My Month of June

What a month. I discovered that I was not doing the job I thought I was doing, subsequently I got a name change. Now I am an eLearn Subject Matter Expert. Wondering if such surprises are part and parcel of an agile world?

In regards to the family, if it wasn’t one daughter then it was the other this month. Our youngest had the flu for a week, then our eldest stood on glass and had a visit to emergency. All good now, was just a bit hectic for a while. Maybe that is life?

In relation to my writing, thinking and learning, here was my month in posts:

  • Art and Science of Teaching and Music – With the passing of Chris Cornell, I reflected on covering music compared with a faithful interpretation. This was associated with the idea of best practice
  • REVIEW: The Global Education Race – A review of Sam Sellar, Greg Thompson and David Rutkowski book, The Global Education Race, Taking the Measure of PISA and International Testing.
  • Reflections from #CoachEd2017 – A Reflection on the 5th National Coaching Conference for Educators held in Melbourne and the three ideas I was left with.
  • A Comprehensive Guide to YouTube – A dive into watching, curating and creating content with YouTube.
  • Developing Safer (Digital) Schools – A summary of a day spent with eSmart exploring safer schools. I also documented a number of my own resources collected over time.
  • Starting the Learning Before the Conference – I asked the question, rather than waiting for people to walk into the room, what if we seek feedback from participants before they arrive at professional development sessions?
  • The Risk of Hospitality – My response to the #Digciz discussion around hospitality, risk and vulnerability relating to online spaces. The post explored ideas of  context, imaginary lines, tribes and mapping.
  • Questions for Cal – After watching Cal Newport’s TED Talk on quitting social media, I was left reflecting on three questions: what is social media, what is work and how do I differentiate the changes in my mind?
  • Daily Habits – Having spoken about the process involved in learning and the tools I depend upon, I have never thought about the daily activities which help me as a learner.

Here then are some of the thoughts that have also left me thinking …

Learning and Teaching

“Catch the Flipgrid Fever” by mrkrndvs is licensed under CC BY-SA

Catch the Flipgrid fever! 15+ ways to use Flipgrid in your class – Kayla Moura provides an introduction to Flipgrid, an application for visual feedback. To support this, she lists some potential uses, such as a debate, an exit ticket or a book report. In some ways it reminds me of Verso and the way that users can share and respond in a centrally managed space. The main difference is that Flipgrid is built around video. 

Flipgrid is a video response platform where educators can have online video discussions with students or other educators. Teachers can provide feedback to students AND better yet students can provide feedback to one another.

Teaching and Learning Research Summaries: A collection for easy access – Tom Sherrington collects together a range of research-based resources to provoke deeper thinking around learning and teaching. This should not be considered the essential list, but rather a place to start a conversation about research. A need that Linda Graham wrote about recently.

There are several superb summaries of educational research that have been compiled into easily accessible websites and articles in pdf format that can be read online and shared with staff. Although they are easy to find via an internet search, I am pulling them together into one place for easy access.

Self-Editing Tools for Student Writing in Google Docs – Eric Curts looks at four areas of self-editing tools students can use when writing in Google Docs. He discusses speech-to-text, text-to-speech, grammar checkers and thesaurus tools. This year I have dabbled with ProWritingAid, a paid Google Docs addon that allows you to gain feedback within Gsuite. I discovered this via Vicki Davis’ blog. Other than that, I like the Grammarly add-on too. Neither replace the need of the human to understand the decisions being made.

One of the best features of Google Docs is the ability to share your work with others so they can offer comments and suggestions. As awesome as that is, sometimes a student may not have another person available to provide feedback, and will need to do the editing on their own. Thankfully there are loads of useful tools that can help students to self-edit their writing, including text-to-speech, grammar checkers, dictionaries, and more. With these resources students can take ownership of the editing process to improve their writing. Even if they can also receive peer feedback, these tools can help student do a majority of the editing on their own.

Crash Course Computer Science – Crash Course recently started a new series unpacking the history of computers hosted by Carrie Anne Philbin from the Raspberry Pi Foundation. Like the Contrafabulists podcast exploration of Underground Histories, Bret Victor’s History of Programming, John O’Brien’s paleofuture and Audrey Watters’ History of the Pedometer, Philbin’s explorations provides a context for the choices made associated with technology that many of us have come to take for granted today. This is not another ‘How to Code’ series.

