Via: Online Colleges Guide
A wonderfully detailed infographic from OnlineColleges.net on the educational aspects of (the anachronistically named) video games, aimed at primary school level.
According to the OECD’s Education at a Glance (2011), Australia is somewhat under-average in its funding of education, and funding has been more or less stagnant during the past decade:
Heaps more data available from the report.
Adrian Miles has been reconsidering his own teaching principles in Creative computing, network literacy, seeing how they stack up over the course of time (stagnant funding or no). He’s pretty pleased with his little internal review. They are phrased in a rather hermeneutic style, for example:
Creative computing is being creative with a computer/network, not being creative on a computer/network.
However, there’s nothing much to disagree with here….
Adrian is such a passionate creature, when education comes unstuck, he likes to let off steam. In these cost-cutting times, when we are asked to locate things like ‘the value point for education today’ (George Seimens), he replies:
The scarcity model is gone, but it is still about quality and the quality is in enabling for students a shift in their understanding. Of themselves as thinker practitioners (or practitioner thinkers), of their discipline, of their relation to all this stuff out there, of their role in a knowledge economy where knowing how counts for more than knowing what.
Where does the onus lie? The responsibility? Educational beauraucracies have got thier knickers surely twisted trying to answer this question, with their performance indicators and multichoice survey assessments. Often, changes afoot in students take years to percolate through; they are attitudinal way before they are performative, they are as visible as the wind … until, one day, the clouds blow in and you get the storm.
…increasingly I understand that the difference I have made that made a difference was never been about content, about teaching *more*, but in providing, mentoring, modelling a variety of things that are more abstract, and teaching myself how to help students to find and learn these things themselves. What Schön would characterise as some sort of reflective practice, the sort of ‘back talk’ that you do and need to learn to find and listen to to be a good theorist, maker, learner. So the qualitative change is not in them coming to learn more, that’s a collateral outcome that’s going to happen anyway. It is a qualitative change in their own understanding about something that will matter. Or, as I mention above, learning how to become.
Vicki A. Davis writes so well about the aha moment with her students; its about empowerment more than anything else:
Students want to have their own place on the Net. A place that is theirs. Every time I bring these digital natives into a place where they can create a full-blown page of their own making I’m overwhelmed by their desire to own and create things. They don’t just want networks of friends – certain kids like that and others don’t really get into it. They want to create.
From empowerment and reflection upon that experience hopefully comes the sorts of developmental outcomes Adrian writes about. Hopefully I can do that in the course I’m taking over, Network Media. From Google+, LinkedIn, blogging and Twitter to a sense of your place in the world, and the possibilities for expression that lie therein.
That said, I’m not sure, from this brief description from
Caroline Baillie from the University of Western Australia, whether these aha moments need to be encased in new terminology. How far “threshold concepts” will progress this problem, except, perhaps to appease beaucrats and their need for measurable outcomes? This model may be inoffensive in progressive teaching circles, but I suspect we need a coming together of minds more than new ways of expressing how we teach?
Hey, I might be wrong, haven’t read the book. [But what's a blog for...?]
Teaching is hard enough without educational administrators and politicians wielding outdated educational philosophies getting in the way. Confucious say, make it beauraucratic.
You can tick it off your list, guys.