Sunday, October 2, 2011

The flattery of social networking

Yesterday, as a backup, I uploaded a couple of powerpoints that I use infrequently to Slideshare. They're slides I use in presentations to students, and would be of little interest of relevance to anyone else. Imagine my astonishment then to receive this in my email this morning:
How exciting, thought I. Fame at last! Recognition from the international community of Slideshare! And, because I am vain, I went straight to the Slideshare site to see how many views my apparently wonderful presentation had had in the 14 or so hours since I had uploaded it. The result:
So what does this mean? It was rather flattering for a moment, but 0 views does rather burst the bubble! Is this a cunning ploy designed to encourage us all to upload more slideshows? Is there simply a lag between their view counter and their email system, and in fact, this trivial and visually unappealing presentation, last updated in January 2010 (unlike Facebook!) really is one of the most popular uploads of the day?

And just in case this isn't enough to make you cynical about Slideshare, I received a SECOND email:



Two uploads; two of the most popular presentations of the day. If only that actually meant something.

Tuesday, September 13, 2011

21st century skills from a 21st century classroom

A year ago I blogged about 21st century literacy skills, asking whether we were still using definitions of literacy that are out of sync with our new, technological world. Since then, I have had the privilege of watching my son negotiate his first year of intermediate school in a laptop class. Make no mistake, he is in an innovative and challenging school, and observing his learning, both planned and accidental, has been fascinating, but it leaves me with more questions than answers.

I have no doubt that the experience of being connected to his peers on a more or less continuous basis has enabled him to develop relationships. The school uses Adium as the social networking tool (students are banned from accessing Facebook at school or on their school laptops) and my son seems to spend an inordinate amount of time chatting online. So in that way, I suppose he is improving his skill at building relationships with others. Or is he? When I browse his chat history (and I do, because I'm a parent and I believe that is my responsibility) I am overwhelmed (and relieved, I admit) by the superficiality of the communications that take place. Is a relationship based on a dialogue such as:
son: wuu2
friend: nm u
son: nm. brb
friend: k kewl - g2g, etc., etc. (find translations here) really a valuable or meaningful relationship? Certainly, it is cross-cultural - in fact it is an entire sub-culture of its own and it gives me a headache to read it, but how far is it going towards that wonderful goal of solving problems collaboratively? Certainly he and his friends are very proficient in the use of these tools, but for what purpose? nm?

There have also been some tough lessons for him this year around the ethical responsibilities of the online environment. These lessons have been the products of chance rather than planned, and have probably been much more powerful as a result. Learning about the dangers of posting criticisms and gossiping online is invaluable, but the lessons can only be taught if there is someone monitoring the discussions. More often than not, there is no one. And so instead of students being helped to address those ethical considerations, bad, even dangerous, habits are entrenched.

Having said all that, I have recently been watching my son engage with his first virtual world, Minecraft. This challenges him on a whole range of levels. He interacts with a group of friends all building in the same world, he has to share ideas and collaborate online, and, he tells me, all in a context that has taught him all about architecture! It certainly has engaged his interest and his creativity, and would devour hours of his time if allowed. And it has provided him with a place to apply other forms of learning. Yesterday we watched some of the 9/11 memorial coverage. Somehow, despite living almost his entire life in the post 9/11 world, he'd never really been aware of the specifics of that day, and it made for some sombre conversation. What has interested me however is the outcome of that conversation: his new build in Minecraft is a tower that will be more resistant to terrorism. Sad, but a really concrete example of engaging with the responsibilities of the new and complex environments we live in.

Thursday, August 25, 2011

Online learning design

This was one of the featured presentations on Slideshare today. Ellison gives excellent pointers for clear and effective learning design. Designing for cognitive disabilities
View more presentations from Ruth Ellison

Saturday, June 4, 2011

A visit to Christchurch

Yesterday I flew to Christchurch for a work-related visit to CPIT. Despite it being my first trip to the South Island, I opted not to take my camera, for fear of being ghoulish. It was a sobering visit. At first glance, the place seems very normal. The taxi drive from the airport into the city gave glimpses of homes under repair, but nothing too unusual, apart from a relatively high number of patched or missing chimneys. The road winds through Hagley Park, which is a large area filled, at the moment, with the with trees  carrying the last of the autumn colour, and people doing normal things like pushing prams and walking dogs- hard to reconcile with the images of people camping out there in the hours after the quake. 

Arriving in the central city though, breaks the illusion. The first thing, and the thing that struck me most, was the number of buildings with florescent orange, spray-painted, 'clear' notices with dates and initials on them... notices for searchers that the building had been checked for the dead and injured. Many of the buildings are red-stickered (no-entry, awaiting demolition), and I wonder about the people who went into them in the days that followed the quake, risking their own lives if one of the 5000-odd subsequent tremors were to strike whilst they were inside.

The taxi driver also undermines the illusion of normalcy. He talks endlessly about the quake. (It seems everyone does. Snippets of conversation heard during the day all seem to have the quake as a theme:  how they are coping, what they will do if there's another big shake that brings down the building, why they won't use elevators any more....) He adds another aspect of realism to what, for me, has been, until now, a largely academic understanding of what it all has meant. He talks about realising that he can't have faith in the ground he stands on any more... of how it feels  like he is standing on 'porridge' that will one day shake hard enough for him to sink. I found that oddly disturbing - solid ground is a cliché that we assume is completely valid. What must it mean to no longer be able to rely on that? I can't imagine.