In this series, we’re going to trace the origins of our modern computers, take a closer look at the ideas that gave us our current hardware and software, discuss how and why our smart devices just keep getting smarter, and even look towards the future! Computers fill a crucial role in the function of our society, and it’s our hope that over the course of this series you will gain a better understanding of how far computers have taken us and how far they may carry us into the future.

Instagram for Teachers – Tony Vincent explains how Instagram can be used in education. This post provides a range of examples and some considerations in regards to managing your account. Owned by Facebook, I am not sure where this all sits with Doug Belshaw’s assertion that friends don’t let other friends Facebook? As a platform, Instagram seems to be an alternative for some to a blog? 

Instagram isn’t just for posting photos of food. Instagram can actually be a powerful learning and communication tool for educators, so I’ve written this guide for teachers. I’d like to show the kinds of things teachers can see on Instagram. I’d also like to tell you about the ins and outs of Instagram, starting with the basics and ending with crafting awesome posts.

Going Public and Going Pro: The Power of Portfolios, Publishing & Personal Branding – Michael Niehoff makes the case for the public element associated PBL being fostered through a personal portfolio. In addition to having a ‘canonical url‘ as Jon Udell would put it, Niehoff discusses the need to continually create content and maintain our own brand. This is a topic that Ian O’Byrne, Bill Ferriter and Bob Schuetz have touched upon elsewhere.

Traditionally, most of us associate portfolios with artists, writers and designers. In school, we have had watered down versions for years where students were asked to put their work in a folder that may or may not have been shared. Well, we are in a new era. Forget AP scores, weighted GPA’s and SAT scores. We are now in a portfolio world and economy. Remember, in a “Gig Economy” where our students are going to have to continually contract work and pitch themselves to clients, our students need a lifetime portfolio where they digitally present and publish their work….and themselves.

Edtech

“A Sociology of the Smartphone” by mrkrndvs is licensed under CC BY-SA

A Sociology of the Smartphone – Adam Greenfield shares a portion of his new book, Radical Technologies, unpacking smartphones. In this assemblage of parts he looks at what actually makes smartphones work, the changes they have brought to our habits and the impact on our environment. On this matter, Kin Lane documents the valuable bits in a smartphone that everyone wants, Doug Belshaw discusses email and notification literacy, Aral Balkan asks who owns the data, while Mike Caulfield rues the impact smartphones have had on research. Greenfield’s essay also serves as an example of how technology can construct a ‘templated self’. This is timely with the tenth anniversary of the iPhone. In another extract from Greenfield’s book, he reflects on the internet of things.

Whatever the terms of the bargain we entered into when we embraced it, this bargain now sets the conditions of the normal, the ordinary and the expected. Both we ourselves and the cultures we live in will be coming to terms with what this means for decades to come.

Twitter’s Misleading User Experience When Reporting Abuse – Bill Fitzgerald highlights the problem with the way that Twitter responds to abuse. Although to the person who has reported the issue the situation would seem resolved, the user is still present to the rest of the Twitter. This in part is a reminder that Twitter is a capitalistic advertising platform, something Audrey Watters and Kin Lane touch upon in a recent episode of Contrafabulists.

When Twitter automatically hides offensive content from the people who have reported it, they create the impression that they have done something, when they have done nothing. Design choices like this demonstrates Twitter’s apathy towards effectively addressing hate and abuse on their platform.

Coding for what? Lessons from computing in the curriculum – Speaking to a group of educators in Sweden, Ben Williamson focuses on the rise of computing in the curriculum. He traces some of its origins, as well as some of the cautionary tales and advice, especially the influence of private enterprise. This left me thinking about the Australian education system and the introduction of digital technologies. It too has largely been led by various investments, not-for-profit ventures and private providers. Although there has been a lot of talk about coding, there is little discussion about the critical side. Bill Fitzpatrick and Kris Shaffer’s explanation on how to spot a bot is a good start.

Technical know-how in how computers work has its uses here, of course. But also knowing about privacy and data protection, knowing how news circulates, understanding cyberattacks and hacking, knowing about bots, understanding how algorithms and automation are changing the future of work—and knowing that there are programmers and business plans and political agendas and interest groups behind all of this—well, this seems to me worth including in a meaningful computing education too.

