Feeds:
Posts
Comments

My Kindle Review

I’ve now read a book on my Kindle and feel the time has come for a brief review.  Firstly, I’m glad I purchased the device and have no reservations about the outlay of approximately $300. I am happy with the leather cover and the weight of the Kindle. The fact that one can add documents , as Judy O’Connell explains, is great.

My colleagues at work have been impressed with the potential of this e-reader, especially when travelling, for both general reading and access to travel guides. Most were surprised by the screen and appreciated the ease of downloading and the reduced prices. They found it aesthetically pleasing and liked the screensavers. The ease with which one could garner quotes and makes notes impressed.

You probably read about my first flush of enthusiasm last month and I still feel the same way. However, the biggest disappointments I list in order of annoyance:

1. No power cord. It is just dodgy that one can only charge via a computer/USB

2. The clicking sound when ‘turning the page’ (although heyjudeonline says it is possible to depress the button so it doesn’t ‘click’, I am unable to do this).

3. That many Australian titles are unavailable

4. The current unavailability of Australian newspapers, magazines and blogs at the store

5. The greater price that Australians pay compared to Americans as we pay for the ‘global roaming’ costs).

However, basically, it is a great device and I am likely to use it every night, except when borrowing an otherwise unavailable Australian book from the library.

What do other Kindle readers think?

I always enjoy listening to Mark Pesce and this talk was delivered to educators in Queensland.

more about “The Era of Sharing“, posted with vodpod

 

Sustainable Illawarra

Sarah is a keen gardener at 3 years old Sarah and I attended the ‘No Dig’ workshops delivered by Sustainable Illawarra and The Garden at Kiama Public School today.

We learnt much about how to create a No Dig vegetable patch and more importantly, in many respects, to see how our environment and the community prosper from partnerships between councils, schools, community organisations and the individuals who support this kind of positive growth.

No Dig

Aaron

It was a salubrious morning spent with my daughter in the company of people who like ‘growing things’. The garden took no time at all to construct with many willing hands. Sarah enjoyed watering each layer as Aaron helped us construct a vegetable garden at our local school. The teachers explained that the school was endeavouring to have a sound environmental philosophy and the community workshop is generating gardens that can be sustained, even over the long summer holidays.

Next week my school will place an advertisement for a new agriculture teacher to support the organic direction our school farm is taking. Hopefully, we gain a person committed to sustainable agriculture!

No Dig Vegie Patch

Aaron, Lou @ Peter

Kiama PS Teachers

 

 

I should mention that our luck was in today as Sarah won a book on organic gardening, with ticket number 23.

The Garden

Sarah and I liked 'The Garden' logo

Thanks to Steve Wheeler for alerting me to this screencast.

more about “Screencast Tour Of Twitter Lists“, posted with vodpod

5 Minds for the Future

I managed to read Howard Gardner’s most recent book, 5 Minds for the Future these holidays and think it a useful tract. I enjoyed the book.

It would be rare that an educator did not know Gardner’s contested work on multiple intelligences and to have made use of it in their classroom.

He opens his book suggesting that the these ’minds’ will be needed collectively and by individuals who are to ‘thrive’ in our hyperconnected future. The 5 minds are:

  1. Disciplined – we all need to have mastered one discipline to prosper or run the risk of being limited to menial tasks
  2. Synthesizing – traditionally valuable, now being able to synthesize from a ‘dizzying’ range of sources becomes even more invaluable or the individual will be personally and professionally overwhelmed
  3. Creating – builds on the previous and allows the individual to step ahead, even of technology, so not to run the risk of being replaced by computers
  4. Respectful – the need to understand others is fundamental in the home, workplace and in a global sense
  5. Ethical – going beyone self-interest and able to ponder the greater issues of existence if we are to flourish responsibly

The last two ‘minds’ are particularly interesting within this framework and give Gardner’s thesis a usefulness to learning professionals beyond the norm for this kind of list, particularly as it is so accessible to students.

Have you read this book? Thoughts?

I will post some comments later in the term to feed back what my 17 year old students feel about Gardner’s suggestions for our ‘future minds’.

You can watch Howard Gardner’s lecture on this topic here.

Context

This brief, largely informal and reflective (draft) paper for the Connectivism and Connective Knowledge Online Courseis written with the intention of positioning Connectivism in context, for educational leaders intent on developing new pedagogy in Australian schools appropriate to the digital age.  It is perhaps, not what was intended for this assignment but is an accurate reflection of my perceptions of the importance of Connectivism.

