Keynote presentation at ICT in Education Conference, LIT Thurles, 11th May 2013.
Related blog post: http://catherinecronin.wordpress.com/2013/05/28/making-spaces/
Thanks to students of CT231 (NUI Galway), CCC Media (Chalfonts Community College) and Ms. O'Keeffe's 5th class (Kinvara primary school) for their contributions to this presentation.
CC license as noted below, with the exception of slides 24, 26, 28 & 29: CC BY-NC-SA Media @CCC http://chalfontmediablog.blogspot.ie/2013/05/learning-in-media-ccc.html
WORKSHOP: Navigating the Marvellous - considering opennessCatherine Cronin
Workshop for academic staff at NUI Galway & GMIT (Galway, Ireland) considering open education practices, based on the ideas shared in "Navigating the Marvellous".
http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Keynote presentation for eAssessment Scotland conference #easc13, University of Dundee, 23rd August 2013 (Related blog post: http://catherinecronin.wordpress.com/2013/09/02/assessment-in-open-spaces/)
Presentation for IT Research Series seminar at NUI Galway, February 2014.
Related blog post: http://catherinecronin.wordpress.com/2014/02/12/openeducation-and-identities/
Presentation for EdTech14 Conference, Dublin, 30th May 2014. The presentation was prepared by Catherine Cronin and Thom Cochrane, describing and reflecting on the iCollab project 2011-14. Other iCollab partners include: Helen Keegan, Mar Camacho, Ilona Buchem, Averill Gordon, Bernie Goldbach and Sarah Howard. See icollab.wordpress.com for further information.
WORKSHOP: Navigating the Marvellous - considering opennessCatherine Cronin
Workshop for academic staff at NUI Galway & GMIT (Galway, Ireland) considering open education practices, based on the ideas shared in "Navigating the Marvellous".
http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Keynote presentation for eAssessment Scotland conference #easc13, University of Dundee, 23rd August 2013 (Related blog post: http://catherinecronin.wordpress.com/2013/09/02/assessment-in-open-spaces/)
Presentation for IT Research Series seminar at NUI Galway, February 2014.
Related blog post: http://catherinecronin.wordpress.com/2014/02/12/openeducation-and-identities/
Presentation for EdTech14 Conference, Dublin, 30th May 2014. The presentation was prepared by Catherine Cronin and Thom Cochrane, describing and reflecting on the iCollab project 2011-14. Other iCollab partners include: Helen Keegan, Mar Camacho, Ilona Buchem, Averill Gordon, Bernie Goldbach and Sarah Howard. See icollab.wordpress.com for further information.
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
Presentation of my preliminary research findings at SRHE Digital University Network seminar "Critical Perspectives on 'Openness' in Higher Education" - SRHE, London, 18-Nov-2016
Slides from the workshop on social media for impact presented at the Economic and Social Research Council final year conference, Edinburgh, 25 April 2014: http://www.socsciscotland.ac.uk/events/esrc_fyc_2014
Exploring digital literacies with our students means that we must we willing to reflect on our own digital practices and digital identity/identities. This presentation describes how an undergraduate module for IT students was designed and structured so that students could explore, develop and reflect on digital literacies, digital identity and related issues such as privacy and authenticity in networked publics.
The Beautiful, Messy, Inspiring, and Harrowing World of Online LearningGeorge Veletsianos
Keynote at the 2014 BCNET conference in Vancouver, BC. In this presentation I shared stories of learners' and scholars' experiences online, arising from multiple years of qualitative research studies, and framed in the context of the historic realities of educational technology practice. These stories illustrate how emerging technologies and open practices have (a) broadened access to education, (b) reinforced privilege, and (c) re-imagined the ways that academics enact and share scholarship. They also illustrate the multiple realities that exist in online education practice, and the differences between reality and potential and beautiful vs. ugly online education.
Choosing Open (#OEGlobal) - Openness and praxis: Using OEP in HECatherine Cronin
Presentation for Open Education Global Conference (#OEGlobal) in Cape Town, South Africa, 8th March - "Openness and praxis: Using open educational practices in higher education"
Workshop for students who are thinking about their digital identities (social, civic, political, scholarly, pre-professional) and their use of social media and networked publics. Slides are shared here for students as well as for partners in the @AllAboardIE and @DigiChampsNUIG projects.
