I presented at the third annual Computing at School conference, reporting Nili Naveh’s research in a seminar I proposed to discuss the research into childrens’ conceptions in computing. The central issue is the contrast in the attention paid to children’s conceptual development in maths and science compared to computing. In maths and science, research has established a Piagetian analysis based on data of what percentage of children can achieve which conceptual understanding at a range of ages, and this is the basis for the National Curriculum levels. Clearly this should not be used as a straitjacket – there is a diversity in attainment and children are often underestimated. Teachers have excellent tacit knowledge of this, but I argued it may be helpful to articulate this more clearly and to construct a data-gathering exercise from schools across the country. We had a good discussion, thanks to some really good presentations earlier in the day which gave good fuel for our debate. Here are my slides: Algorithms + Data Structures = Programs.
The second annual Learning on the Beach unconference #lob11 has just scattered – I am blown away, boiled, invigorated and inundated – and that was just the weather. We were a self-select group of ‘old lobsters’ like me @richardmillwood and some fresh faces like @squiggle7 – the value of this mix in challenging the norms of indoor education was enormous.
- a scene setter on flat-lining and free-learning from John Davitt
- collaborative presentations by teams of participants on themes (and genre) as diverse as Irish History (sing-song), The Salt Marsh (tragedy) and Tides (rap)
- a tour of the beach with Seán and Matthew to understand the nurturing approach to the ‘machair’ or sand dunes found on the west coast of Ireland and particularly in Mulranny, where we were staying
- the Explainer Olympics – a chance to hone with a sharp stick in the sand our skills in capturing a concept
- a Ceilidh to let it rip -thanks to Jim and Ann, @angedav @JamiePortman @mlovatt1 @magsamond @johndavitt
- Postcards from the Edge, scribed on the beach – to let us shout about our findings
- thoughts to challenge suppliers – what do we need to support learning outdoors in the design of equipment and infrastructure? Peter at @westnet_ie made it possible for us to connect from the beaches around Mulranny so that we could benefit from our vast array of gadgetry to support our inquiry including TouchaTag an RFID technology, but there were many issues addressed regarding weatherproofing, robustness, daylight viewing and power supply that would enhance outdoor activity anywhere
- hot tub, sauna, steam room, cold plunge and swimming pool – four facilities that were welcome 😉
- the sharing of Guinness, Google, kindness, camera-derie, Twitter, time, humour and happiness ( to say nothing of black and white pudding, fresh air and fine rain)
There are not enough wild sea-horses to hold me back from attending #lob12 – I already miss the lobsters: @squiggle7 @magsamond @JamiePortman @mlovatt1 @andyjb @dughall @VickiMcC @johnmayo @johndavitt @angedav @katherinedavitt @timrylands @sarahneild @susanbanister
A real buzz of learner-centred excitement surrounds the reports of iPod projects presented here – especially the desire to create rather than simply consume resources. Interesting reports of large and small scale use including ESSA Academy’s 1 to 1 roll-out. Working with Friezland‘s Year 3 was a treat and reinforced what I learnt from listening to delegates, that iPod and App store had simplified the whole management issue so much that kids and teachers could take charge and feel empowered.
More at the iPodTouchConf2010 Ning.
This TeachMeet was brave enough to throw the rules up in the air and try a new plan – and mostly it worked! I enjoyed the way the break-outs gave more intimate discussion and flexibility, but I missed the quickfire and serendipitous action of the random speaker. Most of all there was a mature relationship with commercial sponsors who were very much present, but respectfully supportive – thanks to all of them.
There were great talks from Drew, Tom and Ollie and others I didn’t hear, but I also loved the Max’s ‘next thing coming’ talk with augmented reality, Blue Peter style. As ever with Teachmeet there was a mix of old-timers (I mean you Penny) and newcomers (Edith) and enthusiasm in buckets.
I’d like feedback on this mind map.
You can also download an A3 PDF poster of it.
This conference is taking place on Wednesday with about 50 folk – I know many others would have liked to come, but this is only a start and there’ll be more. For those unable to be there, there will be plenty of reporting to come, and you can download the conference pack and archive leaflet right here.
More importantly, if you have a story to contribute about your experiences with educational computing over the last four decades, contribute it in the stories section of the National Archive of Educational Computing website and if you want to do more, fill in the form in the support section.
The JISC Regional Centre South West recorded and webcast my closing keynote to their conference using Adobe Connect and you can find the recording here. Thanks to Melanie Roberts at JISC RSC SW for managing the slides & chat and to her colleague who filmed and recorded sound so expertly. It was interesting to go back over the transcript from the four remote participants and see what worked (and not) for them – movies seem to be a bit of a problem, a shame since I had taken the trouble to transcribe and dynamically subtitle some of them using Quicktime text tracks – how does that get routed out to Adobe Connect?
The Learning Through Enquiry Alliance conference at Sheffield University is a breath of fresh air – practitioner led, but research oriented, but above all a sense of camaraderie with many others struggling with the ideas we have been exploring for the last five years.
A ‘world café’ exercise to break the ice led to my re-draft of an action inquiry model on the tablecloth, adding my latest concern for ‘feeling’ based on my interest in John Heron’s work. I have added a ‘FEEL’ aspect – feeling the need to improve, feelng curiosity which relate to Heron’s ideas of zest and interest around delight. We have for a long time talked about exhibiton as a mode of assessment – I have clarified in this diagram by adding the word ‘celebrate’, that this is as important to feeling as it is to knowledge and communication.
My first post about TeachMeet was a hurried blog in case Ewan offered a prize for the first person to Blog the event!
More reflection, and waiting until the end, allows a more thoughtful blog which fills in some of the blanks.
Blank 1 – why speak about delight?
It was delightful to be able to speak about delight, and to discuss with colleagues in the breaks to ‘orient’ my thinking about this important topic.
I failed to say that I care to make an analysis of delight for many reasons:
- I feel the need to put some intellectual effort into a mantra, ‘delight is important in learning’, which I have been chanting uncritically for over fifteen years.
- I believe delight is one of the sources of motivation, perseverance and retention which softens the pain of the ‘hard yards’ in learning.
- I believe delight (and more generally fulfilment) is an entitlement for learners, as they learn, not when they pass exams.
Blank 2 – what a stonking set of presentations!
I failed to mention the wealth of speakers and the high quality of their ideas and practices on parade. Egocentrically, and only after Drew Buddie had pointed it out, I was struck by the chickens coming home to roost from Ultralab‘s and Apple Teacher Institute work in the early ‘noughties’, such as movie making and stop-motion animations around social and serious issues. More moving were the confident presentations from folk like Sarah Hackett on using Moodle to teach folk fiddle and Tom Whitehead on animal shape poetry workshops, both researchers from Ultraversity, these along with many others were inspiring.
Blank 3 – FlashMeeting
I had volunteered to be the meeting end of an online video-conference for those who
couldn’t be arsed couldn’t get to Redbridge. 🙂 Thanks to David Noble, Anthony Evans and Nic Hughes for making it all so easy. It seemed to work well, using FlashMeeting and connecting my Apple MacBook Pro to a Canon digital video camera with a firewire cable and using a directional microphone to get the best quality – I rely on reports from participants as to whether this was effective and I apologise now for the time through the break when I went to get a beer and got cornered in the bar – I came back to find the camera pointing at the ceiling! I only regret not carrying through my original plan to use a second data projector so that the audience in the building could see the participants out there and perhaps respond to their questions and comments. Next time.
I have been speaking on the issues surrounding Social Software in learning here at the Heads of eLearning Forum meeting in Coventry.
Here are my slides as a pdf
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.