WYSIWYG

There’s a new challenge going around – watch a short video and write a bog post tying what you have seen into something about education. So Whitney sent me this one about the Landfill Harmonic, who make musical instruments out of landfill:

The world sends us garbage, we send back music

Favio Chavez (Director)

What do you see when you look at a landfill site? A representation of the gluttony and wastefulness of the modern Western world? A blot on the landscape that obscures the beauty of nature? Probably something like that. But these folk saw potential. Instead of focussing on all of the negative aspects of what they were given, they looked carefully within it for parts that could be used. Maybe these needed a bit of a polish, maybe the results were never going to be perfect, but the instruments that resulted play sweet music. These instruments do not conform to the usual standards for orchestral instruments, but they function just as well as those made from traditional materials.

It’s all a matter of attitude, really. We are often told that modern students are lazy and unmotivated – that they can’t be bothered to engage with hard subjects, that they expect to be spoon fed an education. And I expect that if that is what you are looking for, then that is what you will see. And if lectures are boring and assessments are ill thought out, then students may well not bother to engage. It can be hard, when faced with huge class sizes, not to see the potential of individual students.

But if you take the time to look a bit more closely then you will see that beneath the surface there are keen students wanting to take an interest in their education. You might have to rethink how this is going to work, though – developing authentic assessment for large class sizes can be a challenge, but it can be done.  If you are willing to give students a say in how that learning is going to happen, and look at using co-operative learning designs such as the Jigsaw Classroom, and peer reviewing models such as Adaptive Comparative Judgement then you might be surprised by the results. It won’t take you any less time to teach by using this methods, but both you and your students will have a much more rewarding time.

I’m not linking to another video here, but a picture. #blimage is more my thing than #blideo

flickr photo by WarmSleepy http://flickr.com/photos/timothykrause/5885747179 shared under a Creative Commons (BY) license

flickr photo by WarmSleepy http://flickr.com/photos/timothykrause/5885747179 shared under a Creative Commons (BY) license

Posted in Learning, Teaching, University | Tagged , , , | 5 Comments

Don’t “check your ego at the door” please

Jean-Luc_Picard_as_Borg (1)

I do a lot of collaborative writing, both at work and for fun. Often, particularly at work, this means that we’ll have a quick chat and then I will throw some rough words onto paper to get a sense of what we might want to say, and throw those open to my collaborators to change. I’m not precious about these words as I don’t really consider them to be mine, or wonderful, or set in stone – so when I find that somebody has changed them it doesn’t bother me.

But there’s a trite phrase that gets bandied about in the context of collaborative working, about “checking egos at the door”* that misdescribes how I feel such collaborations work. Let me try to explain.

sheepSome of us have been using the metaphor of a swarm to describe some of the collaborations that have happened as a result of rhizo14, 15 and other such events.  Keith Hamon has written a lot about it and I’ve written a couple of things. I’m still not convinced that it’s actually a good metaphor, mind you – but some folk find it useful and it doesn’t bother me enough to make me want to find a different one.  But whatever word we use to describe the collections of folk who collaborate on these various projects, the one thing we do NOT do is check our flipping egos at the door. The Borg and the Cybermen do that (well, they’ve had it done to them), we do not. We all have personalities, and (I think that) we all have strong egos – and that is part of what makes these collaborations so successful, enjoyable and addictive – the fact that other folk say things and go about things in ways I would never have thought of.

So I am not precious about my words, and I don’t mind them being changed (in fact, afterwards, we often don’t know who wrote exactly which part, because there have been so many edits, and conversations, and so on), but I do sometimes have strong opinions about what we are writing about, as do the others I collaborate with. And I think that this is vital.  If we try to ignore our egos, I think that we could be reduced to trotting out things that all of us agree with – and that would be incredibly boring for us and for everybody else. Or we would never challenge something that everybody else seemed to be happy with, because we’d assume it was just our own ego getting in the way. For example, I have just strongly disagreed with a particular choice of word in something that a group of us are writing.  I didn’t throw my toys out of the pram (to use another trite saying), but I did express my opinion strongly.

Image from: http://8bitnerds.com/colorful-wooly-dyed-sheep/

Image from: http://8bitnerds.com/colorful-wooly-dyed-sheep/

Checking egos at the door is fine if you want mindless drones, but it’s not an appropriate metaphor for the type of collaborative writing that we are trying to engage in.

We are people, not sheeple (ha, another trite phrase I loathe).

