Thursday, 19 November 2015

Make a difference:Creative teacher readings

.

By Allan Alach


I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

The fear of all sums: how teachers can help students with maths anxiety
“The way teachers feel about the subject also has an impact – if we think maths is hard and scary our class will too. Instead of taking shortcuts, teachers must help children see the relationship between the different challenges to ease their anxiety.”

Constructing learning in the digital age
I haven’t included a Steve Wheeler article for a while.
“From a cognitive constructivist perspective, learning is achieved through the twin processes of assimilation and accommodation. The latter implies that new learning is 'bolted onto', or constructed within, existing cognitive structures known as schemas. Learning relies on the individual construction of reality, according to Jean Piaget. Such construction of meaning is unique to each individual, and therefore centres on each learner's efforts to make sense of the subject.”

Children should be allowed to get bored, expert says
“Children should be allowed to get bored so they can develop their innate ability to be creative, an education expert says. Dr Teresa Belton told the BBC cultural expectations that children should be
constantly active could hamper the development of their imagination.”

Parents aiming too high can harm child's academic performance
All teachers will be aware of this….
“When parents have high hopes for their children's academic achievement, the children tend to do better in school, unless those hopes are unrealistic, in which case the children may not perform well in school, according to research published by the American Psychological Association.”

Art and the Mind’s Eye: How Drawing Trains You to See the World More Clearly and to Live with a Deeper Sense of Presence
Self portrait by John Ruskin
An excellent reason to include drawing in your class programme.
“Drawing, indeed, transforms the secret passageway between the eye and the heart into a two-way street — while we are wired to miss the vast majority of what goes on around us, learning to draw rewires us to see the world differently, to love it more intimately by attending to and coming to cherish its previously invisible details.”

Power, Labor, and Compliance in Education Reform: Why We Must Refuse
Does this sound familiar?
“It appears apparent to anyone who has worked in education for more than a few years that what we have before us is a never-ending avalanche of policies. Further, dedicated and committed teachers try their best to follow instructions.  They try to follow the latest round of to-do” lists hurled upon them from above by experts” and policy makers.
But there’s a catch.”

Contributed by Bruce Hammonds:

Standardization isn’t Just Killing Students’ Creativity
Standardization is destroying the soul of creativity in our students. My subject area is about reading and writing, something a majority of my students hate doing. This is tragic because they’re both activities that I love deeply and most young kids enjoy. Older students often tell me that they loved reading and writing when they were younger, but they hate it now.”

Service Learning: Growing Action From the Roots of Passion
“Our goal was to create an educational model in which students' passions are the driving force, empowering them as global citizens. While we have limited time to cover required curriculum, we are committed to finding ways of embedding curriculum in "real-life" applications within the project.

What are your students storys
The Power of Story in School Transformation
“Human brains are hardwired to understand the world through stories. This is so true that psychologists often refer to stories as "psychologically privileged," meaning that our memory treats them differently from other types of information (Willingham). Each of us is a collage of our unique life experiences. By organizing these experiences into a story structure, we try to create order from chaos.”

How Can We Harness the Power of Learning Beyond the School Day?
“Discussions of learning tend to focus on what happens in schools, but many students are learning lots of important skills outside of school through extracurriculars like sports, music, art, politics or any other passion. Often students don’t get recognition for the learning they pursue on their own, and many times they don’t even see their passion as learning at all.”

From Bruce’s ‘goldie oldies’ file:

Developing a co-constructivist unit of study
Bruce wrote this after a visit to my school…sadly all this has now gone due to the switch after my departure to ‘raise achievement’ against ‘national standards’ based on the collection of
‘achievement data.’
“A plan for a school to develop a unit of work which values students' ideas and thoughts and then challenges them to 'change their minds' though interactive activities. Before starting the unit the staff need to clarify their idea of 'constructivist' and inquiry learning.”

Mavericks - our only hope!
Creative ‘mavericks’ are our only hope – but times are difficult for creative thinkers in our standardised education system.
“Does your school benefit from the talents and energy of the 'maverick' or does it seek to restrain them?.New Zealand was settled by courageous creative Polynesian and European adventurers prepared to risk all for success in an unknown world. Not for then complying to bureaucrats sitting at their desks or self interested populist politicians.It was anthropologist Margaret Mead who said that every new idea was started by a small group of committed people. Or as Ralph Waldo Emerson wrote, 'Every reform was once a private opinion.”



