Monday, March 02, 2015
Back into the fray with project surface tablet. The 12 projects we started out with last year have morphed into 16 with 2 of last year’s 12 moving on to BYOD or to other types of tablets and several ‘new’ projects.
We have learnt much from experiences last year. Chiefly, capabilities of RT surfaces in the various classroom / workshop environments at CPIT, staff capabilities requiring support and limitations of the RT surface to allow the running of video annotation apps. Here is another blog cataloging experiences in the higher ed. sector.
One of our main challenges has been to work out how to best manage accounts on tablets. Although Surface RTs allow for several user accounts to be set up on each tablet there is still the challenge of ensuring the right students accesses the correct tablet with their account set up on it.
A work around has been to set up a class account for each intake of students. We then coach students to transfer, at the end of each session, all their data on to onedrive or a memory stick. So, classes with small numbers of tablets (up to 8) are set up with individual student accounts. Larger classes or programmes sharing tablets (20 plus) are set up with a generic ‘programme’ account and students download the data when they complete each session.
The RTs have only a limited range of apps and in our bid to move to BYOD in the next year, all our projects do not rely on apps. Instead, the main functions revolve around some use of office 365, the video/camera capabilities and accessing web-based platforms including our Moodle LMS, etextbooks and echo350/socratic. One of the projects is working with computing students to develop an app but this is a long range project as each component of the app is developed and tested.
The main objective of surface tablet is still to upskill students and tutors digital literacy. Once tutors (and students) realise the potentialities of using tablets in classrooms / workshops, our role is to support the introduction and deployment. Before full digital literacy occurs, there is still a need to be 'guide on the side' to ease programmes into introducing technology enhanced learning into programmes.
Monday, February 23, 2015
Picked this one from the local library - Brain Rules :12 principles for surviving and thriving at work, home and school – by John Medina (2008).
References and resources on www.brainrules.net - worthwhile checking out with a bonus chapter on the role of music in assisting brain activity.
A layperson’s reference on understanding how the brain works and how to get the most out of the brain. Has evolutionary slant and reports on the salient points required to make the most of your brain.
Chapters on evolutionary origins of the brain to anchor concepts (chapter 2)
Things to do to get the most out of your brain:
Exercise, sleep, eliminate stress.
To improve learning realize not every brain is wired the same way, we don’t pay attention to boring things, we learn better when more than one sense is stimulated and vision trumps all other senses. Male and female brains are different.
To improve learning –
Short term memory – repeat to remember. Long term memory – remember to repeat, we are powerful and natural explorers, so constructivist learning works.
Not much new as per previous summary on this blog- but well-written with concepts explained through examples. Recommended as a good introduction for those interested in a quick read and a comprehensive, up-to-date overview.
Monday, February 16, 2015
Watched during the summer break on a 30’C day. Trailer on vimeo here and review here. The documentary is about the famous sushi restaurant that has earned 3 michelin stars. The documentary focuses on the patriach and owner, now 85,Jiro has made sushi for 75 years
Summary and notes taken while watching the video:
Hard work to achieve craftsmanship. Talent helps but is hard work that gets you there.
Obsession and continual self-criticism are the hallmarks of achieving perfection.
Not only making sushi but selecting the raw ingredients (tuna) and there is a segment of the video on the rituals associated with tuna auction
Continued learning even when working with 'one' menu item after 70 years or fishmonger selling fish 40 – 50 years. Summarised as shokunin in context of the video – the Japanese concept of being perfectionists.
10 years apprenticeship! Beginning with preparing hot towels and only after 10 years, will you be allowed to prepare eggs for the omelet - used as a dessert item in the restaurant. 200 omelettes before success – with others binned. Path to perfectionism is not easy or fast!
Much cannot be described in words, just need to keep practicing. For example, sushi nigiri hand moulding. There is much that is tactile and sensory - smell and feel are all important.
Apprentice prepare the staff meals, as a way to learn, critique and evaluate senior apprentices work. Only master prepares sushi for customers.
Development of palate just as important as physical skills – sushi staff eat well to learn quality
Experts on fish (selection by working tuna flesh in hands while illuminating with a torch), rice – the best rice is difficult to prepare and cook.
Each ingredient brought to perfection through preparation, cooking technique, seasoning and treatment before assembly with rice.
Customers book one month ahead and pay minimum of 300,000 yen per sitting (NZ$370 - $390) – with service around 30 minutes. For about 16 - 20 pieces of sushi
Preparation is key, 95% of sushi making is in the preparation, not the assembly
At the end discusses issues of sustainability – of the seafood and of the apprenticeship system.
Overall, a gentle documentary, of one person's pursuit of excellence. The Japanese approach to work is well encapsulated and overall, provides an interesting study of how societies' expectations mould individual's responses. Also a good representation of how apprenticeship learning is perceived in some societies and the acceptance of both master and apprenticeship of their roles in the entire enterprise. Worth a watch just for the food photography but also as a record of a way of life, now perhaps less common.
Monday, February 09, 2015
A book I skimmed read last year towards the preparation of an article on ‘learning through observation’. As article development progressed, I took time to read the book in greater detail.
Horowitz, A. (2013). On Looking: Eleven Walks with Expert Eyes. New York, NY: Simon and Schuster.
Horowitz is an expert on dog psychology and this book came about through her observations of how her dog, ‘saw’ or rather smelled, a different world when out walking around the block. This book, with an introductory and 12 chapters, chronicles Horowitz’s walks with a collection of experts, to unravel the way experts view the world.
