Tag Archives: delight

Wearable Electronics Workshop

 

Richard explaining Doireann Wallace's musical glove at the Wearable Electronics Workshop exhibition April 26 2017

Richard explaining Doireann Wallace’s musical glove at the Wearable Electronics Workshop exhibition April 26 2017

This is the story of the Wearable Electronics Workshop, given by MAKESHOP by Science Gallery Dublin in March and April 2017, in collaboration with the School of Computer Science and Statistics, Trinity College Dublin.

In 2015, I was introduced to the idea of ‘pimping your badge’ at a conference by friend Mags Amond.

Mags Amond in Rang na bhFéileacán

Mags Amond in Rang na bhFéileacán

It involved adding a watch battery and an LED (light emitting diode) to my conference badge to make it light up – my first wearable electronics!

Conference badge with LED and watch battery

Mags was later to get involved in the workshop to introduce some basic ideas about circuits.

That Christmas, at my annual birthday party, I gave similar treatment to a bow tie, and it was well received.

Bow tie with LED lights

Bow tie with LED lights

The following summer (2016) I found myself in St Vincent’s hospital in Dublin, having my heart checked out when experiencing a rare irregular heartbeat (arrhythmia). The time in the hospital was short, since I proved to be in robust health, but enough to stimulate an idea for another wearable electronic – something driven by my own pulse:

 

The experience stimulated the following design, ‘LED by the heart’, which pleased me, so I resolved to try and make something wearable with it.

'LED by the heart' - a design based on the symbol for an LED (Light Emitting Diode)

‘LED by the heart’ – a design based on the symbol for an LED (Light Emitting Diode)

Feeling a little worried that it might be hard work, I sought friends and advice. My good friend at Trinity College Dublin, Doireann Wallace, offered support and interest, and later helped me to invite all my party guests in Christmas 2016 to complete and wear a glowy wearable. Doireann kindly prepared for this by cutting felt into Christmas shapes and stitching battery pockets for the partygoers to assemble.

Felt fir trees for glowy Christmas badges

Felt fir trees for glowy Christmas badges

Friends wearing their glowies at the party

On a hunt for new components and advice, I visited the MAKESHOP by Science Gallery here in Dublin. There, I got into a conversation with Jessica Stanley, who runs electronics workshops for them, and as luck would have it, had a background in wearable electronics. She had wanted to offer a course on this for some time, so I promised to help by finding some other participants.

Then I came across the Trinity College Dublin Visual Arts and Performance Fund. I made an application, and the committee were kind enough to sponsor our course. So in March 2017, we recruited participants to join us: some had craft experience, others programming and design knowledge – all were keen to know more.

Working together, with Jessica’s supportive and knowledgeable leadership, we each made artefacts to be proud of. Over six weeks of Wednesday evenings in the MAKESHOP we learnt to sew conductive thread, programme micro-controllers and solder circuits, as well as make sense of the exciting electronic components we could combine with interesting fabrics in our designs

Finally we demonstrated our work in an exhibition in the Science Gallery on April 26th 2017:

Doireann’s glove instrument

Susan Reardon's jacket

Susan Reardon’s jacket

John Hegarty's bowler hat

John Hegarty’s bowler hat

Una O'Malley's scarf with loudspeakers

Una O’Malley’s scarf with loudspeakers

Katrina Enros' badge

Katrina Enros’ badge

Caroline Kelly wearing her necklace made with handmade felt, slices of stalactite and LEDs next to Richard Millwood wearing his LED lit bowtie, braces and beating 'LED by the heart' decoration

Caroline Kelly wearing her necklace made with handmade felt, slices of stalactite and LEDs next to Richard Millwood wearing his LED lit bowtie, braces and beating ‘LED by the heart’ decoration

I am now wondering how far this can go.

The initial premise was for me to find a course to fulfil my own creative aspiration. I now think that it may be a route to learning about programming and technology, starting with our desire to be crafty and creative, building from where we are already comfortable in making things, to add a desirable electronic aesthetic dimension. Having broken the ice with this encounter, perhaps participants will find a better relationship with  programming and technology, or at least a greater clarity about how such things work.

So now I feel it may be the basis for an adult education model, and so intend to pursue this as an idea for Art teachers, working with the Art Teachers Association of Ireland and the National College of Art and Design and of course MAKESHOP!

I also think it may be interesting to explore the idea with a more general public, by seeking support from Enterprise Ireland to establish feasibility.

Personally I am now the proud owner of two Adafruit Flora Arduinos – small computers usually called micro-controllers, two BBC Microbit computers and lots of lovely LED swag – I can’t wait to make the next mad idea come to fruition!

