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

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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

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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.

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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?

 

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.

 

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!

 

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.

 

Tyres can also make great swings.

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

 

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Wittgenstein and games

rubber duck 016
rubber duck 016 flickr photo by dyhchan shared under a Creative Commons (BY) license
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.

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

Knitting for friends

IMG_20150524_132332737[1]At some point during rhizo15 I decided it would to start knitting for online friends. I started with a hat for Kevin (@dogtrax). This is a Klein bottle hat based on a pattern from here.

 

 

 

Susan(@EatcherVeggies) liked that, so I made her one as well, with an added VP badge for being Vice President of all the things.vp hat

 

 

autummI’d also being playing around with Mobius strips, and made a couple of those. I send one to Autumm (@autumm)

 

 

And another to Helen (@hj_dewaard)helen

 

 

IMG_20150630_193906686[1]

Then Wendy (@Wentale) liked my latest pair of socks, so they are on their way over to her. The pattern for these is “Necker” by Stephanie van der Linden.

 

 

I’m enjoying knitting for friends. 🙂

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Remediation

Humpty Dumpty and Alice. From Through the Looking-Glass. Illustration by John Tenniel.

‘When I use a word,’ Humpty Dumpty said in rather a scornful tone, ‘it means just what I choose it to mean — neither more nor less.’

‘The question is,’ said Alice, ‘whether you can make words mean so many different things.’

Lewis Carroll, Through the Looking Glass

 

Remediation, according to the Online Etymology Dictionary,  comes from the stem of the Latin remediare, and remedy comes from the same root. It’s been educational jargon since about 1975 and means to set something straight, or put something right. It implies that there is a fault or deficiency that needs to be addressed. In some circles remedial is a synonym for stupid.

Unless you are taking part in #CLMOOC. In that case, we are told, the word is being used differently:

Remediation—as we’ll be thinking about it here—is unrelated to another use of the term in education: we are not talking about “remediating kids” as in “remedy”-ing them. Here, the focus is on media, and ways in which moving from one medium to another changes what we are able to communicate and how we are able to do so.  Email

Ok, so I get it. It’s a play on words. Except I don’t think it’s a very clever one. I think that whoever came up with the idea of using remediate this week didn’t really think it through. I tried to ignore it, but it’s been bugging me more and more as the week has progressed. Kevin tried to convince me in a comment on an earlier post of mine, but I am digging in my heels, sticking to my guns, folding my arms firmly and saying just gonna NO.

This is reminding me of folk who try to “reclaim” words like b**** and c*** However they choose to use them within their circles, there are going to be others who are not party to their use, and it is going to confuse or upset. So either use one of the many words we already have for the purpose: remix, repurpose, hack … or make up a new one.

By Goldmund100 (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC BY 3.0 (http://creativecommons.org/licenses/by/3.0)], via Wikimedia Commons

Unless you’re Humpty Dumpty. And we all know what happened to him.

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My poem as a book

I’m still playing, in odd moments, with my little poems written as a response to Sheri’s Identity Shattering challenge. Today Kevin used Storybird to make a story about his poem so I thought I’d try it as well. I think that when it’s approved by the Storybird gods, I’ll be able to embed it, but for now the link is here.

storybird

Basically you flick through and choose an artist you like, then create a book. All of their artwork appears around the edge for you to select. I was drawn to the elephants coz my bruvver loves them, and this is his birthday week.

I still think that “remediating” is not the right word to use for what I am doing.

Posted in #CLMOOC, Poetry | Tagged , , , | 8 Comments

Breaking poems

Yesterday I broke Kevin’s poem for him. I didn’t mean to, but I put it through QuotesCover which uglified it and broke the line spacing. Kevin responded with this.

I’d already been playing with Susan’s challenge, so I thought I’d break things even more and mash everything together.  Here’s the (not perfect result. Note that it won’t work in Chrome 🙁 Here’s screen shots to show what is meant to happen:

bacon 1 bacon 2

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catapin crunch bacon

Susan threw down the gauntlet.

I’m rushing off to meetings and the like today, but as I was doing this it occurred to me that someone with skilz could put this tache and beard onto the Captain there.

Any takers?

 

Susan’s response was this: small crunch 2

 

 

 

 

 

So I put them both together and made this:

It’s a lot more fun doing this with others 🙂

Posted in #CLMOOC, Technology | Tagged , , , | 4 Comments