Here’s some Hawkwind about clones to play this post out with:

 

 

* Notably, when I googled this phrase, the links were written by business owners, or about business collaborations. Nuff said!  I also found this gem, which is sort of the opposite of what we are trying to achieve:

Checking your ego at the door is a request to not bring your ego into some discussion; to remain objective rather than emotional

(Picard/Locutus image by Science_Fiction_Museum_and_Hall_of_Fame_3.JPG: Gryffindor derivative work: El Carlos (Science_Fiction_Museum_and_Hall_of_Fame_3.JPG) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0) or GFDL (http://www.gnu.org/copyleft/fdl.html)], via Wikimedia Commons)

Posted in Rhizomes, Writing | Tagged , , , , , , | 8 Comments

Where is home?

I never know what to answer when folk ask where I am from. I’m from Scotland, of course – I’ve lived here for the last 17 years, and that’s my usual answer. But sometimes folk want to know where I came from, and that gets more tricky.

I was born in Bedford in the south of England, but we moved a couple of times and ended up in Derbyshire before I was 5. So sometimes I feel as if that is where I am really from, because my formative years were spent there. But we moved to the Isle of Wight when I was 14, and my parents are still there, so other times I (grudgingly) admit that the Island’s my real home (did you see my eyes roll when I typed that?).

kernow cupBut at a far deeper level I don’t identify as English at all. My father’s Cornish, and the Cornish are a proud race. So if you ask me where I feel as if I am from, that’s where I really feel I am from. Just like my cup says (Kernow is Cornish for Cornwall).

This post was inspired by Wendy’s recent post.

Posted in #CLMOOC | Tagged , , , | 3 Comments

Ranger yourself

Top cat rangerApparently this week we are all to be park rangers. Well, sort of. We’ve been told to:

… grab your sneakers or walking shoes, and head on out into the Great Outdoors and continue to explore the public spaces that surround you. You may need to bring a camera or mobile device with you, so we acknowledge that you might not be completely technologically untethered.

Erm – have you SEEN the weather here in Glasgow – that’ll be a brolly and galoshes then 🙁

Anyway, during today’s rainly lunchbreak I followed the instructions in Kevin’s blog to use PicMonkey to create the image above.

Have fun 🙂

 

Posted in #CLMOOC, Technology | Tagged , , , | 6 Comments

Cultivated wild flowers

IMG_20150724_101520949[1]As I was wandering around Uni today I noticed this flower bed at the side of the road. Up until this year, these beds have contained cultivated flowers, but this year they also contain a fair amount of “wild” flowers as well. It was really sunny, so I could not really see what my pics were going to look like, but they are not too bad.

IMG_20150724_105711836[1]I wondered if these are planted as part of the Grow Wild Project (I have a packet of seeds from them that I must work out where to plant soon!).

Anyway, these were a breath of fresh air, and a nice change from the “Parks and Gardens” approach to flowerbeds that Glasgow Council so often take.

"Fossil Grove gardens at Victoria Park - geograph.org.uk - 529258" by Chris Wimbush. Licensed under CC BY-SA 2.0 via Wikimedia Commons - https://commons.wikimedia.org/wiki/File:Fossil_Grove_gardens_at_Victoria_Park_-_geograph.org.uk_-_529258.jpg#/media/File:Fossil_Grove_gardens_at_Victoria_Park_-_geograph.org.uk_-_529258.jpg

Fossil_Grove_gardens_at_Victoria_Park_-_geograph.org_.uk_-_529258.jpg

I love most flowers, but the ones I saw today were so much prettier than arrangements like these beds in one of our local parks.

Posted in #CLMOOC, Flowers | Tagged , , , , , | 2 Comments

An apple+ for the teacher

From Steve Wheller's blog: http://steve-wheeler.blogspot.co.uk/2014/11/here-comes-samr.html

From Steve Wheller’s blog: http://steve-wheeler.blogspot.co.uk/2014/11/here-comes-samr.html

 

An apple for the teacher is just not enough today.

Another #blimage post

Posted in #CLMOOC, Learning | Tagged , | Leave a comment

Learning Technology Cats

comcast catThe problem with learning technology as a specialism is that there are not enough cats involved. Oh, sure, some of us have cats and most of us enjoy watching them on the interwebz, but we don’t get them involved enough in the promotion of best practice of online learning.

When we see tired old content repackaged for the online audience we sigh, we try to show others how to make content more inspiring, but we never think about using a cat to inspire our colleagues into producing better resources.

The landscape is changing, and it behoves us to keep up. Memes are the real influencers on the modern world. Memes for learning technology. Memes with cats. Cats, cats, more cats. You know it makes sense.

This is a #blimage post from an image by @Eatcherveggies

Posted in #CLMOOC, Learning | Tagged , , | 5 Comments

A puzzle

jigsaw I’ve no idea what I am meant to be doing.

Not that there’s anything new about that, but for this task in particular I feel as if I have come in at the middle of a conversation and there’s a joke that I’m missing, but never mind.

“Challenge: using photo as prompt write blog post” said @sensor. I wonder why he chose this. Did he know I’ve been dusting off my writing about it recently?

