- Classes are conversations.
Relationships are dynamic and dynamic is relational
Be hypertextual and multilinear, heterogeneous and heterodox
Edupunk is not about what happens in the classroom, it is about the world inside the classroom
Live your adventure…create your own road as you walk
Be a mediator and not a knowledge “measurer”
Rack your brain to create new roles in your class, once you have created them, rack their brains too
The roles must be emergent, versatile, invisible
Take change on board, it is just a matter of attitude (“it’s”)
Think of yourself as part of a collective work
Do not act as if you were a TV, implicate the people who surround you
Disseminate your message, make the walls around you explode
Mix, crib, take ownership, pry, play, transform yourself, take action, deviate
To hell with the real/virtual antagonism
Education that lacks collaboration is fiction
Play a part in your arena, investigate through action
Do it yourself…but also, and essentially, do it with other people
Act Edupunk, destroy these rules, make your own and then, destroy them as well.”
• Achievers (Achiever) aim to solve challenges successfully and get a reward
• Explorers (Explorers) want to discover and learn any thing new or unknown system
• Socializers (Social) are attracted to the social aspects
• Killers (Ambitious): seeking to compete with other players.… and that only ‘Killers’ actually play purely to win. Succintly put (I hope), a leaderboard and a virtual currency are not the main keys to successful gamification. Most people, about 70%, play for social reasons, rather than achievement and reward.
- People want information in bite-size chunks. 6 to 8 minutes is the peak length for student engagement
- But elivering information in smaller chunks isn’t enough. Engaging students with instant feedback and gamification improve the learning process
- Making learning flexible and allowing students to learn at their own pace is effective
- If a video is 15 to 40 minutes long, students watch it for maybe two or three minutes
Educational users in the US can now access Photoshop as a cloud app. All very well where the connectivity supports thin client use but will it (ever) work in Spain?
2 interesting little bits of news this week.
1. Firefox have dropped Google as their default engine. The payment by default search engines to occupy pride of place in Firefox is a major source of revenue and it is interesting that Yahoo have beaten Google in the bid. This may be due to two things:
- Google is enjoying such dominance with Chrome and Firefox use is dropping off. Perhaps Google now feel that they can afford not to have pride of place in a minority browser – well below IE and Chrome in penetration across devices.
- Mozilla have always said that money as not Nº1. As they are building a competitor OS to Android they may feel this is the time to make the break strategically
2. Google’s no-ad service. This is the very thin end of a very long wedge. It was only matter of time until the clearweb stopped being free and the opportunity to pay the search engine instead of seeing ads offers Google an alternative revenue stream. I feel however, the will have to do better than merely pixellate ads to remove the annoyance factor. I can see a paid version of the web before long. Pay = no ads.
A survey by Cambridge University Press indicated that more than half of residents in the Valencian Community unhesitatingly replied that they would prefer to be able to speak good English.
Nationally, the figure was 38%!
It has been long established that the music industry has changed irrevocably over the past decade, with the internet disrupting the status quo as it has many other sectors. But the story has moved on from an industry dying from dwindling record sales
Worth listening to … BBC Radio 4 – In Business, The Music Industry
Viewers of MOOC video sessions tend to stop watching after six minutes
Some publishers think that once they have cracked the problem of producing digital books in a cost-effective manner (which includes the implementation of a digital-first workflow), they will have transitioned to digital publishing successfully. Their ‘books’ will be media rich and may even be updated on a more or less regular basis and they will be hitting the sweet spot re client requirements
I believe the assumption is wrong and dangerous for the industry and for education. I believe that in a few years, teachers will not want books. They already don’t use them in the UK for example. They will want content, content that can be arranged and rearranged in order to make personalized itineraries, on the fly responding to the needs of different groups and different individuals and situation, paid material will have to seamlessly integrate with UGC and freely-available material.
This is not a technological problem. Technology is already equipped to tag content in many ways, which will ensure many sorts of coherence, depending of teacher methodology. The main problems in cultural. Authors and editors only know how to write and commission ‘book’s. Sales people know how to sell ‘book’s. Linearity is the order of the day.
Ubiquitous computing, social learning, peer learning, etc, while appearing to be on the loony fringe, are nearer than people think. If the industry ignores these tendencies, they are being complacent and sticking their heads in the sand
Many education publishers today are assuming that buyers of curriculum and other products will recognize the value of products that publishers have poured money into developing, and will be willing to pay more for products the industry produces as it is of higher quality than free. It’s a shaky assumption, research shows. After not showing any difference in learning outcomes in 2010-2011, the Utah Open Textbook initiative data from 2011-2012 are telling a different story. Those data show a small – but statistically significant – positive effect. Students who used open textbooks as their primary materials during the year performed better on the state’s standardized tests than students who did not.
There has to be an answer [to open-education resources] that goes beyond, ‘our stuff is better than free.’ ”That may mean partnering with others designing materials, and attempt to make money by offering to curate or organize them in ways that would make them more useful to educators.
There are a number of new skills needed in the industry:
- Moving away from a purely sequential model of authoring, editing and publishing
– Realtime publishing
Industrialisation of the digital publishing process
– Combined and not separate digital and print work flow – to the point where this is feasible
– Simply working more quickly
Keeping the traditional print side of the business going, and indeed managing the transition to a less monolithic form of text material in the digital sphere, is going to be costly, all of which mean that innovation in publishing is a long play
Either way, digital textbook suppliers are unprepared for an imminent revolution