Neither Locked Out Nor Locked In – Continuing on from the conversation about Domain of One’s Own, Martha Burtis goes beyond conformity in her explorations of a Domain of One’s Own in her keynote for #Domains17. One of the first steps is to find your own metaphor for the web. Will Richardson and Bruce Dixon provide a useful follow-up discussion on the Modern Learners podcast. There were some other great posts from Domains17, including Jesse Stommel and Sean Michael Morris on the need for pedagogical approaches that help Domain of One’s Own make the LMS irrelevant, Meredith Fierro on the web as a shipping container, Tom Woodward on running a multisite like a boss, Adam Croom on starting a new conversation and Amy Collier on going beyond the notion of residency to describe ideas of kindred spirits.

How do we create a space within our schools (with all their political, technical, and institutional realities) that truly embodies a spirit of self-determination and agency for our students. How do we free our students from the shackles of corporate and commercial Web spaces without creating some new kind of shackle? And, how do web build a platform for the practical, valuable, discernible activities of building on the Web while also grappling to understand the Web on which we build in deep and discerning ways?

How to install Linux on a Chromebook (and why you should) – J.M. Porup explains how to use Crouton and Gallium OS to turn Chromebooks into Linux laptops. Both options offer the ability to dual-boot, but come at a cost, as working in developer mode has the potential to open users up to various vulnerabilities. Mark O’Meara discussed this a few years ago, however his approach was to boot from a USB. Running Linux is an interesting idea and something that Dai Barnes and Doug Belshaw have discussed quite a bit lately on the TIDE Podcast. 

Chromebooks are one of the most secure devices you can give a non-technical end user, and at a price point few can argue with, but that security comes with a privacy trade off: you have to trust Google, which is part of the NSA’s Prism programme, with your data in the cloud. Even those who put their faith in the company’s rusty “don’t be evil” mantra may find Chromebook functionality limiting—if you want more than Google services, Netflix, some other Web apps, and maybe the Android app store, then you’re out of luck. Geeky users willing to engage in some entry-level hackery, however, can install Linux on their Chromebook and unleash the Power of Torvalds™.

iOS Losing Steam To Chrome In The Classroom? Kahoot Releases First EdTrends Report – The team at Nibletz provide a summary of a new report from Kahoot looking at Edtech. What interests me about this is the ability for an application like Kahoot to grab such an insightful snapshot of habits and behaviours, but more interesting is what this says about Kahoot. It leaves me wondering if the application is in fact a front for something else? Just as Amazon started with books and Uber with transportation, is Kahoot starting with quizzes? Both this report and Snapchat’s addition of maps are reminders of the data which we hand over each and every minute. Kin Lane and Audrey Watters’ discuss this in light of monopolies on the Contrafabulist Podcast.

Kahoots own metrics have now reached 50 million monthly active users, 2M U.S. teachers, 25M U.S. students with over 20M public Kahoots. Kahoot is a game based learning platform that allows teachers to quickly and efficiently create interactive and fun, immersive game lessons for students.

What You Need to Know About “Acceptable Use Policies” – Ian O’Byrne discusses the role of an user policy and what makes them acceptable. For Tom Murray and Eric Sheninger, it is about being responsible and setting in place the appropriate behaviours. Coming from the perspective of terms and conditions, Bill Fitzgerald suggests searching for particular terms when investigating questions around consent, these include: third party, affiliations, change, update and modify. For the reality is not everyone has the time and resources to unpack applications like TurnItIn or ClassDojo. In the end, the challenge is first and foremostly to have deeper discussions about these topics, such as the one facilitated by the #digciz group.

Digital networks, websites, and services are a necessary component of the toolset required to build and utilize digital and media literacies. Appropriate policies, procedures, and guidelines are necessary to protect the developers and administrators of these texts and tools, as well as the users of these spaces. These documents often fail to provide users with the freedom needed to expand their skills, while still creating safe and appropriate boundaries for use of the Internet and all it has to offer. To prepare individuals to be digitally savvy, media literate citizens, there is a need for guideline guidelines, discussions, and agreed upon policies that emphasize successful practice and define the suitable use of the technology and tools being used.

