Interconnect ED

'Only connect...' E.M Forster

Tag: Churchill Fellowship (page 2 of 2)

eLearning about eLearning

“A liberally educated person meets new ideas with curiosity and fascination.

An illiberally educated person meets new ideas with fear.”
— James B. Stockdale

 

As if there wasn’t enough for me to do at the moment, what with preparations for heading off on the Churchill Fellowship, I’m now enrolled in an Elearning course jointly run by my school and Lisa Dawley from Boise State University. Actually, its pretty intriguing stuff and immensely useful (not to mention pertinent to my research) but the timing is putrid. And there is aso the risk of me running away in terror at the thought of more articles to read. I mean, I can only change my thinking just so much in a short period of time!

Anyway, kvetching and anxiety aside, I’ve had time to explore Edutopia’s ‘The Brave New Breakthrough of Online Learning’ and ‘Going Virtual – Unique needs and Challenges of K-12 Online Teachers.’ and found much of interest. The first online resource makes a clear case for the necessity, validity and effectiveness of online courses whether they are delivered in entirely virtual schools or supplementary programs in ‘bricks & mortar’ schools.  A wake-up call was the reminder that teachers both in physical and virtual schools need a significant paradigm shift from thinking about ‘what you are going to teach and how’ to a model that has its focus on what the kids are or are not learning. Teachers know this. We try this. We forget this. Well, I do from time to time. So, some questions arise from this –

  • How do we make sure that online learning does not become a showcase for our own creativity but rather a vehicle to allow our students’ creativity to shine? (A revealling question, it must be said!)

The greatest challenges raised are how do we promote collaboration and also supply emotional support at a distance?

  • What do distance education experts, who have been teaching this was as their bread and butter for years, have to say about these areas, I wonder? Have they been consulted?

‘Going Virtual’ raised more questions, not the least of which being the fact that the conclusions are drawn from a relatively small set of sample data in which not all respondents answered every item. Virtual world learning is personally very appealing – I’ve been doing it for over 4 years in Quest Atlantis with some degree of success however, there are legitimate concerns about student’s time management and the integrity of assessment.

  • How can we know that a task was actually completed by the student in question?

The following additional questions arose from my reading of the report. They are of interest to the content of my Churchill Fellowship proposal.

  • Why are teachers less interested in developing their skills in facilitating better peer review and student self-evaluation of tasks?
  • Why are virtual world teachers not inclined to see online safety as a reportable concern for their future professional development?
  • Why is there is a direct correlation between a disinterest in developing online communities for learners and the length of time a teacher has been teaching?

 So there are my questions (in italics above) Anyone able to help me with them?

Why should ‘iCare’?

‘Wherever there is a human being, there is an opportunity for a kindness.‘  ~Seneca

 

Below you will read the research abstract/overview of my Churchill Fellowship project.

I would be most grateful for any of your thoughts, suggestions, answers, questions etc.

If you’ve experienced ways of addressing these concerns, I would love to read them.

 

iCare: Supporting young Australians to develop positive values  in online communities.

Do Australian teens exhibit positive values when they are online? Can they recognisethe value of compassion as citizens of online spaces and equate that to citizenship in their world context?

This project will consolidate the author’s knowledge of Non-Violent Communication and transfer it to virtual spaces occupied by students in Australia and abroad. The author will construct learning sequences which model and affirm positive, compassionate interactions. By creating engaging ‘playable fictions’, students will be exposed to the value of reflection, empathy and consideration of others’ needs. Students will also confront the consequences of inappropriate or non-empathic interactions in a safe context.

The Fellowship will allow the author to work as leader of the team of programmers, curriculum experts and researchers to expedite the development of the project’s activities.

Audacity

‘The first quality that is needed is audacity.

Winston Churchill


So, there I am sitting on a bus on the way home from a victory at a dance competition and I’m bemoaning a general ennui about teaching. Around my gloom, sparkly girls are chatting explosively. The colleague sitting directly opposite, Lisa Jinga (Head of Drama) who has listened with patient exasperation says, apropos of nothing (expect perhaps to shut me up) ‘How about you try for a Churchill Fellowship?’

Shocked into thinking about something other than myself for a moment, I squeak, ‘What’s that?’

And so it started.

It takes an idea, a problem to be addressed and a general direction to get you started on a Churchill Fellowship. It takes, however, sheer audacity to see it through each of the stages.

