Author: George Roberts

ITTE: education is fluid, non-linear, iterative (chaos innit?) #falt09 #altc2009

IT in Teacher Education (ITTE)  Session: http://altc2009.alt.ac.uk/talks/show/6869  Barriers-research to understanding factors that inhibit IT practice in a fluid, nonlinear, iterative culturally complex world. Pathway is not an appropriate way to describe this multi branched space: cultural cartography or learning terrains. Communities (of practice) are the answer?  cites Beetham, McGill & Littlejohn 2009  CF Brown Lauder … Continue reading ITTE: education is fluid, non-linear, iterative (chaos innit?) #falt09 #altc2009

Two 72-hour txt sims are mini ARGs #altc2009 #falt09

Sarah Cornelius describes two 72-hour SMS simulations using edutxt (http://www.edutxt.co.uk). These are small alternative reality games (ARGs), or models of social action that run in real-time.  Session is here: http://altc2009.alt.ac.uk/talks/show/6869 Slides: http://altc2009.alt.ac.uk/attachments/0000/4429/alt-c_2009_sim.pps  - Flood Sim: Flood control. You are the local civil defence chief faced with a flood event based on Vaison la Romaine floods … Continue reading Two 72-hour txt sims are mini ARGs #altc2009 #falt09

Dave Sowden Caboodles in a portal #falt09 #altc2009

David Sowden gave a great presentation (session: http://altc2009.alt.ac.uk/talks/show/6869 ; materials here: http://prezi.com/-90jqrzyxcuy/view/#37)  Caboodle, a UPortal-based aggregator of learner facilities for 17000 lifelong learners in 10 colleges and one university, provides SSO for all the VLEs (Moodle, Bb & Sakai), queries MIS in all the colleges and uses Sun ID management system to authenticate users. Firmly … Continue reading Dave Sowden Caboodles in a portal #falt09 #altc2009

Mail lists and more open social software

Chris Rust sent me a link. He said: An Innocuous list you might want to give to the new staff course? Even better, you might get them to discuss adding their own?! Best wishes Chris --------------------------- Original Message ---------------------------- Subject: TP Msg. #961 The Ten Worst Teaching Mistakes From:    "Rick Reis" [deleted] Date:    Tue, September … Continue reading Mail lists and more open social software

Sustaining support

Further to the last post, Sustaining Communities, the tension in higher education is between: open educational dialogue and institutional pragmatics (a 1000 mile question?). Open educational dialogue is concerned with networks or communities for information sharing, which take a user-centred approach to learning and design for learning on all scales. These networks make use of … Continue reading Sustaining support

Sustaining Communities @GrahamAttwell

That is the ‘unofficial’ stuff. Now on to the official things – papers, symposia and the like. I have tried to develop a series of linked papers / contributions for these events (I am not sure whether it will work) around the themes of Web 2.0, digital identities and Personal Learning Environments.  For the first … Continue reading Sustaining Communities @GrahamAttwell

New lecturer’s work blog

There is a tradition of keeping "work blogs". Scott Wilson's workblog is a touchstone for this kind of online identity and presence. Scott writes a lot on identity and presence and education (and here and here). This is written in my workblog. I feed stuff into here from my Posterous account. I use Posterous to … Continue reading New lecturer’s work blog

I was asked to comment on difference between education, training, learning

I used to be concerned in this direction when making a transition from working in industrial training and development education to working in educational development roles in higher education. All categorisations of this sort serve to channel people and institutions into differently funded and privileged regimes. There are no essentials of this sort. Conceptual categories … Continue reading I was asked to comment on difference between education, training, learning

how HESA normalises black, mixed and other ethnic group graduates to reduce their impact by a quarter! http://bit.ly/gsVwv

Or, at least that is one possible reading of this following example from HESA's Guidelines for the use of the DLHE Longitudinal Survey Dataset. To illustrate how this is done:Black, mixed and other ethnic group graduates accounted for 21.9% of the selected Sample A. From the initial census it is known that these graduates represent … Continue reading how HESA normalises black, mixed and other ethnic group graduates to reduce their impact by a quarter! http://bit.ly/gsVwv