After a busy weekend spent writing and re-writing scripts to make sure they meet the exam specs, I got a few more recordings done today. Usually I like to get the scripts to the speakers a day beforehand so that have a bit of time to familiarise themselves, but today we had a couple of speakers reading 'blind', so to speak. But surprisingly few fluffs, which meant very little editing was required in Audacity. I haven't organised the PD sessions yet (I think I'm kind of hoping everyone will forget!)
Got a bit more of my kG pages done today. The Musings page is taking up a lot of time, but it seems to be the only way I absorb what I'm reading. As I type up comments (and I'm quite a slow typist!), I seem to have time to process the information and I'm trying to connect it to my own context as much as possible. I haven't really promoted the page, other than to put it in the shoutbox, because I'm not sure anyone would be interested in my incoherent ramblings.
Things are going slowly on the Hot Potatoes page. Unfortunately, the keyboard on my laptop got possessed by some demon at the weekend and started throwing random letters all over the page. I thought I'd found all the gremlins dotted over the page yesterday, but found a couple more this morning. Just sudden strings of sdfsdf 123123 fgdgd appearing out of the blue. Needless to say my laptop's with the technician right now, so I have to get all my usq stuff done at work.
Anyway, that's enough. I'm off to a hen night!
Sunday, December 30, 2007
Wednesday, December 26, 2007
Recording sessions
I ran the first of the many, many required recording sessions today for the listening website. I'm glad there is such a good vibe in my department. We're the most understaffed and over-student-populated department, but there's never any shortage of volunteers for projects like this. Today, I particularly noticed an awe (read 'fear') some of my colleagues have of the machinery in the recording studio. In reality, the equipment is so good it's almost plug-and-play. It's a question of putting the green jack in the green jack point, the red jack in the red jack point, plug in your mikes etc. Although I think I might have lost some kudos when someone said "What are those leads" and my reply was "They're officially known as 'the dangly bits and you have to make sure they're not dangling before you get started!"
We use the Coomber here at college. It's quite funny because the recording studio has two rooms, one of them filled with mixing desks and the like. It's never used! As soon as people realised they could get the quality they need from the little black box, they abandoned the mixing desk. Although I must admit, I'd love to be shown how to use it. Just so I can tell the grandkids "In my day we used to have these great big desks for recording...."!!!!
Unfortunately, I've shot myself in the foot with my knowledge of Audacity! I told people as they were recording, if they fluffed, just take a short pause and carry on because I could do all the editing afterwards at my desk. I waxed lyrical about how easy and user-friendly the program was and now I have to give PD sessions on it. I couldn't say no because these people had given up their break to help me with recording, but I am so stressed at work already trying to do 2 jobs! AAAAAAAGGGGGHHHH!!!!!
We use the Coomber here at college. It's quite funny because the recording studio has two rooms, one of them filled with mixing desks and the like. It's never used! As soon as people realised they could get the quality they need from the little black box, they abandoned the mixing desk. Although I must admit, I'd love to be shown how to use it. Just so I can tell the grandkids "In my day we used to have these great big desks for recording...."!!!!
Unfortunately, I've shot myself in the foot with my knowledge of Audacity! I told people as they were recording, if they fluffed, just take a short pause and carry on because I could do all the editing afterwards at my desk. I waxed lyrical about how easy and user-friendly the program was and now I have to give PD sessions on it. I couldn't say no because these people had given up their break to help me with recording, but I am so stressed at work already trying to do 2 jobs! AAAAAAAGGGGGHHHH!!!!!
Monday, December 24, 2007
kG page on my reading summaries
I've transferred my reading summaries to a kG page now called Musings on FET8611 Readings. Hopefully now I will use the blog to focus more on the how the course is going. I don't know whether to publicise the fact or not on kG. I'm not sure the page will be any use to anyone and they might think I'm just trying to score kG points! What to do????
Saturday, December 22, 2007
Change of tack?
I'm in 2 minds about my system of summarising the course readings on my blog. It's the location rather than the method that bothers me. And I think it means I'm not using the blog for the kind of reflection that Peter requires for assignment 3. I'm loathe to give up my digital summarising however! It's actually very effective. But I think I might create a wiki page for my musings on my course readings. And if I get others to add their musings, better still!