Thanks to Doireann Wallace & Jessica Stanley for working with me, to all the participants for working so hard and to Nadine McDonogh Cunningham & Rozenn Dahyot for the photographs.

Women in Film

In the university at which I am currently employed, Trinity College Dublin, some enterprising staff have organised a free course titled ‘Women in Film’. Over ten weeks or so, academic enthusiasts present a film each week which they feel illuminates that theme. I proposed two, hoping that one might be chosen, but both were accepted and then found myself filling in a gap for an indisposed colleague to make it three – this blog is derived from my notes and presentation to the audiences.

women-in-film

I saw the first two of these three films in the same weekend just before Christmas 2015 by complete chance:

  •   ‘Woman in Gold’ at the Little Baddow film club in Essex, England – I went to meet and help my friends with the event;
  •   ‘Camille Redouble’ at the French Town Twinning Association in Brentwood Essex – I was their technician!

In each case, I had no part in the choice nor any knowledge beforehand of what I was to see, but I felt they both had interesting concerns about being a woman, addressing lifetime change and exploring the contradictions between past potential and present condition.

The third ‘Trois Couleurs: Bleu’ is perhaps the film I most enjoy of all films, having first seen it perhaps twenty years ago – the chance to show it at short notice was willingly seized.

Woman in Gold

Screened 28th January 2016

In ‘Woman in Gold’, Helen Mirren plays a strong older woman lead, telling the story of someone who has lived through some of the most wicked acts of the 20th century – the Kristallnacht and consequent theft of Jewish assets, and the flight of Jews from Nazi persecution and death.

The film has mixed reviews.

My reaction was a certain sense of misguided moral compass – what is the meaning of ownership of great works of art and is it properly answered by this film?

Did this film pass the Bechdel test? –  “at least two women who talk to each other about something other than a man”? The test is claimed to be an indicator for the active presence of women in films and other fiction, and to call attention to gender inequality in fiction due to sexism. I didn’t spot it, despite the film featuring at least three strong women.

Finally, is it enough for a film to be carried by a first class actor, offering a compelling and exciting characterisation?

Camille Redouble

Screened 11th February 2016

Camille Redouble’, directed and starring Noémie Lvovsky, follows a familiar plot device of time transport back to teenage years and reappraisal of life based on the re-confrontation with earlier life decisions and events.

‘Peggy Sue Got Married ‘, ‘Big’ and 200 other films, according to Wikipedia, feature time loops or travel, so this is a well-worn path.

But, typical of french film, the story is told more naturally, humorously but not forced and ends in a more interesting and realistic manner. I felt it relevant to the Women in Film series because it didn’t portray women in the way Hollywood so often does.

Does this film pass the Bechdel test? It did, but it also certainly passed the ‘Millwood test’ for a good film  – ‘did I like any character and begin to care about them’ – I liked them all.

Trois couleurs: Bleu

Screened 25th February 2016

Trois couleurs: Bleu’ forms the first part of Krzysztof Kieslowski’s trilogy ‘Trois Couleurs’, which addresses the French flag and motto – liberté, égalité, fraternité. Bleu‘s theme is liberté. Colin McCabe, in a Criterion Collection essay proposes that

“…what Kieslowski had achieved in these films marked a cross-fertilization of the two great postwar European cinemas that could never be surpassed. He  had composed the hymn to Europe…”.

But Kieslowski’s purpose is not to pursue politics, instead it is to explore the interleaving of human lives, coincidences, and the individual challenges faced in overcoming great tragedy. In this sense, ‘Bleu’ has a lot in common with both ‘Woman in Gold’ and ‘Camille Redouble’

It begins with a car crash, setting an unbearable challenge to Julie (Juliette Binoche) as she encounters a disastrous form of liberté, shaped by one question : how to continue living when all ties are broken.

Filmed with remarkable cinematography, thrilling music and a delightful, sparse intensity, the story addresses some of the accommodations women must confront due to significant loss, discovered adultery, maternity, sexual promiscuity, a fractured relationship, Alzheimers and a musical Matilda Effect (the systematic repression and denial of the contribution of woman scientists in research, whose work is often attributed to their male colleagues). As Julie navigates these issues, her growing generosity and engagement with creativity and life is uplifting, and the ending is deeply moving with its vital optimism and hymn to enduring love.

