Comments on: The Age of Unreason. http://fordlog.com/?p=96 Peter Ford's Organised Chaos Mon, 12 Jul 2010 10:48:28 +0000 hourly 1 http://wordpress.org/?v=3.0.1 By: Peter Ford http://fordlog.com/?p=96&cpage=1#comment-198 Peter Ford Thu, 11 May 2006 05:59:39 +0000 http://fordlog.com/?p=96#comment-198 I agree - but the innovative teacher is best best placed to implement or explore the wacky new genius idea. The educationalist who delights in the 'middleman' role, being neither a teacher or a wacky genius developer, needs to realise this ;-) I agree – but the innovative teacher is best best placed to implement or explore the wacky new genius idea. The educationalist who delights in the ‘middleman’ role, being neither a teacher or a wacky genius developer, needs to realise this ;-)

]]> By: Marco Polo http://fordlog.com/?p=96&cpage=1#comment-196 Marco Polo Thu, 11 May 2006 04:29:43 +0000 http://fordlog.com/?p=96#comment-196 Just to be different, there's something to be said for some researchers/developers NOT in tune with what's happening at the chalk face (and vice versa) because we need people to come up with ideas that are not just solutions to present problems. Would teachers at the chalkface have come up with blogs and blogging? Humans tend to come up with ways to do what they're already doing, just more efficiently. It takes a whacky way-out genius to create something that isn't being done yet. Just to be different, there’s something to be said for some researchers/developers NOT in tune with what’s happening at the chalk face (and vice versa) because we need people to come up with ideas that are not just solutions to present problems. Would teachers at the chalkface have come up with blogs and blogging? Humans tend to come up with ways to do what they’re already doing, just more efficiently. It takes a whacky way-out genius to create something that isn’t being done yet.

]]> By: Steve Hooker http://fordlog.com/?p=96&cpage=1#comment-142 Steve Hooker Fri, 28 Apr 2006 12:36:55 +0000 http://fordlog.com/?p=96#comment-142 I dig it Peter. My bad. Too many ologists :-) I dig it Peter. My bad. Too many ologists :-)

]]> By: Virtual Learning - Future ICT » Blog Archive » Grassroots innovation - 1 http://fordlog.com/?p=96&cpage=1#comment-139 Virtual Learning - Future ICT » Blog Archive » Grassroots innovation - 1 Thu, 27 Apr 2006 10:57:30 +0000 http://fordlog.com/?p=96#comment-139 [...] Here’s a quote from the original consultation document for the DfES e-strategy, back in 2003: It is essential that the new pedagogies for e-learning are developed with the education workforce in the lead. Teachers and lecturers need the creative digital environments that will engage them in using, designing and experimenting with learning and teaching ideas. Commercial suppliers usually employ teachers at some stage in the design process, but unless the partnership is close, and educational requirements lead the development, there is little chance of achieving either good pedagogy or profitable products. (via Miles Berry in a comment on the Fordlog) [...] [...] Here’s a quote from the original consultation document for the DfES e-strategy, back in 2003: It is essential that the new pedagogies for e-learning are developed with the education workforce in the lead. Teachers and lecturers need the creative digital environments that will engage them in using, designing and experimenting with learning and teaching ideas. Commercial suppliers usually employ teachers at some stage in the design process, but unless the partnership is close, and educational requirements lead the development, there is little chance of achieving either good pedagogy or profitable products. (via Miles Berry in a comment on the Fordlog) [...]

]]> By: Peter Ford http://fordlog.com/?p=96&cpage=1#comment-138 Peter Ford Tue, 25 Apr 2006 16:20:28 +0000 http://fordlog.com/?p=96#comment-138 Steve, my beef is not with developers. I think there should be a closer relationship between teachers and developers. I concur with the DFES quote from Miles Berry above. My problem comes from 'educationalist' middlemen who take developers' ideas and then prescribe how they should be used without having tested them in the classroom. I don't think the onus is on developers to test the stuff but it sure as heck should be on educationalists. "I don’t think ideas come up from the chalkface-noses are too close to the grindstone" - I think most teachers have<strike> plenty of</strike> occasional ideas but there is no mechanism to develop them. It is also often the case that <strike>most</strike> some developers don't want to listen to teachers unless there is a buck to be made. Hopefully blogging is one way in which grass-roots innovation and ideas can be shared. I'm convinced that promoting schools and flowing news should be a part of 21st century teaching. You keep throwing the new tools out there and I'll keep telling teachers to bring their creativity to bear in evaluating them ;-) Steve, my beef is not with developers. I think there should be a closer relationship between teachers and developers. I concur with the DFES quote from Miles Berry above.

My problem comes from ‘educationalist’ middlemen who take developers’ ideas and then prescribe how they should be used without having tested them in the classroom. I don’t think the onus is on developers to test the stuff but it sure as heck should be on educationalists.

“I don’t think ideas come up from the chalkface-noses are too close to the grindstone” – I think most teachers have plenty of occasional ideas but there is no mechanism to develop them. It is also often the case that most some developers don’t want to listen to teachers unless there is a buck to be made.

Hopefully blogging is one way in which grass-roots innovation and ideas can be shared. I’m convinced that promoting schools and flowing news should be a part of 21st century teaching. You keep throwing the new tools out there and I’ll keep telling teachers to bring their creativity to bear in evaluating them ;-)

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