Money can't buy me love, but it can buy me nice gadgets!
I've been catching up on my reading of the discussion postings and adding a few of my own today. 21 unread posts for module 2 alone! Have done about half the required reading so feel able to add a few points. Ironically, what I end up posting just comes from my own experience and I didn't reference any of the reading I spent hours doing (other than a quick reference to Moore's Law.) I feel like I want to prove that I have done the reading, but at the same time I don't want to twist what I'm saying just to squeeze in a quotation from so-and-so. I suppose, when it comes to writing up final reports, I'll be more able to show evidence that I have done some research.
Another thing that struck me today is that my financial situation does actually affect my participation in this course. With reference to the fusion devices, I was reading postings from a few people talking about their latest gadgets. My mobile phone is 5 years old, and has no extras! And it's likely to be a lot older before I get a new one. I'm so unfamiliar with these new devices and their capabilities. I'm a real learn-by-doing person, and unless I've actually used one and become savvy with it, I'm not comfortable talking about it. I don't think I'll ever be an early adopter - I'll always be a laggard. Admittedly, it's not just financial - I'm not a risk-taker either.
All this talk of gadgets has made me realise how little I know about the technologies out there. There's a cluster of course members proudly listing all the things their PDAs can do, and it's all way over my head. I think that maybe I thought I would gain a knowledge of these things in the course, that maybe we would have some kind of directed discussion on particular technologies. But it's really a lot more general than that. There's very much a feeling of everyone doing their own thing and talking about there own thing, and I'm quite out of the loop. I realise that the nature of this course is that I should use this as a stimulus to go and do some research, but I can't really find the motivation. If I actually owned the technology and had to use it, that would be different. The only other motivation I think I would have was if research and discussion on actual devices was required by the course. I don't think that this would be too difficult to build into the structure of the course, but I suspect it's against the ethos of what Peter's trying to do.
Another thing that struck me today is that my financial situation does actually affect my participation in this course. With reference to the fusion devices, I was reading postings from a few people talking about their latest gadgets. My mobile phone is 5 years old, and has no extras! And it's likely to be a lot older before I get a new one. I'm so unfamiliar with these new devices and their capabilities. I'm a real learn-by-doing person, and unless I've actually used one and become savvy with it, I'm not comfortable talking about it. I don't think I'll ever be an early adopter - I'll always be a laggard. Admittedly, it's not just financial - I'm not a risk-taker either.
All this talk of gadgets has made me realise how little I know about the technologies out there. There's a cluster of course members proudly listing all the things their PDAs can do, and it's all way over my head. I think that maybe I thought I would gain a knowledge of these things in the course, that maybe we would have some kind of directed discussion on particular technologies. But it's really a lot more general than that. There's very much a feeling of everyone doing their own thing and talking about there own thing, and I'm quite out of the loop. I realise that the nature of this course is that I should use this as a stimulus to go and do some research, but I can't really find the motivation. If I actually owned the technology and had to use it, that would be different. The only other motivation I think I would have was if research and discussion on actual devices was required by the course. I don't think that this would be too difficult to build into the structure of the course, but I suspect it's against the ethos of what Peter's trying to do.
Thursday, December 20, 2007
Learning Community
Nothing specific to report, just some general musings. I've been looking at the discussion boards and the goings on in the shoutbox in kG, and everyone is getting excited by the upcoming Christmas break. Now for me that doesn't really mean anything as I'll be working as normal since Christams isn't celebrated here. But a thought did flash across my mind that things would go quiet on the course and I'd have nobody to play with! Logging in to kG when I get to work has just become a habit these days. Even if I don't plan on adding anything to my page, I like to keep an eye on what's going on, and I always worry about someone having contributed to my page and not being acknowledged.
If you had asked me a couple of years ago if I would enjoy this kind of learning set-up, the answer would have been a categorical 'No!' I was always very much a keep-your-head-down-keep-yourself-to-yourself kind of student, perhaps because that's the way I was taught. I struggle to think of any groupwork we did at school other than science projects.
