http://folksonomy.org.uk/?rss=202 Folksonomy.org.uk is a structured repository of digital culture and creative practice. en-au Creative Commons License: (cc), Simon Perkins Mon, 06 Sep 2010 00:24:01 +1000 Mon, 06 Sep 2010 00:24:01 +1000 Constellations 2.0 http://folksonomy.org.uk/?member=2 60 http://folksonomy.org.uk/Folksonomy.gif http://folksonomy.org.uk/ http://folksonomy.org.uk/?permalink=1954 In fact the entire notion of subjects needs to be questioned Sir Ken Robinson says The idea of separate subjects that have nothing in common offends the principle of dynamism School systems should base their curriculum not on the idea of separate subjects but on the much more fertile idea of disciplines which makes possible a fluid and dynamic curriculum that is interdisciplinary In December the Rose review the biggest inquiry into primary schooling in a generation also recommended moving away from the idea of subjects Sir Jim Rose said a bloated curriculum was leaving children with shallow knowledge and understanding The review proposed half a dozen cross-curricular themes instead understanding English communication and languages mathematical understanding science and technological understanding human social and environmental understanding understanding physical education and wellbeing and understanding the arts and design Robinson believes the curriculum should be much more personalised Learning happens in the minds and souls not in the databases of multiple-choice tests And why are we so fixated by age groups he asks Let a 10-year-old learn with their younger and older peers We put too high a premium on knowing the single right answer Robinson claims But he says he is not in principle opposed to standardised tests such as Sats Used in the right way they can provide essential data to support and improve education The problem comes when these tests become more than simply a tool of education and turn into the focus of it he argues Jessica Shepherd 10 February 2009 The Guardian http://folksonomy.org.uk/?permalink=1954 Mon, 06 Sep 2010 00:24:01 +1000 http://folksonomy.org.uk/?permalink=1939 BILL MOYERS But this intrigues me because you ve set out over these years to educate young girls primarily I mean you do have some boys in your schools but primarily your goal is to educate young girls And given the fact that the Afghani and Pakistani societies are so male dominated that men run the families they run the government they run the villages they run the Taliban why focus on girls instead of the men who are going to in that culture grow up and run things GREG MORTENSON Well it s obviously the boys need education also But as a child in Africa I learned a proverb And it says If we educate a boy we educate an individual But if we can educate a girl we educate a community o And what that means is when girls grow up become a mother they are the ones who promote the value of education in the community The education of girls has very powerful impacts in a society Number one the infant mortality s reduced Number two the population is reduced The third thing is the quality of health improves And from my own observation when girls learn how to read and write they often teach their mother how to read and write Boys we don t seem to do that as much They also you ll see people kids coming out for the marketplace have meat or vegetables wrapped in newspaper And then you ll see the mother very carefully unfolding a newspaper and ask her daughter to read the news to her And it s the first time that woman is able to get information of what s going on in the outside world around very powerful to see that And another compelling reason is when women are educated they re not as likely to condone or encourage their son to get into violence or into terrorism In fact culturally when someone goes on jihad they should get permission from their mother first And if they don t it s very shameful or disgraceful So when women are educated as I mentioned they are less likely to encourage their son to get into violence And I ve seen that happen Bill over the last decade in rural areas of Afghanistan Pakistan I mean I could go on all day about this but educating girls is very powerful Bill Moyers Journal 15 January 2010 PBS http://folksonomy.org.uk/?permalink=1939 Sun, 25 Jul 2010 00:43:37 +1000 http://folksonomy.org.uk/?permalink=1938 Wileman 1993 defines visual literacy as the ability to read interpret and understand information presented in pictorial or graphic images p 114 Associated with visual literacy is visual thinking described as the ability to turn information of all types into pictures graphics or forms that help communicate the information Wileman p 114 A similar definition for visual literacy is the learned ability to interpret visual messages accurately and to create such messages Heinich Molenda Russell amp Smaldino 1999 p 64 The ERIC definition of visual literacy is a group of competencies that allows humans to discriminate and interpret the visible action objects and or symbols natural or constructed that they encounter in the environment http searcheric org Robinson as quoted in Sinatra 1986 describes visual literacy as an organizing force in promoting understanding retention and recall of so many academic concepts with which students must contend p v And lastly Sinatra defines visual literacy as the active reconstruction of past