I

Connectivism provides a  framework for teaching and learning that helps make sense of the impact of digital technologies on society, education systems, learning, teachers and students.  Many teachers are skeptical about theory and are often not able to articulate what informs their practice. Connectivism is a theory that encourages the individual (node) to engage in learning by doing, similar to Constructivism (scroll down) but with more emphasis on networks and digital technologies.

The deployment of technology into high schools, after a lengthy gestation period, is rapidly accentuating the ever-widening new digital divide between teachers. Learning professionals actively engaged using the internet, web 2.0 and digital technologies, in their professional and personal lives, are positioned to continue to update their pedagogical knowledge and skills because they are networked and actively learning.

Unfortunately, it is a challenge and concern that the technophobic and disengaged are such a sizeable minority of educators. Mostly, they are not a philosophically disinclined neo-luddite movement but are unlikely to update their professional skills without considerable support, encouragement and a framework that increases understanding of the digital revolution and societal changes that are in evidence.

Too many of this technologically disengaged group are in leadership positions and this is of great concern.

 II

Connectivism has the potential to develop the theoretical understandings that teachers have of the impact of digital technologies, especially the internet, on learning in order to improve their pedagogy.

Many systems, leaders and teachers equate professional development with learning ‘how to’ use hardware, software and online tools rather than the pedagogical uses of these tools and new ways of thinking.

Connectivism has the potential to develop learning professionals to the level they are comfortable with, for some this may be highly sophisticated, for others, just the rudiments of the theory.

The key points of Connectivism that need to be explicitly understood are more than can be listed here but it is important that one recognises:

  • ‘Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity’
  • Learning is distributed across ‘connections’, in the widest possible sense of the word
  • Learning develops as connections are made, in the mind and across society
  • Learning is composed of interactions
  • Learning may reside in non-human appliances
  • Constructing a Personal Learning Environment (PLE) or Personal Learning Network (PLN) using an ever-changing set of tools is a practical skill that can be employed by students and teachers

Personally, when first reading about Connectivism, it all just made sense and fitted with my values, knowledge and beliefs, especially the importance of distributed leadership, dialogism, constructivist learning, new media and post structuralist ideas.

The media theories of Marshall McLuhan and social constructivism resulting from Lev Vygotsky’s writings, inform my thinking as a learning professional. Experiences in the classroom and with implementing traditional content based syllabi convince that educational systems need to change and educators operate in a different, networked manner, using technology, if students are to learn effectively.

More importantly, if we are to create life-long learners who can cope with the rapidly decreasing ’half-life of knowledge’, change needs to occur.

Conclusion

Teachers and educational leaders who experience a ‘Connectivism course’, like the #CCK09, may have many questions that remained unanswered in relation to the current realities of the bricks and mortar institution where they work as educators. However, change, glacial as it sometimes seems, would be framed by a learning theory and pedagogical view appropriate for our digital age.

 

References

Stephen Downes, A quick introduction to connectivism(ustream)

 
Marshall McLuhan, Understanding Media, 1964 (2006)
 
 
 
 

Disruptive technologies

You may remember that I almost bought an iLiad last year. I had been after an e-reader for quite a while but the available product was just not good enough to purchase. The release of the Kindle 2 re-awakened my digital lust earlier this year.

Today, my Google Reader presented *drum roll* Amazon’s Reader Comes to Australia  and, the exchange rate being excellent, I immediately pre-ordered my copy, after checking the wireless coverage on offer.

Why do I want one of these devices, or yet another disruptive technology? It is a very good question and there are a number of reasons but before the self-justification, an anecdote.

 

Once a Reader

When in primary school, I have sketchy memories of a short story I wrote, about a box, a black box, that you could ask anything of and it would produce, genie-like, the request. Mostly, I asked it for the answers to questions and for books and songs. Considering the access, in the small country towns I lived to books, music and popular culture, it is hardly any wonder my imagination devised such a device. There was the small issue of money too. The Kindle seems like a further extension on this childhood idyll, the internet, iPods and iPhones having made good on the dream, quite a while ago now. 

Since second class, I have visited a library and bookshop every week of my life. Reading into the early hours of the morning was just what I did. We spent several of my formative years without a television, so there wasn’t a huge amount of choice. One commercial channel that started at 11 am with ‘Thought for the Day’ and the ABC, ‘tele’ just wasn’t that great. Actually, there wasn’t a huge amount of choice in the libraries either. Not compared to when I moved to cities.

When I lived in London for a couple of years, one of the first things I did, was join the library system. There was so much more on offer in the book and secondhand stores too. Such choice. I have loved visiting libraries, as well as bookshops, in every country I travelled, it has always been a highlight - and a necessity.

