Nigel Robertson (@easegill) works at the University of Waikato in Hamilton, New Zealand. A few weeks back he asked if I’d have time to put together a short video about digital literacies for Digital Literacy @ Waikato Awareness Week.
He asked very nicely, so I looked at my calendar and carved out some time yesterday to put the above video together. It only took about 45 minutes from beginning (shooting the video) to end (starting upload to YouTube). My wife thinks it’s OK so it can’t be too bad!
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[youtube http://www.youtube.com/watch?v=Zmo8DG1gno4?rel=0&w=640&h=390] Can’t see the video? Click here
I’ve been taken aback by the irrational and heavy-handed response of people I (used to) respect in relation to the recent outbreak of rioting across English cities. Over at Doug’s FAQ I wrote a couple of posts to follow-up what I’d mentioned on Twitter and Google+. The first, What do you mean by structural inequality? is my attempt to quickly outline the fact things should not be taken at face value. In the second, So you don’t condemn the rioters? I try to show how people are a product of their environment and call for a more just society.
Soon after Grace, my daughter, was born earlier this year I was invited to Australia to keynote the Association of Independent Schools, New South Wales ICT Managers’ Conference. At the time, Grace was having some problems with lactose intolerance and so I couldn’t commit to being the other side of the world. The organisers still wanted me to present and so I produced the above ‘TELL Talk’ on The Essential Elements of Digital Literacies along with giving a 50-minute workshop on the same subject.
Here’s my summary with the entire archive of tweets here:
An extremely difficult hour to summarise given the frantic pace of the tweets! There was certainly a feeling that the purpose of education is much more than simply gaining ‘good’ examination results; most weren’t happy with the way education is heading in the UK. Although there was a strong anti-Gove sentiment, the overall tone of the discussion and debate was positive, with a sense that there was enough grassroots feeling to make educators’ voices heard in Whitehall.
‘Confidence’, ‘passion’ and ‘skills’ were perhaps the most used words in 140-character contributions to the question of what constitutes the purpose of education. Tweets mentioning the importance of holistic education, of equipping young people with the ability to learn how to learn, and of raising aspirations were among the most retweeted.
Many contributors mentioned how refreshing it was to discuss the fundamentals rather than ‘the latest web 2.0 tool’. Although some expressed frustration at only have 140 characters to express themselves (along with the speed of the updates) there was an almost-tangible sense of people thinking deeply about their beliefs as educators about the purpose of their profession.
Although working from home this week didn’t produce quite the number of words towards my Ed.D. thesis as I’d hoped, it nevertheless did result in a bit of a breakthrough. I now know why we’re not all talking about ‘digital literacy’ in the UK.
Selling stuff via #twebay
I’ll explain how I went about doing this in a separate post but, having already sold one or two things to Twitter followers this year, I had a go at selling a bunch of stuff using nothing more than Google Docs and TweetDeck. Check out http://dajb.eu/twebay – there’s still some stuff available!
Buying a car
I think quite possibly I have got the bargain of the year: a 1.7-litre Ford Puma (with the ‘luxury pack’) for £350:
There’s a large chance I was swayed in my love of Puma’s by the advert for them featuring Steve McQueen (which was on TV in 1997/8 just before I learned to drive):
As I explained earlier this week, it makes sense to combine my new ‘Top 10 Links I Shared This Week’ series with these weeknotes. The following links were those most clicked on (according to bit.ly Pro‘s stats) when I shared them via Twitter this week. I don’t include links back to this blog.
Links given with number of clicks given in brackets: