edchat – Page 6 – Mechanical Sympathy

Emergency Memo: Post Peak, Nov 2014

GRAND RIVER DSB – EMERGENCY MEMO – Mon, Nov 3rd, 2014

NOTE: This memo is being sent to all staff within the board. Following the upheaval and violence over the summer, and the Federal Government applying the War Measures act on a national scale in August, the combined RCMP/Police/Military presence has restored some order. Fuel is being rationed by the Federal Government and the Provincial Government are being asked to enact emergency measures to normalize the situation and reduce chances of mass starvation and freezing as winter approaches. One of the key aspects of the plan is to normalize and enable basic rights, including the right to education. What follows is GRDSB’s plan…

The sudden, sharp rise in fossil fuel prices (here for information) have forced our board to make some dramatic policy revisions in order to match the new emergency management plan recently presented by the Ministry of Education, Province of Ontario.

A typical school bus run now costs approximately $550 in fuel costs alone, and is expected to become even more expensive, making this option economically untenable. With the various unions, we have tried to maintain the collegial relationship of previous collective bargaining agreements while working to create a sustainable public education system in our province. These changes are brought on by world-wide resource issues beyond our control, and we have to modify our approach to education in order to continue maintaining a sufficient level of service. The followings steps will ensure this:

TEACHERS

1) Teachers are still required to attend the nearest school to them, preferably without the use of petrochemicals. Those schools with a sufficient number of local teachers will remain open while being retrofitted with sustainable energy devices. In many cases, if you can see a wind turbine or mini-hydro project being built near you, this will indicate a public school.

Note: This is a provincial and federally mandated program in order to ensure ‘energy islands’ in as many communities as possible. The lack of fossil fuels makes mega-infrastructure such as non-localized power generation unsustainable. All communities will now be responsible for generating their own power.

2) If you live out of the board area, it is suggested that you consider relocation, or contact your local board for employment opportunities. We will do everything we can with neighboring boards to ensure that teachers are able to make this transition. If you do neither, and you are no longer able to able to fulfill your contract, you will be declared surplus and released.

3) If there is no local school within walking distance of your home location you may:

a) Apply to the provincial online learning initiative. With this initiative any household with children under the age of 18 may receive free wireless high speed internet, meaning many students will take this opportunity to learn online. As an eteacher you would also qualify for sponsored high speed internet at home. You would then resume your duties by teaching remotely.

Please click HERE to contact the board elearning conversion initiative for remote students and staff.

b) Apply through our board for a provincial grant to open a learning centre. If you own or have access to a building that would provide a suitable environment for a micro-school, and there are enough local students you can consolidate your area students into this structure and initiate your own k-10 program. Since all schools are now k-10 schools, you would be in a very similar teaching environment to your colleagues. LCs will be developed where-ever a 10-1 student-teacher ratio can form.

Please click HERE to contact the board provincial liaison for learning centre creation.

4) Curriculum has been revised and the law altered to reflect our new circumstances. The old standardized tests have been removed and in their place the New Ontario Diploma now exists. This diploma follows previous standards, but offers students earlier departure (students may now graduate between 15-16 years of age) while ensuring that fundamental skills are still evident. The NOD review is highlighted on the updated Ministry curriculum page. It is a two week series of literacy, numeracy, citizenship and general knowledge assessments designed to ensure that a graduating student has sufficient skills to survive in the new, post-peak-oil economy.

Please click HERE to see the NOD initiative and the new requirements for graduation.

STUDENTS

Ontario curriculum will now be revised and the law changed to reflect our new reality. Students are legally required to be in a virtual or physical personal learning plan until the age of 16. During their 15th or 16th year, students may take the Literacy & Numeracy Review. A mark of 70% or higher in both of these reviews will grant them a NOD (New Ontario Diploma). NOD now takes the place of the OSSD.

Students who fail the NOD at the end of their 16th year are assessed and presented with a Sub-NOD rating. SNOD60 would indicate a student at 60% NOD requirements. SNOD30 would indicate a student at 30% of NOD requirements.