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
Presentation of my preliminary research findings at SRHE Digital University Network seminar "Critical Perspectives on 'Openness' in Higher Education" - SRHE, London, 18-Nov-2016
Slides from the workshop on social media for impact presented at the Economic and Social Research Council final year conference, Edinburgh, 25 April 2014: http://www.socsciscotland.ac.uk/events/esrc_fyc_2014
Exploring digital literacies with our students means that we must we willing to reflect on our own digital practices and digital identity/identities. This presentation describes how an undergraduate module for IT students was designed and structured so that students could explore, develop and reflect on digital literacies, digital identity and related issues such as privacy and authenticity in networked publics.
The Beautiful, Messy, Inspiring, and Harrowing World of Online LearningGeorge Veletsianos
Keynote at the 2014 BCNET conference in Vancouver, BC. In this presentation I shared stories of learners' and scholars' experiences online, arising from multiple years of qualitative research studies, and framed in the context of the historic realities of educational technology practice. These stories illustrate how emerging technologies and open practices have (a) broadened access to education, (b) reinforced privilege, and (c) re-imagined the ways that academics enact and share scholarship. They also illustrate the multiple realities that exist in online education practice, and the differences between reality and potential and beautiful vs. ugly online education.
Choosing Open (#OEGlobal) - Openness and praxis: Using OEP in HECatherine Cronin
Presentation for Open Education Global Conference (#OEGlobal) in Cape Town, South Africa, 8th March - "Openness and praxis: Using open educational practices in higher education"
Workshop for students who are thinking about their digital identities (social, civic, political, scholarly, pre-professional) and their use of social media and networked publics. Slides are shared here for students as well as for partners in the @AllAboardIE and @DigiChampsNUIG projects.
V1 learning with digital media bringing 21st century skills to the nativesHoda Mostafa
Today’s learners are often referred to as “digital natives” because of the ease with which they interact with digital media and tools. Yet most of them are not digitally “literate” and do not have the necessary critical thinking, visual and information literacy skills necessary to prepare them for today’s media rich environment. This presentation will focus on innovative uses of digital media in different courses at AUC. Special attention will be given to the multimedia essay, in which image and video annotations are incorporated into a “critical essay” providing the necessary evidence to support an argument. We use “Mediathread”, an innovative open source platform developed by Columbia University which allows the “exploration, analysis, and organization of web-based multimedia” while offering the collaborative features of social media. Other collaborative tools that foster media literacy skills will be discussed in the context of a multi-disciplinary team taught course on “Creative Thinking”. These include blogs, “Tumblr” and “Edcanvas”, an innovative sharing platform. The institutional support needed for faculty to develop, implement and assess such learning activities will also be addressed.
Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
Conversations in the Cloud: Strategies for Implementing Open Reflective Writi...Michael Paskevicius
In these sessions we explore a range of ways to support students in sharing their experiences, reflections and discussions outside of class in a more open manner – through digital communication platforms and tools. As part of this series, you will redesign one course activity or assessment strategy for implementation in a course in Fall 2016.
Throughout the three part series we will engage in a simulation using a shared and collaborative WordPress blog thereby modeling approaches to implementing open reflective writing. Various models of using WordPress in education will be explored including individual student reflective writing sites, collaborative community course sites, and aggregated sites.
By the end of these sessions participants will:
-experience taking part in a collaborative reflective writing community
-plan a learning activity which makes use of this technique
-share their experiences implementing within their discipline
Similar to Creating Spaces for Student Voices (20)
Beyond practices: Values, challenges, and tensions associated with using OEPCatherine Cronin
Presentation at Open Education Global Conference, April 26th, 2018. Summary of PhD research study on the use of open educational practices #OEP by academic staff in higher education.
This short slide presentation was prepared for a short "lightning talk" at the Rails Girls Galway workshop, 21st June 2014. The presentation explores the reasons for the under-representation of women in STEM and some of the initiatives which have been tried to redress this gender imbalance. The presentation concludes by advocating a holistic approach including not just initiatives to support and advocate for girls and women, but initiatives to change IT and STEM culture -- in schools, universities, labs, community & maker spaces, and workplaces.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
11. After returning inspired and
ready to change the world...
I realized that apparently my
job is to shut up and study
hard.