visual experience with incoming visual messages to obtain meaning p 5 with the emphasis on the action by the learner to create recognition The use and interpretation of images is a specific language in the sense that images are used to communicate messages that must be decoded in order to have meaning Branton 1999 Emery amp Flood 1998 If visual literacy is regarded as a language then there is a need to know how to communicate using this language which includes being alert to visual messages and critically reading or viewing images as the language of the messages Visual literacy like language literacy is culturally specific although there are universal symbols or visual images that are globally understood Suzanne Stokes 2002 1 The Occasional Wife 2 Stokes S 2002 Visual literacy in teaching and learning A literature perspective Electronic Journal for the Integration of Technology in Education 1 1 Branton B 1999 Visual literacy literature review Retrieved December 26 2001 from http vicu utoronto ca staff branton litreview html Emery L amp Flood A 1998 Visual literacy Retrieved September 22 1999 from University of Canberra Australian Centre for Arts Education Web site http education canberra edu au centres acae literacy litpapers vislit htm Heinich R Molenda M Russell J D amp Smaldino S E 1999 Instructional media and technologies for learning 6th ed Upper Saddle River NJ Prentice-Hall Sinatra R 1986 Visual literacy connections to thinking reading and writing Springfield IL Charles C Thomas Wileman R E 1993 Visual communicating Englewood Cliffs N J Educational Technology Publications http://folksonomy.org.uk/?permalink=1938 Sun, 18 Jul 2010 16:13:22 +1000 http://folksonomy.org.uk/?permalink=1929 We understand microlearning primarily as learning from microcontent - from small pieces loosely joined Weinberger 2002 Microlearning as a term reflects the emerging reality of the everincreasing fragmentation of both information sources and information units used for learning especially in fast-moving areas which see rapid development and a constantly high degree of change While in the past a single authoritative work or even a single authoritative teacher may have been all that was necessary to sufficiently acquaint oneself with a given topic of interest this is increasingly untrue especially as the necessity to quickly learn a lot extends into almost everyoneos work life Books magazine articles a multitude of web resources like online books tutorials encyclopedias forum and weblog postings emails and comprehensive teaching material collections as produced by MITos OpenCourseWare project or the Connexions effort hosted at Rice University form essential ingredients of the source mix of almost any non-institutionalized learning effort - and increasingly of many institutionalized efforts as well Fragmentation of sources has both positive and negative aspects From a produceros standpoint information fragments are much easier to create than larger works Furthermore disaggregated content - theoretically - can be re-aggregated to optimally suit an individual learneros preferences instead of the needs of an idealized common denominator The other side of the coin is that a significant fraction of the consolidation and organization effort is shifted towards the learner It will increasingly be the task of microlearning management systems to assist the learner or group of learners to consolidate information gleaned from such disparate sources into a coherent whole We see personal knowledge mapping as enabled by combined wiki weblog software as a first step in that direction Christian Langreiter Andreas Bolka 2005 Weinberger D 2002 Small Pieces Loosely Joined Perseus Books 2 Langreiter C and A Bolka 2005 Snips amp Spaces Managing Microlearning Microlearning Conference Innsbruck Austria http://folksonomy.org.uk/?permalink=1929 Fri, 02 Jul 2010 20:54:03 +1000 http://folksonomy.org.uk/?permalink=1927 Hands On is a step by step guide to using object-based learning Aimed at those involved with the education of early years and primary school groups the guide demonstrates how this form of learning can be carried out using everyday or museum objects The guide points out that working with real objects and paintings for example in a museum or gallery sparks the imagination helping children develop their powers of observation and interpret the world around them Museums Galleries Scotland 2 Hands On guide bookmarked PDF 11Mb http://folksonomy.org.uk/?permalink=1927 Fri, 02 Jul 2010 12:14:37 +1000 http://folksonomy.org.uk/?permalink=1921 Richard Sennett s seminal work on skills in society is an authoritative reference to this research Sennett 2008 His book asks two key questions What are skills and what are the ways in which skills improve He shows that there are three issues at the heart of what is involved in becoming a craftsman someone who posses skills today That the concept of the craftsman has moved far from the worlds of material practices Nowadays it includes computer programmers but there is continuity between those who worked with their hands in the physical world in the past to those who work in for example the virtual world today He argues skills are talked about and understood in a very narrow way and there is a limited sense of what we mean by being skilled Robert Young Elizabeth MacLarty Kathryn McKelvey Sennett R 2008 The