Young adults who have finished school at 16 may choose to return, but like ANOD students, they will be required to support their learning financially.

Following passage of the NOD, students may choose to:

1) WORK: the reduction in mechanization has put a premium on physical labour, and graduates will have no trouble making a living wage in the new economy. Jobs in agricultural and infrastructure labour are not only available but in great demand. One of the key reasons for reducing the graduation age was to fulfill this need. We can no longer afford to hold willing workers in public institutions until they are 18.

2) APPRENTICESHIP: the skilled trades have made agreements with the Ministry of Education and post secondary institutions in order to encourage and maintain high skill positions. Students may choose, after completing their NODs in their 15th or 16th years to begin an apprenticeship in any one of dozens of trades. These apprenticeships often involve moving away from home. The Ministry will continue to track and support these students until they reach journeyman status (usually in their 5th year of apprenticeship). Regular reviews will ensure students are in productive, safe, learning and working environments.

3) ANODs: students interested in pursuing academic streams may choose to complete their Advanced New Ontario Diplomas. These courses are designed to be completed by a capable student within one year. As a result, funding is only available for the 12 months following successful NOD graduation. Students taking longer will have to fund their own studies, including the costs of energy and school access.

Graduates with ANODs will be able to apply to one of the four remaining universities in the province. Entry into these institutions is very competitive. Only students who complete ANODs on time (or early) with exceptional grades should apply. Courses in post-secondary now tend to be much more applied in nature. Universities are intent on turning out doctors, engineers and teachers rather than unused undergraduate degrees. Students who do not know their major, will find access to university very limited. Students who do not have a working plan for their academic studies will also find post secondary access challenging.

The new streams are designed around an expected distribution of 60% NOD to the workplace, 30% apprenticeship and 10% ANOD graduates. The manual nature of post-oil food production and distribution alone requires this kind demographic.

SUMMARY

The Federal and Provincial mandates recognize that the era of cheap energy is over, and our society needs to adapt in order to maintain and improve our technical skills and preserve the rights found in the Constitution. Public structures such as law and education can ensure that human rights are not being violated and children still have an opportunity to become educated, effective members of our brave new world.

Children and the poor are at risk of being tyrannized as their value as manual labour has increased and the petro-chemical basis of pre-peak social justice is broken. Without a presence in every community, the weakest members of society are at risk of abuse. With this in mind, it is vital that our public education system reassert itself with the support of regionalized arms of the provincial and federal governments.

By normalizing schools and supporting local sheriffs, we hope to rebuild a safe and fair society. Drastic times call for drastic measures. Please consider being part of the solution, it’s time to let go of the past.

Stay warm as the weather is getting cold and ensure that your lodgings are able to withstand a non-chemically heated winter.

Best of luck,

Your Superintendent.

GRDSB

ps: as further information becomes available, and the board network comes back up under its own power, I will continue to email the latest.

Everyone Deserves Respect

Bullies are cruel, but demanding respect
from everyone is the worst kind of bullying

According to our newly created mission statement we’re supposed to be producing students who are respectful. I was advocating for responsible but respect got the nod.

Respectful students serve order. Their docility allows a system to exist beyond reproach. If students are respectful they obey authority without questioning it. Respectful students are easy to manage. Any adult in the building doesn’t have to be respectable, they are automatically entitled to it. It’s a good way to ensure that students do what they’re told while the system can do what it likes.

Misuse of respect doesn’t end in organizations, it has also crept out into society as a whole. We’re all supposed to give it to everyone all the time, but you earn respect don’t you? I’ve been told, and it’s printed on the wall of the school to be seen every time I walk in the door, that everyone deserves respect. I find this not only untrue but pathologically wrong headed.

The temptation is to go straight to serial killers and death camp commandants in proving that not everyone deserves respect, but respect isn’t easy to earn even for the mediocre. Anyone who respects mediocrity is probably simple minded, or so desperate to not offend anyone that they appear simple minded. The motivation behind respecting everyone is to not offend anyone, but in the process of putting everyone up on a pedestal, individual effort and excellence is rendered meaningless.

