Comments for ideasfarm.net

Comment on A Connate Model for Learning and Teaching by Malcolm

Malcolm — Wed, 04 Aug 2010 14:09:22 +0000

Absolutely Hazel and it’s good to see interest from New Zealand.

The model is based on the assumption that we are all co-researchers. I find the term ‘learner voice’ a little patronising now because the relationship should be more than that. I’m working with an international group of schools called ELvis, Eurolink – Virtual International School. More here

We have just started one common project using solar panels in which all schools participate together with other bi or multilateral activities. We are working hard to empower the students to take control. We want them to lead the teachers/faciltators in many ways.

Students of all ages are capable of insightful and supportive intervention at some level in fact it’s essential in my view.

Comment on A Connate Model for Learning and Teaching by Hazel Owen

Hazel Owen — Wed, 04 Aug 2010 00:45:34 +0000

Hi Malcom. Thanks for sharing this model. I was just wondering if ‘pupils’ (given that the whole of the “Teachers Sharing Practice” community are all learners) could have a more direct influence on the learning and teaching within that sphere. Many of the ‘pupils’ within the HE sector will already have a wide range of formal and informal learning / expertise which they could use to directly inform teaching practice…and they could even be encouraged to facilitate some of the CPD

Comment on Water, water, every where, Nor any drop to drink. by Geraint Lang

Geraint Lang — Thu, 19 Nov 2009 18:05:00 +0000

Cogent points Malcolm. In relation to the HE situation, Peter Bradwell’s ‘The Edgeless University’ is worth a read. He concludes with the following statement:

‘To pursue the possibilities of the ‘Edgeless
University’, technology will have to be taken more seriously as a
strategic asset. Technology is a driver for change. But we should
harness it as a solution, a tool, for the way we want universities to
support learning and research in the future.’

More needs to be said about the lessons learnt from our days (yours, mine and the other Ultralab team members) developing the NCSL’s ‘Talking Heads’, and the local working groups within, which in turn led to Ultraversity.

The Edgeless University PDF may be found at:
http://www.demos.co.uk/files/Edgeless_University_-_web.pdf?1245715615

Comment on Water, water, every where, Nor any drop to drink. by Dave Hammersmith

Dave Hammersmith — Wed, 21 Oct 2009 10:27:37 +0000

What would you like to know Malcolm, happy to asnwer.

Comment on Water, water, every where, Nor any drop to drink. by Malcolm

Malcolm — Tue, 08 Sep 2009 09:42:56 +0000

I’m a big fan of the Diplomas Dave. I’m also encouraged by the way the awarding bodies are making more use of technology. However they still have a long way to go in integrating technology into the assessment and learning process and empowering the teachers to lead innovation. I’d be interested in learning more from your perspective.

Comment on Water, water, every where, Nor any drop to drink. by Dave Hammersmith

Dave Hammersmith — Tue, 08 Sep 2009 08:54:20 +0000

It ’s wasteful to have one teacher to one school with the skills necessary to alleviate the drought when the thirsty are scattered around them. Even more unforgivable is the fact that other experts working day to day in that area of knowledge are only a mouse click away.

The New Diploma Programme overcomes this, it will take some time to bed in, but is a good thing.

Comment on Education is still in the Chalk Ages by ideasfarm.net » Water, water, every where, Nor any drop to drink.

ideasfarm.net » Water, water, every where, Nor any drop to drink. — Sat, 05 Sep 2009 09:52:07 +0000

[...] this is obvious when pointed out but that still needs a mechanism for it to happen. It needs that utility, a common national or international grid which all can self manage and exploit. If the grid is to [...]

Comment on Education is still in the Chalk Ages by Derek Wenmoth

Derek Wenmoth — Sun, 21 Jun 2009 09:30:25 +0000

Well said, Malcolm. Key thing here is your final comment – it’s not so much about who has the vision (as I believe the vision has been well established and shared) – the key thing from here is who has the internal fortitude to lead the vision, and withstand the pressures to desist and conform etc!

Comment on Leading CPD in the School – Using Web 2.0 Tools by Web 2.0 and Teachers’ CPD

Web 2.0 and Teachers’ CPD — Fri, 24 Apr 2009 13:54:06 +0000

[...] Malcolm Moss – A Unified Model for Teacher Centred Professional Teaching and Learning Development [...]

Comment on A Connate Model for Learning and Teaching by Malcolm

Malcolm — Wed, 27 Feb 2008 17:02:15 +0000

A very reasonable expectation. I see no reason why all agencies and and the practitioners should not be in one community for some specific and time limited purposes. However simplicity underpinned with a clear understanding of the audience in a community is important in my view. Mixing too many elements in one community could lead to confusion over the purpose. In this model the teachers see all and hold the key to the communities they wish to enter.

A fundamental aspect of the model is that the practitioners or teaching professionals are at the centre. I see Higher Education as the part of the education service which comes closest to being neutral. They would have an interest in promoting awards which provide additional income for them but the HE element would be funded regardless of the take up of awards. HE facilitators should meet similar standards to, say, a financial adviser in terms of their advice i.e. unbiased and in the interest of the client.

All other agencies would have their own agenda, supportive yet inevitably influenced by political, financial or philosophical factors.