The CPIT building itself is largely unscathed. The nursing school I was visiting was on, I think, the 4th floor. One lecturer no longer uses the elevator - people had apparently been trapped for hours in elevators with no power and constant aftershocks.  We were shown to the office allocated to us and left to our work, with strict instructions to take handbags, laptops, etc., with us, even on trips to the loo, in case of another shake.  After the February quake, people were stranded outside of buildings with no phones, and no car keys, unable to contact family members to let them know they were safe.  The surfaces of the office are covered in a grey, gritty dust - school had only re-opened three weeks prior to our visit, following inspections by engineers, and many parts remain as they were in February, with fallen shelves and thick dust covering everything. Lecturers had been carrying on business as usual from their homes and Lincoln University, 20km away. The view from the office window is over Cathedral Square. The damaged cathedral looms whitely against the grey day, its corners sliced open. Men in a gantry hanging from a crane work on the dome despite the wind. Shipping containers are piled against one side to prevent further collapse.

Lunch brings more reality - lecturers chat casually of where they were and what they had done after the February quake (rushing to find children or having to walk long distances to get home because their cars were in no-go areas) and of life now with no flushing toilets and no heating (an awful thought at the start of a South Island winter). We followed this with a short walk down to the main areas of destruction, literally a few hundred metres from CPIT. Even looking at the streets in the red zone, it was hard to comprehend what had happened. It looked like the images of Beirut that we used to see on television. Although the streets have been largely cleared, the pavements are still buried under rubble. Buildings with missing facades show interiors of shops and apartments left exactly as they were that day, Marie Celeste style, as if people will come back and pick up their interrupted lives. The Grand Chancellor Hotel lurches overhead, more crooked than it seems on TV. Ironically, the artist supplies shop on the corner of the street is open for business - its window display contains decoupage papers of the tower of Pisa. Blinds and curtains flap through broken windows in the old city council buildings. Gusts of wind bring the smell of sewerage.  Angry posters protesting the delay in accessing these final streets, and urging a respectful rebuild of the high street, are everywhere. Faded memorials are poked through the wires of the barriers surrounding the red zone. Dead roses; artificial lotus flowers, some ribbons which probably held things that have blown away in the wind.  A still-legible card sends love to someone. Amazingly, traffic still flows through the streets.

Everywhere, there are people taking photographs. And it doesn't seem wrong. In a year, or two, or five, the city will be rebuilt, and in the way of humans, the world will have moved on and forgotten. To a large extent, it already has. We've already forgotten Japan and Haiti, and Pakistan, and Chile... It will be good to be reminded of the scars. Perhaps it will remind us to be human whilst we too sail calmly on.

Musee de Beaux Arts - W H Auden
About suffering they were never wrong,
The Old Masters; how well, they understood
Its human position; how it takes place
While someone else is eating or opening a window or just walking dully along;
How, when the aged are reverently, passionately waiting
For the miraculous birth, there always must be
Children who did not specially want it to happen, skating
On a pond at the edge of the wood:
They never forgot
That even the dreadful martyrdom must run its course
Anyhow in a corner, some untidy spot
Where the dogs go on with their doggy life and the torturer's horse
Scratches its innocent behind on a tree.
In Breughel's Icarus, for instance: how everything turns away
Quite leisurely from the disaster; the ploughman may
Have heard the splash, the forsaken cry,
But for him it was not an important failure; the sun shone
As it had to on the white legs disappearing into the green
Water; and the expensive delicate ship that must have seen
Something amazing, a boy falling out of the sky,
had somewhere to get to and sailed calmly on.

Thursday, April 21, 2011

A rose, by any other name...?

There's been an interesting discussion on the TANZ e-learning advisors' forum. Vasi Doncheva, from Northtec, asked forum members about the status (academic or general staff) of instructional designers at the various polytechs which belong to the TANZ group. Judging from the responses, there doesn't seem to be any consistency across (or even within) the polytechs that replied to the query.

Are instructional designers 'academics'? I'd say not, at least within the conventional sense of what an academic is, but at the same time, they are integral to the success of many academic programmes, so perhaps they should be classified as such. Two respondents felt that the fact that they did training as part of their role meant that they should be regarded as academic, which certainly broadens the definition (if there is one) of what an Instructional Designer really is. While we're at it, perhaps we need to broaden the definition of 'academic' too?

Interestingly, there also seems to be a view that instructional designers and e-learning advisors are one and the same. Is this a reflection on the pervasiveness of 'e'-based learning in tertiary courses? Although in my role as instructional designer, I use a range of e-learning technologies and strategies, I see my role as more closely linked to course content and development than that of an e-learning 'advisor'. Am I wrong in this? 

Many of us work in fairly small departments. There's huge pressure on individual staff members to be all things to all people. Does this blur the boundaries of conventional job descriptions; meaning that we tend to be jacks of all trades, with the accompanying risk of being masters of none.






Wednesday, March 2, 2011

The perils of social networking

David Hopkins remains a phenomenal source of great links and ideas; this one, about the potential perils of social networking, is so well designed it should be an integrated part of first-year orientations.