Worse still, as a student, if I found some brilliant reference or got the answer to a question that people were struggling over, I would keep it to myself just to make sure that when I handed my work in, I'd get the best mark. And my friends did the same!
So what's changed? Why am I enjoying being part of this learning community? Will have to get back to you on that as it's time for class.
If you had asked me a couple of years ago if I would enjoy this kind of learning set-up, the answer would have been a categorical 'No!' I was always very much a keep-your-head-down-keep-yourself-to-yourself kind of student, perhaps because that's the way I was taught. I struggle to think of any groupwork we did at school other than science projects.
Worse still, as a student, if I found some brilliant reference or got the answer to a question that people were struggling over, I would keep it to myself just to make sure that when I handed my work in, I'd get the best mark. And my friends did the same!
So what's changed? Why am I enjoying being part of this learning community? Will have to get back to you on that as it's time for class.
Wednesday, December 19, 2007
2020 visions
Access the text
I'm amazed at how much I hated reading the future scenarios. Pretty much the same way I feel when my husband is watching sci-fi on the telly and refuses to change the channel. As soon as the writers in these articles started their future stories, I just switched off. It's not that I don't want these changes to happen - I'm all for progress. In fact, a lot is already happening. Just can't put my finger on it. But I did find a few interesting quotes.
Technologies and Learning (Ruzena Bajcsy)
"Future technology must live in a symbiotic relationship amongst teachers, students, parents and society at large."
It's important to realise it's a two-way thing. Both aspects gain from each other. But I work with quite a few people who feel threatened by technology and see it as a parasitic relationship. Technology in the classroom will slowly suck away the need for a teacher.
A day in the life of a young learner: A 2020 vision (Milton Chen, Stephen Arnold)
"Technology helps overcome the two enemies of learning: isolation and abstraction." George Lucas
I'm not sure what way we should understand 'abstraction'. Does he mean learning out of context. With technology, we can create simulations and scenarios that place the learning in a conext?
Vignettes About the Future of Learning Technologies. (Chris Dede. Introduction by Bill Gates)
"I believe that the motion picture is destined to revolutionize our educational system and that in a few years it will supplant largely, if not entirely, the use of textbooks." (Thomas Edison, 1913)
This made me think 'What if we're equally as wrong with all this elearning?'!!!
.."software personalizes the learning experience, connects all the components, and emancipates publication for targeted and effective interaction."
Again, I'm not sure I understand the phrase 'emancipates publication'. Does it mean I can publish my own customised material for my own specific audience?
"The objective: obtain and create knowledge at the right time, in the right place, in the right way, on the right device, for the right person."
This highlights how carefully planned and targeted elearning has to be. Not an easy task. But I question his use of the word 'knowledge'. Does he mean 'information'?
Next Generation Learning Systems and the Role of Teachers. (The Learning Federation)
"The process of learning will dramatically extend from 'teacher push' to 'learner pull'."
I believe that this is already the case in many learning situations. Why did the learner initiate the learning process in the first place? If you're talking about compulsory education until the age of 16, then the change to learner pull is an uphill struggle and is where most work needs to be done in terms of curriculum development. It doesn't just have to be through the use of technology, although that would speed up the process and is likely to stimulate more interest. But it's like Richard Clark's argument that the media doesn't actually matter in the learning process. To go back to the reason for engaging in a learning situation, if it is wholly initiated by the learner who has his own agenda, then that student is more likely to be further towards the 'learner pull' end of the scale anyway. Motivation is the real battle. See the section below by Will Wright..
"Instead of being forced to move all learners forward at a uniform rate, teachers will be able to move each individuals forward at a rate consistent with his or her measured performance in each area."
Now that's the Holy Grail, as far as I'm concerned. Teachers are generally forced to aim for the middle ground in a class of mixed abililty. And if we're honest, every class is a class of mixed ability. And how many students fall outside the middle ground? The brighter ones are bored, and often begin to resent becoming the class helper when they finish work ahead of others. The slower ones will always feel frustrated at being rushed ahead. One good thing about the Independent Learning site I co-manage for our department is that students can work at their own pace. They re-do exercises to improve scores because they care about how their overall gradebook looks, even though a teacher rarely sees it. Students don't constantly have to compare their performance with the others in the class. Sadly, all this means nothing when it comes to the final exit exam. Teach to the test is still the mantra where I work.