Craftsman London Penguin Books Young R E MacLarty et al 2009 The Design Postgraduate Journeyman Mapping the Relationship between Design Thinking and Doing with Skills Acquisition for Skilful Practice International Association of Societies of Design Research http://folksonomy.org.uk/?permalink=1921 Fri, 25 Jun 2010 18:00:26 +1000 http://folksonomy.org.uk/?permalink=1920 Creation whether in art research teaching or entrepreneurship requires craft Sociologist Richard Sennett 2008 suggests that to be at its best the craftspersonos deft use of tools and materials combined with an intuition developed from years of practice create reciprocity that animates the form Sennett argues that the craftsperson engaged in a continual dialogue with materials does not suffer the divide of understanding and doing The craftsperson must be patient avoiding quick fixes Good work of this sort emphasizes the lessons of experience through a dialogue between tacit knowledge and explicit critique Sennett 2008 Liora Bresler 2009 Bresler L 2009 University Faculty as Intellectual Entrepreneurs Vision Experiential Learning and Animation Visual Arts Research 35 1 Summer 2009 http://folksonomy.org.uk/?permalink=1920 Fri, 25 Jun 2010 16:58:39 +1000 http://folksonomy.org.uk/?permalink=1917 Children learn about themselves others and the world they live in through play Outdoor environments for play and learning can provide rich experiences for children who seek fantasy and adventure and are innately curious about nature Children s environments particularly school and neighbourhood playgrounds parks and gardens have the potential to facilitate learning through social emotional cognitive and creative opportunities Unfortunately in America the play and learning potential for many outdoor play spaces is underdeveloped Lauri Macmillan Johnson Fig 1 The Adventure Playground 160 University Avenue Berkeley California is an example of an open-ended play environment Fig 2 commercially available play environments often work to regulate engagement according to social norms 3 Johnson L M 2004 American Playgrounds and Schoolyards - A Time for Change In School of Landscape Architecture Tempe AZ The University of Arizona Press http://folksonomy.org.uk/?permalink=1917 Sun, 13 Jun 2010 11:33:07 +1000 http://folksonomy.org.uk/?permalink=1915 Welcome to SchoolTube com a safe video sharing website exclusively approved by over a dozen North American National Education Associations for use in K-12 schools Our mission is to provide educators and students a safe and fun video sharing environment to enhance their classrooms and their learning experiences Through an innovative Chain of Accountability process videos are student produced and moderator approved thus producing a refreshing site that is appropriate for school use Launched in 2006 SchoolTube has grown to become the nation s largest teacher moderated video sharing website dedicated to supporting educational institutions and all of their students to broadcast and share original videos through a web experience SchoolTube LLC http://folksonomy.org.uk/?permalink=1915 Sun, 13 Jun 2010 09:58:54 +1000 http://folksonomy.org.uk/?permalink=1905 Most public policy discussion of new media have centred on technologies-tools and their affordances The computer is discussed as a magic black box with the potential to create a learning revolution in the positive version or a black hole that consumes resources that might better be devoted to traditional classroom activities in the more critical version Yet as the quote above suggests media operate in specific cultural and institutional contexts that determine how and why they are used We may never know whether a tree makes a sound when it falls in a forest with no one around But clearly a computer does nothing in the absence of a user The computer does not operate in a vacuum Injecting digital technologies into the classroom necessarily affects our relationship with every other communications technology changing how we feel about what can or should be done with pencils and paper chalk and blackboard books films and recordings Rather than dealing with each technology in isolation we would do better to take an ecological approach thinking about the interrelationship among all of these different communication technologies the cultural communities that grow up around them and the activities they support Media systems consist of communication technologies and the social cultural legal political and economic institutions practices and protocols that shape and surround them Gitelman 1999 The same task can be performed with a range of different technologies and the same technology can be deployed toward a variety of different ends Some tasks may be easier with some technologies than with others and thus the introduction of a new technology may inspire certain uses Yet these activities become widespread only if the culture also supports them if they fill recurring needs at a particular historical juncture It matters what tools are available to a culture but it matters more what that culture chooses to do with those tools Henry Jenkins Katie Clinton Ravi Purushotma Alice J Robison Margaret Weigel MacArthur Foundation 2 Jenkins H K Clinton et al Confronting the Challenges of Participatory Culture Media Education for the 21st Century MacArthur Foundation http://folksonomy.org.uk/?permalink=1905 