Storytelling and Reflection

“Tweeting and blogging: Selfish, self-serving indulgences?” by mrkrndvs is licensed under CC BY-SA

Tweeting and blogging: Selfish, self-serving indulgences? – Responding to Clare Narayanan and her critique of the guru teachers who spend their time at Teachmeets and on Twitter, Deb Netolicky discusses finding balance between self care, family time and service to the profession. This is a reminder that being online is a choice with consequences. Something Claire Amos touches upon. Benjamin Doxtdater also suggests, maybe our primary focus should be on self-care and private journals. 

Many of those who tweet and blog, I would argue, do so because they are interested in learning from others, sharing their own perspectives and experiences, and engaging with educators from around the world.

4 Critical Questions To Ask When Attending Education Research Conferences – Charlotte Pezaro (and Marten Koomen) unpack four questions to ask when attending research conferences. Many of these questions go beyond ‘research’ conferences and can be applied to a lot of PL, such as who is paying and what is put forwards as working. In part, this touches on some of the points Dan Haesler made in his post on disclosure, as well as the rise of the thought leader in society (rather than the public intellectual as Gramsci described).

Have fun, participate in discussions, share your ideas, and challenge (respectfully) the ideas of others. But most importantly, ask the critical questions of who is speaking (and ask about who is not), question speakers about what they’re claiming and the basis for those claims, look at how the narrative of the conference portrays and constructs education in Australia. Try to uncover who’s paying and what they’re paying for. Ask lots of questions of speakers in workshops. If you get a chance, ask a few very direct questions of the organisers.

Ep 10: ILEs, VCE and the Flow state – Steve Brophy and Dean Pearman discuss the challenges of innovation, particularly in the senior years. They suggest that with the culture of results, students have become conditioned into memorising content. Greg Miller has written a lot about giving pride of place to soft skills and capabilities, while Bianca Hewes has explained how PBL is possible in the final years. There are many who say that the senior assessment will not change until University changes. CCourses provided a clear vision in this area.

Transitions was a public research conference exploring research behind the move from traditional classrooms to what are being called innovative learning environments (ILEs) This day included a catch up with our good old friend Terry Byers (@tezzabyers). An interesting insight from the conference led to Dean and I taking an intense look at VCE and questioning the validity of the current system

Conditions for Community – Julian Stodd reflects on the conditions required for communities to prosper. He touches on such attributes as social capital, rules, consequences, social leadership, trust, fluidity of role and shared values. As always, Stodd uses a visual as a means of representing this thinking. I think that the only thing missing, that I have touched upon elsewhere, is a compelling case for being there. Associated with online communities, Jenny Mackness recently published her PhD looking into MOOCs and online learning environments.

Community is more than simply ‘technology’, or ‘space’. 

4 keys that predict which education idea will be more than just a fad & Is “making” in education a fad or a lasting change? – In these two posts, Sylvia Martinez looks at the history of sticky ideas and makes a prediction about the place of makerspaces in the future. Building on the work of Schnieder, Martinez identifies four attributes that are important to the analysis: perceived significance, philosophical compatibility, occupational realism and transportability. This is an interesting read alongside Audrey Watters’ presentation on robots raising children at New Horizons Media.

Will making in education have a lasting effect on education, or will it become just another “new new thing” that is overtaken by some newer new thing? It certainly has the perceived significance. Both academic credentials and cultural trends are working in its favor. It has philosophical compatibility with many teachers and parents too. They see children starving in a desert of worksheets and tests and know there must be a better way. There may be more to worry about in other areas. In some cases it has transportability, especially when using simplified models like Design Thinking. The problem is that simplified models and canned lesson plans are a double-edged sword. As they helps teachers with operational realities, it removes agency from the teacher. Is it inevitable that creating a version of making in education that is widely acceptable will by its nature create unacceptable compromises?

Before and After Ok Computer – With the twentieth anniversary of Ok Computer, Charles Aaron provides an audio guide to the album’s 12 songs, plus what came before, and what came after. It is an interesting exercise to place the album in a context. I remember seeing Radiohead in concert a few years ago, one of the best concerts I have ever been to. In other anniversaries, it was recently the 50th anniversary Sgt. Pepper’s Lonely Hearts Club Band too. 