Jack Hostager
http://dangerouslyirrelevant.org
13. let’s keep listening...
the following examples of student voice were
shared by primary, secondary & 3rd level students
who are actively sharing their student voices
40. openness • social media • student voice/choice
3 tenets of my teaching
41. openness • social media • student voice/choice
AIM:
choose openness
where possible & where appropriate
USE
CREATE
SHARE
open resources
create to share, CC-licensed
openly, including my/our own learning
42. openness • social media • student voice/choice
AIM:
enable connection and learning
across the (artificial) boundaries
of time and space
TIME... class time, term time, academic year
SPACE... classrooms, schools, countries
# hashtags connect across time and space
43. openness • social media • student voice/choice
AIM:
use as many opportunities as possible
for students to Create & to Choose
TOPICS
MEDIA RUBRICS
ASSESSMENT
TOOLS TEAMS
54. Communicating
Creating (writing, coding, making)
Choosing
Working with others
Using social media
Connecting with a global audience
Being heard and respected
Receiving authentic feedback
Doing/creating something new, for this time
Changing the status quo
55. Learners need to practice and experiment with
different ways of enacting their identities, and adopt
subject positions through different social
technologies and media.
These opportunities can only be supported by
academic staff who are themselves engaged in
digital practices and questioning their own
relationship with knowledge.
- Keri Facer & Neil Selwyn (2010)
In my opionion, Our Voice is:Who we areWhere we’re fromWhere we’ve beenWhat we valueWho we are in the worldSo when we invite student voice, we’re inviting all that!We must be open to that, open to others, & be prepared to share ourselves.I believe that the risks of NOT doing this work are much greater than the risks of doing it. That’s what I’d like to explore this morning.
Thank you. Such a pleasure to be here this morning in a roomful of many of the educators I most admire –
Usually rigid boundaries between education sectors.This means that only students get the “whole student” perspective... not educators!At #ictedu, educators across all levels of education Connect, Share and Learn.Serves the needs of our students better.We discuss assessment, educational technologies, student voice, etc.
Last year, here at ICTEdu, Pam Moran and Ira Socol were here helping us to imagine Learning Spaces… what changes could we make to enable student voice, change in power dynamics?
This conference is a powerful event. Not just because it is a cross-section of education, but because it is educators who have gathered here, willing to ask the difficult questions: How can I do better?What can I do to further enable students voices... To be heard To be listened to To be respected To contribute to their learning, our learning, and others’ learning. Schools have evolved over the course of 2 centuries without listening to student voices.Henry Giroux wrote this in 1992, 20 years ago… Is it still true today?
ASK – what do you think, what do students think, when did STUDENT VOICE enter the lexicon of educational reform efforts and educational research?LISTEN – to studentsMAKE SPACES – how can we make spaces for student voicesREFLECT for future
I’ll ask you the first Q: please talk with the person next to you (or near you):A positive learning experience from school – something that has stayed with you over the years. (2 MINUTES)
Early 1990s... educators and social critics (like Kozol) noted exclusion of student voices from conversations about Learning, Teaching & Schooling –in educational research and reform.US, Canada, UK, Australia... Challenging dominant images of students as silent, passive recipients of what Others define as Education. Late 1990s/early 21C...Many educational research & reform efforts encompass Student Voice.
SOUND – voice implies time for speakingPARTICIPATION – presence & involvementPOWER – “In the acoustic of the school, whose voice gets listened to?” (Arnot) Making space for Student Voices confronts the power dynamics. CRITIQUES:Dange of indulgence, Patronising student voiceVOICES not VOICE (the singular essentializes student experience)Having a voice = Understood in terms of relationshipStudents feel RESPECTED and ENGAGEDTeachers & students learn from one another (Students respected as Knowers and Actors)Adults must LISTEN – RESPECT – LEARN
20 years later… students are still feeling silenced in schools. US High School sophomore, age 15. http://dangerouslyirrelevant.org/2013/04/apparently-my-job-is-to-shut-up-and-study-hard.html
I have some examples of student voices to share with you in this presentation, but all were mediated either through teachers or in classrooms. I wondered if I could just ask students…How do you like to learn? If you could change anything about school, what would it be?Fortunately, I know a young filmmaker – Colm Keady-Tabbal -- who offered to make a short film. This is available just for the conference, not a link to be shared publicly. The students were willing to be recorded to be shared with you here today. Please feel free to tweet or write about this, however… it’s simply that the filmmaker wants to respect the wishes of the film’s participants that this film be shared just in connection with this event. He and I would love your feedback afterwards.
