October, 2008

Progress – I can have it?

Yesterday, I received permission to use an image in a paper.  That may not seem such a big thing, but given the image is a trademark, and one that is heavily protected, I feel quite ecstatic.  All I have to do now is check the formatting of the paper and get it sent.  I should be doing that now, but I’m chatting with my daughter in Canada and reading up on the US election.

I also have a departmental meeting today (with the emphasis on mental) and I should be reading the stuff from that.  I’ve also got a paper I want to read in preparation for my presentation on EduPunk on Tuesday.  At some time I have to work out what is going on with the panel on Podcasting, because that’s next Friday.  And I really need to check in with the tutors to see how the marking is going before I start marking all the reflections (that’s 300 assignments of about 1 page).  I’m not looking forward to the next week.

But now I have a list of things to do, I should just go do them.  Starting at the beginning.  Progress, starts at the start!

Senator Conroy doesn’t want you to see …

this pair of nice boobies[1].

A pair of blue-footed boobies in the Galapgos Islands

A pair of blue-footed boobies in the Galapagos Islands by Eugene on Flickr

It seems the planned Australian Filter has hit mainstream news.  Not that I watch much of that, but it’s been bubbling around the intarwebs for a while.

I always think about the false positives that are going to happen.  The biggest area, in my mind, that will be affected is the birds.  No more nice boobies.  Admittedly, there are a few bird names that kids giggle over.

It reminds me of when I was much younger and we only had books.  We used to look words up in the dictionary.  You can be sure I would have been googling words, but we were fairly limited.  I mean, I remember looking up the word ‘fart‘ only to find it’s definition was sadly lacking and puritan: an explosion between the legs.  WTF?  I mean, there’s way more to it than that, but that was the only definition we had.

The other incident that springs to mind when I think about this is when I was working in a regional uni and introducing school kids to this new fangled internet. It would have been 1998/9.  I was watching a group of young girls looking up the Spice Girls.  Innocent enough, but the search also returned ‘spicy girls’ – not exactly what they were looking for.  After they clicked on one link and got something that was, to them, rather disappointing, the student teacher who was working directly with them totally freaked out.  I think she almost wanted to put herself between these innocent children and these images.  As I was standing behind the group at the time, I leaned over to the girls and said something like, oh bother, that’s not what you want, hit the back button.  The kids were very happy to comply because they didn’t want that, they had more sense than the student teacher!  It wasn’t a big deal to them.  They knew what they wanted!

It still peeves me that that woman will be transferring her puritan ideals to a whole new group of children.  Please think of the children, let them grow and explore.  Let them find the information they need to become well adjusted.  Don’t block their access to everything!

  1. I find it ironic that these boobies have no heads []

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Mobile Workforces – Technology to change the world!

I’m just preparing for the last class of Mobile Workforce Technologies and am trying to reflect on what came out of it this year.  Each time we run this course, it’s different.  But I don’t think we have fully achieved the aim of building the text book for the course, yet.  It’s getting close.  I think there are a few more pieces of structure that need to be in place for it to happen.  I hesitate to add too much structure, because it’s the very unstructured nature of the course that can be so powerful for student learning.

The table of contents concept that I’ve used for the last two versions of the course has started to come together, but it’s still a fairly incoherent attempt by students to organise the information.  I think it may be that as it’s currently structured, deciding on a topic and getting the information seems to be the limit to what students produce.  The contents page ended up as an alphabetised list of topics until I put a bit of structure onto the page and students started filling in the blank.  I need to come up with a way of getting students to undertake the task of organising what they make.

Perhaps the process, the assessment, could include marks towards organising information whereby students must contribute to the contents page and provide a summary for at least one article as well as contributing to a discussion about how best to structure the topics.  This is a possibility, but I’m concerned that a few committed students would take on the task before anyone else had a chance.

Or, what if there was a forum where multiple people could write a synopsis for a page and then everyone vote on the best one, which then gets added to the contents.  This would give students opportunity for creating the synopsis and engaging with other student’s work in a deeper, more reflective way.  Hmm, will have to see how I can put that in the requirements.

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Privacy … Ya reckon?

As part of the ongoing saga about the netfilters here in Aus, I went looking for what things there were that helped young people understand the implications of internet use.  I came across Cybersmart Detective, a website that is supported by ACMA (The Australian Communications and Media Authority).  The website states that it is

an innovative online game that teaches children key internet safety messages in a safe environment.

That sounds all well and good.  But, I have some doubts.  Serious doubts.  You see, I never take a website on face value (and neither should you).  So I poked around and found their privacy statement.  Their safety policy and disclaimer are similarly worded.  Not so the credits.  Someone takes credit for this site.

I’ve sceencapped the privacy statement for posterity.  Just in case they realise the mistake that they made in 2006 and get around to correcting it.

Cybersmart?

I find this very ironic and really hope that someone thinks of the children’s education and their ability to actually make decisions about what’s safe and not on the web.

I’m Net Alarmed!  Are you?

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Blogging for yourself

I have this idea for a paper but I’m not sure where it’s going.  I started writing it years ago and have somehow managed to commit myself to it for my annual review.  The paper is about blogging but I am now more interested in the notion of collaborating with yourself in a blog – getting back to the notion of journaling as a process of developing one’s ideas.  Then I realised that I’m very slack at doing that exact thing, even though I know there is value in it.  I think one of the things that prevents me is the fear of getting into a two digit readership.  This blog is for me (and anyone else who happens to stumble upon it) and it’s supposed to be where I develop my ideas.  But I’m slack.

Part of the idea of doing this is getting those little bits of writing done.  Engaging with literature and thoughts and all manner of things (that aren’t thoughts or literature … is there anything else?).  But I keep hesitating.  It’s as if future me doesn’t matter.  But I want to talk to future me.  That’s what this is all about.  Having a blog or a journal is leaving notes for yourself, talking to future you.  Those thoughts can be revisited while helping to measure change in ideas, growth of knowledge and shifts in perspective.  I want to document them.  I want to be able to come back, but I’m too much the vicarious participant.  If I love reading so much, what’s happened to my writing?

As we near the end of our semester, I’m going to commit to more regular updates, find something worth commenting on, talk to myself, because, really, this is about me.  If you also find something of value, then, hey, that’s great.  But I’m talking to myself now.

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