Monday, 16 November 2015

Moving into a Post- Capitalist world - A book by Paul Mason. 'Market forces' past its used by date!


Someone once told me I am always captured by the last book I have read.

Paul Mason
There is some truth in this. I also can’t resist ordering books I have heard reviewed on National Radio that capture my interest. One such book was Paul Mason’s ‘Post capitalism – a Guide to Our Future ‘- the author was interviewed by Kim Hill.

The ideas in the book certainly have impressed me and all I will be able to do will share, best I can,  some of his  ideas. I really enjoyed the historical development of the relationship between labour and power and, in particular, the dramatic rise of socialism and capitalism.

Well worth a read. It was referenced by speakers at the recent NZ Labour Party Conference which I recently attended.

The book is premised by the belief that ‘for the developed world the best of capitalism is behind us, and for the rest it will be over in our lifetime’.

‘What started in 2008 as an economic crisis morphed into a social crisis, leading to mass unrest’. There are two ways it can end. In the first scenario, the global elite clings on’ but with stagnating
Escaping the neo liberal box
growth and growing inequality.

In the second scenario, as ordinary people refuse to pay the price, a variant of what happened in 1930s could emerge.

In both scenarios, the serious impact of climate change, demographic aging, mass migration and growing debt will combine to create chaos by 2050.

 Mason proposes an alternative, we ditch neo -liberalism; then we save the planet – and rescue ourselves from inequality – by moving beyond capitalism. There is a growing consensus as to how you do it: suppress high finance, reverse austerity, invest in green energy and promote high waged work. But, as Greece found out, any government that defies austerity will clash with the global institutions that protect the 1%..

‘Neo - liberalism’, writes Mason, ‘ is the doctrine ofuncontrolled markets: it says that the best route to prosperity is individualspursuing their own self-interest…. It says the state should be small…that financial speculation is good; that inequality is good’ and that the natural state of humankind is ‘individuals competing with each other’. And, of course, unions need to be crushed.

The route to a new future beyond capitalism has been created by technology ( just as the printing press provided the impetus to create the Renaissance). Modern  technology, through automation, has reduced the need for labour to produce goods. Secondly information technology corrodes the markets ability form prices correctly - - consider the ease of downloading music from the internet. Thirdly there is the rise of collaborative production – Wikipedia, the biggest information product in the world is free as is the rise the ‘creative commons’.

Networked world
'A networked world',  Mason believes ‘offers an escape route’ and this ‘must be driven by a change in our thinking about technology, ownership and work itself’.

‘In the old socialist project the state takes over the market, runs it in favour of the poor instead of the rich, then moves key areas of production out of the market and into a planned economy’. This has been tried but it hasn’t worked.

The state’s future role is to create the framework for change.   ‘The new information technology has created a new agent for change; the educated and connected human being. Revolutions in highly complex information driven society will look very different from the revolutions of the 20th century.’

The challenge of the future is between the availability of free and abundant goods (with minimal labour input)  and a system of monopolies, banks and governments trying to keep things private, scarce and commercial. ‘Everything comes down to the struggle between the network and the hierarchy, between old forms of society molded around capitalism and new forms of society that prefigure what comes next’.

The power elites and the financial institutions have a lot at stake. The idea of TINA (there is no alternative) is now under attack. ‘Millions of people are beginning to realize they’ve been sold a dream that they can never live’. There is no ‘trickle down’; growing inequalities are a feature of capitalist societies

In his book Mason writes that  in the decades after WW2  prosperity was the result of state ownership and control. It was an era that resulted in technological changes and the spreading of best practices. This came to a halt with the oil shocks of the 70s and with President Nixon removing the gold standard for the dollar.

This was the beginning of neo-liberalism – Thatcher, Reagan and in New Zealand ‘Rogernomics resulting in the dis empowerment of worker unions and the rise of business elites and corporate domination.

Mason’s book is premised on the concept of cycles of political change in power structures; neo-liberalism is coming to end.

