Download - evolution | revolution revisited
architectures for
participation
intended to
intended to
protectprotect
but what is
the
but what is
the
effect?
effect?
what students
what students expectexpect
what teachers
what teachers
imagineimagine
how it often
how it often
feelsfeels
produsage:
produsage:
more than use
r-created co
ntent
more than use
r-created co
ntent
http://produsage.org/produsage
in collaborative in collaborative
communities the creation
communities the creation
of shared content takes
of shared content takes
place in a networked,
place in a networked,
participatory participatory
environment which environment which
breaks down the breaks down the
boundaries between
boundaries between
producers and consumers
producers and consumers
and instead enables all
and instead enables all
participants to be users
participants to be users
as well as producers of
as well as producers of
information and information and
knowledge (Axel Bruns)
knowledge (Axel Bruns)
effective
effective
schools
schools
the ultimate in collaborative
the ultimate in collaborative
comm
unities
comm
unities
……the more radical the
the more radical the
innovation, the more the
innovation, the more the
uncertainty, the more you
uncertainty, the more you
need innovation in use to
need innovation in use to
work out what a technology
work out what a technology
is for…is for…Charles Leadbeater
edupunk
edupunk
d.i.y. e
dtech
d.i.y. e
dtech
a DIY movement that
a DIY movement that
"favors technical "favors technical
accessibility over grand
accessibility over grand
design" (Caufield)design" (Caufield)
"instructional use of
"instructional use of
blogs, wikis, various
blogs, wikis, various
mashups, and
mashups, and
podcasting among
podcasting among
many other uses of
many other uses of
emerging technologies"
emerging technologies"
(Wikipedia)
(Wikipedia)
"rejection of efforts by
"rejection of efforts by
government and corporate
government and corporate
interests in using emerging
interests in using emerging
technologies to exercise
technologies to exercise
control over education"
control over education"
(Wikipedia)
(Wikipedia)
"student-c
entered,
"student-c
entered,
resource
ful, teach
er or
resource
ful, teach
er or
community
-created
community
-created
rather than co
rporate-
rather than co
rporate-
source
d, and
source
d, and
underwrit
ten by a
underwrit
ten by a
progressive politi
cal
progressive politi
cal
stance
" (Stephen
stance
" (Stephen
Downes)
Downes)
it’s when the internet combines with these kinds of passionate
it’s when the internet combines with these kinds of passionate
pro-am consumers who are knowledgable; they’ve got the
pro-am consumers who are knowledgable; they’ve got the
incentive to innovate; they’ve got the tools; they want to…
incentive to innovate; they’ve got the tools; they want to…
that you get this kind of explosive innovation…
that you get this kind of explosive innovation…
that require new kinds of organisation…
that require new kinds of organisation…
how can we organise ourselves without organisations…
how can we organise ourselves without organisations…
that’s now possible…
that’s now possible…
Charles Leadbeater
"Recently, our school board made the decision
"Recently, our school board made the decision
to block Wikipedia from our school district's
to block Wikipedia from our school district's
WAN system. This was a complete block —
WAN system. This was a complete block —
there aren't even provisions in place for
there aren't even provisions in place for
teachers or administrators to input a password
teachers or administrators to input a password
to bypass the restriction. The reason given
to bypass the restriction. The reason given
was that Wikipedia (being user created and
was that Wikipedia (being user created and
edited) did not represent a credible or reliable
edited) did not represent a credible or reliable
source of information for schools. Should we
source of information for schools. Should we
block sites such as Wikipedia because
block sites such as Wikipedia because
students may be exposed to misinformation,
students may be exposed to misinformation,
or should we encourage sites such as
or should we encourage sites such as
Wikipedia as an outlet for students to
Wikipedia as an outlet for students to
investigate and determine the validity of the
investigate and determine the validity of the
information?"information?"
http://ask.slashdot.org/article.pl?
http://ask.slashdot.org/article.pl?
sid=07/04/13/2018210
sid=07/04/13/2018210
“…“…the battle which is constant and
the battle which is constant and
ongoing is tiring and belittling…”
ongoing is tiring and belittling…”is this really the way we want our is this really the way we want our innovative and forward-looking innovative and forward-looking teachers and students feeling?teachers and students feeling?
safety online is all a
bout
safety online is all a
bout
keeping adult predators
keeping adult predators
awayaway
or is it?
or is it?
the site of most harm to children
evidence
suggests the
greatest
stranger danger
comes from
children’s peers!
Dr Michael Carr-Gregg
if safety is the goal then is this really the answer?
if safety is the goal then is this really the answer?
http://www.acer.edu.au/documents/Cybersafety_SeminarSlides.pdf
Like Tanya Notley, I also support Like Tanya Notley, I also support the idea that “denying many the idea that “denying many students without home internet students without home internet access use of these sites to learn access use of these sites to learn and participate in an increasingly and participate in an increasingly networked society ” is of networked society ” is of disadvantage from an inclusion, disadvantage from an inclusion, ethical and social equality ethical and social equality perspective.perspective. Alexander Hayes
http://alexanderhayes.wirenode.mobi/service/RssReader?fid=4079474&eid=6938246&page=0
http://coolcatteacher.blogspot.com/2006/07/whats-wrong-with-dopa.html
These "trendy" chatrooms, wikis, and blogs are also
These "trendy" chatrooms, wikis, and blogs are also
amazing tools that are helping multinational businesses
amazing tools that are helping multinational businesses
cooperate. They are an essential backbone the
cooperate. They are an essential backbone the
globalization of business. Everywhere we are
globalization of business. Everywhere we are
emphasizing the need to collaborate, cooperate, and
emphasizing the need to collaborate, cooperate, and
eliminate duplicate services. The most valuable
eliminate duplicate services. The most valuable
collaboration tools in the history of mankind must be
collaboration tools in the history of mankind must be
taught to our children but through this act, the vast
taught to our children but through this act, the vast
majority of Americans will be ignorant by design.
majority of Americans will be ignorant by design.