"Professionals at all levels will need to continuously upgrade their skills." I constantly complain about the nay-sayers where I work, but in fact, I realise I'm just lucky that I enjoy the technological aspect of my work, and that I see PD as an opportunity to break from the routine. But if I didn't, then I too would be very frustrated if I was constantly being forced to learn new skills in an area that didn't interest me.
2020 Classroom (Ulrich Neumann and Chris Kyriakakis)
"Little has been done to design the content to take advantage of the potential of new delivery mechanisms. Technology up to now has been viewed as a way of reaching a larger audience, and not as the enabler of new learning paradigms."
I'm not sure that I agree that technology is viewed only as a way of reaching larger audiences. That's only one aspect of it. Most teachers using technology in the classroom don't see it in those terms, I believe. It's more a case of 'How can I use this technology to enhance the learning experience of the 20 kids in front of me right now?' However, I have to agree that in my situation the pedagogical aspects of using technology are almost entirely neglected.
"From an educational viewpoint, the use of sensory immersion has never been investigated."
I beg to differ! The total immersion method has been widely researched in the TEFL world. It is successful because it uses so many of the senses - sight, sound, smell , every sense that you use when you are out and about in a culture.
A Curmudgeon's View for Technology in Education (Randy Pausch)
A few words from someone who just accepts that this is the way things will be. Interesting research on how computer games are used to calm down hyperactive children without them knowing they're being conditioned. See the next section and the quote from R. Stanley Williams!.
Encompassing Education (Diana Walczak)
The author is referring to a future scenario, but based on three pedagogical priniples that have been around for a long time - at least since I did my teacher training!
.
Future of Education = Teachers + Technology (R. Stanley Williams) If you jumped here, click here to return
Warning. If technolgy is wrongly used, he envisages "a future in which teachers in elementary schools use immersive technologies as digital Ritalin."
I've been known to put a very disruptive class on to the department's independent learning website for no other reason than that I know it's the only thing that's going to keep them quiet. Guilty as charged!
.
Motivational Technology (Will Wright)
If you jumped here, click here to return
"Education is not the filling of a pail, but the lighting of a fire." (WB Yeats)
"Try to prevent a motivated student from learning and you'll find it's just as hard as educating an unmotivated student."
I'm amazed at how much I hated reading the future scenarios. Pretty much the same way I feel when my husband is watching sci-fi on the telly and refuses to change the channel. As soon as the writers in these articles started their future stories, I just switched off. It's not that I don't want these changes to happen - I'm all for progress. In fact, a lot is already happening. Just can't put my finger on it. But I did find a few interesting quotes.
Technologies and Learning (Ruzena Bajcsy)
"Future technology must live in a symbiotic relationship amongst teachers, students, parents and society at large."
It's important to realise it's a two-way thing. Both aspects gain from each other. But I work with quite a few people who feel threatened by technology and see it as a parasitic relationship. Technology in the classroom will slowly suck away the need for a teacher.
A day in the life of a young learner: A 2020 vision (Milton Chen, Stephen Arnold)
"Technology helps overcome the two enemies of learning: isolation and abstraction." George Lucas
I'm not sure what way we should understand 'abstraction'. Does he mean learning out of context. With technology, we can create simulations and scenarios that place the learning in a conext?
Vignettes About the Future of Learning Technologies. (Chris Dede. Introduction by Bill Gates)
"I believe that the motion picture is destined to revolutionize our educational system and that in a few years it will supplant largely, if not entirely, the use of textbooks." (Thomas Edison, 1913)
This made me think 'What if we're equally as wrong with all this elearning?'!!!
.."software personalizes the learning experience, connects all the components, and emancipates publication for targeted and effective interaction."
Again, I'm not sure I understand the phrase 'emancipates publication'. Does it mean I can publish my own customised material for my own specific audience?
"The objective: obtain and create knowledge at the right time, in the right place, in the right way, on the right device, for the right person."