Walks are with an urban sociologist, artist, geologist, entomologist, physician, typographer and sound designer. There are also walks taken on her own to establish a base line plus walks with Horowitz’s toddler son, her dog and a person with limited vision to provide diversity. Although the majority of the chapters are on how experts ‘see’ the world, there are also chapters studying other senses, notably sound and smell.
The writing style is conversational, allowing the complex ideas to be well communicated. The book has lists of references to follow up, in the form of an epigraph – a collection of references with pertinent headings. A comprehensive index is found at the end of the book.
The book is also a good example of the conduct of a form of ethnography and how to write up observations. The tempo of the book is well paced, with short chapters but each providing the salient overview of an aspect of ‘looking’. Overall, a good introduction to aspects of multimodality and a call to be more aware of how each individual sees the world.
Monday, February 02, 2015
Managed to catch up with some videos, archived on vimeo of Professor Stephen Billett’s recent presentations. Had a couple of hot days just after the New Year and link of ipad mini to hearing aids improved connection to the presentations.
First up three videos from a conference at the OCE in Montreal - mid-2014.
1) Workplacelearning: challenges of the 21st century – 1 hour – watched to 23 minutes
Summarised seminal work on agency vs affordances
2) New avenuesfor vocational and technical education and training - 1 hour 20 minutes
Summary of book on Vocational Education then moves on to discussing progress into the future.
Push for recognition of input from the people who actually do the work and people who teach vocational education.
Need to define what is vocation (personal) and what is occupation (social construct) – emphasis on occupation but vocation often neglected.
One objective of vocational education is therefore to assist people to find their vocation, not just be prepared for occupation.
Need to enhance enacted curriculum and find out students’ experienced curriculum rather than emphasis only on intended curriculum.
Reporting on project on continuing education and training -
Rationale for project presented, along with findings.
Plus also found this one - a keynote from EAPRIL 2014 conference exploiting the potential of workplaces as learning environments for initial and ongoing occupational development.
All accessible ways towards understanding Billett's work.
Monday, January 26, 2015
With the reported demise (see one version here) of google glasses, news from microsoft about their work on hololens brings some relief for future watches. The video on the possibilities of the hololens provides a glimpse into a 3D virtual environment. Official launch of the hololens reported to be mid-2015 for developers.
The hololens can be envisaged as a follow through from microsoft's work with the kinect which has had difficulties moving into the mainstream beyond gaming. Forbes article recommends some scepticism required beyond microsoft hype based on experiences with the kinect. So it's a watch the hololens space for the interim, to see what actually eventuates.
Monday, January 19, 2015
Late last year, while putting together the ‘year in review’ blog for 2014, I realised that I had been blogging since the beginning of 2005. So this year, marks the 11th year of writing on this blog. In truth, I did not envisage blogging for so long. However, this blog very quickly became my ‘one-stop shop’ to archive books read (e.g. this one), conferences presented at / attended (e.g. this one recently - ascilite), technology experiences /encounters (e.g. most recent tablet - ipad mini - review), found resources / blogs (e,g, this one on ebook - tech variety), assorted musings (e.g. this one summarising learnings from readings from neuroscience), travel (e.g. trip to China) and very occasional vents. Hence, the time taken to compile blog entries, has repaid several fold through time saved on hunting up things.
A major off shoot of blogging has been a greater connection to the writing process. At the moment, I often use the blog to get myself into a ‘writing mood’. The writing of the blog, often just a capture of my ‘stream of thoughts’, provides the warm-up stage to the more serious business of academic writing. I often start a blog but may never finish the article. About 3/4 of tentative blog writings do end up on this blog, but many are partially completed ‘shells’, often, if technology connected, with a ‘shelf-life’ of sorts. Hence, my blogging folder now has dozens of started but unfinished ‘possible’ blog articles. However, these never completed and perhaps never ever to be uploaded starter pieces, prime me for more writing. So these fragments of writing have played an important role, despite never being shared with others.
The writings actually shared on this blog, provide a forum for me to collate my thoughts and collect links, papers, contacts etc. which might, at some stage, feature in my meanders through research and academic writing. I use the blog’s search facility several times each week and so the blog has become one of several digital filing cabinets I maintain. Access to digital features mean my brain does not have to store the minutiae of a busy work life and I know I can usually find items either on my computer, this blog or various colour coded and post-it marked hard copies of papers and books on my book shelves. I have managed to update my endnotes to point where sources of articles are – hardcopy (and which topic labelled box it is in) or digital (and which drive it is stored in). With the increase in ebooks, things are becoming more complicated as I need to remember which books are in the library (and which one, work, public, university), accessed via kindle or on shelves (at work or at home). So, another update required on endnotes added to my ‘to do’ list for this year.
If I am asked, why blog? I would say it is was originally just to find out what blogging would be about and then the advantages of blogging motivated me to continue the blog. The plethora of blogs on the cloud, attest to the diversity of ways bloggers utilise their blogs. It is up to a blogger to find their blogging voice. To maintain a blog, requires the blog to meet the blogger’s needs. For me, this blog has been a place to practice writing and to archive ideas and resources. As the years pass, the blog has become part of my modus operandi. It is a place to collate notes on books read, to consolidate and rationalise thoughts, to sound out ideas. In short, a place to ruminate, learn and deliberately practice writing. To blog is to become – a writer, a scholar, a thinker / tinkerer.