Comments on: I’m Having (Blurry) Visions http://gwegner.edublogs.org/2006/09/08/im-having-blurry-visions/ Tue, 07 Feb 2012 11:39:00 +0000 hourly 1 http://wordpress.org/?v=3.2.1 By: Alexander Hayes http://gwegner.edublogs.org/2006/09/08/im-having-blurry-visions/comment-page-1/#comment-3183 Alexander Hayes Mon, 25 Sep 2006 14:40:52 +0000 http://gwegner.edublogs.org/2006/09/08/im-having-blurry-visions/#comment-3183 Good call Graham.....thanks for the reply. ".... > I think moving forward unfortunately depends so much more on the teaching workforce than any dynamic and adaptive qualities of the students we teach. Good call Graham…..thanks for the reply.

“…. > I think moving forward unfortunately depends so much more on the teaching workforce than any dynamic and adaptive qualities of the students we teach.

]]> By: Graham http://gwegner.edublogs.org/2006/09/08/im-having-blurry-visions/comment-page-1/#comment-3175 Graham Mon, 25 Sep 2006 00:14:42 +0000 http://gwegner.edublogs.org/2006/09/08/im-having-blurry-visions/#comment-3175 Alex, once again you challenge myself and all of those who read here to reassess what business we actually believe we are in here in the education sector. Communication is the forgotten part of the acronym and I am as guilty of anyone of continuing the existing paradigm. But I am open to change ... I am actually responding to this at a web terminal here at TSOF while waiting for the start of a Leading Learning Conference day - ironically all about redefining school culture, developing leadership and so on. I will have the word COMMUNICATION on critical analysis function and see if it rates a mention. I think moving forward unfortunately depends so much more on the teaching workforce than any dynamic and adaptive qualities of the students we teach. We control so much of the elarning experience and so many of us are terrified of what we cannot control or understand; maybe it's why having a vision has to tie back to where the staff are at - if I want them to buy in at all. Alex, once again you challenge myself and all of those who read here to reassess what business we actually believe we are in here in the education sector. Communication is the forgotten part of the acronym and I am as guilty of anyone of continuing the existing paradigm. But I am open to change … I am actually responding to this at a web terminal here at TSOF while waiting for the start of a Leading Learning Conference day – ironically all about redefining school culture, developing leadership and so on. I will have the word COMMUNICATION on critical analysis function and see if it rates a mention. I think moving forward unfortunately depends so much more on the teaching workforce than any dynamic and adaptive qualities of the students we teach. We control so much of the elarning experience and so many of us are terrified of what we cannot control or understand; maybe it’s why having a vision has to tie back to where the staff are at – if I want them to buy in at all.

]]> By: Alexander Hayes http://gwegner.edublogs.org/2006/09/08/im-having-blurry-visions/comment-page-1/#comment-3170 Alexander Hayes Sun, 24 Sep 2006 16:37:32 +0000 http://gwegner.edublogs.org/2006/09/08/im-having-blurry-visions/#comment-3170 Graham, There's nothing more entertaining ( in my estimation ) than educators are at present really clammering for air in a learner's zoo. There's some really cogent and synthesised musings occuring here in your post and least of all because I'm mentioned, quoted or mis-quoted. Steve Head is raising a core issue here - one that I subscribe to, feed from and where possible harvest ........ that communication is at the core of the mobile ICT.....not the technology......... rather what it imbues and laterally transposes with students in a networked learning ecology. Dr. David Hargearves speaks of the missing 'C' in ICT and my opinion nothing much has not changed in five yearssice I read his papers. Fact is we spend much on IT ( TOL 2 rollout )and little on ICT's.....a kit of PDA's dosent cut the mustard. We have no one to blame but ourselves. I'm not reading PDF's in my PDA. Nuff ' Not only are we engaging learners using redundant pedagogy ....behaviourist, expert-centred, mentored......we are engaging many of our learners using redundant technologies.....static, immobile, facile, lab-style......and as always , the learner may well be holding the most potent electronic learning ecology in their own hands. Here I sit at 2:01 AM refecting on some of the core issues that you explore here, some of the issues folk here on the NZ tour are facing with my own introduced mobile recoding shinanigans and more importantly what it might mean for eduactors seeking ways to engage the seemingly disengaged using these networked and mobile technologies. IMOH.....we have no means of prescribing pills that are the antidote to this technology in the hope that mobile-happy-slapping will go away.. It's in your pocket and yes.....I'll give you permission to turn it on in my classroom.....the one with no walls and only bridges. Speak with me and expect to be published. We are yet to realise the always mobile on-classroom.....not because we are prevented ( essentially ...not really ) rather because we struggle with the concept of what it may mean for what our role would be as educators in that learning facilitation. Would we in fact be needed ? Is it our aversion to embracing this concept or are we destined to always remain trapped in a learning ecosphere blaming institutional policy as the reasons behind simply defining m-learning as a fad, gimmic, nebuli folk fanfare ? Scenario's beget case studies......otherwise our tombstones will read; "....Published and perished. Moblogged and end up damned. Tagged and branded " None of the terms above would mean much to a 17 year old ....so why are we choosing to turn our students conversations out in the great world-wide-machine via a bunch of aggregated feeds. Because we can I suspect. Graham,

There’s nothing more entertaining ( in my estimation ) than educators are at present really clammering for air in a learner’s zoo.

There’s some really cogent and synthesised musings occuring here in your post and least of all because I’m mentioned, quoted or mis-quoted.

