April in Christchurch

I’m back on the blogging wagon.  For now.  I’ve been playing a bit over on Facebook.  Keeping up with Jeffery Keefer (Who has been working on research proposals and buying a portable bike), Sean Callaghan (writing a fascinating article on story telling, I just wish the powers that be would get this) – plus a bit of fun (VOCA people), although only posts and pictures and comment (Not really interested in tossing sheep, cats or womans weekly like quizzes) (sofar, anyway).

Why no posts?

I’ve just been too fragmented again I think.  Usual story.

Moodle has taken more of an effort than I thought.  Just working on a third draft of my workshop reference manual.  Comments welcome.  Edition III coming out sometime soon.

Then there is the professional development/reflective practice sessions with the Bangladeshi group.  What is a good model for Professional Development for teachers? What works here, will it work there?  Does it work here?  What is “work”?

Read this (actually on management) and ask What is a good teacher?

There’s a misbegotten conceptual blunder in all this. We think we can reduce the complexity of business acumen and leadership (read teaching)  to something that is actually at a much deeper level of both personal and organizational understanding. It’s not that we shouldn’t try to articulate how to improve, but to confuse that with a promise, particularly a scientifically verifiable promise, is simply naive. This is not, to my mind, terribly different than the employee, not doing his/her job, who complains: “just tell me what to do!” And if you can’t tell me, then you are a hoax. So we do the best we can to offer the expertise, and voila, we are found out. We took the bait of hubris.
We skimmed over the section that said there are no absolute answers. We skimmed over the section that said we don’t know. The answer to this MAYBE is a community. One where we talk about the real stuff that’s going on in our firms (Schools) and in ourselves. Seems like, from time to time, that might create a breakthrough. (Actually from Bob Sutton)

And: John Hattie’s book: Blog post from PPTA | The Ethical Teacher |Invisible learning A ‘sympathetic critique” (More on this later maybe)

“Evidence does not supply us with rules for action but only with hypotheses for intelligent problem solving, and for making inquiries about our ends in education.”(John Dewey).

Educational Research?  Three fronts:

  1. Peter Coolbear’s talk at the Higher Education Summit. (Available here: akoaotearoa.ac.nz/ako-aotearoa/ako-aotearoa/resources/pages/enhancing-value-and-impact-research-vocational-education-a) (There’s a link for you!!) Looks at the value of different tyes of research.  This idea has been on Wikipedia since December last year.
  2. The Moodle Hub at UC: for research related to Moodle (now called here LEARN)
  3. My personal interests.  Pondering the concept of “Evidence Based”.  One of my heros (Jim Collins) has come in for some drubbing – See Bob Sutton. Can you actually find out things by interviewing success stories? More later – and the thoughts from above on John Hattie’s book.

I’ve applied for funding to go to The OpenED conference and the FLNW ’09 event.
And I’ve reconnected with SCoPE.  They have done something to their e-mail there, and whoa!! suddenly I’m getting e-mails again.

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