It is Mason's belief that the  new information technology, rather than creating a new and stable form of capitalism, is dissolving it; corroding market mechanisms, eroding property rights and destroying the old relationships between wages, work and profit
Recommends Mason's book

More radically it is leading us towards a post capitalist economy; a move as great as when the financial merchant families replaced the power of the feudal monarchs' ; a change that will redefine the nature of work itself as automation takes effect.

This automation will result in making human labour largely redundant  resulting, for many, more free time than work time  leading to the problem of what to do with the millions of people whose jobs are automated? In this process work will lose its centrality as part of a person’s identity. Networked individuals will increasing become a power for change.

Transitions are always hard to understand as the plot of Downton
Changing times in an earlier era 
Abbey illustrates. The question is how will humans have to change in order for post capitalism to emerge?

Four time bombs Mason writes  will create the press for change – all are interrelated an all will require dramatic action.
Peace talks 1939

The first is climate change – the result of ‘free market’ capitalist economic growth -primarily caused by the use of carbon fossil fuels  to fuel economic growth. Strong positive action focusing on renewable energy will help but, as Mason writes, ‘more and more the climate talks…come to resemble the peace treaties that paved the way for the Second World War’.
The aging problem

The second time bomb is the demographic problem of aging, potentially as big a threat as climate change but with a more immediate economic impact.  Fewer and fewer workers will be available to pay  pensions and the  care of an aging population. This is an irreversible change added to by falling birth rates.

The demands of spending on pensions, health and care will create devastating problems of public debt.

The fourth time bomb is the impact of mass migration resulting from poverty. Mason predicts that we have not seen anything compared to what is to come. 'Either poor countries will become richer or poor people will migrate to richer countries.’

Notwithstanding all these problems, even following the GFC of 2008, the ‘financial aristocracy  is determined to go on living as if the threats outlined above are not real,’ believing that market forces will solve all problems. Those in power will do whatever they can to avoid real transformational change that requires the end of neo-liberalism and the development of a post capitalistic world. The illusions, bred over the last twenty-five years, feed our paralysis – the illusion  that everything is going to be OK.

This false sense of security, echoing the feelings prior to the outbreak of World War Two, will eventually require dramatic action.

Only states and states acting together can organize positive actions – responding to the challenges that lie ahead will require more state ownership and will require more planning than anybody currently expects..

Mason’s book provides an antidote to despair. For all the rhetoric about free markets, the capitalist system will not provide any answers and, rather, will contribute the problems..

The theme of Mason’s book is that technology is developing a world that requires fewer workers and introduces the idea of a transition to a world without work driven by information technology able to produce goods almost for free; a challenge to profit orientated capitalism. In the future people will be involved in providing services beyond the market – for example free information through Wikipedia or the creative commons.

In his final chapter Mason outlines what a post capitalist society might involve. He calls it Project Zero as its aims are a zero- carbon energy systems; the productions of machines, products and services with zero marginal costs; and the reduction of labour time as close as possible to zero.

This is not about returning to deadening state control but rather will require a state foresight and guidance rather than command and control; networks rather than hierarchies.

 Mason outlines five principles.
The 1 %

Test all proposals on a small scale before attempting them on a larger scale.

Design transitions to ecological sustainability, responding to problems as they emerge.

This transition will not be just about economics but will require the emergence of new kinds of people that will be created created by the growth of networked communities. The growing cohorts of networked citizens will have different perceptions from their parents or grandparents. 

The fourth principle will be to attack all problems from all angles.  The rise of networked citizens allows them to organise meaningful spontaneous actions as powerful agents of change beyond the control of governments,  political parties and corporations. New forms of democracy will need to evolve allowing solutions to be found through a mix of small scale   experiments that, if shown successful, can be scaled up through top down action.

The fifth principal for a successful transition is to maximize the power of information. Already aggregated data about our lives is available too often controlled by governments or corporations.

There will be a need to create democratic control over aggregated information to prevent its misuse by states and corporations.  Once information has been 'socialised' it will have the power to amplify the results of collective action by mapping problems and providing immediate assistance.

