via Richard Byrne
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This is pretty vague. Who is responsible for the account? The teacher? The student?
Via Richard Byrne
Oz is the fourth studio album by Australian singer-songwriter Missy Higgins, and was released by Eleven on 19 September 2014. It is Higgins’ first cover album, which is accompanied by a book of the same name that collects a series of essays by Higgins; using each song title as a jumping off point. The album’s title refers to each of the artists covered being from Australia, as well as being a reference to the land of Oz as established in The Wizard of Oz.
I am always intrigued by cover versions. Missy Higgins’ album of covers is intriguing listening. She provides her own twist on a number of classic and contemporary Australian artists.
It turns out if you have no control over your work, you are far more likely to become stressed – and, crucially, depressed. Humans have an innate need to feel that what we are doing, day-to-day, is meaningful. When you are controlled, you can’t create meaning out of your work. Suddenly, the depression of many of my friends, even those in fancy jobs – who spend most of their waking hours feeling controlled and unappreciated – started to look not like a problem with their brains, but a problem with their environments.
One of the key ideas in Mason’s book involves the pitfalls of teachers acting by routine only. Professionals become professionals, he acknowledges, by developing perceptions and skills, and by ‘routinising’ them. But Mason says that routines also deaden us. When things seem familiar and we react according to pattern or habit, we may not really be seeing what’s there. That means that we may not be doing as well as we might. The art of noticing is to keep open to new perceptions while standing on the base of skills, routines, and knowledge that enables us to function as well as we do. The discipline of noticing is to keep such noticing productive, and this is at the core of Mason’s agenda.
Martin McKay from Texthelp discusses the use of data from 12 million users to develop a set of nationalised writing norms.
Google has gathered so much data, in so many areas, that it’s now crunching it together and creating features that Apple can’t make—surrounding Google Maps with a moat of time
Google’s is in fact making data out of data:
Google’s buildings are byproducts of its Satellite/Aerial imagery. And some of Google’s places are byproducts of its Street View imagery.
For a different take on Google Earth’s 3D imagery, watch this video from the [Nat and Friends]:
Using an inquiry based approach to teaching and learning is multi-faceted. At its heart, inquiry is a stance – it’s about how we talk to kids and how we think about learning. It is also about how we plan and the contexts we both recognise and create in which powerful inquiry can thrive. These contexts can be highly personal (one child’s investigation into their passion) and they can also be shared contexts that bring learners together under a common question. These shared inquiries form a powerful ‘backbone’ of the primary classroom.
- HOW CAN WE DESIGN FOR OUR WELLBEING?
- WHAT MAKES A HEALTHY HABITAT?
- HOW CAN WE TEACH OTHERS ABOUT THIS SPECIAL PLACE?
- WHY DO PEOPLE PLAY?
- CAN WE CREATE OUR OWN RESTAURANT?
- BIN CHICKENS: WHAT’S THE PROBLEM?
- LET’S GET DOWN TO BUSINESS…WOULD YOU BUY THAT? WHY?
- WHY ARE MUSEUMS IMPORTANT – AND CAN WE CURATE OUR OWN?
- WHAT’S MY STORY – WHAT’S YOUR STORY?
- WHAT’S REALLY ON YOUR PLATE?
- WHAT DOES IT MEAN TO ADAPT?
- WHY IS MUSIC IMPORTANT?
She pulls out some of the key aspects that went across all the different inquiries:
For the most part, the inquiries:
were authentic! Kids investigating something for a real purpose – with a genuine high-stakes outcome (often known from the outset)
were integrative. The journeys described allowed a range of learning areas to be meaningfully connected
involved experts from outside the school – this meant kids having to communicate with people in various fields
were shared – the learning gained from the inquiries went beyond the classroom and was shared with the wider community in some way
were emergent – these inquiries could not be planned in detail. The authentic nature of the journey meant that teachers and learners had to think on their feet and plan as the inquiry unfolded.
got kids out of the classroom visiting restaurants, going to the museum, the local nature reserve…many of these inquiries depended on experience beyond the classroom walls.
were often ‘design’ focussed.