This will seem harsh, or maybe sad and crassly expressed but ‘how much’ can one ‘get from people’ (especially in the early hours of the morning pre-internet)? How much does the average person you meet know about literature, history, art, philosophy and all that, or how able are they to ’spin a yarn’, the sort that can be enclosed in the covers of a book?

Books, or at least the knowledge and ideas they contain, have been the most constant thing in my life, from 7 to 41.

Okay, maybe it is true that basically, I want a Kindle ’cause I like tech toys. However, I would argue the more primal urge is to be able to access knowledge and ideas, like I’ve always needed to do, now, sometimes in 60 seconds, anywhere, anytime.

How can one not want that?

 

Kindling?

I still take my kids to the library and our local Angus & Robertson, was there today but don’t seem to visit bookstores as much any more, for a number of reasons, as I no longer live in a city and the internet permits me to the buy them online, usually from Abbey’s. I do wonder what it will mean for this, and other Australian book stores.

I hope that, when Amazon CEO Jeff Bezos says of the Kindle, “It’s basically to start a fire,” that no-one is too badly burnt and I have some questions and concerns. What about Australian authors, publishers and distributors? How will our culture, more than their profits, be affected? What does it mean for our culture industries?

We talked a little about this on twitter. Penni Russon, who is @eglantinescake tweeted:

eglantinescake @Darcy1968 less focus on making deals with local mobile operators and more negotiation with local publishers and booksellers in reply to Darcy1968

I couldn’t agree more.

I wonder what will be in the traditional, print based media in the coming weeks, and chatted about on radio? How will  the debate be framed?

 

A New Age of Anxiety

Around about the same time that news of the Kindle’s iminent release arrived via Google Reader an excellent article appeared. A new age of anxiety. I quote, what seems to me to be an acurate and positive analysis of the future of ‘books’:

According to some futurists, the book is dead, or at least dying. Only it isn’t. In what is supposed to be an era of simplistic sound bites, books still possess intellectual authority and substance. Moreover, the genre of ‘idea books’ is doing especially well at the movement. Why could this be? One reason might be that individual democracy means that more people now have a direct stake in the future. But I don’t think that’s it. Another reason could be near universal literacy. But I don’t think that’s it either. No, I think the reason that idea books are doing so well at the moment is because globalisation and connectivity have created a world that is a noisy and confusing mess. Serious times spawn serious books.Historically, meaning might have come from a common culture or a national purpose. But the decline of deference means that people are now looking elsewhere for compelling stories about what is going on or where we might be heading. Ultimately, people want to make sense of their lives and be given some reassurance that what they are doing has some meaning.

Agree? I am convinced this analysis is correct.

 

In Conclusion

I remember being in fan clubs and waiting for zines to arrive, and books ordered from the UK when I was a kid. Sometimes it took 6 months. One could argue that there was wonderful sense of delayed gratification when they arrived - I wrote a letter with a postal money order and finally it is here – but really, that was cold comfort.

I’d much prefer a Kindle and the internet.

 

*There is extensive technical and other detail about the Kindle here, if you are so inclined.

‘PLN Yourself’

Last year @suewaters collected some great data on PLNs which assisted her to build this ‘PLN Yourself’ wiki. Sue’s work has helped many, including myself, to inservice colleagues and grow our networks.

Please help Sue Waters to collect data on the tools that assist our PLNs.

This really is a great overview of the issues that are commonly discussed re: literacy in the digital age. It is worth 40 minutes of your time to listen while working away on something else.

Thanks to @etalbert who alerted me to this video of a panel discussion posted at Six Pixels of Separation.

The recent flurry of activity regarding Augmented Reality makes me reflect on how much I liked the ideas in Vernor Vinge’s sci-fi novel, Rainbows End (2006).

vinge

The characters ‘wear’ the internet and can effectively be online constantly, with no visible apparatus attached to their bodies. ‘Wearing’ allows one to have a completely haptic experience.

It is particularly amusing that Robert Gu, the protagonist who has been in a coma for two decades and awakes to a world he barely recognises, is also a renowned poet and technophobe who barely mastered e-mail. He is thrown into a world of ‘wearing’ and needs to learn new skills. Very funny. Very pertinent.

Here’s an excerpt from Rainbows End.

NB Vinge is known for his musings on the technological singularity, “the rapture of the nerds”.

 

Not sure what is meant by ‘augmented reality’, this post and this ad will give you the idea:

 

Older Posts »