Web icon set to be discontinued

Web icon set to be discontinued: "The browser that helped kick-start the commercial web is to cease development because of lack of users.

Netscape Navigator, now owned by AOL, will no longer be supported after 1 February 2008, the company has said.

In the mid-1990s the browser was used by more than 90% of the web population, but numbers have slipped to just 0.6%."

Not really that sorry to say goodbye to something which kind of got its legs tangled in the web of the late 1990s and never quite moved on... but it was the first browser I used and was my first experience of the web. I definitely don't use the web in the same way I did back when Navigator effectively was the web for many people (I no longer have to go make a cuppa cha and pile my way through other work while a 1 meg file downloads for a start!) and it's interesting to think how rapidly and how far it's come. And how relatively easily a hu-u-u-u-uge name can become a blast from the past. And no-one even really notices it's gone.

The web's a strange old place, isn't it?

'Medical myths' exposed as untrue

BBC NEWS | Health | 'Medical myths' exposed as untrue: "Dr David Tovey, editor of Clinical Evidence journal, said: 'The difficulty is it is often hard to disprove a theory.

'On the flip-side, absence of evidence does not necessarily mean absence of effect.

'Where reliable evidence becomes really important is in helping people make serious decisions about harms and risks."

Although this article isn't on first look that relevant to E891, it does contain a useful little quote which is worth bearing in mind when thinking about evidence-based education. "absence of evidence does not necessarily mean absence of effect" - and it got me thinking, if you base your practice on evidence-alone then aren't you missing things which are significant in terms of the effect they're having but that don't provide evidence? Dangerous to imagine that evidence-based practice is the only way forward when there's so much we don't know about human behaviour and social / learning interactions. There's an inherent arrogance in evidence-based practice which seems to say we know the problem, we now know the solution... ta daaaa! But who's to say what's really the problem and what are the desirable outcomes we should be working towards? And what happens when the evidence is revised in years to come and it turns out that the right way was the wrong way?!

Absence of evidence does not necessarily mean absence of effect - definitely worth bearing in mind when considering evidence-based practice in education.

League tables only do harm

League tables only do harm | Schools special reports | EducationGuardian.co.uk: "And therein lies the problem. As long as league tables exist, in a risk-averse society people dare not ignore them. Primary schools at the top of the league (which tend to be in the wealthiest areas) have a reputation to maintain; those at the bottom have to try to claw higher. The status of all teachers, governors and parents depends on how their year sixes perform in national tests."

Calling into question whether or not 'evidence' of the type that league tables provide is of any use at all since the qualitative knock on effects don't seem to feed positively into the system... or something along those lines... maybe?!

Still just good or bad...

End league tables, say governors: "End league tables, say governors Tests Children sit tests at 11 and 14 which form the basis of league tables School governors are calling for an end to the current system of league tables and national tests in England. The National Governors' Association (NGA) said the tables held information that was too narrow and misrepresented what happened in schools.

Instead it wants schools to be given a grade based on comparisons with others in similar circumstances, and tests that check individual pupils' progress."

An interesting one which relates to the ideas of 'effectiveness' discussed by Ball (1995) - here you can see one measure of success is being replaced as it misrepresents what is 'good' about schools. It's replacement? Another form of grading system. Schools are still cast in the roles of good or bad. They might have changed their approach, but there's an underlying assumption of what the problem is and how to measure / fix it.

Reference:

Ball, S. J. (1995) ‘Intellectuals or technicians? The urgent role of theory in educational studies’, British Journal of Educational studies, Vol. 43, No.3, 1995, pp.255-71, Blackwell

Big word bingo

Am just reading Stephen Ball's 'Intellectuals or technicians?' article and am having a wading through treacle moment, so to lighten the mood... I'm noting down all the big / complex words from his article and play 'big word bingo' with all the other course texts in the hopes of finding something more difficult to read!

So... mark your cards with...

nosologies
parsimonious
adumbrated
panopticon
polyvalent
concomitant
ameliorative
hegemonic
imbricated
proselytising
ontological
epistemological
dispositif
semiotic

Mind you... having trawled through the whole thing, it is quite an interesting, thought-provoking article.  I just wish he hadn't tripped over and swallowed a dictionary on his way to typing it up... 

Useful resource on post-modernism

post-modernism @ the informal education homepage: "post-modernism and post-modernity Page upon page of print has been devoted to the post-modernism. But what actually is it, and what implications does it have for informal educators? Barry Burke investigates."

Have to say... I've read the description of postmodernism in the Study Guide... and I'm really not any the wiser! The above page is a good introduction to the concept in an educational context... and the whole site generally is a great resource for all things educational thinker / theory!

