Communication- Evidence the World is Changing
I wrote a post about Swivel the other day (a really interesting data sharing/graphing site) at about 11:40 at night. By the next morning I had two comments from the co-founders (Mr. Dimov and Mr. Mulloy).
To me this demonstrates how the world has fundamentally changed. It really is about conversation and the people who take the time and have the skill to communicate are going to succeed. These are the skills our students will need.
I have to feel that Swivel will do very well. These guys get it.
The Knight Rider gif has nothing to do with this post but it might make you feel better. If you’re here from #ds106, that image is for you, the post is likely to be depressing although it does at least reference Gardner’s digital facelift talk. What passes for deep thoughts on this blog Here’s my fairly simple idea. School systems are paying corporations/speakers/consultants millions in the hope of finding short term, instantaneous solutions – essentially elements of the digital faceliftAlthough this includes reading programs, magical consultants and all kinds of non-digital “solutions.”. That money should go toward improving teachers, building internal capacity, and creating teacher evangelists for concepts and tools. Instead we keep trying to buy shortcuts. We end up with tools/programs teachers don’t want and which many teachers don’t use. We end up paying companies to develop the expertise of their employees while our own employees lack funding for professional development. What if we stopped paying for cheap, easy fixes? Take Discovery Learning’s 150,000 “learning objects” for instance. Most teachers only use a tiny, tiny fraction of those videos. What if we just paid people to find videos on the web and tag them in a way that makes them accessible? If that fails, what if we paid teachers to make the videos that were needed? I know the […]
I figured I’d blend this week’s walking at work photos with a larger reflection as they mesh together pretty well. Partially because my reflections are blurry and distorted. The photos actually hurt my head a bit and so does trying to knit all this interesting stuff together. The following is a reflection on the course design process thus far and my own attempts to document the course design process. Messy. cc licensed ( BY SA ) flickr photo shared by Tom Woodward I’m going to try to capture some of the conversations that have been going on the past few days between Jon Becker, Gardner Campbell, and myself as we start to pull this summer’s MOOC together. I’m doing this in part to further refine my own thoughts but also to play around with Englebart’s idea of a dynamic knowledge repository (one possible element of the course). This will, of course, represent my own slightly askew view of the proceedings but I trust neither Jon nor Gardner would be shy about throwing their opinions in the mix. cc licensed ( BY SA ) flickr photo shared by Tom Woodward The conversations have been wide ranging in many interesting and occasionally confounding ways. With an initial goal not to overly define the destination- not to create the rubric-based “prophylactic effect” (That’s […]
I talked to some VCU people about ePortofoliosYes, we still need the e. Just be glad it’s not an i.. It’s a conversation I’ve had any number of times over the years. I think that experience is leading to a better understanding of what’s going on structurally and the space we have to navigate competing interests. I’m also in a better position to show how certain technologies might help people find a middle way. However, I’m still trying to be honest about the complexities involved in an environment with shrinking resources and expanding expectations. That’s a rough line to sell when vendors have no compunction about pitching simple answers that aren’t exposed until after contracts are signed. For the record, I didn’t start with this peppy intro when I spoke. Portfolio Strategy There seem to be two major philosophies when thinking through portfolio content. Trophy Case The “trophy case” is showing the best of what the student has done. This is the pattern in many traditional portfolios. The student puts up assignment A. It’s as good as it’s going to get and it represents learning outcomes 1, 3, and 7. The alignment between the assignment and the evidence it presents of skills/knowledge is preordained and there’s little evidence of how or what led to that result. There is little or […]