There is a confusion of language around the word respect. People use it to mean being civil or polite, but that isn’t what being respectful means. Being respectful arises from you holding something in high regard. Using respect as a demand instead of a recognition of excellence is manipulative, usually done by an organization that doesn’t want to be held accountable.

Respecting a person comes from you holding their thoughts and actions in high esteem. It doesn’t come from valuing everything they do because they do it Blind fandom or faith is dangerous. Any organization that enshrines respect as a demand should do some soul searching. I can respect a system that strives for respectability. I can’t respect a system that demands it… it’s disrespectful!

The idea that everyone’s opinion matters is at the root of the
vapid everyone deserves respect belief.

People toss around statements like ‘respect your elders’, perhaps this is where schools get the idea to enshrine it in their mission statements. Respecting someone because they are old strikes me as quite irrational. The eighty year old draft dodger who ran away is hardly as respectable as the twenty year old who did his duty. One of the first realizations I had as an adult was that age is a poor indicator of respectability. We demand it in children to make them manageable, but that kind of ageism is little different than racism. We should value people based upon their thoughts and deeds, not on their social status.

Everyone deserves to be treated civilly. Everyone deserves compassion, but everyone does not deserve respect. We like to enshrine it in school language in order to subjugate children into an unquestioning relationship with authority, but that isn’t particularly flattering. Teachers do not deserve respect. They deserve to be treated civilly, and compassionately, but they don’t deserve respect, no one does. I would hope that they earn it with their students, but many don’t, and then issues of classroom management arise. We might try to stamp out the individual assessment of respect, but it’s always there between people regardless of their age or job.

Respect plays an important role in how human beings interact with each other. We should all strive to be respectable and earn the admiration of our fellows, but making respect an expectation belittles us all and encourages, at best, mediocrity. When everyone is automatically assigned respect individual effort becomes pointless.

We should be aiming for more than misdirection and ease of control as educators. We should be encouraging individual excellence in our students, not hammering them all down with false demands of universal respect.

Decentralizing 20th Century School IT Infrastructure

From the Prezi brainstorming digital sandbox: http://prezi.com/h7ms3hw7jx7-/mini-lab/

30:1 student to computer ratios? It’s too expensive to have a 1:1 student to computer ratio?

This is a load of nonsense. While the business world has moved on to individualized computing devices and cloud based software solutions, school boards still doggedly hang on to 20th Century thinking about centralized IT with massive, complex software images, difficult to manage intranetworks and remote maintenance of shared machines.

I’ve been on the ground, at class-level watching this fail again and again. Equipment is vandalized and left inoperable for weeks at a time because no one local bears any responsibility for it. Technicians are stretched thin between many schools, often not returning for weeks on end. The already dismal student access to technology becomes even worse.

Labs that contain over-priced, years old hardware are kept under contracted repair long after they have given up every ounce of their residual value and are little more than landfill (and a heavy weight on network efficiency). Those same labs contain the same, tedious software on the same, tedious hardware; a monotony of labs that offer nothing of the variety and opportunity available in the world beyond school.

The networks are overburdened with file sharing intranets that grind to a halt when many users begin to copy large files to network servers, or overfill limited on-site storage, causing the whole thing to simply stop. So much focus is placed on intranet software and file sharing that access to the internet itself is through a tiny bit of bandwidth, making access to the largest collection of human knowledge ever assembled jerky, slow or utterly useless.

A modern business office uses task specific equipment to enable users continuous access to their data and their colleagues. Phones are used when appropriate, but phones are never appropriate in school. Tablets and ultralight laptops serve the mobile employee, allowing them to input information and communicate as though they are in the office when thousands of miles away.

Technology in education studiously ignores the needs of the student who must travel from home to school and class to class, carrying bags of massive, out of date textbooks. Student to student communication is discouraged in most learning situations in favour of discipline and order. If students do communicate in school (and I assure you, they do), they have to do it in underhanded, devious ways that violate whatever the latest technology-banishing rules dictate.