This is not a list of questions and/or units to roll out, but rather a source of inspiration. Along with her post on ten practices of an inquiry teacher, they provide some guidance going into the new year.
A poorly wrapped present for 2018, a new SPLOT. It’s really more of an extension, the SPLOT Box is an extension/update of the older TRU Sounder one (made for building collections of audio content). As a media “jukebox-ish” thing, this one can offer a site to share/collection audio content.
This style of technology isn’t new, but the method of its use – and the kinds of people wielding it – is.
One of my big takeaways from Thanks for the Feedback: The Science and Art of Receiving Feedback Well is the fact that we often have multiple issues present in any feedback conversation that confuse, disorient and lead to conflict. When this occurs we need to be explicit and signpost that this is the case with a statement like, “I think that there are two topics here. Let’s discuss each topic fully, but separately, as both are important. Ok. Let’s loop back to the start and start with the first topic.”
If you are thinking ahead about your year… and the kinds of inquiries you might engage your students in, consider an inquiry into the ocean – and our connection to it – as one of your learning contexts. Resources abound. There is no shortage of experts and organisations and plenty of rock pools still left to gaze upon in wonder. If you are asking yourself : What’s worth inquiring into? You might find this video clip helps answer that question. How will your teaching contribute to the imperative to care for this precious blue planet in 2018?
A dilemma that faces many educators new blogging is the question of whether they should be publishing their students’ information and work online. They might wonder if their class or student blogs should be public for anyone to see, or private for a limited audience (or no one) to view.
Personally, when I supported classroom blogs they were closed as I was not comfortable that everyone who needed to be was fully aware of the consequences. I think though that Kin Lane’s advice on APIs can be applied, approach everything as if it is public even if it is not.
API documentation should not be static. It should always be driven from OpenAPI, JSON Schema, and other pipeline artifacts. Documentation should be part of the CI/CD build process, and published as part of an API portal life cycle as mentioned above. API documentation should exist for ALL APIs that are deployed within an organization, and used to drive conversations across development as well as business groups–making sure the details of API design are always in as plain language as possible.
PersonaliSed learning for me involves student choice, students helping define the direction of the learning and students showcasing their learning in ways that are personal. Education technology’s role in this scenario is an enabler allowing the student access to information that they want, connection to resources and people that can help them in that learning and to create their own solution / product / showcase. PersonaliZed learning wants the technology to be in control, pushing or elevating the student through pre-determined content and concepts – Khan Academy without the choice is what springs into my head. Like you point out, the Z version promises what the s version has been shown to be capable of but reduces it all down to (in your words) “various modular ‘fun’ activities under the trending veneer of gamification.”
In pre-internet times, connecting with colleagues (and/or experts) having shared interests often depended on proximity. Twitter now enables those connections to become possible where once it might have been much less common.
When children are tiny, they are reliant on the gentle nurturing of adults. They need us to play with them, to give them lots of warmth and attention and love. As they grow older we can be a bit tougher on them, show them how to stand up in the world that they live in, and help them succeed. But when they are tiny we need to handle them gently. And they are only tiny for a very short while. So maybe we should all tread softly, lest we tread upon their dreams.
Last year, I wrote that women just recounting their experiences of sexism did not seem like enough. I wanted action, legislation, measurable markers of change. Now I think that the task at hand might be more rudimentary than I assumed: The experience of making the spreadsheet has shown me that it is still explosive, radical, and productively dangerous for women to say what we mean. But this doesn’t mean that I’ve lowered my hopes. Like a lot of feminists, I think about how women can build power, help one another, and work toward justice. But it is less common for us to examine the ways we might wield the power we already have. Among the most potent of these powers is the knowledge of our own experiences. The women who used the spreadsheet, and who spread it to others, used this power in a special way, and I’m thankful to all of them.