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August 27, 2007

New Blog - Kaupapa Maori

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Congratulations to my colleagues Hemi, Daph, Kathe and Naketa who have just created a new blog called Kaupapa M??ori which they plan to use as a central point to highlight Kaupapa M??ori or M??ori projects within CORE or that CORE staff are contracted to work on.

This is an awesome group that we have within CORE, and I congratulate them on this initiative. I look forward to visiting this blog regularly to keep up with the news of what's happening in this area.

Kia ora Hemi, Daph, Naketa and Kathe

August 23, 2007

The Loop is Launched

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I had the privilege of attending the official launch of the "Nelson Loop" at Nayland College today. The library was filled with a range of people, all of whom had a connection in some way or other in making the 'Loop' a reality - including policy makers, technicians, network experts, government reps etc.

Photos above show (left to right) Nayland Principal, Charles Newton welcoming the group; NZ ICT icons Murray Brown, Carol Moffatt and Marg McLeod; Nayland students taking advantage of the high speed connection; and Minister of Education, Steve Maharey, addressing the crowd.

In his speech Minister Maharey spoke enthusiastically about the benefits of advanced networks such as the 'Loop', describing ways in which, when used appropriately, these could support the personalising of learning, and contribute to NZ's goals of becoming a knowledge society. He referred to the goal of having all of these regional loops linked to the KAREN network, enabling a high-speed connection across the whole of NZ in the form of a National Education Network.

All of this rings true with me - I'm a self-confessed enthusiast for the benefits these advanced networks can bring - but I am also concerned. I am concerned that, amid the hype and enthusiasm for this sort of thing we are in grave danger of trivialising the true costs involved in establishing these networks. It's one thing to have established a national backbone (KAREN), and another to create local loops such as has been achieved in Nelson. But the story doesn't end there. there's still the issue of connecting schools to the fibre networks (not a trivial expense), and then, assuming that that is a straight forward task, there is the state of the internal networks in schools, most of which simply won't have a robust enough infrastructure to cope with the significantly increased network speeds.

And as if that's not enough - having made the physical connections and paid for these one-off installation costs, there is the cost of ongoing operation of these networks - the ISP connections, service access, security etc. etc.

I have two main concerns about this currently. In all cases in NZ at the moment, the development of these 'local loops' (urban fibre networks etc) is being achieved through various school/business/government partnerships - generally with a key business sponsor providing the seed-funding for the initial group of schools connecting. This reveals my first concern - the general lack of a plan for sustainability or scalability beyond the initial pilot. Without such a plan we are in grave danger of things stalling - and at worst, with a few privileged schools connected and the rest without the opportunity.

My second concern relates to the fact that, with so much of the current effort going into the development of these loops being made voluntarily or without costs, it is difficult to establish exactly what the actual cost is for connecting a school to such a network. As it stands I fear we are in grave danger of under-estimating this cost. In the meantime, those schools that happen to be lucky enough to be close to a fibre loop, and who have the voluntary support of sufficiently skilled and knowledgeable personnel will achieve connection - while those who don't, won't. Simple as that.

If we're to be genuinely committed to seeing NZ as a knowledge society participating fully in the global economy, with New Zealand school students being prepared with digital age skills and dispositions, then we need to ensure that we have the 'bigger picture' in mind as we're developing these local pilots.

August 19, 2007

eXe version 1.0 released

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Yipee - version 1.0 release of eXe is now available. eXe is a freely available Open Source authoring application designed to assist teachers and academics in the publishing of web content without the need to become proficient in HTML or XML markup. eXe can export content as self-contained web pages or as SCORM 1.2 or IMS Content Packages.

I'm helping run a workshop with some of the developers of eXe at the ULearn conference in Auckland in October - so this release is very timely! In the day-long pre-conference workshop we'll owrk with teachers to develop online content for use within an LMS/OLE, that will ensure the content is able to be moved between systems and has a life beyond the system it happens to be provided in. There are still some spaces left if you are interested!

August 18, 2007

The name of the game is work

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I spent last week in Auckland interviewing teachers and students who have been a part of a pilot project using Mission Maker - a computer games authoring package from Immersive Education in the UK. During the interviews I had several conversations about the perceived value of games and gaming in education - all of which came back into focus when I read the following:

Games, for learners, are an invitation to interaction. Unfortunately, most classroom-based learning is not.
It came from George Seimen's commentary on a Businessweek article titled The Name of the game is Work. The article begins with...
If you're thinking that maybe you should hide the video game controller from your kids because they're spending too much time in front of the TV or computer, don't. What you think is slacking may just be preparing them to become productive members of the workforce when they get older. Their future offices are likely to be heavily digital???especially if they work remotely???and their work may resemble the online games that many now spend hours playing.
... and goes on to describe how several businesses are now experimenting with games as a part of what they do in areas such as recruiting new staff, improving communication between managers and their far-flung staff, and training employees at all levels.