“OK Computer” has a reputation as a sprawling dystopian reckoning, a commentary on the time’s relentlessly digitizing means of production by thrashing those very means. It’s an album of the proper sortstriving towards a narrative of sound and vision. If you wish, there are treatises to consult on this matter. Ultimately, the record serves as Radiohead’s sturdiest argument for itself as one of rock’s most thoughtful and sonically compelling bands, a claim that critics and fans have made consistently since its release 20 years ago.

FOCUS ON … Publishing Your Own Book

“An Unreasonable Man writes his Damn Book by mrkrndvs is licensed under CC BY-SA

In a recent blog post, Steve Brophy wrote about moving from dreaming of writing a book to having enough content to do so. The question though is what is the process. Here then are some of the posts and examples that I collected together on the subject:


READ WRITE RESPOND #018

So that is June for me, how about you? As always, interested to hear.

Also, feel free to forward this on to others if you found anything of interest or maybe you want to subscribe?

Cover image: “My room” by justlego1O1 https://flickr.com/photos/103739566@N06/34954439821 is licensed under CC BY-SA

My Month of May

At work, I have been doing a bit of work around investigating and developing a learning hub. I also attended the 5th National Coaching in Education Conference, exploring the coaching approach.

On the home front, our youngest daughter is growing up way too fast (and way to cheeky). She has progressed from climbing stairs to climbing anything and everything to get what she wants.

Personally, I signed up for the Ed Tech Coaches Blogging Buddies program, where you join a group of five others in committing to both post and comment regularly. I am interested to see how it goes.

In regards to my writing, here was my month in posts:

  • Exploring Facebook Pages – A guide to Facebook Pages, including critical questions and considerations.

  • Predicting Google Drawings 2.0 – I have been saying to quite a few people that there seems to be change afoot in regards to Google Drawings. This got me thinking about what I would actually want in a revised version.

  • My #EdTechRations – A cross between a review and a response to David Hopkins’ curated book on the technology you would not leave home without.

  • Picking a Portfolio Platform – A summary of some potential platforms for student portfolios.

  • Engaging with Algorithms – A look at the Explore tool and the way that it makes use of Google’s APIs. I wrote this before the I/O conference and that only confirmed many of my hunches.

  • Making an Online Learning Hub – An investigation into the way that a number of organisations structure their learning hubs and the tools they use.

  • Light and Shadow by Mark Colvin – a review of the late Mark Colvin’s memoir of life in journalism and as the son of a spy.

  • My Awesome Reading List – A documentation of the way in which I used Awesome Tables to create a more dynamic organisation of my reviews for my blog.

  • Taking Tech Beyond the Tool – A post unpacking Doug Belshaw’s essential elements of digital literacies as a framework for working through some of these idiosyncrasies of technology.

  • Creating Video Content – A review of some applications to use to create video content, with examples to support.

NOTE: An anonymous comment pointed out a glaring mistake in one of my posts this month. In my discussion of the new Google Sites, I wrongly stated that Google had bought out Wix. I laugh and cringe in reading this now. I swear I read something last year, but can find no evidence whatsoever. It also illustrates that fake news is not always devious, sometimes it is a mistake.


Here then are some of the thoughts that have also left me thinking …

Learning and Teaching

This free course can teach you music programming basics in less than an hour – Quincy Larson discusses Ableton’s free interactive music course that runs right in your browser. Having taught music a few years ago, I found this as a much more engaging method of grappling with the different principles of music in an interactive way.

If you enjoy listening to music, but don’t know much about how it all works on a structural level, this course is for you. It will teach you some of the principles at work in popular songs like Queen’s “We Will Rock You” and Björk’s “Army of Me”.

The Cartography of Learning – Jose Picardo uses feedback to unpack research into feedback, such as providing regular dollops and developing a roadmap. This is something that I have reflected upon before elsewhere, while it is also interesting reading alongside Deborah Netolicky’s post about the benefits of formative assessment.

This article is an attempt to explore what makes feedback effective and therefore where schools should focus their policies, which should encourage teachers to view giving feedback as an integral part of teaching, not as an additional intervention.

Make Your Own Word Search in Google Sheets – Alice Keeler has created a script for generating a word search using Google Sheets. What interests me most about this is not the creation of the task, but the steps involved. From a Digital Technologies perspective, this is a great example of abstraction, breaking a problem down to its parts, and then thinking algorithmically in the creation of a solution.

