Category: innovation

Flexible learning with wikis

I have to say, it seems we have some very keen students this semester.  We got their wiki logins set up by about 3:30, notified them by 3:45 and the first one had logged in by 3:55.  Nearly 10 % of them have already logged in and it’s only 2 hours later.  I must say, I’m impressed.  It bodes well for an interactive, and productive learning environment.

It’s exciting starting with a blank slate and having to develop the whole thing.  We decided that the skills and experience of getting something like this up and running is an important part of managing technology.  So we aim to give students a taste of empty and the ability to shape the community.  I’m hopeful that eventually we will have the minimalist structure well enough thought out, that it will work with any group.

By minimalist structure, I mean the basic shape of what they need to do, the outlines of what we expect for assessment and the basic structure of the organisation of information.  That structure is simply three headings: Technical, Social applications, and Business applications.  There is room to add other headings if students feel the need.  But I think those three cover a gamut of sins and allow students to explore mobile technologies in a safe and supportive learning environment.

Perhaps I should be writing this up for a paper for a conference.  Serious thought needs to be done!

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Wow – Computerworld story about the BOOK!

Computerworld – Book looks at IT’s chic appeal to attract girl power

Entrance - balloon walkway

I’ve been meaning to blog about this, but with the launch on the weekend, and semester starting last week, I haven’t done it yet. I’m so proud of Jenine’s effort in this, and the attention it’s getting.

See my Flickr for images of the prelaunch fun and games. And the book has it’s own Flickr too.

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Fingers on the Keyboard

I’ve just realised how long it’s been since I wrote anything.  My whole purpose for blogging is to get the creative juices flowing and to actually put fingers to keyboards and produce words.  Words that put my thinking into context.  Words that will contribute to my understanding of things.  I seem to fail at that.

So here goes:

I have a tendency at this this time of year to put my all into preparation for classes.  I’m starting to wonder why, as it seems I am burning myself out a bit trying to get it right.  So I started thinking about it a bit deeper.

(Bit of background, this is a course with over 700 students across 2 semesters.  There are often 5 or 6 tutors involved in the course and we’re trying to use new technologies.  The course is called Business Informatics.)

Some of my thoughts include

Why do I do this?

The answer seems to be:  Consistency, quality, pedagogy, control!

Okay, so I like there to be a consistent experience for students.  The only way I can do that is to design a set of key activities for them.  Problem is some of the tutors like to do things the old way, like sticking strictly to the text and getting students to answer the review questions in the tute.  Somehow I don’t think that really adds value.  Adding value is what we really need to do.

Which brings me to quality.  How do we ensure the quality of what we give students?  Now I have a problem with that question.  What type of quality are we talking about.  I think I really mean I want good quality, but definitely not poor quality.  In some ways, quality relates to Value (notice it’s already achieve capital status).

The third point was pedagogy.  I don’t think we can adequately define pedagogy, except that it takes some ideas, puts them into activities and adds Value. It contextualises and makes relevant all the ideas.  It is a value adding activity.

My last point is control.  Why do I want control over what happens in the tutorials?  I don’t think I really do, I want the tutors to have something they can build on (add their own value), but I want the foundation that they use to be consistent.  I have a circular reference.

Consistency and control together with a bit of pedagogy and quality should make for a value-added experience for students.

Am I taking on too much?  Probably, but if the theory works, then I should be a little more relaxed during semester.  Except that I push the limits of what we can do.

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I have something to say

I’ve been reading a lot these last few days of my holidays. I’ve been thinking about innovation and what it means. I watched a slideshow on The Pirate’s Dilemma this morning. What it says about innovation should be a cautionary tale to all. Innovation is about stepping outside the boundaries of what is. Pushing those boundaries gives us new ways of looking at things. Once we start looking in new ways at old stuff, we potentially cross from being an imitator to being an innovator. This is very important. It’s the stuff of which so-called progress is made.

