Teacher Student Networked Learning Manifesto - Draft

[sparker]

I got together with Rob Long, a Tourism and Hospitality teacher (part
of THED network) and and some off his students for a conversation on
learning in an open and networked online environment.
http://www.podomatic.com/media/listen/3studentnetworkedlearningcharter.MP3

In particular it references
http://www.mulley.net/2006/07/23/how-to-use-google-to-get-a-girl-and-get-laid/

As a first draft this network learning manfesto is based on that
discussion and Kate McIlwain's and Karl Fisch's input. Please provide
feedback and comment in group and on wiki
http://teacherconnect.wikispaces.com/Networked+Learning+Manifesto

Initially I posted

'I strongly think if we are to openly network and share information
globally for education in my mind we need a commonly recognised charter
on networkedlearningrights, that we as educators can refer to. '

Now thinking of the resultant manifesto more as something relating to
the projects and networks I am involved in, am happy that it reflects
teacher and student input and feedback. A work in progress will evolve
based on further teacher and student input over time. Feedback invited.

Cheers

Steven

[Leigh Blackall]

The audio link you provided requires a login. I don't have one. Can you load it to the open?

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Leigh Blackall
+6421736539
skype - leigh_blackall
http://leighblackall.wikispaces.org/

[Ridgway, Stephan]

Why is not on their podcast @

 

http://tourismhospitalityed.podomatic.com/

 

Have we all run into our burrows??

 

Steph.

 

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[sparker]

Link to mp3
http://onlinedev.illawarra.tafensw.edu.au/06033_THED/3studentnetworkedlearning.MP3

Would like comments within this group rather than in podomatic.

Not so sure about using podomatic from now on in that I have been
unable to give a direct link to the mp3 file, a podomatic account is
required based on feedback from Leigh...:-/

Cheers

Steven

[Leigh Blackall]

A classic case of a few people (in this case teachers) forcing their fear and narrow thinking into a group using their inherited power and poor examples to dominate the discussion and steer towards a predetermined agenda.

Did anyone in the group (more importantly the teachers who choose to lead the discussion) look carefully at "how to use google to find girls and get laid"? Did anyone look carefully at "French Maids"? I certainly didn't hear anyone represent the different points of view about those two example before flippantly labeling them "pornography" or "inappropriate material". Those two examples could just as easily be seen to be in depth information and resources packaged in an engaging way for a particular audience. They could also be valued contributions from respected and productive contributors and members of the group - but not so. Are you just reactionaries looking for issues here and stunting the growth of the group? Where are the real examples of something that truly was sexually explicit, racist, or vilifying?

I was disappointed that the students were so lead by the teachers. The teachers modeled unashamedly prejudice, very shallow analysis of the examples in question, and an unwillingness to let the discussion evolve on its own - clearly to meet a narrow agenda they had preset. But then, I do know how hard it is to get a class discussion happening, especially when there are teachers involved.

Suggest you find a new group. After the teacher screens the examples and writes these three questions on the board:

1. what were the examples about?
2. who were they from and what was the intended audience?
3. who could the audience be and who could it not be?

The teacher leaves the room. The students record their discussion .. and just see if your moral dilemma even emerges!

Thanks for making the effort to record and share this though Steven, I appreciate your efforts to stimulate discussion here and there. To what ends I'm not sure though, as I see more evidence of you creating an issue that is not yet an issue - and may never be. Like that girl in the recording kept suggesting but never was given the opportunity to expand her ideas (in the recording at least)...

How afraid are we? how afraid should we be? Who are we afraid of? Why are we afraid?

On 8/1/06, sparker <stevenray...@gmail.com> wrote:

[Ridgway, Stephan]

Looks to be working fine now Steven, it showing in itunes in the TourismHospitality podcast as well thanks. Will listen on the way to work tommorrow.

Steph.

________________________________

From: NetworkedLe...@googlegroups.com on behalf of sparker
Sent: Tue 1/08/2006 6:30 PM
To: NetworkedLearningRights
Subject: Re: Teacher Student Networked Learning Manifesto - Draft

Cheers

Steven

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[alexanderhayes]

Hi Steven.

As I've said before , you are in "charge" of this group as such yet I
do feel that dropping MP3 files into a Google group both enlightening
yet somewhat restrictive.

Could you not create or use something that has already been created
that has web feeds and the like ? I'd find it helpful if i knew where
to locate these feeds and more importantly it would be a great way of
exploring the issue with an appropriate platform for the respective
medium ie. audio or conversation or images.

I think this is an important issue yet I'm aware others are happy to
say it's part of the everyday working issues we face. In my opinion
it's gone beyond that and for me I'd like to see it explored without
too much angst .....finding a way to move forward without throwing
grenades ( inflammatory prose ) everywhere and expecting fish (
knowledge ) to float to the surface having done so.

[Ridgway, Stephan]

As a footnote to this, file has been podcast @
http://tourismhospitalityed.podomatic.com/ and I am about to listen to
it on my ipod on the way to work. :>

-----Original Message-----
From: NetworkedLe...@googlegroups.com
[mailto:NetworkedLe...@googlegroups.com] On Behalf Of

alexanderhayes
Sent: Wednesday, 2 August 2006 8:40 AM
To: NetworkedLearningRights
Subject: Re: Teacher Student Networked Learning Manifesto - Draft

Hi Steven.

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[sparker]

To paraphrase this particular discussion was more about How cautious
are we? how cautious should we be? Who are we cautious of? Why are we
cautious? When it comes to teachers supporting students working into an
open and networked environment

I listened to the audio again, its postive about going open, the aim to
cover that the discussion on negative aspects with students has occured
before moving forward. It was recognised that we don't want to make a
big deal out of it. The aim to make sure we get advantages of web2.0
technology but it doesn't come back to haunt us.

http://weblogg-ed.com/2006/the-bigger-shiftsdeal-with-it/#comments

As you know It is a big jump to go open and networked with students
and I have to commend Rob for seeing the benefits of going open and
making the commitment to trialing a simple google group with his
students We are going through a SWOT process of looking at the
strengths weakness opportunities and threats of going open with
students and Web 2.0.

It's really important to talk about percieved negatives of web2.0 and
networked learning so we can dispel the mistruths and develop
procedures for moderation and netiquette training when we implement
this...

Was great to get students as part of the discussion this has only
begun...

Your input is great and appreciated.

Thanks