E891 on Facebook

For anyone who's got a Facebook account or would like a reason to get one if you're involved with E891... there's now a Facebook group for course-wide discussion of issues, concepts, ideas... anything related to the course really! 

There is no OU-hosted forum where anyone studying E891 can meet... so this little space on the interweb should provide a neat little home for all things E891 which can't be met by the tutor group system which is currently in place.  Or that's the theory at least!

Zotero - The Next-Generation Research Tool

Zotero - The Next-Generation Research Tool: "Zotero [zoh-TAIR-oh] is a free, easy-to-use Firefox extension to help you collect, manage, and cite your research sources. It lives right where you do your work — in the web browser itself."

It's been a while since I used it - but I'd forgotten how useful this free little tool is if you're using Firefox as your main browser. If you're not sure if it's something you might like - take a look at the Demo and see the stuff it can do. Very cool! Obviously, that's 'geekily cool'... but still...

My fad is your philosophy

My fad is your philosophy: "The social sciences too often make the mistake of equating their research methods to those of Science - that can simply never be the case. The human-ness of education as a social activity will always, happily, leave lots of room for innovation, for compassionate response to situations, for philosophical (and even ideological) influences on practice, for simply trying out ideas from wherever they might be culled."

Interesting and thought-provoking response to Estelle Morris's calls for evidence-based education - and captures a lot of my discomfort with the arguments put forward by people such as Morris - and earlier, Hargreaves and Ravitch.

Estelle Morris: Education should not be based on untested theories

Estelle Morris: Education should not be based on untested theories | Schools comment | EducationGuardian.co.uk: "The Institute for Effective Education (IEE) will develop, test and evaluate ideas on how to improve education. They will find out what works in teaching and learning, and why. The Institute, which will be both international and independent, will create a hub of evidence for education innovation by using innovative approaches and scientific evaluations similar to those in medicine."

The push for evidence-based education strengthens...

Activity 1 - Discussion about the course

The following has been given as a tutorial activity in my online E891 tutor group, so I thought I'd rough out some of my ideas here.

Enjoy my random thought processes...


Think about these three questions and post a short statement in response (about 100 words for each question).

1. What is Educational enquiry?

My first response to the above is to break it down into the two component parts and then see how they fit back together. 

The 'Educational' bit obviously is there as a descriptive word and is being applied to the word 'Enquiry'. If we're focusing on enquiry about education, then it suggests that it's the field of education and also the process / act of educating / being educated which is under investiation. Possibly also coming under this umbrella would be theories and / or models of education which exist in a variety of contexts - directly educational and indirectly educational. The 'Enquiry' element brings to mind investigation, asking questions, researching, looking deeper and creating / developing understanding. Reflective understanding of experiences are also relevant here, I would imagine and this further extends the definition of what might be considered educational.

So, a very basic answer to 'What is Educational enquiry' is that it is the investigation into different forms of educational experience and practice in formal and informal contexts using a variety of different methods. Educational enquiry will be informed by case studies, experience, relevant literature and other forms of research.  In order to generate understanding, critical analysis and review needs to be carried out and from there conclusions may be derived.


2. What constitutes a masters level understanding of Educational enquiry?

I think there are certain skills which need to be demonstrated.

An understanding of the theories and methodologies involved in research, the ability to conduct a review of literature.
An ability to research relevant sources and reference them correctly.
A thoroughness and accuracy in terms of writing
Independent thought which complements and develops the course material in a relevant context


3. How does one demonstrate a masters level understanding of Educational enquiry?

Ermmmm... not sure! I suppose completing the assignments is one way of demonstrating that understanding and having them assessed by a third party. I'm struggling to differentiate this question from the earlier one... I think maybe that's another skill that I'm lacking - being able to analyse and develop an answer accurately from the question given!

New reports measure impact of research

New reports measure impact of research | Research | EducationGuardian.co.uk: "The research councils have been looking at ways in which they can encourage researchers to think more about the economic impact of their work. One initiative that has generated a lot of controversy among academics is the councils' plan to consider the economic impact of research in the peer review process, where ideas are assessed and awarded funding. The councils plan to ask researchers to describe the potential economic impact of their ideas in their proposals for funding. But many researchers are worried that this could mean a move away from blue-skies science, where the impacts of research may only become obvious many years down the line. The PA Consulting report notes that in many of the 18 case studies, the resulting impact was not part of the original rationale for the research. The research councils admit that this suggests 'serendipity and opportunism are important factors for the research councils'."

