Posts Tagged ‘technology’

There’s a pattern here, somewhere

Tracing patterns – there’s something.  It’s not good.  In fact, it’s terrible for us, the people.

  1. Copyright
    1. Copyright was designed in th 1700′s to protect creators from publishers. (Source)
    2. Copyright is an economic right, automatically vested in creators by governments. (Source)
    3. Copyright is now a weapon used against both creators and consumers.
    4. Rightsholders more often seem to be publishers, not creators.
  2. Buttons
    1. The Button Makers Guild was the RIAA of the 1600′s. (Source)
    2. Hollywood owes its location and prominence to its avoidance of paying licence fees to Thomas Edison for making movies. (Source)
    3. CDs, DVDs, whips, buggies, iceboxes, buttons are all outmoded technologies.
    4. We haven’t yet gained the right to make our own modern buttons.
  3. Computers
    1. The Internet and the World Wide Web opened up ways of interconnecting, collaborating and organising.
    2. WWW technologies are law-blind.
    3. Xanadu failed.
    4. Rightsholders want Xanadu, not WWW.
  4. Censorship
    1. The Internet and WWW allow massive sharing and exchange of information.
    2. People love this.
    3. Rightsholders and Governments fear this.
    4. Governments, rightsholders and some corporations have more power.
  5. Technologies
    1. Technology is not neutral.
    2. Many activities are enabled by technology.
    3. Many activities are broken by technology.
    4. Technology can make or break us.
  6. Information
    1. Information is a key to learning.
    2. Learning is a key to participation.
    3. Participation is central to our ways of being.
    4. We are Information.
  7. News
    1. News is dying.
    2. News is ever more important.
    3. Paper is obsolete.
    4. We are news.
  8. Change
    1. Change is necessary for growth.
    2. Technologies change us (see 2, 5 and 6 above)
    3. Some people fear change (see for instance Australian Christian Lobby)
    4. We are change.
  9. Democracy
    1. Dissent is necessary for democracy.
    2. Democracy is about the people.
    3. We are the people.
    4. We are being silenced.

There’s something that links all of these together.  Something bigger than our current economic crisis or even our fight against censorship.  There’s something striking at the heart of us.  I fear we have no power, that our democracy has failed us in the face of massive greed and corporatism.

I used to think that the main difference between Australia and the US was that Australia arose from injustice.  We got the convicts, the US got the Puritans.  This gave us an insight into injustice, even though we perpetuated it here.  It underlies our larrikinism, our dissent against propriety.  But we have been invaded.  We have lost our way.  We are not who we thought we were, and those of us who remember are shaking our heads in dismay.  We are being overwhelmed by a new form of puritanism.

This pattern is pervading my thoughts, and yet I cannot quite see it.  What is it that I see?

Edited to add:

  • Serfdom is making a comeback.
  • People don’t understand numbers.
  • More children are abused in their home than by strangers.
  • Moral panics!

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Passion: 3 things

I was watching the TED videos the other day.  I finally got around to setting up an RSS feed for them and ended up with 357 items in my reader.  I love the TED videos and often use one or two in my classes.  They seem to say things in more compelling ways than I can, and grab the attention of students.  But one of them got me thinking about an issue that has been plaguing me for some time – somewhere in the vacinity of 5 years.  That talk was Tony Robbins: Why we do what we do, and how we can do it better. From reading the comments, I get that people either love him or hate him.  I’ve heard the name before, but had not really paid attention.  The thing that got me was that this talk connected to me at the level of that 5+ year old issue – the issue of what I really want to do with my life.  I keep thinking that I have lost the passion for things, but the problem isn’t that I don’t have passion, it’s that it’s very diverse and in the moment.  Things affect me NOW and I latch onto that – sometimes following through, sometimes not.

So I suppose I’m really at the stage of working out what issues are really important and which are worth my time.  What things do I want to focus on.  The video allowed me to contemplate that.  This post is an attempt to qualify that – to give shape and form to the things that really matter. Read more of Passion: 3 things

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To structure or not

This wiki course always gets me thinking.  We have such a diversity of students that some thrown themselves almost bodily into working on the wiki, while others seem to be much slower to take up the challenge.  This makes it a challenge for us to shape tutorials in a manner that benefits all students.  How much structure do we put into computer sessions?

Currently, about one third of the students have started editing and, going by the level of interaction from some of them, are well and truly on the way to knowing what to do (ie creators of their own learning materials).  The rest of the students may need to be lead more gently into the frames needed to engage in this kind of generative learning environment.

So, we’ve been discussing the mode of the presentation of information in the first tutorial and subsequent tutorials.  I think the first tutorial will be the most structured.  Basic wiki editing, setting up userpages, becoming familiar with the interface.

Subsequent tutorials will be more open and I think we will let students direct the activities.  As the tutorial pages will be wiki pages, they can (hopefully) help to direct the activities to those things that they believe they need in order to achieve the outcomes arising from the objectives of the course.

Cool, eh?

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Welcome to EduPunkLand

I’m currently preparing my lecture on Communication for first year Business Informatics students, and we touch upon Semiotics. Now, that’s not an area that I have done a lot of research and reading or even contemplate much, except each semester when I prepare this lecture.

But I was thinking today, as I was going over our brief introduction to semiotics and clarifying, yet again, the concepts and it struck me that the use of EduPunk is used pragmatically, simply to signify that we stand outside ‘traditional’ conceptions of teaching and learning, or learning and teaching, however you order it.

EduPunk-y based on bionicteaching's hands_sun (http://www.flickr.com/photos/bionicteaching/2537045281/)

EduPunk-y based on bionicteaching's hands_sun (http://www.flickr.com/photos/bionicteaching/2537045281/)

I’m not sure if I’d class myself EduPunk or that others would recognise me as EduPunk, but my work with students borders on, if not resides, in EduPunkLand. I use blogs and wikis and delicious and CiteULike and a plethora of other newer technologies as well as some of the older technologies[1]. I push boundaries of teaching and learning in my own practice. I recognise great ideas in the work of others, ideas that look fresh and new and exciting. I sense renewed excitement in the craft of teaching in the ideas emanating from self-confessed EduPunks and the meddlers around the edges of EduPunkLand. I’ve seen people visit EduPunkLand and shake their heads at the mess we create for ourselves and others who wonder at our daring.

But the further we push learning technologies into EduPunkLand and the more we consider how these technologies change our practice, the more we see what EduPunk signifies. And it’s not traditional ‘punk’. And it’s like traditional punk, but not.

It’s new, it’s fresh, it’s exciting.  It’s living in EduPunkLand!

But, having just gone searching for an image to insert in this post, I was reminded of Punky Brewster, because my daughter used to have a jumper that had four different squares of colour on it, it was her Punky Brewster jumper.  This connection has obviously been lurking in my mind because the four corners of colour influenced the WikiEducator logo I designed.  The more I think about it, the more I think that EduPunks are punk in the Punky Brewster feeling-abandoned-looking-for-a-home type way rather than the Punk Rock in-your-face-Sex-Pistols-anti-establishment way.  By that I mean that all of us mavericks in educational technology seem to have stepped out, been abandoned by the hierarchy and looking for connections and a ‘place’ to call our own.

  1. Can I include PowerPoint in the ‘older technologies’? []

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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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