The editor of a book I contributed to asked all of us contributors to send photos of our writing spaces. I usually write on my phone. I write my syllabi, my blog, entire book chapters and articles …
Deborah, I really like your discussion of innovation and ecosystems:
An ecosystem is a complex community of interconnected organisms in which each part, no matter how seemingly small, has an active, agentic part to play in the community. There are constant interdependent relationships and influences. The notion of an ecosystem of education resonates with Bob Garmston and Bruce Wellman’s third Adaptive Schools underlying principle of what they call ‘nonlinear dynamical’ systems: that tiny events create major disturbances. This principle reflects the way change often happens. The little things we change or do can have unexpected, chaotic, incremental effects that are difficult to quantify or not immediately noticeable.
Working as one of those ‘little things’ that come into the school it can be easy to bring in a script when arriving at a new school. The problem is that each school is made up of many other ‘little things’. I have therefore found it more useful to gauge as much about the school’s context as quickly as possible and then re-framing my message to fit.
Tom Critchlow describes this as ‘‘:
Every time you’re on-site with a client’s organization you’re studying the people, the behaviours, the motivations. You’re asking questions of as many people as you can.
While Doug Belshaw talks about the dangers of:
So although it takes time, effort, and resources, you’ve got to put in the hard yards to see an innovation through all three of those stages outlined by Jisc. Although the temptation is to nail things down initially, the opposite is actually the best way forward. Take people on a journey and get them to invest in what’s at stake. Embrace the ambiguity.
Although it can be a challenge to find the time and resources, without it change is often frustrating to say the least.
It is interesting to consider the proposed changes in the NSW Curriculum Review Interim Report against other curriculum frameworks, like New Zealand. It also reminds me of a comment someone once made to me that curriculum is the best guess for tomorrow. I was also intrigued by Marten Koomen’s take, especially . It makes me rethink the use of ‘ ‘.
I am confused as to why Facebook would need to provide an authentic dataset for third-party development? Why wouldn’t they develop a de-identified dataset for this purpose?
Great reflection Andrea. I have been left thinking about losing trust and how some chasms are sometimes too big to bridge.
I have not really searched through my archive. However, I have found that the RSS feed provided by Granary provides Tweets even if they no longer exist.
Thank you Marten for the link to this, it is intriguing to think how the models we build upon can morph into the natural way of being as if there are no other alternatives.
David, I really like your point about choosing your disposition. In my current role, I support a number of schools across the state of Victoria. This is often by phone and screen sharing. Often when the call gets to me, the person on the other end can be quite tense and frustrated, having already spent some time trying to fix something or get it to work. It is therefore important to listen and empathise with the struggles at the other end.
Although this is different from the situation you touch upon, both situations capture the challenge of communication in an online world. I find this a little easier when I have had the chance to meet the people who I maybe supporting in person. However, this is not always possible when schools are so geographically disparate.
Great introduction Frank. My only frustration with Micropub clients is that they never seem to marry with how I want to write/publish my posts. I sometimes wonder about the possibility of a build your own micropub client?
This is great, thank you Ryan.
This touches on Clive Thompson’s argument for the power of public:
Many people have told me that they feel the dynamic kick in with even a tiny handful of viewers. I’d argue that the cognitive shift in going from an audience of zero (talking to yourself) to an audience of 10 (a few friends or random strangers checking out your online post) is so big that it’s actually huger than going from 10 people to a million.
Congratulations Share and good luck. I sometimes look up ladders and wonder where I see my “self” https://www.youtube.com/watch?v=sTJ7AzBIJoI
I am with you Cory, as soon as this comes to Android.
Some light summer reading?
I only went to two Big Day Outs. First in 1999 and then again in 2000.
My highlights from 1999 was The Living End. I also remember being both amused by Marilyn Manson, but also a little bit disappointed at the same time.
In 2000, I remember Dave Grohl winding up the crowd waiting for Nine Inch Nails, being amazed by Primal Screams walls of sound (did they have five guitars? Felt like it), and Paul Dempsey asking us why we were watching Something for Kate, rather than Red Hot Chilli Peppers.
I really like your point about competence feeding confidence feeding competence, but I feel like you are missing an aspect to your story. To me, confidence and competence come from having a mentor or model, someone who instills a sense of confidence to stretch your competence. I think this is one of the challenges when we talk about developing educational leaders for tomorrow, it can be hard to build both confidence and competence when venturing into the unknown.
System change is an intriguing beast. So much energy is given to getting the change off the ground. Maintaining change seems to be something different altogether. For example, so much effort was put into getting schools . However, it is unclear what it means to sustain this. I really like Dave Cormier’s .
I wonder about the technology behind China’s social credit system and the links there. It would seem that what is different is that a lot of this technology is designed by the state for the state?