It reminded me of the trouble I am in with simple email – the ability it has brought to maintain half-baked relationships with altogether too many people, and thus fail most of them. I have termed this ‘relationship productivity’ and view it as troublesome, but to a teenager it is real power. The issues of identity and privacy are easier for me to enjoy/control, and I reckon I get a buzz from them just like the modern teenager.
The participants in Learning@School have brought so many laptops it broke the wireless! I am here in New Zealand with Patrick to present at this massive teachers’ conference organised by Core Education. I have two workshops on ‘Delight in Learning’ and a keynote to present on ‘Learners at the Centre’ at the end. In fact I have just finished the first workshop and learnt some really useful ideas of how delight happens in learning, which will be reported on the conference web site (I will edit this post then to include a link).
I was pleased to present these slides at this international pre-BETT event organised by BESA and Steljes – it gave me a chance to glue together the thinking we have developed over the year in Core UK through our projects. Linking the National Archive of Educational Computing (hindsight) to our work to facilitate communities of curriculum innovation with QCA (insight) and to the meeting in Kronberg to consider the future of Knowledge Sharing and Acquisition which we helped to organise with UNESCO (foresight) gave me great pleasure – as did the first outing for my analysis of delight, in part based on John Heron’s work.
Went with Patrick to this excellent meeting of young and old minds. We spoke to Cameron (8) who told us his ideas for a “mp3 and mp4” player so that he wouldn’t get bored when avoiding his younger brother! It reminded me that changing the world starts small, and visions of what’s important are close to home as well as global.
Another in the series of events promoted by my long-term friend, colleague and mentor Stephen Heppell, to showcase creative use of technology by young learners from all kinds of educational settings. The photo shows one youngster for whom the event was proving exhausting, but mostly the adults were knocked out by the interesting ideas on show. I was most excited by the use of the Nintendo DS for exercising number facts – an annoyingly useful knowledge which deserves entertaining and competitive challenges to make learning more delightful.
Shared a platform with Gillian Lovegrove on this topic at the Naace All-Members Conference at Cisco in Feltham. I enjoyed the relatively easy task of listing some of the arguments for computing’s contribution to the wealth of human knowledge:
- computing > arithmetic – it is also the engine room of the social network / Web 2.0
- ubiquity of knowledge management – all disciplines’ approach to knowledge is infected with computing
- creativity and problem solving – it provides extraordinary potential for creative and problem solving activity by making the abstract concrete
- concept of the human mind – ideas of the mind have interchanged with concepts of the computer throughout history
- historical contribution – the interrelationship with war, economy, culture and democracy
- tool culture drives evolution (genetic and social) – tools have been symbiotic with humanity’s evolution since the stone age and the computer is the most sophisticated and diverse tool invented
After Gillian’s points about the problems facing the subject of computing, it was most challenging to hear one member of the audience ask the question: “Could it be our fault?”. It will be interesting to see how this discussion develops in the future.
A day which thoroughly overlapped two intriguing events, but I managed to make breakfast at the RSA for Becta’s Harnessing Technology: Research Forum and then skip across the road to present at the BCS KIDMM MetaKnowledge Mash-up and then back again for the wrap-up session at the end of the day back at the RSA. Diane Oblinger obligingly begged my question, she having identified as three purposes of education: Economic Wealth, Citizenship and Social Mobility. This left me with the opening to ask about the status of Cultural Enrichment and Individual Fulfilment as further aims for education, and how digital creativity might be central to delivering these aims?