A theme which is explored throughout Kieslowski’s trilogy, is the reunification of Europe. The connection between Poland and France, at that time perhaps the leading nations in art cinema, is personified by Juliette Binoche herself who has Polish origins. I find it hard to recall just how things were in the early ’90s, when such countries were only recently reconnected after being on opposite sides of the Iron Curtain for forty years or so, but I did feel excitement.  In ‘Bleu’ the choral music is an anthem to the unified European ideal, which was so vitalising and influential at the time of the film’s making in 1993. In a parallel with the negotiation involved in making a new Europe, the process of composition to complete the music takes place in the film itself.

All this is sadly apposite in the current circumstances of ‘Brexit’ inspired by Little Englanders in my own home country of England. For me, as a committed European, the unutterable loss that Julie endures, and overcomes, is perhaps a metaphor for my own prospective loss with an impending referendum on leaving the EU, all thanks to that other car crash known as Cameron and his Conservative cronies.

Juliette Binoche

What about Juliette Binoche? It is hard for me to guess how others, men and women, react to her, but for me she is without compare, not for her sexuality, but for her powerful sense of moral compass and serene beauty. Her own discussion about involvement in the making of the film touches on a central concern for women actors – how is the film to portray women’s position? Binoche, in her discussion about the possibility of gratuitous nudity, says: “You feel like an object. You no longer feel like a subject”, explaining how the media so often misinterpret her acting as a result. And yet she is generally content to see her body used as a vehicle for communicating the director’s intent. With “Bleu” she describes a happy and relaxed relationship with Kieslowski, who seems to be concerned that she does not suffer indignities, even reportedly flying into a rage when Binoche proposes to cut her knuckles for one rather harrowing scene.

Binoche-Gyllenhaal

Just two nights before showing ‘Bleu’, by chance, I watched Jake Gyllenhaal in ‘Demolition’ as part of the Dublin International Film Festival. ‘Demolition’ arguably parallels much in ‘Bleu’, starting with a car crash which kills Gyllenhaal’s partner, but with a quite different sensibility and rather less ambition. Indeed ‘Demolition’ might well fit into a ‘Men in Film’ course: the camera lingers on Gyllenhaal’s face and body for much of the time, but I suspect the media will see it as great acting rather than exploitation of his undoubtedly handsome face and body!

In both films, in truth, I didn’t once doubt the director’s intent – to make the best possible use of the sophisticated collaboration between actors, crew and director, and their profound artistry.

I recommend all these (films, directors, actors and crew) to you without reservation and thank the organisers of the Women in Film series for the opportunity to indulge myself. The opportunities and coincidences that lead to this particular set coming together would have had Kieslowski smiling.

Heaven

On Friday, I left my meeting in London and set off from Liverpool Street Station to Essex (the only way is Essex, I live in Brentwood).

“It was as if the daylight had changed with unnatural suddenness, as if the temperature of the evening had altered greatly in an instant or as if the air had become twice as rare or twice as dense as it had been in the winking of an eye; perhaps all of these and other things happened together for all my senses were bewildered all at once and could give me no explanation.”

from the The Third Policeman by Flann O’Brien (Brian O’Nolan)

I didn’t get out at my usual stop, but instead the train continued towards Southend and I disembarked (thanks Sasha) at Southend Airport.

Had I fallen asleep on the journey? Was I in a dream?

I got on a plane to Dublin and found myself inveigled into a secret-service plot to surprise my friend Boyd for his birthday. A black limousine met me at the airport with good friend, colleague and Boyd’s partner Eileen and Tom ‘No. 1 son’, who whisked me to a pub to mark time with Eileen’s old friends (and a Guinness). Then we collected Zac ‘Besty’ (George Best? Animal? or simply the best?) and finally we hid in Findlater in Howth to await the birthday boy. Hosted by Sabine, we enjoyed a fantastic sea-food skillet and laughed and lived our love of family. Aoife offers me a bed for the night and she and I have a cracking conversation long past my bed time.

A very good dream indeed.

Saturday, like in all my best dreams, was spent at a stimulating Association of Teachers’ / Education Centres’ numeracy conference, re-connecting with Eileen Two and meeting the vibrant Dolores Corcoran (where were you Elizabeth?). I guess I should have been suspicious of the conference title – ‘Does it All Add Up?’

Later the birthday party continued with Boyd and Eileen’s neighbours and friends – more cracking conversation and such warm, good people.

Boyd's birthday

Boyd blows out the candles watched by Eileen, Tom and Chantal

Food from Joan (now known as Jo-an-issima) was spot-on, with the shiniest cutlery and glasses. Sing-songs and good company. Shared a brilliant falling star with Aoife and I had to be taken home by the delightful Nessa. It’s not usual to sleep in dreams and I didn’t sleep much before Sunday morning. On waking to a dawn over Dublin Bay, I am off in another limo, to the airport, to fly to London Gatwick.