In Mason’s scenario decision making is decentralised; the structures needed to deliver it emerge
during the delivery; targets evolve in response to real-time information – and all actions should e modelled through simulations tools before enacted for real. ‘The best method is for small groups to pick a task, work on it for a bit, document what they’ve done and move on.’

Top level aims of a post capitalist project would be:

Rapidly reduce carbon emissions -work towards sustainability

Stabilize and socialize the finance system to take into account problems of aging, climate change and debt.

Deliver high levels of material prosperity and well-being by facing up to inequalities in society.

Gear technology towards the reduction of necessary work – eventually work becomes voluntary with  the rapid transition towards an automated society.

Such changes will require a ‘new spirit’ – a new attitude to replace the current misplaced faith in ‘market forces’ which is unable to solve current problems.

Mason’s solutions provide his best guesses and is open to be changed by the wisdom of others.

‘The most challenging arena for action is the state; we need to think positively about its role in the transition to post capitalism.’

The state has to see itself as one of nurturing new economic forms to the point where they take off.’ Currently the state, under neo-liberalism, has been deregulated to allow marketization, corporatisation and privatisation in such areas as education and health. ‘The state has to reshape markets to favour sustainable, collaborative and socially just outcomes. ’Local energy systems could be incentivised and infrastructures developed to allow local innovation. The state has to ‘own’ the agenda for responses to the challenges of climate change, demographic aging, energy security and migration’.

Governments will have to do something clear and progressive about debts – in countries that are unable to repay debts they could be written off.

Collaborative business models need to be fostered. The tax system needs to be reshaped to reward the creation of non-profits and collaborative productions. 

Large corporations need to be controlled by regulation. This might sound harsh but similar restrictions outlawed slavery and child labour despite protests of factory bosses and plantation owners. 
New minds required

Monopolies to be be outlawed. ‘For twenty five years’, Mason writes, ‘ the public sector has been forced to outsize and break itself into pieces; now would come the turn of such monopolies such as Apple and Google’.

‘Public ownership delivered in the past huge social benefits and in the post capitalist society it would deliver that and more.

Public provision of water, energy, housing, transport, telecoms infrastructure and education would feel like a revolution as these have been privatised under ‘market forces’ for the benefit of a few.

'A mix of government encouraged initiatives and highly regulated corporations would create the framework of the next economic system, not its substance.’ ‘There is no reason to abolish markets by diktat, as long as you abolish the basic power imbalances that the term ‘free market’ disguises.’ Innovation and creatitivity would be rewarded. Patents and intellectual property rights would be designed to taper away. State funded research should be free and shared.

‘The only sector where it is imperative to suppress market forces completely is wholesale energy. To meet climate change with urgent action the state should take ownership and control of the energy distribution grid, plus all big carbon suppliers of energy. Renewable sources of energy need to be subsidized. Mason believes in' decentralizing and allowing local communities to keep the efficiency gains they make’.
The neo-liberal position

The next big piece of social technology would be focused on the financial system. Central nationalized banks should have sustainability targets. Other banks would need to be restructured to reward innovation and to be penalised for speculative rent seeking loans.

The biggest structural change to make post capitalism  possible is to establish a state guaranteed universal basic income. 

The purpose of a basic income is to formalize the separation of work and wages and to subsidize the transition to a shorter working week, or day, or life.

The idea is simple: everybody of working age gets an unconditional basic income from the state funded by taxation, and this replaces the unemployment benefit. Other forms of need-based
welfare would still exist topping up the basic income.

This move would radically accelerate technological progress.One study states that 47% of all jobs in an advanced economy will be redundant due to automation – this would result in an enormous unemployment problem. A basic income paid out of taxes gives people a chance to build a life in a non –market economy allowing individuals to involve themselves in work or non-work activities. 
.
The fiscal cost for this would be high costing, according to UK figures, twice the current welfare bill.. This would be affordable if current tax exemptions were abolished  combined with cost saving changes to other public spending.

‘Under this system there would be no stigma attached to not working.  The universal basic income would be an antidote to the low paying service jobs that capitalism has created over the past twenty-five years that pay little and demean the worker.

As we pursue these goals, a general pattern is likely to emerge; the transition to post capitalism is going to be driven by surprise discoveries made by groups of people working in teams’. ‘This is not going to be a controlled process. The most valuable thing that networks can do ( and individuals within them) is to disrupt everything above.

