Here
Sunday 11 January 2009
“Feed the rabbits. Starve the turtles.”
From Will Richardson's blog comes a quote from Clay Shirky in the Columbia Journalism Review:
I’m just so impatient with the argument that the world should be slowed down to help people who aren’t smart enough to understand what’s going on. It’s in part because I grew up in a generation that benefited enormously from not doing that. Right? The baby boomers, when we were young, we had zero, zero patience for the idea that people who are in their fifties in the ’70s and ’80s should somehow be shielded from cultural changes because somehow the stuff that we were doing was upsetting them. So, now it’s our turn and we ought to just suck it up.
And a comment from the blog ... Well, I’m one of those baby boomers (61) who had little patience for our elders as you’ve described. Now, as a educational technology trainer, I have little patience for those in their 30s-50s who haven’t a clue on what’s going on (with technology) in their classrooms and students’ lives. Many (not all) just don’t get it and brush it off with an “oh well” or “it’s a kids thing.” The good news is I also work with seniors in their 70s & 80s who email, video chat, Skype, blog, etc., etc. “Feed the rabbits….AMEN!
I’m just so impatient with the argument that the world should be slowed down to help people who aren’t smart enough to understand what’s going on. It’s in part because I grew up in a generation that benefited enormously from not doing that. Right? The baby boomers, when we were young, we had zero, zero patience for the idea that people who are in their fifties in the ’70s and ’80s should somehow be shielded from cultural changes because somehow the stuff that we were doing was upsetting them. So, now it’s our turn and we ought to just suck it up.
And a comment from the blog ... Well, I’m one of those baby boomers (61) who had little patience for our elders as you’ve described. Now, as a educational technology trainer, I have little patience for those in their 30s-50s who haven’t a clue on what’s going on (with technology) in their classrooms and students’ lives. Many (not all) just don’t get it and brush it off with an “oh well” or “it’s a kids thing.” The good news is I also work with seniors in their 70s & 80s who email, video chat, Skype, blog, etc., etc. “Feed the rabbits….AMEN!
Leicester University Water Project
To allow groups to develop a cross-curricular project that would be a model for others in the future.
To allow groups to be self formed, self governed and self directed.
To provide a structure but not a stricture for the project.
To optimise collaboration and co-operation within groups and across groups.
To develop a group identity.
To facilitate learning about a subject area by action, research and publication.
To allow collabortion anywhere, anytime within the project's structure.
To use an ICT application as a vehicle for learning collaboration.
To use the functionality of the software to remove the 'geographical' element and time element of collaborative work.
To move groups slightly out of their comfort zones into new learning territory.
To develop a sense of ownership of shared materials and the responsibilities that are inherent in such works.
To allow for online publication and peer review of all work.
To allow groups to be self formed, self governed and self directed.
To provide a structure but not a stricture for the project.
To optimise collaboration and co-operation within groups and across groups.
To develop a group identity.
To facilitate learning about a subject area by action, research and publication.
To allow collabortion anywhere, anytime within the project's structure.
To use an ICT application as a vehicle for learning collaboration.
To use the functionality of the software to remove the 'geographical' element and time element of collaborative work.
To move groups slightly out of their comfort zones into new learning territory.
To develop a sense of ownership of shared materials and the responsibilities that are inherent in such works.
To allow for online publication and peer review of all work.
Web apps ... Honeycomb
What is Honeycomb?
In a nutshell, an integrated set of online creativity and collaboration tools that work through the Internet.
It encompasses tools which make use of Web 2.0 technology and enables a user's work to be brought together into their personal online space. In the first instance these tools will be blogs and wikis but they will be added to as Honeycomb continues to develop and as new technologies become available.
Honeycomb is about pupil creativity and collaborative learning. This is at its heart, and its future direction will be founded upon this premise. This is why Honeycomb, similar to our previous release Podium, has been designed to serve specific education purposes and is suitable for pupils of all ages and differing abilities. As far as we're aware such a development is currently unique in the market place.