Interesting report on the impact of research. Not sure whether this is a good or bad thing really. The inner economist in me thinks that it's a good thing for some economic awareness to exist in people's actions since they have a responsibility to the wider community (in a loose sense, I suppose). But... the other part of me thinks that research isn't just about the economics and that some ideas are ahead of their time, sure, but that doesn't mean their investigation doesn't have validity. I guess the main concern I have in my head is that the whole uncomfortable 'student as customer' thing is going to wend its way into research. 'Researcher as economically viable producer'. It just doesn't sit right. There's something 'other' to the messiness of education which makes trying to introduce quantitative measures as some kind of sole gold standard for entry misplaced.

Some questions about evidence-based practice in education

Some questions about evidence-based practice in education: "Some Questions about Evidence-based Practice in Education Martyn Hammersley"

Very relevant for TMA01.

'I see managerialism as a virus'

'I see managerialism as a virus' | Society | SocietyGuardian.co.uk:

"I see managerialism as a virus which has as its main attribute the destruction of altruism and of individual clinical and scholarly activity. I think that is a bad thing, for it suppresses individual oddities like me.

Managerialism does not allow outliers, but it is from those outliers, those mavericks, those oddballs that innovation is spawned. And I know that if the managerial systems we now live under in universities and the NHS existed 25 years ago, we would not have been able to do what we did. We would not have been able to tear up the old beliefs and models of care, particularly for drinkers, and try something new. We would still be insisting on treating so-called alcoholics in residential facilities.

And now we are being told that what we do is not good enough. We are told there is cash for change, not for sustaining what we have already created. What changes, a return to a belief in the diseases of alcoholism and drug addiction with some kind of genetic or biochemical basis?

I have lived my life in a highly politicised domain of healthcare, where prejudices rather than evidence drive our actions. And it is getting worse. There is a preoccupation with so-called evidence based practice. Very often the evidence is collected from compliant subjects thousands of miles removed from the populations we attempt to care for.

What about practice-based evidence?"

Fantastically relevant article for Part 1 "The concept of evidence-based practice" and actually it contradicts some of the ideas proposed by Hargreaves (1996) in his comparison of the idealised evidence-based environment of medicine vs. the chaotic unprofessionalism found in education (paraphrased very badly no doubt!). Managerialism exists in many different professions and seems incompatible with providing evidence for good practice no matter what the profession's previous foundations. A thought-provoking article.

Reference:

Hargreaves, D. (1996) Teaching as a research-based profession: possibilities and prospects, The Teacher Training Agency Lecture 1996

PhD survival guide

Bet they don't cover this in E891 as part of the 'this will help prepare you for PhD-level study' bit. Lovingly reproduced from Patrick Tomlin's article in the Education Guardian...

PhD survival guide | comment | EducationGuardian.co.uk: So here is my 'PhD survival guide', the five essential things any new doctoral student needs to know:

1. Adopt the correct attitude towards undergraduates. This is a complicated mixture of pity, disdain, condescension, benevolent indulgence and complete indifference. Don't try to be like them, in any way. Don't attempt to talk to them about the new Arctic Killers or Snow Monkeys song. The main point is that, at all times, you should mask your seething envy of their youth, freedom, good looks and future options.

2. Make an effort to get to know the non-academic staff and existing doctoral students on your programme. They're the ones who know how things really work in the department.

3. Presumably, having got on to a PhD programme, you're pretty bright. Now, come on, don't be bashful, you are. But you have to get used to the fact that the other people around you now are likely to be as clever as, if not - gasp - cleverer than you. This realisation hit me about four weeks into term, during a seminar fairly closely related to my topic. Non-specialists who appeared to be about 12 were asking insightful and important questions. My sole contribution was to clarify whether something in the handout was a typo. It wasn't. Get over it. Get used to being a small fish and realise that being around so many other people interested in the same stuff as you, and at the same level, is a fantastic resource.

4. If you're moving somewhere where you don't know anyone, try to make friends with people other than those in your department. Never-ending talk about your area and thesis will drive you insane.

5. Try to treat the PhD as a job. Hopefully, that way you will get plenty done without letting your research pervade every aspect and minute of your life. There's no employer peeking over your shoulder or tapping a watch when you come in late, but you must develop an internal boss. If you struggle to do this, acquire a partner who can make a morning cup of tea both a gesture of love and a veiled threat. My steaming brew always seems to be saying to me: "I love you. Oh, and I'm getting up to go to work now, and I very strongly suggest you do the same."

'Now I see the teacher's point of view'

Article in today's Education Guardian which ties in nicely with some of the comments made by Hargreaves in Reading 2. Children learn by teaching = education researchers learning by teaching. The separation of practice from knowledge and the creation of experience and evidence exists for children, just as it does for those carrying out research into education. Separate one from the other and an opportunity for deepening understanding is missed. Anyway... the link to the article is below...