Dublin Bay

Dublin Bay and Howth at dawn

I then enter another level of dream – ‘in transit’ – like the novel by Brigid Brophy, that I marvelled at as teenager. Vana arrives and we work on categorising future trends in TEL before a flight to Turin, Italy.

We meet Katherine, who drives us to Pollenzo in Bra, to L’Agenzia di Pollenzo ‘si fa in quattro’ the international headquarters of ‘slow food’. The ‘quattro’ are our hotel Albergo dell’Agenzia also housing Guido Ristorante Pollenzo, the Banco Vino (wine bank) and best of all, the University degli  Studi Scienze Gastronomische (University of Gastronomic Sciences) – “the first academic institution to offer an interdisciplinary approach to food studies”. The whole campus is built on part of the UNESCO World Heritage site of King Carlo Alberto’s 1835  Savoy Estate, which in turn is built on the Roman town of Pollentia.

Universita degli Studi Gastronomische

Universita degli Studi Gastronomische

I sit down to dinner with Vana and Katherine:

antipasto – Sformato di verdure con crema di Roccaverano

primo – Tajarin al sugo di salsicca di Bra

secondo – Brasato al Barolo con patate al forno

dolce – Panna Cotta

with a powerful Barbaresco from close by, and we speak all night of creativity.

wine and panna cotta

Barbaresco wine from the local region and Panna Cotta

In this heavenly dream, I wonder how did I deserve or manage such a dreamy, surreally wicked dream weekend, at such times in higher education…

“…with the drink trade on its last legs and the land running fallow for the want of artificial manures” ?

from the The Third Policeman by Flann O’Brien (Brian O’Nolan)

I began to realise, unlike the narrator in Flann O’Brien’s The Third Policeman, who doesn’t know he is in hell, that I must be in heaven and that I passed in my sleep on the train from Liverpool Street.

 

Old lobster almost boiled

Learning on the Beach 2011

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.

Activities included:

  • 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

Quality & delight for business & learning

W Edwards Deming

Knowing my interest in delight in learning, colleague Derek Wenmoth pointed me to a post on Steve Denning’s blog, from which Derek quoted this:

“…management in the 20th Century was about achieving a finite goal: delivering goods and services, to make money. Management in the 21st Century by contrast is about the infinite goal of delighting customers; the firm makes money, yes, but as a consequence of the delight that it creates for customers, not as the goal.”

This reminded me of the way delight was discussed by W Edwards Deming:

“It will not suffice to have customers who are merely satisfied.” I would add, “They must be delighted.”

Deming was credited by the Japanese as being a major force in their rise to world economic power in the second half of the 20th Century, so Steve’s view that this is a 21st Century idea is a little late, although perhaps a reasonable observation about many western businesses.

Nevertheless it is good that Steve is promoting this and it is a short step from Deming’s assertion to say, as I would:

“It will not suffice to have learners who are merely attaining targets.” I would add, “They must be delighted.”

In Deming’s case, the policy of delighting customers leads to them spreading the word and returning to purchase more from your business, which sustains it. In my case, it is ensuring learners remain lifelong learners, whatever their attainment at any stage.

Mostly, it is those who attain highest who are delighted in learning, which is not to imply cause and effect, simply to observe these can go hand in hand. But this minority success does not sustain and develop the global community nearly so well as having everyone continuing to learn throughout their lives, because they delight in learning, no matter what their early attainment level may be.

And that is without even starting on the moral case for delight….

Surprise, surprise

Times Higher Educational Supplement logo

Tara Brabazon in the Times Higher Education Supplement when discussing coursework masters degree courses:

“They are squeezed between the crowd control of undergraduate education and the over-bureaucratised doctoral programmes that dislodge the historically functional relationship between a PhD candidate and supervisor.”

She draws attention to the remarkable creativity of her students, when unleashed with a little flexibility:

“Although there is a science – and craft – to curriculum, we never know how our students will remix our aims and riff off our structure to create melodies and syncopations beyond our lesson plans.”

I know what she’s talking about and we have designed this thinking in to our new degree framework for batchelors, masters and doctorate at the University of Bolton.

Although her article is flowery in its language and this begins to grate as I get to the end, the sentiments and concepts are important:

“These students want a second chance to remake their careers and lives. Their enthusiasm is contagious, and their examples show that change and creativity emerges when courageous students decide to live their lives differently.”

Our take on this fertile opportunity is Inter-disciplinary inquiry-based learning founded in an action research philosophy.