Information Technology in school is anything but. Perhaps Lack of Information Technology would be a better title.

The mini-lab idea returns technical literacy to teachers from the star chamber of board based IT. It places local people in charge of local equipment and drastically reduces the costs of educational technology while dramatically boosting the student to digital tool ratio. Instead of the monotony of labs of out of date, inefficient, over-priced desktops, staff and students would gain access to an eclectic mix of digital tools and begin to develop meaningful digital fluency in both hardware familiarity and data management. It’s a first, small step in a diaspora away from centralized board IT and toward differentiated technology access that truly serves our teacher’s and student’s needs in the evolving datasphere.

Paper is so 20th Century

@banana29 is currently taking her Master’s degree. We’re already 500 sheets of paper and a lot of toner and electricity into printouts. All of that paper immediately becomes less accessible once she’s read it and made notes on it; it disappears into a stack of unsearchable ideas. Obviously not ideal for keeping your ideas accessible and developing them. Paper is so 20th Century.

The master’s course is online, but the text book isn’t available electronically. Does this strike you as inconsistent? Why would this university make a course available online and then not offer the text digitally? Money!

I’d love to move her to a digital format, where her content creation and her content consumption is entirely electronic, but text book publishers won’t release their content digitally because they can only respect the money they’ve put into paper publication and refuse to see the digital wave happening all around them. Very similar to what music companies did a decade ago, and we all know how that turned out. Burying their heads in sand is exactly what they shouldn’t do, but it’s what they are doing.

The other side of the problem is a good educationally friendly digital window. Ipads are nice, but they aren’t designed to show text books in their original format. With low resolution and limited screen real estate, ipads work very well as quick digital windows, but long term content contact means lots of page turning through a small 1024×768 window.

I had high hopes for the Kno tablet, but it’s been cancelled…

http://youtu.be/uL-2Egqc1qc : Kno tablet awesomeness that never will be.

Is the idea of an educationally focused computer/tablet that mimics text book layout and offers generous screen real estate dead? Can we get by with an Apple monopoly? It looks like we have little choice. Microsoft has cancelled its Courier 2 screen tablet as well. For the foreseeable future, 1024×768 is the only window you’re going to get into ereading.

Kno is now an ebook presentation software for ipad (ipad dominance destroys potential improvements in hardware before they can even appear). This isn’t an entire loss, a piece of software that lets students organize and access their texts on a single device is great, but I think I’d prefer something web based, so I can get at my content anywhere on anything.

The fact that they are trying to force the paper based text industry into providing etexts is also invaluable. They are forcing the change that is coming anyway. Until we can pry text content control from an industry solely focused on paper based money streams, the option to adopt an etext is very limited.

http://www.technologyreview.com/blog/mimssbits/tags/kno/:

“What a student needs, according to Kno’s research, is something that faithfully reproduces a full-size textbook, without compromise. In contrast, the attempt to cram a textbook onto a smaller screen is a primary reason that previous trials with replacing textbooks with e-readers such as the Kindle DX were abject failures.“

I love the idea of a dual screen tablet that folds like a book. The screens are protected while in a bag, it can be opened into a 2 screen or 1 screen layout (by flipping it over) and one screen could be used as a full(er) sized keyboard, the benefits of a short interface ipad like device or a longer term dual screen interaction with content (that doesn’t require all books to be reformatted).

I also love the idea of a transformable tablet, so here is my wishlist for that ideal education tablet:

a tablet that can be purchased like Lego pieces: one screen, two screen, three screen, keyboard, whatever: you can keep joining them together and configuring depending on what you need
the ipad2 has nice dimensions, but a huge bezel! And the resolution is too low.
Keep the dimensions for length and width but lets aim for 5mm thick (so 2 folded together are only slightly thicker than a current ipad), and 500g (so 2 folded together still only weigh about a pound and a half)
instead of a 9.7 inch display, an 11.8 incher would all but eliminate the MASSIVE BEZEL, making for an almost seamless dual (or more) display.
1400×1050 resolution on that bigger screen
when you link multiple screens the systems work in sync to offer you a multicore, networked machine, more screens equals better performance
yeah, it should run FLASH, and HTML5, and offer an open source, community driven OS (so I guess Apple and M$ are out)

ipad3? Not without Jobsian control. Asus, are you into this? Google? You could partner up for the OS, Honeycomb is awesome! I’d ask Blackberry but they’d take 3 years to get it finished.