The Google Sheets template I created allows you to copy and paste your own list of words onto the spreadsheet. Use the menu to “Create Puzzle.” Copy and paste your puzzle into Docs, Drawings, Slides or Sheets or you can simply print.

Interpreting, and Honoring, the Words of Others – Kevin Hodgson looks at Lumen5, a webapp which allows users to turn blog posts into videos. Integrating with free to use images and audio, it provides a creative way to demonstrate close reading.

By close reading posts of others (or close reading yourself, too), you can point to textual elements and then add images and music. The site then kicks out a video

Search for Syria – UNHCR has created a site in partnership with Google unpacking different elements of the Syrian war. A useful resource for looking into the crisis.

Edtech


“Benjamin Doxtdater ‘What should teachers understand about the snapchat back-channel?’” by mrkrndvs is licensed under CC BY-SA

What should teachers understand about the snapchat back-channel? – Benjamin Doxtdater questions the place of Snapchat and other such backchannels in the classroom. Sachin Maharaj goes a step further to calling for it to be actively banned. For Steve Brophy, this is about waterholes. This takes me back to the question about what sort of teacher you are: limiters, enablers and mentors. However, as Bill Fitzgerald’s investigation into Edmodo demonstrates, there is also an ethical side to be considered. This was also highlighted by Twitter’s changes to privacy.

Relegating Snapchat to a completely unsupervised space in schools makes no more sense than not supervising playgrounds, especially given the unprecedented power of social media to quickly spread images far and wide. Supervising the playground does not mean that I don’t allow kids the freedom to talk without me hearing every word, but somehow balancing the freedoms that kids need with obligations to care for them.

11 podcast episodes about the Internet – MJ Kelly from Mozilla curated a list of podcasts to dig deeper into the internet. These episodes touch on questions of privacy, investigations of ownership, developing an open web, trolling, password management, algorithms and archiving the net. Along with BTN’s guide to the internet and Kin Lane’s reflections on personal data, these resources provide a useful start for appreciating the complexities of the web.

The Internet hosts thousands of hours of podcasts, all ready for our on-demand listening pleasure. While podcasting might not save the world, it does contribute to a healthy, vibrant Internet. Anyone and everyone can make a show to express themselves, pursue ideas and teach others. Some shows do a remarkable job covering Internet Health issues like privacy, security, openness, inclusion and more. Here are eleven worth hearing, from heart-wrenching human stories to lofty academic conversations, all touching on the Internet’s past, present and future.

Let’s Not Start from Scratch: Some Early Research on ‘Coding’ – There is so much written about coding, whether it be CSFirst or various applications to use for students. Although these represent fine endeavours, Peter Skillen encourages people to go back to the beginning, the time before scratch, and review the lessons learned then, rather than make the same mistakes again. To support this he has summarised a number a findings and links to their elaborations. Along with the Daily Papert project, these texts offer a provocation for going further.

If the role of the computer is so slight that the rest can be kept constant, it will also be too slight for much to come of it

How Google Took Over the Classroom – Natasha Singer traces a history of GSuite and Google’s rise in regards to the classroom. She tells the tail of Jaime Casap and his ability to sell Google to schools. There is a lot of conjecture about why Google do what they do. Users? Advertising? Licences? Algorithms? My question is what is the alternative? Microsoft? Would that be any different? Seems that they are all in a race to master artificial intelligence, changing what is means to ‘Google it’. Audrey Watters wonders if this is the ‘new normal’ and questions the consequences, while Ben Williamson describes it as platform capitalism.

Google makes $30 per device by selling management services for the millions of Chromebooks that ship to schools. But by habituating students to its offerings at a young age, Google obtains something much more valuable.

55+ Most Wanted WordPress Tips, Tricks, and Hacks – The team at WordPress Beginner compile a list of advice associated with WordPress(.org). Along with the guide to getting going, there is something for every user, even if it is a deeper appreciation for the way that WordPress works. It is also a reminder of Kin Lane and Audrey Watters’ concern that WordPress involves too much and that the future of domains and so forth may be in applications, such as Jekyll.

Ever wondered what WordPress tips, tricks, and hacks most popular WordPress sites are using? In this article, we will share some of the most wanted WordPress tips, tricks, and hacks that will help you use WordPress like a pro.