At this point in her article, Tara switches to talking about the link between research and teaching, through the students’ inquiry referencing the HEA report Linking Teaching and Research in Disciplines and Departments.

My worry is that this paper, and her language, are not radical enough in conceiving students as co-researchers in the 21st century. Surely now, ivory-tower academic authority is no longer seen as the know-it-all top of the pyramid (to mix a few metaphors myself), but still has a vital role to play in gathering the best, modelling excellence and rigour and wisely critiquing and deferring to the evidence base from professional practice.

Tara pleas:

“I hope that through the stress and the marking, the stress and the moderation, the stress and the exam boards, academics feel buoyant at their teaching achievements but humbly reflective about what our students can teach us.”

Agreed, and I suggest we should focus on how to make these important teaching acts as delightful and stress free as possible.

TeachMeet Redbridge (part 2)

TeachMeet 7

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:

  1. 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.
  2. I believe delight is one of the sources of motivation, perseverance and retention which softens the pain of the ‘hard yards’ in learning.
  3. 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.

An Analysis of Delight

Delight

Ever since reading about John Heron’s ‘up-hierarchy’ of delight, with his wonderfully expressive language, I have been enjoying adding new elements (although disregarding for now their connection, except as a list). I have made a poster of them and will be talking about them (if chosen to speak) at the TeachMeet in Redbridge on Monday 19th May.

The idea is that they are a source of explanation and stimulus for designing delight into teaching & learning.

Why do we like playing games on the computer? – perhaps because high quality and visually seductive graphics offer ‘appreciation’ and the many choices and their consequences feed ‘zest’.

Why do we like learning together? – perhaps because we get ‘conviviality’, ‘recognition’ and ‘controversy’.

Why do we persist when learning is tough? – perhaps because there is ‘interest’, ‘recognition’ and ‘resolution.

Is this all too obvious? Or do you, like me, want to put this poster on your wall to keep it fresh in your mind?

Creative Commons License
An analysis of delight by Richard Millwood is licensed under a Creative Commons Attribution-Share Alike 2.0 UK: England & Wales License.
Based on a work at blog.richardmillwood.net.An Analysis of Delight

Rotorua learning@school 2008

Audience using laptops in Learning@School

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).

Making IT Work

making-it-work.jpg

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.

Why British universities are limiting the experience of secondary education. How can they be doing a better job?

 Haberdashers

This was the title of the Thirteenth Askes’s Education Lecture held in the Haberdasher’s Hall, West Smithfield, London, given by Dr Anthony Seldon, Master, Wellington College.

Anthony delivered an impassioned plea to sit up and take notice of the damage done by league tables and subject examinations to the notion of a broad education and the well-being of future citizens. He observed that education had improved markedly in each of the preceding three decades, but that the whole child was only being developed in few schools and without proper acknowledgement. Part of the blame was placed on the university system with its exam expectations, narrow academic focus and selection processes.

I asked Anthony (and others): where is innovation in higher education to spring from to improve the situation? Imaginative action is needed – I’m ready!

Conferencing with the Azores

Azores

Made a presentation today, based on my developing talk about ‘delight’ applied to the task of professional development of teachers and trainers. We used Marratech and although this provided a good sense of presence, my audio was not well heard.

Thanks to Antonio Reis for inviting me – it took only an hour out of my day to make some kind of impact in the Azores!

Adrian Mitchell at the Octagon Theatre, Bolton

Adrian Mitchell

A real pleasure to hear some outstanding poetry read by the poet in the intimate surroundings of this long-established theatre – a real credit to the town of Bolton. I am not well-read in poetry, but have come to enjoy it substantially in middle-age and Adrian’s material had me excited and tearful in short shrift. You can find him stubbornly reciting ‘Tell me lies about Vietnam’ from thirty years ago on Youtube, but this still scathing poem was scornfully delivered by an energetic 75-year old on Thursday night.

e-Learning Lisboa 2007

Lisbon street

My task at this conference was to talk about the delightful development of e-tutors and trainers. This gave me a chance to re-read John Heron’s ‘up-hierarchy’ (don’t ask*) which when interpreted in a learning context gives strong support for offering digital creativity, inquiry-based learning and opportunity to negotiate and choose the curriculum. Delight in learning is not just an entitlement for moral reasons, but effective when seen in this way.

By the way, got completely obsessed by the suspension bridge out of my Lisbon hotel window, which constantly found its way into every photo!

*Heron, J, Feeling and Personhood: Psychology in another key. London and Newbury Park, CA: Sage, 1992.