In the meantime, reams of paper get printed and paper text books get delivered. Living in a hybrid time period kinda stinks. Twentieth Century, will you end already?

Assessment NOT for learning

Exams are in the bag and I’m wondering what the point was. Knowledgeable, capable students did well, incompetent students didn’t, but neither have the opportunity to learn from their exams. It begs the question: what is the point of an exam?

By high school most students think that education is something being done to them. The write-an-exam-get-a-mark approach only confirms this in their minds. If assessment isn’t for learning, what is it for? Beaurocracy? To maintain the teacher as the final arbiter in the classroom? Neither paperwork, nor maintaining hierarchical classroom structures hold much interest for me.

We’re currently being told that if we don’t make formal exams for all classes we’ll lose formal exam days. Good riddance I say! The end of a semester should include a debrief and a chance to review your summatives and assess the state of your own knowledge in terms of course expectations. This would provide a valuable pedagogical bridge between courses and empower students to take responsibility for their own learning.

From a teaching perspective, the debrief would mean that all the heavy, end of course summative assessment actually serves a purpose. It isn’t supposed to be punitive, and your grade in a class shouldn’t be a mystery to you. Assessment should be transparent and functional. Most importantly assessment should provide you with an opportunity to improve your learning; formal exams are none of those things, they are the black hole that learning falls into at the end of a course.

At the end of this course I’m going to get you to write a high stakes, stressful exam that is the same for all of you regardless of your learning styles. It’s going to assume you all have the same writing abilities. I’m then going to surprise you with the results!

I would love to ask the student who left half his exam blank, why did you do that? I’d like to understand where in his thought process he thought doing nothing was the way forward. I’d love to question the student who ignored obvious clues in a text and completely misunderstood its intent. I’m curious to see if, with a nudge, they are capable of seeing what was in front of them the whole time. I’d like to congratulate and confirm for the student who wrote a fantastic final that, yes, you really know this stuff.

There is a time and place in learning to ask the hard question: do you know what you’re doing? The end of course summative could be this reflexive learning opportunity, but not when it’s cloaked in formal exam tradition.

Instead of considering transparent, reflexive course summatives that provide assessment as learning, we’re clinging to formal exam models from the early 1900s designed to produce secretive, teacher dominated results that serve no learning purpose. If the organizational structure of a school schedule isn’t serving learning, what is it serving?

Biological Education & Hot Groups

I’ve been to two Minds On Media events, at ECOO in October and the OELC Conference this past February. Both times I’ve been surprised by the response from teachers regardless of their technical prowess. Tech skills weren’t the arbitrating force, curiosity was. The people who were involved in it found themselves working in their ZPD, and felt supercharged by the experience. So much of schooling involves crowd control rather than trying to get students into that zone of proximal development. So much teaching revolves around control, rather than encouraging self directed learning.

When I first attended MoM, the event reminded me of a gardener creating fertile ground, but having the sense not to micromanage the growing/learning. I suspect there is a truth in this that applies to all education. Whether you want to call it student centred or skills based or what have you, education isn’t a mechanical/mathematical process, it’s a biological one. Events like Minds On Media recognize this by empowering the learners (and the instructors) and giving them the freedom to move within a rich learning environment to where they think they need to be.

