Throwing my hat in the ring (or putting my neck on the chopping block;))
roby...@det.nsw.edu.au
thanks for initiating the discussion. I've been following the
discussion so far with interest. As well as your core issue I've
noted a number of underlying assumptions, presumptions, unresolved
issues, and a diversity of opinion. I'd like to support your cause in
any way I can but first feel a need to have a say on some of these
sub-issues......
It's hard but rewarding work driving change from within the system
Change agents make the most impact from within or at least on the
boundaries of the institutions and ways of working we are trying to
change. It is by operating within these systems, and by demonstrating
positive outcomes via alternative approaches to teaching and learning,
that we are able to gain the respect, the ear and the trust of people
in positions of power; people who have the ability to fund and enable
new ways of working. Managers are busy people with stressful lives
dealing with expansive issues that reach far beyond the narrow world of
e-learning. But in my experience they are often open to change and will
listen to sensible arguments in support of it. BUT it can be a lonely
life and we need to support each other. IN something so new we'll all
make mistakes and regret our actions and choices at times; let's
remember how positive the learning that comes from mistakes can be.
The web is full of arguments in support of mavericks and yes, the world
would be a boring backward looking place without them but as Hilary
Hurd Anyaso says, 'the rebels and mavericks who advocate for and
create radical change often find themselves on the outs with their
colleagues, institutions and constituencies long before their views are
vindicated'
Moderation....
It may sound paradoxical, but many moderated sites or well facilitated
forums are actually more inclusive than those which are not. There are
people out there who have MUCH to contribute but who actually prefer
not to engage in conversations where they are verbally abused,
slandered, etc or where they see that occurring to others, or where
they see that that type of behaviour is condoned. I guess it's about
feeling safe to have your say regardless of your opinions, experience,
skill level. It's also as much about moderating one's own
responses, articulating ideas in a mature way as having them moderated
by others. It's unfortunate that there are contributors who lack the
emotional intelligence to provide more 'considered' (and I don't
mean watered down) responses, and that there is a need to moderate at
all (I'm talking about adults here). If, by moderating, it means that
a wide number of people feel encouraged to contribute then that's
great. Most moderators (and yes, there have been interesting exceptions
of late) are only excluding spam and truly potentially damaging
content. In terms of face to face circumstances it's a bit like
debating issues at a friends party as opposed to at a pub; its more
likely to get out of control at the pub, in which case people will
probably leave and not return to that 'community' - the community
becomes poorer as a result.
Having said that I do think that the responsibility for ensuring
inclusiveness and community well-being lies in the hands of that
community itself. Alex's instance, raised as a model of a community
dealing with a tricky issue, is clearly a good example of how this can
occur. I disagree that by referring to it we are focusing on what the
instance WAS (in fact until Leigh raised it himself I didn't know
what had actually occurred); the focus had always been on how it was
dealt with, and as a case study of that it has value.
On Teaching....
I have to admit I find the debate about 'Teaching' (or not) a
little tiresome but also concerning. There have always been Teachers,
there always will be - thank goodness for that. What we need to be
debating is the quality of that engagement.
Amongst other things, Teachers:
· Respect and engage with all aspects of learners' needs,
interests, fears, experiences, expectations, styles and so on
· Make learning relevant and immediately useful
· Focus on strengths and skills of individuals and groups, and
encourage the 'Teacher' in them to shine
· are life long and life wide learners themselves
· enable experiences, connections, opportunities that otherwise
learners would not have
· enable individuals to feel good about themselves as learners -
often correcting the impacts of past 'non-teachers'
Those that rabbit on in self centred ways from the front of a class are
at best 'lecturers' or 'trainers'; not Teachers. My life has
been blessed by rare and memorable Teachers both in formal and informal
contexts (including more recently my son) - I'm sure there'll be
more to come and I value that.
Community Guidelines
I have a sense of the circumstances that led to Steven initiating this
discussion and I congratulate him for doing so with honesty and
integrity. He is making an attempt to move an important issue
forward... yes, within a closed community but one which directly
understands the issues and context. Often small brainstorming groups
are best to get things moving - doing this in an online community is
no different. I'm sure once a draft is there we can seek wider input.
Any 'guidelines' produced will be there for consideration, as a
model, not as a definitive set of 'rules'. Let's not get too
pedantic about terms used -we all know we don't want RULES in the
strictest sense... so let's get over it and move ahead.
So let's get on with the job of innovation, change, creativity,
teaching and learning with our skilled capable community. At this point
in time that community clearly needs to focus on some form of shared
understanding around this issue, and a conversation about the processes
that allow the well being of all involved (including the retention of
jobs that allow us to continue to act as change agents!)
If working together with open minds, but real practicalities in sight,
is going to inform a process that enables us to constructively handle
future issues then I'm very happy to assist how ever I can.
sparker
With regards to community guidelines am interested what can we
collectively pull together based on classroom teaching experience and
perspective?
http://teacherconnect.wikispaces.com/+Networked+Learning+Charter
Have a great weekend.
alexanderhayes
Check my entry. It seems having a dynamic and ever-evolving space in
which this charter grows allows us all to contribute seriously and
refer back and forward, whatever the case maybe.