Steve Head is raising a core issue here – one that I subscribe to, feed from and where possible harvest …….. that communication is at the core of the mobile ICT…..not the technology……… rather what it imbues and laterally transposes with students in a networked learning ecology.

Dr. David Hargearves speaks of the missing ‘C’ in ICT and my opinion nothing much has not changed in five yearssice I read his papers.

Fact is we spend much on IT ( TOL 2 rollout )and little on ICT’s…..a kit of PDA’s dosent cut the mustard.

We have no one to blame but ourselves.

I’m not reading PDF’s in my PDA. Nuff ‘

Not only are we engaging learners using redundant pedagogy ….behaviourist, expert-centred, mentored……we are engaging many of our learners using redundant technologies…..static, immobile, facile, lab-style……and as always , the learner may well be holding the most potent electronic learning ecology in their own hands.

Here I sit at 2:01 AM refecting on some of the core issues that you explore here, some of the issues folk here on the NZ tour are facing with my own introduced mobile recoding shinanigans and more importantly what it might mean for eduactors seeking ways to engage the seemingly disengaged using these networked and mobile technologies.

IMOH…..we have no means of prescribing pills that are the antidote to this technology in the hope that mobile-happy-slapping will go away.. It’s in your pocket and yes…..I’ll give you permission to turn it on in my classroom…..the one with no walls and only bridges.

Speak with me and expect to be published.

We are yet to realise the always mobile on-classroom…..not because we are prevented ( essentially …not really ) rather because we struggle with the concept of what it may mean for what our role would be as educators in that learning facilitation. Would we in fact be needed ? Is it our aversion to embracing this concept or are we destined to always remain trapped in a learning ecosphere blaming institutional policy as the reasons behind simply defining m-learning as a fad, gimmic, nebuli folk fanfare ?

Scenario’s beget case studies……otherwise our tombstones will read;

“….Published and perished. Moblogged and end up damned. Tagged and branded ”

None of the terms above would mean much to a 17 year old ….so why are we choosing to turn our students conversations out in the great world-wide-machine via a bunch of aggregated feeds.

Because we can I suspect.

]]> By: Steve Head http://gwegner.edublogs.org/2006/09/08/im-having-blurry-visions/comment-page-1/#comment-3092 Steve Head Mon, 18 Sep 2006 10:31:18 +0000 http://gwegner.edublogs.org/2006/09/08/im-having-blurry-visions/#comment-3092 Interesting thoughts,especially with regard to "Ban Ignore or Integrate". There is a huge "fear factor" here in the UK regarding pupils with mobile phones, fed and nourished by tabloid hacks. Considering there are more mobiles than people in the UK at present there are going to be one or two "abuses" of the technology but the potential for learning and communication is being swamped by scare stories of children secretly videoing lessons and "bluejacking" teachers devices. Far more disturbing for me is the tendency for pupils being left to "cyber loaf", surfing the net without direction in lesson time because teachers don't understand the net. There are far more pupils doing that than "blue-jacking" or "happy-slapping", just as the number of pupils who use messenger to share info about homework/schoolwork is obscured by stories of pupils "wasting time" when in fact they are communicating- the bit of ICT that is overlooked. The following was actually said to me by a school network technician "We are not allowing the pupils to have access to e-mail because they will use it to talk to each other"????? Interesting thoughts,especially with regard to “Ban Ignore or Integrate”. There is a huge “fear factor” here in the UK regarding pupils with mobile phones, fed and nourished by tabloid hacks. Considering there are more mobiles than people in the UK at present there are going to be one or two “abuses” of the technology but the potential for learning and communication is being swamped by scare stories of children secretly videoing lessons and “bluejacking” teachers devices. Far more disturbing for me is the tendency for pupils being left to “cyber loaf”, surfing the net without direction in lesson time because teachers don’t understand the net. There are far more pupils doing that than “blue-jacking” or “happy-slapping”, just as the number of pupils who use messenger to share info about homework/schoolwork is obscured by stories of pupils “wasting time” when in fact they are communicating- the bit of ICT that is overlooked. The following was actually said to me by a school network technician “We are not allowing the pupils to have access to e-mail because they will use it to talk to each other”?????

]]> By: (High Tech), High Concept, High Touch « Ubiquitous Thoughts http://gwegner.edublogs.org/2006/09/08/im-having-blurry-visions/comment-page-1/#comment-2996 (High Tech), High Concept, High Touch « Ubiquitous Thoughts Sun, 10 Sep 2006 05:56:20 +0000 http://gwegner.edublogs.org/2006/09/08/im-having-blurry-visions/#comment-2996 [...] I just finished reading Daniel Pink’s A whole new mind the other day and some of his ideas fit in really well with the discussion that’s been going on about the need for vision for technology and learning during the last couple of days, including Wes Fryer, Graham Wegner, Sharon Peters, and myself. While Pink does not really focus on technology or education, his argument for an increased emphasis on what he calls R-Directed Thinking (emphasizing right hemisphere skills), can provide us with more ammunition for putting forth the kind of vision that many of us think is missing in education. [...] [...] I just finished reading Daniel Pink’s A whole new mind the other day and some of his ideas fit in really well with the discussion that’s been going on about the need for vision for technology and learning during the last couple of days, including Wes Fryer, Graham Wegner, Sharon Peters, and myself. While Pink does not really focus on technology or education, his argument for an increased emphasis on what he calls R-Directed Thinking (emphasizing right hemisphere skills), can provide us with more ammunition for putting forth the kind of vision that many of us think is missing in education. [...]

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