Most of the PD I experience exists in a mechanical process that alienates teachers and makes them resentful. This approach is used because administration is more concerned with a disciplined environment (that crowd control mentioned above) that ensures full participation even if it is entirely passive, than it is with presenting memorable content. When the learning takes a back seat to crowd control, you know the results aren’t going to be pretty. In fact, they’re going to look at lot like…

The other thing that’s been bouncing around in my head is the idea of hot groups. I know many educators shy away from business approaches, calling them corporate and such, but this one is anything but corporate. Hot Groups recognize a fundamental truth about how people work together. In a hot group members will do work well beyond what is expected or required, simply for the joy of having it received as valuable within the group. In my own case, I recently did a hot group thing for our little cloud working group, I made a group logo and people dug it. It’s an insider thing, only a few will appreciate it, but it builds team and even surprised me with a level of commitment (the fact that everyone wanted a t-shirt was what gave me the biggest buzz about it).

I’ve seen this happen time and again with students. As I type this I have my grade 12s putting together a network of computers using many different OSes. Some of them haven’t done it before, others have, but are unfamiliar with the OSes I’ve provided them with (Red Hat Linux Server, Ubuntu Server, Windows Home Server, Ubuntu Desktop, Win7, XP and Vista). Listening to them talk, they are telling anecdotal stories of failed OS installs, upgrades that led to game failures due to compatibility issues and all sorts of other OS related experiences, all while working through multiple installs. This may look disorganized and inefficient, I’d argue that it’s the opposite. Those students are creating context that I would not have imagined trying in a top down lesson on OS installs, and they’re doing it while creating a sense of group coherence (made even more amazing when you realize that three of the ten of them in there are usually sequestered away in the autism learning class). Those guys came out of there, having installed half a dozen OSes during the period, and they’d also made this (a classic example of a hot group surprise – they were very keen to give me a copy when the class ended).

If you think that has nothing to do with what they were supposed to be doing, you’re determined to force human relationships, and the learning the goes on within them into a linear, mechanical process. Those guys did many things that period that I hadn’t intended, as well as most of the things I had. On aggregate, I’d suggest that they weren’t limited by their teacher’s knowledge of them, their own risk aversion to failure (installing unknown OSes), or a need to overly control the learning. The result is a non-judgmental, rich learning environment that encouraged creativity and constructive peer support. The team building that happened in there today will be something I can continue to develop for the rest of the semester.

If I can create that environment, I do. If a hot group grows out of it, I’m over the moon. You’ll seldom experience a better teacher rush than the one you do when a hot group wows you with what you weren’t expecting.

Welcome to my insanity!

I’m back in the classroom again and teaching English for the first time in more than a year. I took a senior essentials English class mainly because few people want to teach it (teachers like to teach people like themselves), and it fit my schedule. Essentials English is just as it sounds. These are weak English students who are getting what they need to graduate and get out into the workplace, they aren’t post-secondary bound and tend to find school pointless.

The trick with students this bullied and indifferent to the school system is getting them to read and write at all. Rather than drag them into a text book or make them watch the department copy of Dead Poets Society in order to prompt some writing, I thought I’d introduce them to my insanity. In a week where we’re all getting to know each other it helps if students see what you’re into. Showing your hobbies and interests is a good way to have them get to know you. If they get excited about the idea of planning a trip and it prompts them to write, it’s a many birds with one stone situation.

With some support, students quickly
got into planning a trip. 28 days,
unlimited budget!

The plan was pretty straightforward: you’ve got four weeks (28 days) starting next Monday. Assume you’ve got an unlimited budget for a road trip (gotta travel on the ground). Where would you go? What would you do? On the second day I gave them some pointers on Google Maps and some planning tools like a calendar and how to make notes online and they were off. At the moment it looks like I’ve got pages of writing from students who generally don’t. The research they’ve been doing also lets me diagnose their reading level.

Needless to say, I bravely volunteered to present first. It doesn’t feel like homework when you enjoy doing it, and mine was obviously going to be a motorcycle trip. I probably could have gone more bonkers on bike choice, but I have a sentimental attachment and some practical necessities that prompted my choice. Rather than go for the South American adventure, I decided to focus on The States, which has tons to offer, especially if you aren’t sweating the budget.

Norman Reedus’ RIDE gave me an idea of where I’d like to go, the question was, could I get to the locations in the show and back home in 28 days?