'Now I see the teacher's point of view' | News crumb | EducationGuardian.co.uk: "'Now I see the teacher's point of view' The best way to learn is by teaching, as some schoolchildren are finding out. Janet Murray reports"

May be worth coming back to...

Killer blogger

10 Ways to a Killer Blog

From: yizmo, 10 months ago





Presentation of Robert and Maryam Scoble about how to blog well. The Blog Business Summit 2006 is a conference and seminar series focused on business blogging.


Link: SlideShare Link

Assessing information

Safari: "Skills in Accessing, Finding, and Reviewing Information"



Really useful little site from the OU (you may need to log in to see it) which runs through a whole load of information evaluation skills, including the PROMPT checklist which is really handy in establishing reliability of material online.

Definitely worth a trot through or even just taking a look at the contents page and skipping straight to the relevant part.

Students' biggest concern is feedback | Students | EducationGuardian.co.uk

Students' biggest concern is feedback | Students | EducationGuardian.co.uk: "Students' biggest concern is feedback Anthea Lipsett Wednesday September 12, 2007 EducationGuardian.co.uk Universities will have to do more to influence student perceptions of good feedback, higher education officials said today, as they unveiled the results of the third national student survey (NSS). The survey asked final-year students about their experience of all aspects of university life including teaching, assessment and feedback, academic support, organisation and management, learning resources and personal development. Universities received the lowest score in the area of assessment and feedback, where 62% of students were satisfied. But Michael Arthur, chair of the NSS steering group and vice-chancellor of Leeds University, said students had concerns about feedback rather than assessment."

Possibly interesting article to note... how do students really feel about the feedback they give? Is it really more important in the long run than assessment - my instinct says that it is. An exam is good in the short run but it's the integral and longer term effect of feedback which lasts. I've just had my H807 result and have been ecstatic with it... but... was it a good learning experience overall? My honest answer is 'no'. No engagement student-to-student, tutor-to-student... and it's a hollow result. Had there been that all important quality feedback and a learning relationship established, then I might feel differently. A course which covers education theories and innovation - well, it ended up feeling like a sham because the reality didn't match up to the words which were headed our way.

Could be an interesting area for investigation. Particularly important in the area of elearning because if there is little face-to-face contact, then what is there left other than feedback to help the learner along? Well, probably other things exist to support learners too, but I'd still suggest that the right sort of feedback is critical. But what is that exactly??

Digital Immigrants and Digital Natives

I think this is an issue I might like to look into in the future(and Siemens' writing is always worth a look if you're interested in anything elearning)... so no comment from me, but stashed away in my 'might be interesting' pile of educational goodness...

elearnspace: Digital Immigrants and Digital Natives: "Digital Immigrants and Digital Natives I don't like the terms 'digital immigrant' and 'digital native'. They misrepresent the true nature of learners and learning today. Unfortunately, they are also adopted by numerous trainers, teachers, and academics. While false, the immigrant/native distinction is one that can be readily understood and embraced by most people. It's a simple framework with which we can think, organize, and partially understand huge changes. As educators, we see that our students are different than we were/are (an experience that every generation in history has encountered). The distinction of immigrant/native may be accurate (i.e. that my children have grown up with digital tools and therefore cannot think of a time when they were without them, whereas I recall a time before email and laptops). What is wrong is the implications drawn from this distinction. And the age distinction is perhaps the most discriminatory. Yes, stats show that younger learners do different things with technology, that they use it more than previous generations, and so on. What is missing is an analysis of the depth of their understanding of technology. Most younger learners have a utilitarian understanding of technology. They know how to download, instant message, and participate in facebook. That is the focus of their current use of technology as a tool."

Early thoughts on approaching E891

This is going to be my E891 - Educational Enquiry - blog (don't know if there are official blogs provided for the course, but I feel like I want to start getting my head organised now). I'm studying this course to finish off my MA ODE and also as part of my MEd. I hope to survive it! I hope to be more organised than I normally am (not least because I'm juggling it with H806 - Learning in the Connected Economy) and my time management is something which I constantly say I'm going to sort out and never do. So, here I am. Early. Waiting for the first sniff of some course material ready for October and in the meantime messing about with the H806 I can get my paws on.

One thing I think would be useful is to record what I hope to get from the course. Here goes:

Complete the MA ODE (already said this bit!)
Work towards MEd (ditto!)
Understand the nature of educational enquiry
Learn more about analysing ideas and not just generating lots of random ones!
Start to understand what might be required in an educational research project
Learn how to review literature in a structure way
Patch up some of the holes in my knowledge of education / my own learning
Enjoyment of learning!
A challenge!
Did I mention that MA? :o)

Educational Enquiry... here I come!