Jigsaw classroom is a model of co-operative learning that can help to break down tension in the classroom and build trust between learners. Originally devised by Elliot Aronson, I have used it with my 1st year tutorial groups.  If you haven’t come across it, I’d recommend checking it out.

Posted in #CLMOOC, Jigsaw Technique, Learning, Teaching | Tagged , | Leave a comment

Piles of tyres

According to the CLMOOC week 4 Make Cycle 4 email a pile of tyres is just a pile of tyres and nothing more.

Really?

By Shuki (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0) or GFDL (http://www.gnu.org/copyleft/fdl.html)], via Wikimedia Commons

This is a pile of tyres waiting to be recycled. The mountain in the background is a pile of shredded tyres.  According to Wikipedia:

tires are among the largest and most problematic sources of waste, due to the large volume produced, their durability, and the fact they contain a number of components that are ecologically problematic.

flickr photo by National Library of Scotland http://flickr.com/photos/nlscotland/4700611508 shared with no copyright restriction (Flickr Commons)

Tyres take up valuable space at landfill sites (hence the shredding above), tyre stockpiles can be a health and safety hazard, and tyre recycling and storage can apparently sometimes be associated with illegal activities. Eek!

A pile of 85,000 solid tires for A.E.F. motor vehicles is one of the treasures of Langres, France.  Shows men of Motor Transport Corps, assisted by German prisoners, building up wall of rubber to greater height.  January 6, 1919.  (Army) NARA FILE #:  111-SC-44921 WAR & CONFLICT BOOK #:  588

Some piles can tell  a story or remind one of our shared history.

A pile of tyres is never just a pile and nothing more.

flickr photo by hile http://flickr.com/photos/hile/104619671 shared under a Creative Commons (BY) license

Tyres can also make great swings.

As I was writing this, Simon posted this great post.

Image credits:

By Shuki (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0) or GFDL (http://www.gnu.org/copyleft/fdl.html)], via Wikimedia Commons

flickr photo by National Library of Scotland http://flickr.com/photos/nlscotland/4700611508 shared with no copyright restriction (Flickr Commons)

A pile of 85,000 solid tires for A.E.F. motor vehicles is one of the treasures of Langres, France. Shows men of Motor Transport Corps, assisted by German prisoners, building up wall of rubber to greater height. January 6, 1919. (Army)<br />NARA FILE #: 111-SC-44921<br />WAR &amp; CONFLICT BOOK #: 588

flickr photo by hile http://flickr.com/photos/hile/104619671 shared under a Creative Commons (BY) license

Posted in #CLMOOC | Tagged , , | 9 Comments

Wittgenstein and games

duck

I haven’t even been lurking in #clmooc this week – I’ve been away on a cruise to the Faroes and some Scottish Islands on a ship called the Marco Polo (I understand there was some game called Marco Polo played this week – not something that has made it across the channel to the UK, so I am unsure what this is).  Anyway, I think that the idea this week was to make a game, or something like that, and as I skimmed the end of week newsletter I read that there had been some discussion about how to define “game”.

Now you have my attention, #CLMoocers! I know this one!

As Wittgenstein shows us in Philosophical Investigations, although it is tempting to assume that all games must have something in common, that’s not the case:

For if you look at them you will not see something that is common to all, but similarities, relationships, and a whole series of them at that. To repeat: don’t think, but look! (Section 66)

Quite. There is no essence of gaminess that all games share. You can give a narrow definition of certain type of games, but this definition will likely not apply to other games.

Look for example at board-games, with their multifarious relationships. Now pass to card-games; here you find many correspondences with the first group, but many common features drop out, and others appear. When we pass next to ballgames, much that is common is retained, but much is lost.—Are they all ‘amusing’? Compare chess with noughts and crosses. Or is there always winning and losing, or competition between players? Think of patience. In ball games there is winning and losing; but when a child throws his ball at the wall and catches it again, this feature has disappeared. Look at the parts played by skill and luck; and at the difference between skill in chess and skill in tennis. Think now of games like ring-a ring-a-roses; here is the element of amusement, but how many other characteristic features have disappeared! And we can go through the many, many other groups of games in the same way; can see how similarities crop up and disappear. (Section 66 cont.)

So, by my reckoning, if you think it’s a game, it’s a game. Apply the Duck Test and, as Douglas Adams said:

If it looks like a duck, and quacks like a duck, we have at least to consider the possibility that we have a small aquatic bird of the family Anatidae on our hands.

Simples. Unless anyone can persuade me otherwise.

Image by 玄史生 (Own work) [CC BY-SA 3.0 (http://creativecommons.org/ licenses/by-sa/3.0) or GFDL (http://www.gnu.org /copyleft/fdl.html)], via Wikimedia Commons

Posted in #CLMOOC, Philosophy, Wittgenstein | Tagged , , , | 5 Comments