Mon, 31 May 2010 10:44:37 +1000 http://folksonomy.org.uk/?permalink=1904 Gibbs Knapper and Piccinin 2009 describe a perceived shift of organisational culture over time from collegial to bureaucratic to corporate and finally to a fourth entrepreneurial culture characterised by a focus on competence and an orientation to the outside world involving continuous learning in a turbulent context The management style involves devolved and dispersed leadership Decisionmaking is flexible and emphasises accountable professional expertise Students are seen as partners o p 6 UCA is considering whether an entrepreneurial culture is most suited to its ambitions for increased internal and external collaboration and if so the associated consequences for the working relationships between leaders and academics and the degree of academic autonomy If universities were to accept a need to change their cultures and become more entrepreneurial then it is possible that this might lead to confusion amongst staff as they experience aspects of different types of culture Gibbs Knapper and Piccinin 2009 note that this model of four organisational cultures is oversimplified and that is possible for individuals to hold conflicting perceptions of the organisational culture at the same timeo p 6 Nevertheless the model does seem to be useful in helping to reflect on the type of culture that might be desirable for a university offering art and design subjects Paul Coyle 2010 Coyle P 2010 Crossing Boundaries - Creative Spaces Cumulus International Association of Universities and Colleges of Art Design and Media Genk Belgium http://folksonomy.org.uk/?permalink=1904 Sun, 30 May 2010 22:51:34 +1000 http://folksonomy.org.uk/?permalink=1883 Academic Commons is a community of faculty academic technologists librarians administrators and other academic professionals interested in two interlocking questions how do creative uses of new technology and networked information support the current project of liberal education and perhaps more interestingly how do they force us to re-think what it means to be liberally educated Academic Commons http://folksonomy.org.uk/?permalink=1883 Sat, 08 May 2010 00:35:17 +1000 http://folksonomy.org.uk/?permalink=1871 from a sociocultural perspective learning and development take place in socially and culturally shaped contexts which are themselves constantly changing there can be no universal scheme that adequately represents the dynamic interaction between the external and the internal aspects of development Annemarie Sullivan Palincsar p 354 2 Palincsar S 1998 Social constructivist perspectives on teaching and learning Annual Review of Psychology 49 pp 345-375 http://folksonomy.org.uk/?permalink=1871 Mon, 26 Apr 2010 00:14:48 +1000 http://folksonomy.org.uk/?permalink=1861 Talis Aspire takes into account the rise of e-content evolving pedagogy techniques higher student expectations and user-generated content Talis are fairly sure that they got the stock management aspect right with Talis List so they took as the starting point of development the needs of students and academics as well as the library Essentially the VLE is still seen as the hub that co-ordinates services and Aspire is designed to work with existing systems A lot of academics seem to be using Moodle to provide their course reading but at present it still mostly consists of links within Moodle to word documents or PDFs Aspire has been designed to fit in with the look of the institution so that it can work with Moodle without the students necessarily knowing that they have even left Moodle It integrates with e g Shibboleth Athens and student registries so that it s possible for students to be presented with the relevant lists as soon as they start a course rather than having to seek out their lists One of the goals of Aspire is to maximize the value of e-resources so in-line content plays a big part e library catalogue information is displayed on the page and you can embed e g e-books articles and videos within the list This looked particularly useful so the students can get to content quicker and should help them to access more e-resources YouTube is easy to embed but I was pleased that they were currently talking to the BUFVC to see if Box of Broadcasts could be directly embedded Paul Johnson Royal Holloway University of London 23 April 2009 http://folksonomy.org.uk/?permalink=1861 Wed, 21 Apr 2010 15:35:47 +1000 http://folksonomy.org.uk/?permalink=1841 Fifzine has changed it s stripes fifzine was never the easiest to spell or say after all So as of right now welcome to www jotta com a true online community for arts design and communication Jotta is a place for creative people and artists across every discipline We re not trying to define what creativity is but we have tried to create a space for the best of it Explore and Browse arts across every discipline through the magazine using powerful search criteria and our fun Lightbox feature Create a Portfolio of your own work from which you can network collaborate and access a whole host of tools and features Post or Respond to commercial briefs employment openings and opportunities for collaboration in Marketplace Jump into the Community to access advice forums blogs and events University of the Arts London Fig 1 Itamar Ferrer http://folksonomy.org.uk/?permalink=1841 Mon, 29 Mar 2010 13:48:00 +1000