Honeycomb will foster independent learning. It will encourage pupils to select the best tool for the task in hand, rather than making the tool the task, e.g. you and I might be given the same task and I might choose to do a wiki, you might choose to do a blog. It will help to create independent thinkers and learners.
Honeycomb will be intuitive and easy to use for both teachers and pupils. It will be about a community of users which might exist within a class, a school or across the whole Internet. Users will have counters which show how many people are visiting their site, and how many other users are referencing their materials. This sense of audience will help to encourage pupils to think about the standard of their presentation. Teachers will be able to assign tasks, feed back on pupils' work, organise project and class groups and create shared resources all online.
In addition to a sense of audience, Web 2.0 technology has a number of educational benefits, e.g.:
Pupil engagement
Facilitates writing for a particular purpose
Can improve pupil self esteem
Helps to teach pupils the need for responsible use of the Internet
Fosters independent learners
Encourages peer to peer review of written pieces
Allows for collaboration and users working alongside each other on documents and ideas from wherever they are!
In a nutshell, an integrated set of online creativity and collaboration tools that work through the Internet.
It encompasses tools which make use of Web 2.0 technology and enables a user's work to be brought together into their personal online space. In the first instance these tools will be blogs and wikis but they will be added to as Honeycomb continues to develop and as new technologies become available.
Honeycomb is about pupil creativity and collaborative learning. This is at its heart, and its future direction will be founded upon this premise. This is why Honeycomb, similar to our previous release Podium, has been designed to serve specific education purposes and is suitable for pupils of all ages and differing abilities. As far as we're aware such a development is currently unique in the market place.
Honeycomb will foster independent learning. It will encourage pupils to select the best tool for the task in hand, rather than making the tool the task, e.g. you and I might be given the same task and I might choose to do a wiki, you might choose to do a blog. It will help to create independent thinkers and learners.
Honeycomb will be intuitive and easy to use for both teachers and pupils. It will be about a community of users which might exist within a class, a school or across the whole Internet. Users will have counters which show how many people are visiting their site, and how many other users are referencing their materials. This sense of audience will help to encourage pupils to think about the standard of their presentation. Teachers will be able to assign tasks, feed back on pupils' work, organise project and class groups and create shared resources all online.
In addition to a sense of audience, Web 2.0 technology has a number of educational benefits, e.g.:
Pupil engagement
Facilitates writing for a particular purpose
Can improve pupil self esteem
Helps to teach pupils the need for responsible use of the Internet
Fosters independent learners
Encourages peer to peer review of written pieces
Allows for collaboration and users working alongside each other on documents and ideas from wherever they are!
New Favourites
You can visit my finds here
BUT you must try:
Million Futures
I am really well into data visualisation as a set beyond block graphs, pie charts etc.
This is more than worth a look ... Flowing Data
Using Wordle
... and just when you felt you had seen everything ... World Web2.0 Mosaic
BUT you must try:
Million Futures
I am really well into data visualisation as a set beyond block graphs, pie charts etc.
This is more than worth a look ... Flowing Data
Using Wordle
... and just when you felt you had seen everything ... World Web2.0 Mosaic
My Web2.0 apps
Second Life
Blogger
Box
Del.icio.us
Diigo
Edublog
FaceBook
Feedblitz
Google
Ictopus
Joost
Lulu
Netvibes
Pbwiki
Scratch
Skype
Twitter
Wikispaces
Wikipedia
Wordpress
Yugma
ZOHO
Animoto
Slide
Slideshare
Flashmeeting
Ning
Sketchcast
Jing project
Trailfire
Toondoo
Voicethread
Voki
Bloglines
Adobe share
Flickr
Google Earth
Mashups
If you really want to see what others use then:
All Things Web 2.0
Listio
Blogger
Box
Del.icio.us
Diigo
Edublog
Feedblitz
Ictopus
Joost
Lulu
Netvibes
Pbwiki
Scratch
Skype
Wikispaces
Wikipedia
Wordpress
Yugma
ZOHO
Animoto
Slide
Slideshare
Flashmeeting
Ning
Sketchcast
Jing project
Trailfire
Toondoo
Voicethread
Voki
Bloglines
Adobe share
Flickr
Google Earth
Mashups
If you really want to see what others use then:
All Things Web 2.0
Listio
Podcasting
Everyone knows the word ... but do you do it?