Asking what is the end state is not the wrong question according to Mason. Post capitalism is a ‘beginning state’.

As the reproduction cost of labour shrinks dramatically the employment problems that have defined human history will shrink or disappear. ‘So instead of looking for an end state, it’s more important to ask how we might ... escape a dead end.’

We are entering an era when the labour that is necessary to sustain life falls and free time grows – where the division between work and free time is blurred.

Mason concludes his book writing, ‘we are at a moment of possibility; of a controlled transition beyond the free market, beyond carbon, beyond compulsory work.What happens to the state? It probably gets less powerful over time- and in the end its
function are assumed by society.’

‘What happens to the 1%? 

Their ideology tells them their uniqueness has made them successful but their success depends on a plentiful supply of cheap labour and repressed democracy –  where inequality is rising. 'To live in a world so separate, dominated by the myth of uniqueness but in reality so uniform, constantly worrying you’re going to lose it all, is- I am not kidding, tough.’

‘But there is good news. The 99% are coming to the rescue. Post capitalism will set you free.’

Not an easy book to summarise. Best you read it for yourself


Mason is asking readers to imagine a more socially just and sustainable society beyond capitalism – a world we can help shape rather than simply react to problems that face us .


Link to the corporate takeover of society - including education

Pope Francis - inequality and capitalism and Thomas Piketty

Lestor Thorow - challenges that lie ahead for capitalism

Sunday, 15 November 2015

EdCampSIL Collaborations

Yesterday, Melissa and I attended Edcamp Southern Illinois, EdCampSIL, in Belleville, IL. It was a small but passionate edcamp full of educators who wanted to collaborate, share and improve their practices. We presented a session on our 20% Time program and also attended a session on Genius Hour put on by another teacher. The conversations were rewarding and interesting. We know that by sharing our work, we also learn about others' work and the avenues for collaboration open up. Such was the case yesterday at EdCampSIL.

We met several teachers who were particularly interested in implementing or growing their own 20% Time programs but just needed a push from their PLN to help them find direction. One teacher, Nickie Pelch (@npelch), teaches at a small high school in Ste. Genevieve, MO. She is psyched about starting her own program and yesterday she took the plunge into blogging! It had been something that she'd wanted to do for a while and she thought that if she was going to require a reflective piece from her students during 20% Time, she should model that reflective piece herself. Her blog is here. While talking some more, we told her that we are doing a long-term PD program in our district for teachers who want to implement 20% Time programs in their classes. After a bit of brainstorming about ways she could be included, we decided that she could Google Hangout in from her school. This coming Wednesday, when we all gather for our first PD session, we will be including Nickie Pelch and anyone else who wants to GHO in. If you'd like to attend, please e-mail either Melissa or myself and we'll make it happen. Our contact information is under the Contact page at the top of this page. 

Saturday, 14 November 2015

Constructing learning in the digital age

From a cognitive constructivist perspective, learning is achieved through the twin processes of assimilation and accommodation. The latter implies that new learning is 'bolted onto', or constructed within, existing cognitive structures known as schemas. Learning relies on the individual construction of reality, according to Jean Piaget. Such construction of meaning is unique to each individual, and therefore centres on each learner's efforts to make sense of the subject.

In a sense, an algorithm has much in common with a schema, particularly because both have rules and sequences of instruction that can be followed to achieve a specific goal. Both are self contained but have the potential to be connected to larger sets of instructions. The computer algorithm is therefore a means of giving instructions to a machine that replicates the way we believe our minds function. Personal schema on the other hand, are often peculiar to the individuals that created them usually through solo exploration and discovery.

Alternatively, social constructivism - in Vygotsky's terms - is the construction of personal meaning within a framework of social experience. Lev Vygotsky stresses the importance of language and culture, and argues that learning is socially mediated. His notion of the Zone of Proximal Development (ZPD) is a model to describe the efforts and interaction between a learner and a more knowledgeable other person (MKO) to negotiate meaning within a realistic range of learning. The learner constructs his own meaning with the MKO as a guide in the process. The boundaries of the ZPD can be variable, but in most contexts, it is generally more extensive than learners can achieve on their own.

