I’ve been contacted by four different postgraduate researchers in the last two weeks. It’s getting to the stage where I’m considering setting up a new website/discussion space! A couple of them just wanted permission to use some of my stuff in their theses, one is already a member of the Edublogosphere, but one asked a very pertinent question:
My stumbling across some of your postings last night was my first trip in the edublogosphere. What else is going on out there?
As you can imagine, I hardly knew where to start! As I like to reply to emails ASAP, I replied thus:
- Find some blogs to read. My Google Reader shared items might be a good place to start. Also try the big names in the edublogosphere – search for Stephen Downes, Will Richardson, Vicki Davis, Ewan McIntosh, and Dave Warlick. 🙂
- Get yourself a Google account and use Google Reader to subscribe to the RSS feeds of blogs (don’t know how? click here)
- Start using Twitter. At first you’ll think “What on earth…?”. After a while you’ll find it indispensible.
- Start blogging yourself. Doesn’t matter what, but start making links with people. It’s the conversation that counts! Try edublogs to get you started. 😀
There’s a Hebrew proverb that I’m sure almost every educator will have heard before: “Do not confine your children to your learning, for they were born in a different time.” The same could be said of the Edublogosphere. I can hardly recommend that people start by using the same tools I did when things have moved on so much in the last 3-4 years! What would YOU recommend?
This Sunday, EdTechRoundup will be discussing just this issue – how to get started in the Edublogosphere – from 7.45pm onwards. Please do join us and give your input. The session will be recorded and go out as a podcast.
If you can’t make it, or just want to get the conversation going before then, please add your comment below! :-p
(The response I hope not to get come September…)
I’ve mentioned this in passing in a couple of blog posts previous to this one: from next academic year I shall be E-Learning Tutor at my school. This new post (solicited by me, it has to be said) involves me spending 50% of my time (15 periods of 50 mins) per week teaching History and a bit of ICT. The other 50% will count towards the E-Learning Tutor role.
I’ve a meeting next week with my Head to flesh out my actual role. He mentioned today that I’ll have to do some “mundane” stuff, but that I will be free to push a few aspects of my choosing and accelerate perhaps one thing I’m really interested in. As you can imagine, with my Ed.D. thesis exploring the ‘Digital Literacy’, that’s the latter taken care of. 🙂
I’m expecting the mudane activities I shall have to undertake to be things like:
- Interactive Whiteboard training (the really basic aspects)
- How to use the new VLE (Virtual Learning Environment)
- Using the internal Microsoft Outlook web-based email system
- Ways to use Powerpoint and other presentation tools in the classroom
- How to transfer digital video from digital cameras/camcorders to staff laptops
Whereas what I really want to be pushing are things such as:
- Creating a blog to make resources available outside the classroom (I’ve already run a couple of staff workshops on this, with some success)
- Basic podcasting and digital storytelling for non-written assessment, leading to e-portfolios for students.
- Communicating with other educators worldwide (i.e. getting staff initiated in the edublogosphere – perhaps through the K12 Online Conference?)
- Giving staff the confidence to take students into the ICT suites more often to use the Internet as a publishing tool.
- Transferring schemes of work and programmes of study into an electronic format (perhaps in a wiki-like format using Google Sites within Google Apps Team Edition or the new VLE?)
Some context to help you understand where we’re at: my school has a plethora of RM One machines, Interactive Whiteboards in almost every classroom, and relatively unrestricted access (we can access Twitter, del.icio.us, Google Video, etc. but not YouTube, Facebook or games websites, for example). There’s a real mix of what I would call ‘digital literacy’ amongst staff. We range from those, like me, who use educational technology in some way in every lesson, to those who only use their laptop to help them write reports, and who certainly haven’t turned on their Interactive Whiteboard yet… 😮
What else should I be looking to include in my responsibilities? How should my success and impact be measured, given that it’s a 1-year trial role? Suggestions in the comments section please! :-p
Image credits: Hugh McLeod @ gapingvoid.com (top one censored by me…)
Apparently, “the concept of Edupunk has totally caught wind, spreading through the blogosphere like wildfire” according to Stephen Downes. I must have been too busy with Twitter and FriendFeed to notice.*
This may show my ignorance, but I’ve never heard of Jim Groom. Please forgive me if I’ve committed a heinous crime by saying that, but in four years of reading (lots and lots) of posts in the edublogosphere, I can’t remember him being mentioned once. Which is not to say that he’s not to be listened to or that he doesn’t have good ideas – of course not! He’s probably never heard of me. I’m just sayin’… 😉
Here’s what Jim has to say about the concept of ‘edupunk’. His context is Blackboard‘s aims to try and trademark and sue everyone else out of existence:
I don’t believe in technology, I believe in people. And that’s why I don’t think our struggle is over the future of technology, it is over the struggle for the future of our culture that is assailed from all corners by the vultures of capital. Corporations are selling us back our ideas, innovations, and visions for an exorbitant price. I want them all back, and I want them now!
Enter stage left: EDUPUNK!
My next series of posts will be about what I think EDUPUNK is and the necessity for a communal vision of EdTech to fight capital’s will to power at the expense of community. I hope others will join me.
Sorry Jim, I’m not going to be joining you. Despite the fact that I’ve set out my stall saying that the edublogosphere is (in some ways) changing for the worse, an ‘Edupunk’ movement is not the answer. Why?
- It’s a group, not a network – i.e. 1.0 not 2.0 (OK, so I know you reject labels…)
- It harks back to a time when either I wasn’t born or was very, very young. I have no meaningful connection with the metaphor you’re trying to use.
- It makes any members of the movement sound vaguely violent. 😮
- It seems to have the assumption behind it that we (either individually or collectively) have the answers, when actually we’re learners like everyone else.
- Most Web 2.0 apps are free, and I’m at liberty to pick and choose them at will and use them how I want.
I’m all for being counter-cultural, anti-capitalist and bold towards authority, but I don’t think the right essence has been captured with ‘Edupunk’. Sorry. Perhaps I’m not ‘of a certain age’… 🙁
*That’s not a flippant comment, by the way; it’s almost impossible to keep up with the number of decent-quality blogs in the edublogosphere these days, so I prefer ‘almost’ real-time interactions to get at what people are currently thinking. Blogs are still great. :-p