All of this reminded me of the recent announcement about the trialing of the New Zealand's first remote-controlled da Vinci surgery robot at Mercy-Ascot Hospital in Auckland. This state of the art piece of equipment allows surgeons to perform their surgery remotely, using a console that looks more like a computer game station. I heard a comment recently that the successful use of this equipment requires the same sorts of skills that are required for games playing - fine motor control, 3D spacial awareness etc, suggesting that games playing may well be a desired pre-requisite in the search for surgeons who will use the da Vinci robot!

For an in-depth explanation of the da Vinci surgery robot you might be interested to listen to a Radio New Zealand podcast from Louise Wallace interviewing Chris Hawke, one of two local doctors trained in its use.

August 17, 2007

Online safety - Presenting the Facts and Debunking Myths

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Thanks to Simon Grehan who responded to my previous post and pointed me to the work of the International Congressional Internet Caucus, and a project titled Just The Facts About Online Youth Victimization
Researchers Present the Facts and Debunk Myths

I've spent some time browsing the resources in this site, and found some fascinating papers that have been contributed by the panel members, including one by Amanda Lenhart titled Teens, privacy and online networks that concludes that "The majority of teens actively manage their online profiles to keep the information they believe is most sensitive away from the unwanted gaze of strangers, parents and other adults."

Among the others I found of interest is a report by Ybarra et.al. titled Online Victimization of Youth: Five Years Later in which they summarise the level of "net savviness" among young people and the growing tide of unwanted sexual solicitations that these people are being bombarded with. The authors advocate a more aggressive prevention plan, that includes:

  1. education programs directed toward families
  2. the development of technology tools and access controls
  3. law-enforcement efforts directed against those who use the Internet for criminal purposes
This balance between education and direct intervention appears to have a lot to commend it - and there are plenty of other readings on this site that I'm interested to pursue.

Thanks to Simon for pointing this out :-)

August 15, 2007

Students gullible online

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Concern about student safety in the online environment continues to be an issue worldwide. In my previous post I referred to the tension between the responses of moral fear and digital faith. It appears that the proliferation of social networking sites and applications is a key driver of this.

This morning I've been reading report from the US National School Boards Association (pdf download) titled "Creating & Connecting: Research and Guidelines on Online Social and Educational Networking" that reports ninety-six percent of U.S. students ages 9 to 17 who have internet access use social-networking technology to connect with their peers, and one of their most common topics of discussion is education. Not surprising in a way, since the report also finds that nearly all of the school districts surveyed (96%) say that at least some of their teachers assign homework that requires Internet use to complete.

Meanwhile, an article on the Wall Street Journal reports on a study found users of the Facebook social-networking site are too gullible in giving up personal information, which could make them the targets of identity theft. The researchers fabricated a Facebook profile and asked 200 Facebook users at random to give up personal information. Out of the 200 friend requests, Sophos received 82 responses, with 72% of those respondents divulging one or more e-mail address; 84% listing their full date of birth 87% providing details about education or work; 78% listing their current address or location; 23% giving their phone number; and 26% providing their instant messaging screen name.

All of which suggests to me that our efforts must go into an educating our students (and our teachers!) about what is appropriate behaviour online - rather than adopting the fear perspective and attempting to isolate them from it.

August 10, 2007

Moral Fear vs. Digital Faith

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I've just spent the past few days in Melbourne, working with the Department of Education and groups from schools who are doing some exciting stuff in the area of integrating ICT into learning and teaching.

A hot topic in part of our discussion was internet safety - spurred in part by the concerns around the development of The Ultranet - described as "an intuitive student-centred electronic learning environment that supports high quality learning and teaching, connects students, teachers and parents and enables efficient knowledge transfer.???" The vision for this environment is that it will include various Web2.0 technologies, such as blogs, wikis and podcasting technologies - all within a 'protected' environment (ie closed off from the open internet).

This led to discussions around the potential dangers of social software environments - and the announcement while I've been here by Prime Minister John Howard has of a $189 million program to improve internet safety. The money will be spent on filtering and blocking solutions to "protect" innocent children and families from the nasties of the web.

In another press release I've read since being here is an announcement:YouTube banned in Australian Schools. Such responses to the very real dangers of the internet are based on what some refer to as "moral fear" - by which they justify the banning and blocking of access in the name of safety and protectionism.

But is this really the answer? In a strangely paradoxical situation, in the same paper that I read about the banning of YouTube, I read about the Australian PMannouncing a gap-year Army program on YouTube (watch it here) So where does the PM expect his intended audience (senior secondary students) to view the clip from since they're banned from doing so at school?