Classdojo App Takes Mindfulness To Scale In Public Education – Ben Williamson continues his exploration of Class Dojo. This time he focuses on the effort to bring mindfulness into schools. The concern that he raises is whether teaching students to be resilient is the answer or whether we really need to address the deeper problem of the standardised, dataification of education. This is something that Graham Martin-Brown also touches on in a new project.

It is probably a step too far to suggest that ClassDojo may be the ideal educational technology for digital capitalism. However, it is clear that ClassDojo is acting as a psycho-policy platform and a channel for mindfulness and growth mindsets practices that is aimed at pathology-proofing children against anxious times through the imposition of positive feelings in the classroom. While taming ‘the Beast’ of his uncontrollable emotions of ‘anger, fear and anxiety’ through mindfulness meditation, ClassDojo’s Mojo mascot is both learning the lessons of positive psychology and acting as a relay of those lessons into the lives of millions of schoolchildren. Its model of pocket-based psycho-policy bypasses the kind of slow-paced bureaucracy so loathed in the fast-paced accelerationist culture of Silicon Valley, and imposes its preferred psychological techniques directly on the classroom at global scale.

Storytelling and Reflection


“@BaliMaha ‘No Me Without Us’” by mrkrndvs is licensed under CC BY-SA

No Me Without Us: Reflections After the UNIR #SelfOER #OpenTuesday Webinar – Reflecting on a recent call in regards to OER, Maha Bali discusses some of the challenges associated with the privilege around sharing. This is a continuation of a discussion around OER as a way of being.

I think about sustainability of openness if no model is in place to ensure it is financially sustainable, and I also think that for some of us, dissent and being on the cutting edge might also be a need, such that we will always be working on something in some way unorthodox and unfunded. And for some of us the need to share is a drive, difficult to stop. In the same way that we need to understand that for others, there is a need to NOT share, be it a personality thing or because they risk real harm or have experienced real harm from sharing in the past. But also to ask someone NOT to share when sharing is a way of being for them? It’s really hard.

The Over Promotion of Failure – Jackie Gerstein reflects on the focus on failure and wonders if it was all something that did not quite go to plan. Rather than celebrating what did not work, she has developed a set of questions to identify the successes and what could be done next time to improve. This reminds me of the strength-based approach, where the focus is on highlighting strengths in order to build confidence to go further.

I reframe the idea of failure, that oftentimes occur within open-ended, ill-defined projects, as things didn’t go as originally planned. It is just a part of the learning process. I explain to my learners that they will experience setbacks, mistakes, struggles. It is just a natural part of real world learning. Struggles, setbacks, and mistakes are not discussed as failure but as parts of a process that need improving. The focus becomes on what went right and on how learners can increase those aspects that were successful. The underlying learning principle becomes success breeds more success.

This Week In Webo-plasmosis – Using the example of a parasite shared between mice and cats, Michael Caulfield wonders if we have a webo-plasmosis that encourages us to mindlessly share personal details online that can then be mined by advertisers. He provides a partial list for users to identify if they have the parasite. Caulfield’s weekly newsletter is a good read for such topics.

  • Do you retweet headlines you agree with to help Facebook build a profile of you, while not reading the articles?

  • Do you take pictures of your food, helpfully labelling your dietary habits, consumption patterns, and common meal ingredients?

  • Have you become an email hoarder, never bulk deleting old email on fear “you might need it someday”, thereby preserving the vast library of documents Google needs to model your affinities, desires, and personal secrets?

  • When something happens to you of note, do you feel compelled to log it on the web?

  • Do you join Facebook groups that best express who you are?

  • Do you use Amazon Alexa’s much touted “Shopping List” feature to build a list of things you intend to buy locally, so that Amazon now has a list of things you buy locally?

  • Do you wince at the thought of taking old tweets offline, because of all the “old memories” stored in tweets you haven’t looked at for five years?

  • Do you authenticate into third-party services using Twitter, Facebook, and Google identity so that they can better track your online behavior?

  • Do you never use aliases or pseudonyms online, and are you convinced that this “transparency” somehow makes you a “more honest person”?

  • Do you find yourself posting lists of bands you’ve seen, or asking friends to share “one memory they have about you”?

