Second LivesMany - but not all - of my students are living part of their lives in or through digital environments - engaging and often exciting digital environments! Most do not see it that way however - but then I would probably not say that I live in or through print media. It's just everyday living - integrated living perhaps...<br /><br /><p><a href="http://www.authorstream.com/Presentation/regor2012-9155-second-lives-engaged-learning-linked-education-ppt-powerpoint/"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG-kBmtmdO673KUAhRSjBDw0HnriNpt2pQZ-AsJAgQ58JsBgs-veM2oRuWWATuQaivQ6YPFazktrT3oYbzjQ3-Gc-XiFuH0ilv0DDGQDWVml-y5gWvJYyO4PcLri4AYe99T5D8/s400/sl_presentation.png" border="0" alt=""id="BLOGGER_PHOTO_ID_5085113192683519826" /></a></p><br /><br />I'm continuing my exploration of the educational potential of online immersive worlds - summarised in the above presentation which perhaps simplistically refers to how some people have changed the way they engage with the internet from the <strong>information Web 1.0</strong> to the <strong>participatory Web 2.0</strong> to the <strong>immersive Web 3.0</strong> (or Web 3.D).<br /><br />This year I've noticed more students plunging into virtual worlds at every opportunity. Many of these worlds are now available through internet browsers. <strong><a href="http://angelaathomas.com/">Angela Thomas</a></strong> from the University of Sydney has a <strong><a href="http://www.slideshare.net/anya/nmc-summer2007/">brilliant presentation</a></strong> (with audio) on the role of play in immersive worlds and talks about their transformative potential on students and pedagogy. Well worth a look.<br /><br />I've allowed students to play in these worlds in my multimedia class. Partly to see why they are so engaged, partly to see if I can compete with tasks I set, partly to see if I can use these worlds as a learning environment...<br /><br />A few weeks ago I purchased several copies of <a href="http://nwn.bioware.com/">Neverwinter Nights</a> - it has a <a href="http://nwn.bioware.com/builders/">Toolset</a> for game design - and students have really enjoyed it. After a short time playing it they moved on to designing their own landscapes dotted with characters and buildings and portals... They are now constructing stories with conversations to engage the player. <br /><br /><p><object type="application/x-shockwave-flash" width="400" height="300" data="http://vimeo.com/moogaloop.swf?clip_id=233455&server=vimeo.com&fullscreen=1"><param name="quality" value="best" /><param name="allowfullscreen" value="true" /><param name="scale" value="showAll" /><param name="movie" value="http://vimeo.com/moogaloop.swf?clip_id=233455&server=vimeo.com&fullscreen=1" /></object></p><br /><br />Neverwinter is not an online persistent virtual world like <a href="http://www.worldofwarcraft.com/index.xml">World of Warcraft</a> or <a href="http://secondlife.com/">Second Life</a> and that has some advantages for the classroom - although it is not without technical difficulties to get it to work in a school environment.<br /><br />I'm still thinking about using <a href="http://teen.secondlife.com/">Teen Second Life</a> but there are security and safety issues to address - worth the challenge I think.Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com0tag:blogger.com,1999:blog-11595484.post-77425107902340920362007-06-13T23:12:00.000+10:002007-10-26T08:06:56.364+11:00Integrating Science and Soul in Education<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2Sn1lk1bYcix5rYKSQ132DzogMts6dvRq6sL6cIqys6Pax2V9cEPu1IthBywcvjfAud3qlqOgONnDrSM3Lp5CSy6mkmVOKtGwuSX8rBuf8vRBTx3SM5mLFpm096xBYy5H37fD/s1600-h/science_soul.png"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2Sn1lk1bYcix5rYKSQ132DzogMts6dvRq6sL6cIqys6Pax2V9cEPu1IthBywcvjfAud3qlqOgONnDrSM3Lp5CSy6mkmVOKtGwuSX8rBuf8vRBTx3SM5mLFpm096xBYy5H37fD/s400/science_soul.png" border="0" alt=""id="BLOGGER_PHOTO_ID_5075539748033654018" /></a><br /><strong><a href="http://www.stack.bigpondhosting.com/">Sue</a></strong> has just completed a great presentation on Science and Soul for the upcoming <a href="http://www.worldste2007.asn.au/">CONASTA ICASE</a> conference in Perth. It's in two parts and is 25 mins long. Great visuals!