Jerome Bruner developed ZPD theory to include the concept of scaffolded learning. Scaffolding was a metaphorical representation of the many active ways in which teachers (or MKOs) focus their efforts and expertise to support of learners at the start of their learning, but gradually fade this support as learners become more independent and competent.

The idea of discovery learning also originates with Piaget, and has provided some powerful, but at times contentious pedagogical practices in primary education. It maintains a focus on personal construction of meaning through exploration and experimentation, and relies less on social contexts than ZPD theory.

Hypertext is non-linear and potentially chaotic in nature, drawing the user (learner) down through layers of meaning, to the endless possibilities of learning by discovering. It is ill-defined, driven by the learner, and has no boundaries or limits other than those the learner imposes upon herself. It is exploratory, rule-less and rhizomatic, where the learner discovers for herself any number of divergent nodes of knowledge, and random corridors of travel.

Learners with digital technology can discover for themselves, and drive their own learning, but it will be less structured than formal educational processes. They are able to explore avenues that may or may not be intended by the creators of the content, but in their nomadic exploration of hypermedia, learners discover for themselves the benefits and risks of autonomous learning. The initial digital space acts as a scaffold, but the farther away the learner wanders from this base - and the more mouse clicks he executes - the more vulnerable he may become to misdirection, misunderstanding, and a sense of isolation from his original aims and purposes. And yet this glorious freedom of knowledge excavation and the potential to synthesise disparate and previously dislocated concepts can be compelling.

Photo by Till Krech on Wikimedia Commons

Creative Commons License
Constructing learning in the digital age by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Friday, 13 November 2015

Networks are everything

We live in a highly connected world. Networked learning is vital for learning today. Creating a social web around you, and being able to connect with others in your profession is vital for the world of work too. In fact networks are everything. These views were expressed during an interview I recorded during the Barcelona EDEN conference with Maarten de Laat. Maarten is a professor at the Open University of the Netherlands, and is highly active in the field of networked learning. He had some very interesting and thought provoking things to say about the significance of networks and how they are changing learning today.



Video courtesy of the European Distance and E-Learning Network (EDEN)

Creative Commons License
Networks are everything by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Thursday, 12 November 2015

New Zealand education increasingly at risk - readings for creative teachers who care,


It is not too late to escape the standardized box
  
By Allan Alach

I welcome suggested articles, so if you come across a gem, email it to me at allanalach@inspire.net.nz

'World's best teacher' warns on too much testing

Mind you I’m not sure who chose her for this honour, nor what the criteria were, so I’d take the ‘best teacher’ claim with a pinch of salt.
“… she warned against education systems moving to what she thought was an over-prescriptive curriculum.
Such an approach would limit children's range of reading, she warned, so that they would spend too long focusing on a small number of texts in order to pass tests.
"Parents are recognising that their children are being tested rather than taught," she said of US schools.”

Innovation: What Does it Really Mean in Schools?

Tony Wagner
“Technology alone will not make it happen. Indeed, the technology will achieve little unless the ecology of learning and the purpose of technology have been clearly established. It’s about culture, imagination, creativity, risk-taking, failure, learning, questioning and the amplification of this entire process – especially the innovation piece – through the appropriate use of tools and technologies that help extend our ambition and learning outcomes. It’s about how we use those things.”

The Timeless John Dewey

If you don’t know much about John Dewey, here’s your homework - research him!
“Dewey wrote much about the power and importance of experiential learning (learning by doing,outdoor education, hands-on experiences), and how the teacher should be more of a facilitator or guide in a child’s learning experiences rather than the sage on the stage”, which sadly became the traditional approach.”

Peak indifference”: Cory Doctorow on surveillance in education

An important topic, given the ever increasing eyes of the state on our every day activities, and there’s no reason to think that education will be spared from this.
In the educational domain we see a lot of normalisation of designing computers so that their users can’t override them. For example, school supplied laptops can be designed so that educators can monitor what their users are doing. If a school board loses control of their own security or they have bad employees, there’s nothing students can do. They are completely helpless because their machines are designed to prevent them from doing anything.”