One needs to be strong in whittling down the ideas that come. But it cannot be done alone. It takes fearlessness to constantly ask for help. Thanks to Dr Bronwyn Stuckey and Barbara Stone (Principal of MLC school) who polished the idea through numerous discussions and offered me stunning references. My gratitude goes out to the Year 7 girls who taught me the ineffectiveness of Fear Tactics in approaching Cybersafety. To the two panels – first of five and second of ten – I am thankful for your questions and interest. To Westley Field who radically changed the direction of my career and encouraged me to stoke the Fire in my belly, I say thanks. To Her Excellency, Marie Bashir, the Governor of NSW who presented us with our certificates and charming lapel pins, I bow with respect. To the gentleman on the final panel (his name escapes me) who said, ‘What set you apart was the humanity in your eyes.’ I give a surprised, ‘Oh!’

And to my partner of 17 years, Stephen Groenewegen, who will now be living without me for six weeks, I give my heart.

So. Audacity. Got that. What’s next?

Connect

“Only Connect…”  E.M Forster


‘Connectivity’ is a significant buzzword. Governments tempt us with ‘ high speed broadband connections’ as if somehow this will make all our dreams come true and our anxieties vanish. Our kids will, apparently, learn more quickly and, perhaps, the safe future we wish for them might magically appear. But connectivity is more than about the speed of your broadband – its not speed that matters but the quality of that connection between individuals and groups.

Connections between students sometimes as illusory as the body types their avatars depict. Just because you ‘Friend’ someone does that make them your friend? Yes, they have Facebook and Twitter (Does anyone use MySpace anymore?) and can fill in fields about their likes, dislikes and interests but just how much Narcissism is good for anyone?  It certainly wasn’t much good for Narcissus. Social Networking, ironically, is more about defining, marketing and celebrating Self than it is about finding other people that one can truly connect with.

By ‘connect’ I don’t mean the “I like this, do you?” discourse that you find in the social networks young people inhabit. That is as sophisticated as many a playground conversation. Like the cardgame Snap, in playground chats kids throw down their opinions and memories for others to affirm or reject. The topic under discussion is rarely the object up for scrutiny, rather it is the speaker and their status that is foremost – at least in the speaker’s mind. It is similar online, kids post pictures for others to comment upon, seeking affirmation to prove their worth. It’s no surprise that some social commentators are calling this the iGeneration.

These sorts of interactions are relatively innocuous, but it can be far worse. Young people can be dangerously mean to each other. Last year alone ACMA’s (Australian Communications and Media Authority) helpline was the recipient of 600 calls from kids who had suicidal thoughts following instances of cyberbullying. Susan McClean, a cybersafety activist, says that the ‘Internet is the new toilet door’ and that now, due to emerging social technologies, the bully follows you into the privacy of your own bedroom. In the case of 17 year old Allem Halkic (as reported on Four Corners) such repeated bullying contributed to his suicide.

So, are we to be techno luddites and ban the ‘evils’ of the Internet? Is Facebook this decade’s ‘Reefer Madness’, ‘Communism’ or ‘Teen Pregnancy’? Look, even if we tried, kids would find a way to get what they want as did some of us when we were their age.  And they are already there whether we know it or not. KZero, a consulting group who researches/monitor’s Virtual Worlds indicates that, worldwide,  57 million kids under 10 are exploring virtual worlds already. That number leaps to 155 million for young people aged 10-20. ACMA’s data is closer to home and just as interesting, if not quite so large. Of young people aged 14-17 –

  • 50% use chat rooms and Instant Messaging regularly
  • 22% are connected through Social Networking
  • 22% contribute to or read blogs
  • 7.4% are involved in virtual worlds and online communities associated with them.

Just what delightful places are our kids exploring? Well, 19 million (worldwide) are learning the deep significance of fashion choices on one’s level of ‘Hotness’ in a place called ‘Barbie Girls.’ This is just one of the hundreds of corporate sponsored virtual worlds opening their portals to kids.

My questions are –

  • What values are young people learning in those spaces?
  • What connections are they making?
  • Are they just affirming themselves or is there the possibility of altruistic endeavour?
  • Can kids truly ‘connect’ when it is not about them but about the act of meeting another?

These questions have guided the formulation of my Churchill Fellowship proposal called ‘iCare’. More on that, next time.

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