Meanwhile, in the USA I read of a Senate bill to promote web safety which will require the FTC to carry out a nationwide public-awareness campaign on internet safety for children. The response to this bill appears to have the support of those promoting the "digital faith" approach, with US ed-tech advocates agreeing the current legislation seems to make more sense and marks a more level-headed approach to internet safety.

"We now see a bill that asks schools to take their proper role in teaching safe and responsible use of the internet, rather than trying to block emerging communication and social-networking systems with great potential for positively engaging students and improving learning," said Don Knezek, CEO of the International Society for Technology in Education.

"One of a school's primary functions is to ensure safety and build responsible citizens, and trying to block every threatening activity that goes on in society is not a formula for effective education."

Knezek applauded the bill's efforts to increase web-safety education and cited New Jersey Gov. Jon Corzine's recent request that teachers begin internet-safety training.

"That's exactly the kind of approach we hope to see happen, rather than prohibiting modern communication structures and tools," he said.

I came across some material on YouTube that supports this educative approach that I used in my presentation in Australia - including the one below titled "Cyber-bullying - Talent Show:

It'll be interesting to see how these two perspectives on how we deal with issues of internet safety and cyber-bullying in the future play out. Certainly we can find politicians, policy developers, parents and teachers on both sides of the debate - and in the middle are our students, who, even if they find this access blocked in schools, will face the decision of what to view and how to respond etc. when they access the web from home. So - even if blocking and filtering software is being contemplated, we owe it to our students to also address the issue of personal responsibility around their use of the internet.

August 7, 2007

The art of building virtual communities

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Over on the TechLearn blog Sheryl Nussbaum-Beach has made another post titled The Art Of Building Virtual Communities that has generated a lot of lively discussion and feedback. This is a follow-on from her previous post on Virtual communities as a canvas of educational reformSheryl states:

The burning question for many of us trying to establish educational CoPs is how to design a VLC that is compelling enough that it will compete successfully for the attention of busy educators? Because communities of practice are voluntary, to be successful over time they need the ability to generate enough excitement, relevance, and value to attract and engage members. This is easier said than done.
Her article contains several models that attempt to describe the nature of participation in online communities (including one of mine :-)) and ends with a thoughtful list from Sheryl of things that comprise a healthy community.

Of most interest to me, however, is the discussion that has ensued. Sheryl is criticised in an early post for missing out on the 'angsty' side of community development - with another writer suggesting the development of "toxic" communities. Aside from the content of these responses, the number and quality of contributions in response to the original post make this a useful example of a healthy community in my opinion!

Meme: 8 Random facts

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Aaaargh - I've been tagged by Jane - so here goes...

First, the Rules:
* Post these rules before you give your facts
* List 8 random facts about yourself
* At the end of your post, choose (tag) 8 people and list their names, linking to them
* Leave a comment on their blog, letting them know they???ve been tagged

My facts:

  1. my middle name is that of a previous king of England
  2. three of my five children were born at home
  3. I've never smoked a cigarette in my life
  4. my eldest daughter is expecting twins!
  5. I once lived and taught in Karamea, where I walked the Heaphy track every year with the third form class
  6. the first computer ever owned was a Commodore 64 (with tape drive!)
  7. I once paddled the length of the Hokianga harbour in a Maori waka with a group of teacher trainees, staying on local marae each evening
  8. I love tramping in the NZ bush and mountains
I tag:
Jocelyn
Carol
Jedd
Jill
Marica
Jonathan
Nick
Ali


August 1, 2007

Skoolaborate is Born

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Gone live today, this new project called Skoolaborate which has been developed by staff and pupils at MLC School in NSW, Australia, which they describe as:

Basically a collaborative work with the best ideas from around the globe, specifically targeting the Asia Pacific time zone (China, Korea, Japan, Indonesia, Australia, New Zealand and other interested Asia Pacific countries). Skoolaborate aims to bring together like minded schools from around the globe so that their students may collaborate and learn from each other through a variety of educational experiences. We hope that Skoolaborate will act as a vehicle that promotes Global Awareness and Understanding.
I've already spoken online tonight with a colleague from a school here in Christchurch who is looking at joining the project!

In their opening post the team announce that they are beginning with a Teen Second Life project - this will be one to watch as it evolves!

I read with interest another post on their site titled "Is Second Life For Real?", most of which is based on what the author's son found after doing a little research based on this question. A quote in this entry caught my eye:

"...What's beginning to catch the attention of IBM and other huge corporations is something potentially far more profound than a new online pastime. It's the ability to use Second Life as a platform for a whole new Net - this one in 3-D and even more social than the original - with huge opportunities to sell products and services."
There's also some interesting discussion on how the line between game and non-game is becoming blurred in the emerging 3-D online world, and how, as a result, we???re looking at new communities, new forms of communication, new areas of socialization...

MMmmm - more to ponder! I'm off for a cuppa to do so.

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