What if everything we thought we knew about learning was wrong?
Here is a series of articles exploring the nature of learning.
’It is time to go back to basics of teaching and learning, not those of the 3 R’s, or of rote learning, of the industrial revolution or that of the information technology revolution but instead the basics of relationships and trust in education. It is time to rethink our pedagogy. A time to wipe the slate clean and rethink things from the beginning and not keep adding things that we think will or should work”.’
Part 1:
Part 2:
Part 3:
Part 4:
Part 5:

Contributed by Bruce Hammonds:

Bruce Hammonds - Lessons from the Masters
Want to know what Bruce thinks – his ideas are captured in this PowerPoint presented at a creativity course.

45 Design Thinking Resources for Educators
“Design thinking consists of four key elements: Defining the Problem, Creating and Considering Multiple Options, Refining Selected Directions, and Executing the Best Plan of Action.”

'I can be happy – or I can be a teacher’
“I come across weary, disillusioned teachers on a daily basis in the course of my visits to schools as an author. Now here’s the rub, not one of these good professionals references the very real stresses and strains of the classroom as the factor that could drive them out of teaching. It always boils down to workload, the endless collection of data, the subordination of teaching and learning to tracking, testing and "accountability", which invariably means stress-inducing targets and anxious over-the-shoulder concerns about the next Ofsted inspection.”

Contributed by Phil Cullen:

Swamp Drop For Skills and Learning.
Here’s an interesting little task to work through.
“This exercise will build your skills in recognising how communications can activate unproductive cultural models. It’s an essential first step in keeping your messages from being eaten by dominant understandings of your issue.”


From Bruce’s ‘goldie oldies’ file:

Survival of the fittest or the best connected - Market Forces or creating conditions for all to thrive. A new look at Darwin.
“Competition it is still believed leads to innovation but when you look at innovation from a long term perspective competition turns out to be less central that we have been led to believe.  Survival of the fittest has been oversold - from a long term perspective openness and connectivity may be more important.”
And:
“Shame is that  our current market forces competitive orientated government seems prepared to destroy such an environment by introducing competitive league tables which will destroy the valuable aspects of collaboration and connectivity and, in the process, narrow the curriculum as teachers will naturally begin to teach to the test - a version of the outdated ideas of ' survival of the fittest.”

Importance of School Values
The importance of shared values in a school
“A vision gives an organization a sense of direction, a purpose, but only if it is ‘owned’ and translated into action by all involved.But vision is not enough in itself. The values that any organization has are just as important or even more so because they determine the behaviours that people agree to live within. Alignment of people behind values is vital but too often both vision and values are just words hidden in folders are rarely referred to. What you do must reflect what you believe if there is to be integrity. And any alignment needs to include students and parents as well.

Wednesday, 11 November 2015

Inspire to learn

On 3-4 December I'll be in Manchester to present a keynote speech at the Inspire Conference, sponsored by the Higher Education Academy. The conference is themed around excellence in teaching of the social sciences, which reflects my own professional and academic background. During my undergraduate degree I specialised in psychology, but also studied a number of other social sciences, including politics, economics, sociology and human geography. I'm quite at home in this area of academia, and my thinking is shaped and informed by these disciplines, so I was delighted to be invited to speak. As a prelude to the event, the organisers have asked me to write a short blog post which takes the form of my responses to four questions:

Q1. What will you be speaking about at the Inspire conference in December? The title of my keynote is 'Learning in the Digital Age: Theoretical Perspectives.' My key premise is that learning technology is just about everywhere in education. Universities are replete with lecture capture tools, interactive media, web based content and personal response technologies; students arrive equipped with social media and mobile devices; technology supported distance education has been long established; universities are experimenting with flipped classrooms, gaming and MOOCs. I plan to discuss our possible responses to this. What should we make it all, and do we consider these new trends threats or opportunities? How might we harness the powerful potential of these tools and technologies to engage students more, and enhance learning in higher education? What theories could be used to explain these phenomena, and how can social/psychological models better our understanding of how people learn when their communication, relationships and learning are mediated through technology? I plan to explore several of the older social science theories, and  compare and contrast these with some of the newer, emerging theories to determine what they offer. Can the established theories still offer useful explanations of new practices and experiences, or can we gain some illumination for a better understanding of learning in the digital age from the newer theories?