Being part of the academic ‘establishment’, I sometimes feel that having an ‘anything’ establishment is to deny the possibility of innovation or even any thing resembling progress. I keep butting my head against the establishment, simply because if it remains the same we stagnate. One of my pet peeves seems to be a practiced head-buttery against established processes within organisations, particularly my own. I happen to be on a committee or two where we discuss the cutting edge of our presentation of ourselves to the world (otherwise known as a ‘website’). This is a continual rethinking process and we’ve done some pretty intense rethinking in that space (and by ‘we’ I mean the teams who have worked on it, I and the committee just get to pick on it and give them some little hints). It’s great that we’re attempting to keep up with what’s happening in the world wide web of university sites, but are we really innovating?

All the technology that I get to use at uni is constrained. There is an SOE (standard operating environment) that allows the management of a couple of thousand PCs without which the tech guys would be forever fixing things. The number of things that can go wrong is significant and there are pages and pages out there that discuss these. What I find ironic, though, is the tendency to mandate the use of these SOEs equally for everyone. Even the boundary pushers.

I worked for nearly two years on a PC until I managed to cobble together enough funds to buy myself a MacBook. I hated the PC. It had a watermark on the desktop that you could never get rid of. Every restart there it was again. Even if I’d deleted it. It was a vicarious conversation between me and the tech departments. They kept telling me they were in control of my computer (okay, it wasn’t really mine, but I would never let them stick something in my office and they wouldn’t consider it, so let’s just say they were interfering with my workspace). I was not able to push the boundary of that machine, because they kept re-boundarising it. It was their’s.

When I got the Mac, I had to send it in to have Office and a few things installed so that I could work within the system. Can you imagine my horror when I found the same branding system had been installed! And to add insult to injury, if I set my background to black to cover the black logo (and take ownership of my workspace), blow me down if it didn’t flick over to white. It was worse than what they did to the PC. At least on the PC the logo would be gone until the next restart. But Macs are much clever (or at least mac programmers are). I could not get rid of that logo to take ownership of my workspace. Except that I’d managed to keep the original disks that came with it. How I managed that and how I actually got away with it was due to the innovative way in which I ordered and received the computer. It wasn’t through normal channels. It was through the funding I had for an innovative project. Innovation begets innovation. So having the disks, I reinstalled the whole kit and kaboodle. My workspace is now my own.

Without that ability to own my workspace (aka my computer), I am less innovative. With the ability to make over and tinker, I become more innovative. I step outside the boundaries. I broke the SOE to do so. I think I’m in breach of a policy or two, because I don’t have some of the settings that are mandated, and yet, I’ve been more productive.

I need to make a case to the PTBs about how we allow innovation. How can we allow people to step outside the defined areas (particularly when there are thousands of them) and how can you prevent it? Prevention is something that have down pat. SOE is like that other anti-innovation three letter acronym (DRM), although in this case I think it’s called ‘asset management’. Whatever it’s called, there needs to be ways around it, there needs to be some lawlessness in order to create new things. This is just how it is.

What boundaries have you fallen over today?

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Wiki Project – 6 weeks in

I started another wiki page today, to list all the pages that have been created in the six weeks the wiki has been live.

There are 83 pages including the 11 pages of course material (basically the course profile in multiple pages plus the home page). That leaves 72 pages that have been developed. 11 of the 27 students have created their own userpages (as has my tutor and myself) leaving 59 pages. There are 11 pages that I started (to get the ball rolling). There are 6 pages of lecture overview and 2 of the actual lecture information (what would have been the PowerPoint presentation if I used one (the wiki we use actually allows you to present a slide show using information IN the wiki)). That means there are 40 pages that students have started. And we’re only 6 weeks into a 13 week project. Take away the first week because they didn’t have logins to the wiki and we are getting about 8 page creations a week. Given that the assessment requires them to create (begin) a minimum of two pages, I’d say these students are well on task.

Quantitatively, the wiki is looking to be quite a success. My only concern is that there are still two students who have not even logged in to the wiki.

Qualitatively, like all student work, there is some really good stuff, and there is the less than good stuff. But I can see the potentials of the peer assistance afforded by the wiki. It has already started.

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