Update: Opportunity Knocks Again, And Again, And Again – Jon Andrews provides an update of his analysis of Visible Learning. Bringing together the critiques from Snook et al, Simpson, Jones, Orange and Eacott, Andrews questions whether we can continue to ignore the issues anymore. This leaves me wondering about the alternatives? Is it returning to ideas around a ‘good education’? Is it about driving change from the ground on up? Responding to the criticism of Stephen Dinham, Adrian Camm suggests that pedagogical practice is about choosing the right strategy for the situation.

The seductive rhetoric of Hattie’s work can be found almost everywhere and certainly seems compelling. With questions being asked of the methodological credibility upon which all else gushes forth, shouldn’t we be questioning how much we buy into it? Surely we cannot ignore the noise, not necessarily because of its message, but because the noise is becoming a cacophony.

Building Staff Culture: The Importance of Trust – Chris Wejr looks back on his experiences as a principal and discusses some of the strategies that he has used to foster a culture of trust. Along with Paul Browning’s book, Eric Sheninger’s post and Ray McLean’s work with Leading Teams, Wejr’s post is a reminder of the importance of trust to education.

In order to create positive change in schools, there must be trust – not only between staff members but also between staff and the principal.  In my first position as a principal, I moved from being a vice-principal to a principal at the same school so people already knew me and had a better idea of what I stood for as an educator. There was a level of trust already there but this was not the case when I moved to a new school. When I arrived at my current school 3 years ago, I assumed that trust would be easy to build between the staff and me. I felt I was a decent guy with experience as a principal and there was no reason NOT to trust me… so building trust should happen rather quickly. I had plans to work on trust with me (as well as between staff) but I had no idea it would take as long as it did.  I have learned a ton in my 3+ years at James Hill, especially in the area of building trust. It is not something to be rushed and it takes a lot of effort and time to ensure that trusting relationships are solidified.

5 Ways Students Should Be Connected Beyond Technology – Peter DeWitt discusses connections and reminds us that it is more than just technology. He talks about connections to ourselves, peers, families, nature and society,  I think that this is important and something that I touched upon in my discussion of PLNs.

Our Smartphones provide us with a very important connection to our outside world. Many of us remember a time before the internet and social media. However, our students do not because they have grown up with it around them. As important as being connected and learning how to use Smartphones appropriately is important, so is putting them down and finding connections in other ways.

Transforming Tension And Disequilibrium Into Breakthrough Experiences – David Culberhouse discusses the challenges associated with the tensions of change. One of the biggest tensions being the maintenance of everyday practice, something that Dean Shareski touches on in a recent post. Eric Ries talks about sandboxing elements of change from the status quo, while John Kotter describes it as the dual operating system. This also reminds me of Raymond Williams’ discussion of Dominant, Residual And Emergent.

It is only through individual and organizational capacity that transformational breakthroughs are achieved, and we actually achieve the epiphany of change.  It is in our capacity-building efforts that the tension and disequilibrium wrought on by change is able to be redefined and repurposed for growth and autonomy, rather than politics, power struggles and dysfunctional structures and processes.  It is only in this shift, that change can emerge as a more productive  and transformational process for our individuals and organizations.

Out of the Darkness – Tom Sherrington reflects on the emotional challenges of failing an inspection. This reminds me of the suicides of Mark Thompson and Carol Woodward, both based on the pressures of leadership. Paul Browning suggests that if a headteacher does not look after themselves first and fore-mostly, they are useless to everyone. In an environment of increased accountability, how leaders are supported is so important.

If work makes you cry – that is stress! You need to get help…. I didn’t recognise it, so I didn’t.

FOCUS ON … Mark Colvin


“Mark Colvin’s Journalistic Credo” by mrkrndvs is licensed under CC BY-SA

After battling 20 years with a rare disease while covering a crisis in Rwanda in 1995, distinguished journalist Mark Colvin passed away this month. Along with Tony Delroy, Colvin’s voice on the ABC is one of those things that I came to assume. Inspired by Austin Kleon who suggests reading reading obituaries to learn from those who have come before, here are a collection of thoughts and reflections to leave you inspired.


READ WRITE RESPOND #017

So that is May for me, how about you? As always, interested to hear.

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Cover image via JustLego101 https://www.flickr.com/photos/103739566@N06