Here’s what I’m presenting:

I presented this to the class two days before it was due. Seeing an example helps and gave me a chance to explain my own process in putting together the trip (deciding on a vehicle, breaking the trip into sections, etc).

That photo I doctored of a VFR800 a
couple of years ago came in handy!

Another side benefit of something like this rather than a boiler plate reading and writing diagnostic is that is gives students a lot of control over the direction of their writing, which means I get to learn what they’re into, which helps me remember who each person is as well as offering me relevant subjects I can insert into future projects.

I’m hoping they surprise themselves with the results. If I catch some of them in the future staring wistfully at Google Maps instead of playing pointless FLASH games I’ll know that they’ve been bitten by the travel bug too!

It’s a lot to try and pull off in 28 days, but when the budget is unlimited, I want more miles!

Into the Rockies ASAP, then down the coast, across the mountains again, and then up the Appalachians home.

Yellowstone! Riding over a mega-volcano.

Death Valley and across the South West to the Twisted Sisters on the way to the Big Easy.

Back north in the Smokey Mountains and Appalachians.

I was thinking maybe an H2R or RC213 in a trailer, but then that meant driving a truck and trailer all over the place.
Better to be on two wheels all the time, and on the descendant of my first bike crush.

Blended Learning and Relevant Classrooms

I’m feeling the synchronicity of two educational situations at the moment. I’m presenting this on Monday next at our Board’s learning fair, and I just went in for an interview for a curriculum leader position in technology/elearning.

The topic of the learning fair is ‘student engagement’ but I think this is the answer to the wrong question. Engagement implies trying to tailor your teaching to make it palatable for students. Engagement is what you get when you look at the bigger picture and become relevant, it isn’t a goal in itself.

I was asked today in the interview what the future is for blended learning. In this case, blended learning implies a hybrid of elearning/in-class learning and technology. I don’t think there is a future in it, I believe it is the future, at least if we want to get an increasingly irrelevant (due to the pace of change) school system to recognize the scope of the changes happening in the world around us, and make a meaningful attempt to prepare our students for the deluge ahead.

Eric Schmidt, the CEO of Google had a rather profound quote, I use it in the prezi:

“Every two days now we create as much information as we did from the dawn of civilization up until 2003. I spend most of my time assuming the world is not ready for the technology revolution that will be happening to them soon,”

If the world isn’t ready, education is even less so.

In the interview I described students’ out-of-school life as a torrent of data, like standing under Niagara Falls; it’s a stimulating, multi-directional, multi-disciplinary stream of information on many topics delivered in many different formats in rapid succession. We then get them into a class room and dribble information at them, out of a teacher’s mouth, out of a text book, all of it stale, uni-directional and non-interactive; then we wonder how to engage them.

In the meantime I’m seeing students mismanage and drop information and connections they should be making because they can’t manage the information being streamed at them. They don’t know how to make most effective use of their technology, often using smart phones in the dumbest possible ways. They don’t know how to effectively vet and prioritize data and find ways to make useful, actionable connections from it.

We certainly don’t teach effective data management and analysis in our in-class information dribble of chalk boards, rows of desks and one-person-speak-at-a-time last century classes.

Blended learning, where teachers make use of the sea of data swirling around us and teach students to swim, not sink is the first step towards a relevant education system that actually prepares students for what they are likely to face. But preparing them for the data storm requires that we use the technology being developed to manage it, and the friction is great from a conservative educational standpoint.

When I was a kid, I was big into Astronomy. I memorized the nine planets, and even the big moons. Since August 2011, we’ve discovered almost 600 planets (even including Pluto’s demotion) and average about twelve new discoveries a week. The whole time I was growing up, there were only nine planets, we’re on the verge of discovering multitudes. Astronomy is just one of EVERY FIELD OF STUDY that is facing this data onslaught.

Information isn’t the limited, simple, permanent, sacred collection of knowledge it was once perceived to be. We have to stop teaching to the book and start teaching to the evolving datasphere.

Taylorism In Edtech

I’ve just taken over as the tech-support teacher for my high school after a brief absence. I don’t generate technical problems, so I was right out of this jet stream until I came back in to manage it again.