<br /><br /><br><br>Part 1:<br /><p> <a href="http://www.authorstream.com/Presentation/regor2012-4532-integrating-science-soul-education-1-spirituality-part1-ppt-powerpoint/"><img id="imgThumbnail" src="http://www.authorstream.com/Content/regor2012-4532-integrating-science-soul-education-1-spirituality-part1-ppt-powerpoint-118_88.jpg" alt="" width="118" height="88" border="0" /></a> </p><br /><br />Part 2:<br /><br /><p> <a href="http://www.authorstream.com/Presentation/regor2012-4534-integrating-science-soul-education-2-spirituality-part2-ppt-powerpoint/"><img id="imgThumbnail" src="http://www.authorstream.com/Content/regor2012-4534-integrating-science-soul-education-2-spirituality-part2-ppt-powerpoint-118_88.jpg" alt="" width="118" height="88" border="0" /></a></p>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com0tag:blogger.com,1999:blog-11595484.post-77584416988997671212007-05-27T11:15:00.000+10:002007-05-27T13:22:44.683+10:00Best Practice in SL Education 07<div align="left"><a href="http://www.vimeo.com/clip:198116"><img id="BLOGGER_PHOTO_ID_5069045049157450386" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhms1gIS5eEgoHgz_7yOyJwuTxveDGlJNioSwudv9ACrvfDa4fGi4XiIlAQYkWRJnBmXjPSr8etW6IJObIkpxuzNGjy3R7zsKpBIqnhp9F3QQ4NATcT3YZkQCgl-LhDMh4nVuH1/s400/slbp1.jpg" border="0" /></a> I've just attended my first conference in <span class="blsp-spelling-error" id="SPELLING_ERROR_0">SecondLife</span> - the <strong>International</strong> <a href="http://slic2007.blogspot.com/"><strong><span class="blsp-spelling-error" id="SPELLING_ERROR_1">SecondLife</span> Best Practices in Education 07</strong></a><br /><br /><a href="http://www.vimeo.com/clip:198116"><strong>Here is a short clip</strong></a> that shows what it was like to attend one session... Apparently there were over 900 attendees with many venues - and overflow venues - full.<br /><br /><a href="http://slbestpractices2007.wikispaces.com/PresentationSchedule">Presentations </a>were simulcast by the <a href="http://slcn.tv/"><span class="blsp-spelling-error" id="SPELLING_ERROR_2">SL</span> Cable Network </a>to screens in the overflow venues in <span class="blsp-spelling-error" id="SPELLING_ERROR_3">SL</span> and on the web.<br /><br />I managed to get to 5 sessions - all very good.<br /><br /></div><ul><li><div align="left"><strong>Cynthia <span class="blsp-spelling-error" id="SPELLING_ERROR_4">Calongne</span> (<span class="blsp-spelling-error" id="SPELLING_ERROR_5">Lyr</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_6">Lobo</span>-<span class="blsp-spelling-error" id="SPELLING_ERROR_7">SL</span>)</strong> Colorado Technical University in Second Life: The Amusement and the Maze Game Class Projects </div></li><li><div align="left"><strong>John Jamison (Virtual Bacon-<span class="blsp-spelling-error" id="SPELLING_ERROR_8">SL</span>)</strong> Two Years of Introducing Educators to Second Life in 60 Minutes, or:Tips for Dinosaur Wrangling</div></li><li><div align="left"><strong>Peggy <span class="blsp-spelling-error" id="SPELLING_ERROR_9">Sheehy</span> (Maggie Marat-<span class="blsp-spelling-error" id="SPELLING_ERROR_10">SL</span>), Catherine Parsons (Victoria <span class="blsp-spelling-error" id="SPELLING_ERROR_11">Gloucster</span>-<span class="blsp-spelling-error" id="SPELLING_ERROR_12">SL</span>), Kevin Jarrett (<span class="blsp-spelling-error" id="SPELLING_ERROR_13">KJ</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_14">Hax</span>-<span class="blsp-spelling-error" id="SPELLING_ERROR_15">SL</span>)</strong> K-12 Panel: "To Affinity and Beyond: Fostering meaningful and productive relationships in a virtual reality environment" </div></li><li><div align="left"><strong>Peggy <span class="blsp-spelling-error" id="SPELLING_ERROR_16">Sheehy</span> (Maggie Marat-<span class="blsp-spelling-error" id="SPELLING_ERROR_17">SL</span>)</strong> <span class="blsp-spelling-error" id="SPELLING_ERROR_18">Ramapo</span> Islands: A New Dimension in Learning </div></li><li><div align="left"><strong>Lindy <span class="blsp-spelling-error" id="SPELLING_ERROR_19">McKeown</span> (<span class="blsp-spelling-error" id="SPELLING_ERROR_20">Decka</span> <span class="blsp-spelling-error" id="SPELLING_ERROR_21">Mah</span>-<span class="blsp-spelling-error" id="SPELLING_ERROR_22">SL</span>)</strong> Action Learning in Second Life</div></li></ul><p align="center"></p><img id="BLOGGER_PHOTO_ID_5069073301452323490" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjD3Q-DvjnfbBChJGxZLefkLMsbK0ZPDgdXvXHfDNlf4c0Mow3vWvHtAdR7t47pnACIDSQDJKqY1FJCo8Nm-I-lYYlh7IovCE6H9EjZAm1FUXOlP_t8MiSDAdeMN1dVzRVihYaL/s400/slbp07_snaps.png" border="0" /> <p align="center"><br />CLIP: <a href="http://www.vimeo.com/clip:198149">SL Best Practices in Education - Click for some snapshots</a><br /><br /></p><p align="left">See also other participant's <a href="http://www.flickr.com/photos/7914892@N05/sets/72157600110497669/">pics on Flickr</a>.