Many people listen but do they create?
How easy is it to create?
Podium
The technology should be transparent ... it should not 'get in the way of the learning'.
Podcasting should be about quality communication, serialised and syndicated.
Many people listen but do they create?
How easy is it to create?
Podium
The technology should be transparent ... it should not 'get in the way of the learning'.
Podcasting should be about quality communication, serialised and syndicated.
Anything Can Happen ... will it?
Ken Robinson in his wonderful TED presentation on the nature of Creativity delivered firstly in Monterey in 2006 (and elsewhere since) makes a clear statement about education for creativity. He also says that we can't predict what the future holds ... just think about the last 6 months in the world economy?
Professor John Fothergill's take on thinking about the next steps ...
Professor John Fothergill's take on thinking about the next steps ...
Its not all Web2.0
Have you heard the one about the baby and the bathwater ...
Recording sound ... quickly ... group karaoke
Audio Reading Record
Inclusion
Recording sound ... quickly ... group karaoke
Audio Reading Record
Inclusion
So what happens now?
The progression from Web 1.0 through Web 2.0 and onwards is exponential.
From docs to blogs, pods, wikis and beyond, children, students and learners of all types are using the growing power at their fingertips to develop their ideas in exciting, stimulating and creative ways.
They are collaborating, creating, digesting, reworking, demanding, focusing, inventing and re-inventing! The 'read/write' aspects that excited us with passion last year have sprinted forward giving new meanings to both parts… read and write.
Each day we find institutions besieged by the advances made, which they seemingly have little or no control over and today‘s person wants control! What price is a three to five year development plan when change is so fast?
How do we match this in a world where earthquakes and the global 'crunch' have the capacity to change peoples' lives forever? How do we manage all of the information we now have? What effect does it have on us and ours? Who are the owners? Who are the buyers and who the sellers?
… So what happens now … let‘s explore the opportunities and take the risk of finding out
From docs to blogs, pods, wikis and beyond, children, students and learners of all types are using the growing power at their fingertips to develop their ideas in exciting, stimulating and creative ways.
They are collaborating, creating, digesting, reworking, demanding, focusing, inventing and re-inventing! The 'read/write' aspects that excited us with passion last year have sprinted forward giving new meanings to both parts… read and write.
Each day we find institutions besieged by the advances made, which they seemingly have little or no control over and today‘s person wants control! What price is a three to five year development plan when change is so fast?
How do we match this in a world where earthquakes and the global 'crunch' have the capacity to change peoples' lives forever? How do we manage all of the information we now have? What effect does it have on us and ours? Who are the owners? Who are the buyers and who the sellers?
… So what happens now … let‘s explore the opportunities and take the risk of finding out
Who am I ? ... and Who are you ?
Doug Dickinson
www.dougdickinson.co.uk/blog
www.dougdickinson.co.uk
doug@dougdickinson.co.uk
40 plus years in primary education (most of them as a primary teacher)
Lecturer at Leicester University
Softease/ Lightbox Education education consultant
Electronic text advisor to Collins Education
Ex LEA ICT advisory teacher
International orienteer
Ex Ofsted Primary Inspector
Really nice person
I need a sense of audience
Who are you?
Who are the teachers?
Who do you teach?
Welcome
Hello !!
Welcome to this session which will explore some of my ideas behind the use of Web2.0 technology in teaching and learning.
We will talk about podcasts, blogs and wikis but also a wide range of other tools I have come across and have used but mainly we will talk about the changing world of learning and that collaboration is king.
I hope this blog will provoke you to add your views and ideas so that others can share.
The posts will provide links to things that I say and some that I don't have time for ... please use the poll to let me know what you think.
This blog is at www.ddbett09.blogspot.com
Thanks
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