Our first issue involved our student database system (Maplewood) being programmed to drop inactive students after 90 days of not logging in to the network. Why 90 days? No apparent reason.

In semester one you might be taking shop, phys-ed, co-op or food school (amongst many), and find that you are never asked to log in to a school machine in the course of your studies. Or you might simply have followed the board’s new BYO-device policy and use your own machine. Semester 2 rolls around and suddenly you don’t exist and are unable to login, and neither do hundreds of your colleagues. On the first day of class you fall behind.

The emails started on the first day back and didn’t get resolved until three days later.

The purpose of automation is to reduce repetitive, pointless work and make us more efficient. This particular piece of automation created pointless work and reduced efficiency in teachers and students across the building, not to mention my time and our technician’s time.

Why not set the shut down to six months, safely moving you into semester 2 before doing the automatic account shut-down? Because the people who set up this system are not educators, they have little or no idea how the schools they service are scheduled. If you don’t know (or care) how something works, you’re not likely to support it very effectively.

It’s a kind of interdepartmental blindness that results in the left hand having no idea (and no patience) with what the right hand is doing. This kind of systematization might seem cheap on the surface and satisfy an accountant’s spreadsheet, but it’s hardly efficient or effective.

In order to support a system, the person operating it should have lived with it. There are plenty of teachers who understand school needs that don’t necessarily want to teach in the classroom. I’d rather see them managing our network than someone with no ED background who has little or no idea of even simple needs.

Efficiency isn’t always about hiring the least educated (and cheap) person possible. You can actually save money with quality.

Facebook vs Twitter: the epic showdown

Like everyone else, I got into Facebook. Never the pointless flash games, but as a place to share photos with family and friends, it worked for me. It also allowed me to stay in touch with family and friends who are far away. Recently though, with the constant addition of new ‘friends’ many of whom aren’t, I find myself staring at news-feeds of people I couldn’t care less about, and, in some cases, I wouldn’t recognize if I passed them on the street. One day, after spending ten minutes trying to find a comment from someone I genuinely thought about often, I simply switched it off.

A couple of months ago I started using Twitter at a computers in education conference (ecoo.org). I’d tried Twitter a couple of times and it hadn’t caught – I couldn’t see the point in it, but this conference turbocharged the tweets. Following flash mobs to prizes, getting well researched links and ideas from other teachers, backchanneling in presentations… I got hooked.

Twitter is like facebook in that it’s a social networking tool, but without the social dead-weight. Follow who you want and lurk, or twit away. If people enjoy it, word spreads and you get a posse. Keep grooming who you follow. After a while it’s a steady stream of people you really enjoy reading. Twitter’s not about you in the herd, it’s about customizing a herd FOR you.

The teacher angle has let me build a PLN, personal learning network. Recently, at another conference, I ran into people I’d been tweeting with over several months. It felt like we already knew each other, but only in a certain way. Filling in the blanks was a wonderful experience, and a great opportunity to pick and choose new people to follow.

I’m still only 6 months into twitter. I’ve dropped more people than I now follow, and I suspect that I’ll top out at about 100, and constantly be grooming out filler. I’m interested in following thoughts and developing PLN, not seeing what a celebrity thinks (rare exceptions: @naomiklien, for obvious reasons, @stephenfry because he broadcasts intelligently).

Twitter feels intimate and direct, while at the same time letting me broadcast far and wide. The idea that it’s somehow limiting in scope is inaccurate as well. Twitter and blogs go together like 3 pound lobsters and butter. You can point to deeper thinking in a blog post, or to presentations and mind maps in Prezi, or photos on any number of photo sharing sites (or mashups and collages on glogster, etc etc). Twitter gives you the sign posts, aggregated by the people you trust to follow, and allows you to reciprocate for them.

Clive Thompson at WIRED totally grocs this.

I just culled the facebook herd and I’m finding it somewhat useful again, but I’m waiting for the blowback from in-law cousin’s husbands who want to know why we’re no longer friends. We never were dude.