<br /><br />I made a number of very useful contacts between sessions - some I hope to work with as I pursue the technical, educational and policy challenges of getting access to <span class="blsp-spelling-error" id="SPELLING_ERROR_25">SecondLife</span> in my school...<br /><br />The educational benefits to students were made very clear by the above presenters - and the oft repeated advice in many sessions was to get educators and technicians and policy makers in there to see and experience an <span class="blsp-spelling-error" id="SPELLING_ERROR_26">immersive</span> world for themselves. </p>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com0tag:blogger.com,1999:blog-11595484.post-52848976126761177882007-04-12T18:13:00.000+10:002007-04-13T09:09:35.897+10:00A Folio of eFoliosWe are using a number of digital folio technologies this year - and we may continue using most of them. Each seems to suit a different student and teacher needs...<br /><br /><strong>MS SharePoint (2003)</strong><br /><br />We host and administer <a href="http://office.microsoft.com/en-us/sharepointserver/FX100492001033.aspx">SharePoint</a> on campus. Every student can create a personal space with:<br /><br /><ul><li>room to upload and share documents and digital media</li><li>message space</li><li>tasks list - with task management functionality</li><li>links and other modules such as discussion forums and surveys</li><li>access control - students can set who has what level of access </li><li>presencing - the system indicates who is currently online - integrates with MS Office<br /><br /></li></ul><img id="BLOGGER_PHOTO_ID_5052455332157378226" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-unvjAqRNB4c1V9C9JXcoq5P6r7ZBvkZDWuM3Sc0iK_wC05mKKa-qVw6xkgabM8m_RsWPZ3u7XwofWOZSocb4h-6SDBesWLd56jLxsCf4sm3leO5sIK0n2p301wcyMcmhuoVT/s400/portal_folio.png" border="0" /><br />It's also possible for users to add modules that display <a href="http://del.icio.us">del.icio.us</a> tags and <a href="http://www.flickr.com/">flickr</a> feeds from mobile phone uploads:<br /><br /><br /><img id="BLOGGER_PHOTO_ID_5052515191116582658" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTsGoWtjhE_NgykYOosyAH-f_RQGdR_8zxnpPrz0hGc7d1wTIXMPT2sFGQMUAGShm_OBxfcfdjWGtqLv8efCVslePhVqN8oJxItHJC4vZUWuz6sggTCaRXFdBUpO1jtjgyDCo7/s400/portal_class2.png" border="0" /><br /><br /><strong>Moodle</strong><br /><br />We use an off-campus service with web administration. Several teachers are using <a href="http://moodle.org/">Moodle </a>for their classes with <ul><li>space to upload documents and digital media</li><li>forums and blogs - with tagging</li><li>news, calendar, messages</li><li>student management and statistics<br /></li></ul><p>Teachers find that Moodle provides a more controlled on-line learning environment that is particularly suited to Open Learning classes - although a few other classes also use it.</p><img id="BLOGGER_PHOTO_ID_5052462629306814162" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNofGcah9J5uHsRIPxtaGj5EsR1caw6AArG3XuY7THJ7oyAigjvnBs2RManewNiBQr0aRq7EiNIW2bg3CH7KaMlGM5W2y2mY8KnHRMdqcLQnsczy0Xho3QRfMEiYmHOd7VZg8b/s400/moodle_folio.png" border="0" /><br /><br /><br /><p><strong>ELGG - Social Networking</strong></p>This is the first time we have tried a social networking learning environment. We are using a hosted <a href="http://elgg.org/">Elgg </a>service while we evaluate it. We are currently using it:<br /><ul><li>for some classes and special interest groups (SIGs)</li><li>to host learning journals</li><li>as a digital folio for tagged multimedia</li><li>to aggregate RSS feeds</li><li>to connect students with similar interests and learning goals<br /></li></ul><p><img