Q2. What issues in HE teaching and learning are you passionate about? My passion is learning - in all its possible forms. In fact, as a lecturer working in higher education, I consider myself to be a professional learner. I have gone on record as saying that although I don't need to work any more, I continue to work at Plymouth University, mainly because it is a great place to learn and to continue developing my research interests around digital pedagogy. I will hopefully continue to work in higher education for as long as I'm interested. I will quit when I get bored, which at the moment isn't that likely.

I'm passionate about sharing knowledge. My maxim is: 'Knowledge is like love. You can give it away as much as you like, because you still get to keep it.' And it's true - knowledge is not finite like money or resources. It's limitless and should be available to anyone and everyone who needs it, and given away for free. Yes, education costs money. But ignorance is even more costly. It is the responsibility of governments to provide free education to its citizens. We enter a moral quagmire if we expect students to pay expensive tuition fees that will keep them in debt for most of their professional lives, and exclude many others who can't afford the debt.

Another equally disturbing issue for many scholars is the immoral and unethical  business of academic publishing. The big four publishers - Elsevier, Wiley, Taylor and Francis and Springer - are making huge profits worldwide from the goodwill of academics. They publish publicly funded research which has been freely written, reviewed and edited by academics, and make huge profits from it. This doesn't make sense. My belief is that if the content has been freely offered, and already funded by tax payers, it should be offered freely, or at the very least, at an affordable level to the academic community. The big four show no signs of relenting in their profiteering, so several years ago I took a very public decision to resign as editor of a major academic journal. I subsequently pledged that I would never again write, review or edit for a closed academic journal.  I'm not the only one. This is a growing trend as was evidenced recently when the entire editorial team on one of Elsevier's academic journal Lingua resigned over high price and lack of open access.

The big four maintain a strangle-hold over universities, perpetuated by exercises such as the Research Excellence Framework review. And yet, the trust placed in high impact journals may turn out to be unfounded, especially when all the metrics are taken into consideration. How many people read an article in a closed journal? No-one knows for certain, but we know for sure how many access an article from an online journal. Many other academics are taking decisions similar to mine and turning their backs of closed academic publishing. This damning expose originally published in the Huffington Post reveals why the days of the academic publisher may be numbered.

I still disseminate my own research widely, but now I do so through social media, blogs and open access journals. We have the technology. All of my content is licensed under Creative Commons, so that others who wish to, can freely use it, repurpose it, and redistribute it without cost. All they need to remember is to attribute my ideas to me, under the same CC licence. If all academics shared their research this way, knowledge would indeed be free, and everyone would benefit.

Q3. As a lecturer how important do you think it is to look at teaching and learning issues through a disciplinary lens? I'm completely biased of course, but I believe that psychology is the perfect lens through which to understand and evaluate teaching and learning. Psychology is the science of human behaviour, and is the perfect discipline to apply as a foundation for all forms and levels of pedagogy. Psychology provides numerous theories to explain memory, perception, learning, social interaction, motivation - in fact just about any aspect of education. I firmly believe that without an understanding of psychology, teaching is diminished. How can we possibly hope to offer good pedagogy, and create inspirational learning environments if we don't fully appreciate how the human mind works? We have a long was to go however, with many areas - undiscovered countries - such as how certain areas of the human brain function, why some students succeed while others fail, and so on, but we are getting there. The psychology of learning is a very exciting area of academic study. That's why I'm a student of psychology. For me, it's the best possible discipline to apply to my practice as I strive to become a better teacher and a more effective learner.

Q4. What advice would you give to early career academics who want to develop their teaching and learning careers? Strive to be extraordinary and never give in. Be an inspiration to your students by showing a real passion and enthusiasm for your subject. Students won't care how much you know or how many letters you have behind your name, but they will be impressed if you show a keen interest in their work and their progress. Go the extra mile. Seize every opportunity that presents itself. Be prepared to take risks. Connect and spend time with people who are innovative,and associate with those who are doing things differently, or in ways that surprise you. Learn from them as you develop your own professional identity. And remember - doctors save lives, but teachers make lives.

Photo by Alan Chia on Wikimedia Commons

Creative Commons License
Inspire to learn by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.