From Kairosnews

Well, the Wiki manages to profit from the Enlightenment project while not making the mistake of presenting itself as an unquestioned authority or its content as “fixed.” Indeed, each entry in the Wikipedia is always already a site of ideological struggle. Now, if we could backup and see all of those tiny struggles taking place all over the Wikipedia, we would have a model of the dialectic. If we model the term on Hegel’s, we have Thesis, Antithesis, and Synthesis taking place. Again, we could play with terms and concepts here, but such discussions are cumbersome, and the important thing is to see that what is special about Wikipedia–it is not a few editors or experts debating with each other over terms. Rather, it is all those millions of tiny refinements, refutations, and explications offered by anyone who cares to participate in the site.

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Categories of eLearning

eLearning Categories
I picked this up from Albert Ip’s blog at Random Walk in e-Learning

One of the biggest challenges in discussing elearning arises from different understandings of the field. Most often, we attach our experiences and career to our conversations, presenting an image of elearning that reflects what we have encountered. For an instructional designer, elearning often means courses or learning materials directed at meeting an objective within the larger scope of program development. A corporate trainer may view elearning as a combination of courses and knowledge management. No one perspective is symbolic of the whole industry.

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ePortfolio challenge

From Auricle

Ok, let’s say we’re keen to see our students value and use e-portfolios. Or, let’s say we’ve developed an educational programme that ‘requires’ them to use e-portfolios.
Are you prepared to practice what you preach? Will you keep your own e-portfolio and allow, say, your mentor, manager, supervisor, or peers, to view and make judgements on the quality of your entries? Better still, let’s build it into your annual appraisal!
Still comfortable?

An interesting piece that concludes with a provocative challenge

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Media literacy

Via Mathemagenic
Media literacy: from reading to writing and beyond
Richard MacManus:

I’m currently reading Lawrence Lessig’s new book, Free Culture, which is available as a free download under a Creative Commons license. I’m only up to pg 64, but already I’ve discovered some great new ideas. One of them is “media literacy”. This is the best definition I’ve found so far of media literacy:
“The ability to read, analyze, evaluate and produce communication in a variety of media forms (television, print, radio, computers, etc.).”

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Big week in the media

I don’t often figure in the media, local or otherwise, so last week was unusual in that respect. I managed to participate in a brief interview on the local ABC breakfast show and to be quoted in the weekend edition of the Sydney Morning Herald.

About 2 weeks ago Gus Snow-McLean, USQ PR manager, emailed to say that an SMH reporter was seeking comment for a “back-to-school” piece about computers and wondering if I might be interested. I spoke with the reporter briefly and thought little more of it until Gus emailed again this morning to say that I had apparently been quoted in the article published last Saturday. Fortunately my comments came out sounding sensible. My major points appear to have been that “computers can tidy up written work and take the worry out of such things as spelling and grammar” and that what matters is not how many computers are available at school or home but what you do with them. Simple enough but valid messages.

I’m not sure how people in NSW would have felt about the major sources for the piece being two Queenslanders, me and Glenn Finger from Griffith University.

On Monday of last week I had another contact from our PR section to say that our local radio station was looking for a participant in a “back-to-school” interview about kids, the Internet and education. I took the call at 7:15 on Wednesday and managed to sound sensible. What’s more I avoided the common trap in such interviews of being left to say just “yes” or “no” when the interviewer finishes a long question reciting most of the possible answers. I made sure that I found something new to say or at least elaborated on one the answers provided. Again my major point was simple – good parenting is good parenting whether in relation to the real world or the Internet.

Ah well. I probably won’t have to do that again for a year or two.

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Why DrAlb?

For as long as I can recall I have walked quickly. It probably has to do with a certain impatience and a preference for being in one location or another rather than somewhere between.
Sometime in my first few years of teaching high school, students observed my speed walking and nicknamed me “Stralb” – a contraction of Mister Albion.
I still walk quickly but, so far as I know, nobody has called me “Stralb” for many years. In any case, now that I have a completed PhD I think it’s time for a promotion to DrAlb.

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