id="BLOGGER_PHOTO_ID_5052512627021106914" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdswmvbp_b7wDjhzWSV9Awy9uT_lXYVo9hOe5YvOkvx_fVQezIqKsR2YqjEA27-PM9J-Nhq1fJIOH331wi1Zfbd7aEmkLVimF8kV-ZR6VI6iuDXwZlyUvVYqVQvzY30sNK49Im/s400/elgg_folio3.png" border="0" /> </p><p></p><p>Although we only have 80 users on this system at the moment the tags are beginning to build and link people and resources:<br /></p><p><img id="BLOGGER_PHOTO_ID_5052512820294635250" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEit0sr41t08X0_gsJ9OiZQTsxAsIhyf28ziR_6XsbVVeUE5Nnl6I0IIdL35TUDv6lchyphenhyphen9V4FDsYqZ-04q2VhFkyFI1F2Oho1DeUVzdh4kCqr8KtEQEEHuFzMnr9EB4jIPM-yR4k/s400/elgg_tags.png" border="0" /><br />Some of our current questions are:</p><ul><li>How can year 12 students take their digital folios with them as they move on to work and further education?</li><li>Should we attempt to provide one solution that attempts to fit all needs or should we offer several tools for students and teachers to choose from? </li><li>How can students manage digital folios for assessment and potential employers and themselves?</li><li>What is the relationship between our 'official' digital folios and other online spaces that students use to upload multimedia such as <a href="http://www.deviantart.com/">DeviantArt</a> or <a href="http://www.youtube.com/">YouTube</a> or <a href="http://www.myspace.com/">MySpace</a>?<br /></li></ul><p></p>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com2tag:blogger.com,1999:blog-11595484.post-45679857750746979462007-04-11T18:38:00.000+10:002007-04-11T19:47:49.217+10:00Making Worldviews Explicit<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1ZJcsHXEfMsFViG-sVBFoIUxBte0SGs7t5v2u3Wjal3fWLcsojsSFfWYQkQBlUdFyzSjE44ni9IezE_GvHcRnpsB0k4pqYgn3NVBpgQJnQkv2qcimjvIxzuTXK1GXWlIR9PrH/s1600-h/integral07a.png"><img id="BLOGGER_PHOTO_ID_5052090101023428178" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1ZJcsHXEfMsFViG-sVBFoIUxBte0SGs7t5v2u3Wjal3fWLcsojsSFfWYQkQBlUdFyzSjE44ni9IezE_GvHcRnpsB0k4pqYgn3NVBpgQJnQkv2qcimjvIxzuTXK1GXWlIR9PrH/s400/integral07a.png" border="0" /></a>I've tweaked my worldview presentations to English classes this year... partly to fit in with this year's texts and themes - and partly to say a little more about postmodernism and relativism.<br /><br /><br /><br /><div>The year 11/12 classes appeared to have stronger relativistic assumptions this year with many believing that we can do little more in dialogue than agree to express our own views and hear and respect the views of others. </div><br /><br /><div>The possibility of complimentary, inclusive or integral worldviews were very new concepts for most of the students. I spent a little more time this year introducing traditionalism, <a href="http://en.wikipedia.org/wiki/Modernism">modernism</a>, <a href="http://en.wikipedia.org/wiki/Postmodernism">postmodernism </a>and <a href="http://en.wikipedia.org/wiki/Integral_theory">integralism</a>. </div><div><br /> </div><div>Our discussion around "What is Love?" covered all four integral quadrants:</div><br /><div><br /></div><img id="BLOGGER_PHOTO_ID_5052099202059128450" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXvCWUW6R8SOjcPyC9MPAcJYvCEKQm7Nduajqc_zw07VUUOv7AZqARyanw7WPydNuOmOL77o4fRnxU1GxyubrZFXJP2KWDX4LJDCnecnGev3xByqIZl17eEPJXdtYXqgyfGAti/s400/integral_love.png" border="0" /><br /><br /><div>As did group discussion on "The Meaning of Life."</div><br /><img id="BLOGGER_PHOTO_ID_5052099683095465618" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBZLC1Mjq6EYc0OH1gSkPujvym7VAZ_Gf1_59eu2yvgWDjSSYmoSOATAtDHuWJFxBZNqJXCUrTDwSE94hwJoUaehq7TsE9ddIE5gV8cNzMBS_7uB5uZPGnlW2MssKXHUnhyphenhyphenggb/s400/integral_meaning.png" border="0" />I was then able to generalise the 'integral mapping' of any issue like this:<br /><br /><br /><br /><p><img id="BLOGGER_PHOTO_ID_5052100507729186466" style="DISPLAY: block; MARGIN: 0px auto 10px; CURSOR: hand; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsWHFHHHfJbvEpsun9_AF6a_WhIrmg-EJw7e1uqW7paoky2X453FZajJ5b8rsStY0KG-3lJBp9CTAW1cEtaeSk08NUDdmzz1430MlV_Kkg2nFo8JNt6_VLXQLiev958q43y_mf/s400/integral_quads.png" border="0" /> </p><p>Both the students and their teachers have used this generalised integral map in subsequent classes. I'll do some further evaluation later on in their courses... </p><p> </p>Roger Stackhttp://www.blogger.com/profile/17964691437986033795noreply@blogger.com2