This highlights how carefully planned and targeted elearning has to be. Not an easy task. But I question his use of the word 'knowledge'. Does he mean 'information'?
Next Generation Learning Systems and the Role of Teachers. (The Learning Federation)
"The process of learning will dramatically extend from 'teacher push' to 'learner pull'."
I believe that this is already the case in many learning situations. Why did the learner initiate the learning process in the first place? If you're talking about compulsory education until the age of 16, then the change to learner pull is an uphill struggle and is where most work needs to be done in terms of curriculum development. It doesn't just have to be through the use of technology, although that would speed up the process and is likely to stimulate more interest. But it's like Richard Clark's argument that the media doesn't actually matter in the learning process. To go back to the reason for engaging in a learning situation, if it is wholly initiated by the learner who has his own agenda, then that student is more likely to be further towards the 'learner pull' end of the scale anyway. Motivation is the real battle. See the section below by Will Wright..
"Instead of being forced to move all learners forward at a uniform rate, teachers will be able to move each individuals forward at a rate consistent with his or her measured performance in each area."
Now that's the Holy Grail, as far as I'm concerned. Teachers are generally forced to aim for the middle ground in a class of mixed abililty. And if we're honest, every class is a class of mixed ability. And how many students fall outside the middle ground? The brighter ones are bored, and often begin to resent becoming the class helper when they finish work ahead of others. The slower ones will always feel frustrated at being rushed ahead. One good thing about the Independent Learning site I co-manage for our department is that students can work at their own pace. They re-do exercises to improve scores because they care about how their overall gradebook looks, even though a teacher rarely sees it. Students don't constantly have to compare their performance with the others in the class. Sadly, all this means nothing when it comes to the final exit exam. Teach to the test is still the mantra where I work.
"Professionals at all levels will need to continuously upgrade their skills." I constantly complain about the nay-sayers where I work, but in fact, I realise I'm just lucky that I enjoy the technological aspect of my work, and that I see PD as an opportunity to break from the routine. But if I didn't, then I too would be very frustrated if I was constantly being forced to learn new skills in an area that didn't interest me.
2020 Classroom (Ulrich Neumann and Chris Kyriakakis)
"Little has been done to design the content to take advantage of the potential of new delivery mechanisms. Technology up to now has been viewed as a way of reaching a larger audience, and not as the enabler of new learning paradigms."
I'm not sure that I agree that technology is viewed only as a way of reaching larger audiences. That's only one aspect of it. Most teachers using technology in the classroom don't see it in those terms, I believe. It's more a case of 'How can I use this technology to enhance the learning experience of the 20 kids in front of me right now?' However, I have to agree that in my situation the pedagogical aspects of using technology are almost entirely neglected.
"From an educational viewpoint, the use of sensory immersion has never been investigated."
I beg to differ! The total immersion method has been widely researched in the TEFL world. It is successful because it uses so many of the senses - sight, sound, smell , every sense that you use when you are out and about in a culture.
A Curmudgeon's View for Technology in Education (Randy Pausch)
A few words from someone who just accepts that this is the way things will be. Interesting research on how computer games are used to calm down hyperactive children without them knowing they're being conditioned. See the next section and the quote from R. Stanley Williams!.
Encompassing Education (Diana Walczak)
The author is referring to a future scenario, but based on three pedagogical priniples that have been around for a long time - at least since I did my teacher training!
- customise the learning process
- utilise the senses and experience more
- foster a heightened sense of curiosity
.
Future of Education = Teachers + Technology (R. Stanley Williams) If you jumped here, click here to return
Warning. If technolgy is wrongly used, he envisages "a future in which teachers in elementary schools use immersive technologies as digital Ritalin."
I've been known to put a very disruptive class on to the department's independent learning website for no other reason than that I know it's the only thing that's going to keep them quiet. Guilty as charged!
.
Motivational Technology (Will Wright)
If you jumped here, click here to return
"Education is not the filling of a pail, but the lighting of a fire." (WB Yeats)
"Try to prevent a motivated student from learning and you'll find it's just as hard as educating an unmotivated student."
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