We protect children through
We protect children through
education, education,
not through ignorance!
not through ignorance!
I belie
ve, however, t
hat any tim
e you
I belie
ve, however, t
hat any tim
e you
take power out o
f the hands o
f loca
l
take power out o
f the hands o
f loca
l
educators
that you se
rve to weaken
educators
that you se
rve to weaken
them. The co
nduit of c
ommunicatio
ns
them. The co
nduit of c
ommunicatio
ns
in the 21st
century is
the Internet.
in the 21st
century is
the Internet.
http://coolcatteacher.blogspot.com/2006/07/whats-wrong-with-dopa.html
students must learn how
students must learn how
to be responsible,
to be responsible, competent net citizens
competent net citizens
who can protect their
who can protect their
privacy and safety, and
privacy and safety, and
that of those they will be
that of those they will be
responsible for as adults
responsible for as adultshttp://coolcatteacher.blogspot.com/2006/07/whats-wrong-with-dopa.html
ubiquitous and vernacular technology use
ubiquitous and vernacular technology use
seems the obvious starting point
seems the obvious starting point
working at leisure -
working at leisure -
productive/generative play
productive/generative play
ban | block approaches effectively limit ban | block approaches effectively limit capacity buildingcapacity building
without people
without people
the architecture
the architecture
is pointless
is pointless
How lo
ng b
efor
e th
e ga
te k
eepi
ng
How lo
ng b
efor
e th
e ga
te k
eepi
ng
func
tion
in sc
hool
s is i
rrele
vant
?
func
tion
in sc
hool
s is i
rrele
vant
?
we no
longer
nee
d Org
anisa
tions
we no
longer
nee
d Org
anisa
tions
for u
s to
organ
ise a
nd colla
borat
e
for u
s to
organ
ise a
nd colla
borat
e
- to
achiev
e lar
ge an
d com
plex
- to
achiev
e lar
ge an
d com
plex
task
sta
sks
new worlds b
eckon
new worlds b
eckon
Educational systems demonstrate Educational systems demonstrate considerable robustness and considerable robustness and resilience in the face of both resilience in the face of both environmental and intended change. environmental and intended change. Despite many attempts to reform Despite many attempts to reform educational systems to make them educational systems to make them more effective and efficient, little more effective and efficient, little change has been realised in over a change has been realised in over a century. Classical bureaucratic, century. Classical bureaucratic, managerial and economics based managerial and economics based approaches to reform have proven to approaches to reform have proven to be limited in effect.be limited in effect.
Dr Chris Goldspink
““policy decisions”
are always
policy decisions”
are always
someone’s interpretatio
n
someone’s interpretatio
n
of something fa
r more idealist
ic
of something fa
r more idealist
ic
how can how can
educational educational
technology use
technology use
start to feel like its
start to feel like its
more connected to
more connected to
the real world?
the real world?
participatory
participatory
communitycommunity
complexity
complexity
adaptiveadaptive
timelytimely
responsive
responsive
transparent
transparent
what are the features of enabling IT policies and practices in educational
settings?
1.Learning processes should involve stakeholders in coalitions for change.
2.The centre acts as a catalyst for change – providing and supporting multiple stimuli for change at multiple sites at the same time
3.Change comes from the ‘inside out’ as active experimentation is encouraged and supported in a principles based framework based on trust.
4.Focus on long term social and individual benefits (i.e. the orientation of policy) as a central target for improvement rather than short-term outputs.
5.Have all stakeholders work to establish a set of core values/principles as an integration and reference point for decisions.
6. Encourage rigour in an environment endorsing pluralism - rather than striving for consensus or conformity.
7. Value expertise (including practical experience) but eschew ‘experts’ as holders of universal truths - encourage a constructivist or critical realist orientation to knowledge and one which values praxis – both theory and practice – or knowledge as process/enaction.
8. Tighten structures by focusing temporary coalition building around curriculum and instruction while loosening structures of conformance and control – in other words build self-organising heterarchies and loosen controlling hierarchies
9. Provide rich information to all actors in the system about the impact of their action on the long-term goals that matter to them and to other stakeholders.
10.‘Patch’ the system into small groupings of committed people. Establish opportunities for these groups to interact, share (ideas and members) and ensure groups address diverse focal points to widen the search for fresh insights upon which to base action for improvement.
11.Adopt a holistic orientation to stakeholders (i.e. focus on a concern with social and emotional wellbeing rather than instrumental) – focus on relationship building, integrity and trust.
Rethinking Educational Reform - A loosely coupled and complex systems perspective.Dr Chris GoldspinkEducational Management Administration & Leadership, Vol. 35, No. 1, 27-50 (2007)
a new meeting place
a new meeting place
for students, teachers
for students, teachers
and administrators
and administrators
they all belong to the
they all belong to the
the management team in educational
the management team in educational
reform reform