Maire O’Keeffe and her 5th class were placed in the school computer lab for the first 2 months of this year.Maire decided to make an asset of this, she started tweeting last summer and her class started blogging in September. They’ve been learning Scratch and are some of the most excited advocates of Kinvara’s new Coder Dojo.
100WC2012 – Julia Skinner @theheadsoffice invited Irish teachers to join the 100 Word Challenge, where students receive a challenge each week to write 100 words… it can be an image, a series of 5 words, anything.Students write and receive feedback.
I have visted Maire’s class twice this year… as a witness more than anything.
I created this Wordle of the blog posts and reflected this back to the students. Different – Blog – Like – Now – World – Twitter - VoiceOne boy wants to be a mechanic.Maire’s class will visit NUI Galway, because I think it’s important for 3rd level staff and students to know what primary school children are doing – our future students!
Another class I have liaised with this year has been James Michie’s class at Chalmsfort Community College in the UKJames & I connected on Twitter, particularly over some work I shared about my tenets of teaching, which I’ll share in a moment. James has a very similar approach & focuses on developing digital literacies with his students in MEDIA and his new mooc #crit101. I encourage you to check out James’s work and his blog.
After publishing some of my own work on Digital Literacies & presenting at PELeCON recently, James asked if I would be willing to Skype in to his class to discuss Digital Literacies… and I asked the students their view on Student Voice and how their learning has transformed through blogging, Twitter, independent learning and dialogic learning with James.
Almost a year ago, I defined my teaching like this... This is based on many years experience, and related educational research – valuing critical pedagogy, constructivism. Feminist critiques. First at a conference (EdTech13) and then with my students.It sounds good... it is genuine. BUT – every year that I teach, I realise how deeply scripted I am, our culture is, in Teacher as central, as controlling.... pace, curricula, technology, everything. The more I move away from that, the more I learn, and the more I try to strip away.Every year, my students teach me. I strip away another layer and reveal new ways to learn and to empower students.
We agreed to use Twitter as a tool throughout the course… have used G+ in the past, but there were some issues with that.Use a class Twitter account and hashtag. Invokes digital identity immediately!Must discuss and explore first... privacy, identity in online spaces, etc. Who am I on Google? Who am I here? In this class? Who is the audience?
DI = online personaThis photos captures some of the ambivalence that many of us feel about our digital identities. Many students already have a confidence social digital identity, but developing an identitiy as a learner, a writer, a scholar, a citizen…. these are the essential tasks of us as educators. In the classroom and online, together.
This is the time that I grew up, in the Bronx in NYC.It was a time of great social upheaval and great social idealism as well.Some of my earliest memories are these... the terrible summer of 1968 when MLK Jr. and Bobby Kennedy were assassinated. These were events that were real to children, talked about at the dinner table at home, talked about in school, talked about in the playground with our friends.In that environment, I had one of my most positive learning experiences in primary school, learning about the US Constitution. In addition to the awful task of learning and memorising all of the amendments, our young teacher told us we could write our own Constitution, for the class.Could we eat sweets (candy), we asked?And there was a moment – which as an educator, I now understand, was the critical moment. Our teacher could have spoken from the script, from his past, from the school rule book and said NO. But he didn’t. He said we could write our own rights and freedoms, but we would have to discuss the responsibilities as well.
Transforming education in such a way is a scary proposition. It won’t be quick, it won’t be easy, and it may not be immediately successful. However, the current model is even more frightening than this kind of change. We can’t continue to let the gap between school and life grow ever wider and crush students’ desire to learn. I hope that you join me in this fight for fundamental redesign of school.http://iowatransformed.com/2013/01/15/the-student-voice-h-s-sophomore-weighs-in-on-education-debate/
Final quote from KF and NS...
Openness… open to challenging our past experiences, our current limitations (schools, curriculum, exams)As Ken Robinson has said: “To the students in your classroom – YOU are the education system.”What doors can you open?
We must walk into these new spaces with our students. There are risks.But the risks of not engaging with our students to build those bridges are far greater than the risks of trying something new.In a beautiful article in the Irish Times two months ago, Colm McCann used the metaphor of the bridge….The challenge is clear:No matter who or where we happen to be… we have to build our half of the bridge.