I predict an education riot

I have told my students about this seminar on the Summer 2011 riots:

I Predict A Riot

Professor Ken Worpole, Cities Institute, LMBS, will be presenting at a seminar on what the riots mean for our city. He will talk on 'Public Space, Public Health and Urban Connectivity' and how the quality of the spaces where people live reflect the lives of the communities they serve.

The seminar followed by a panel discussion will be held on Thursday 8 December from 5pm to 6.30pm at: Unit 4 Union Wharf, 23 Wenlock Road, London N1 7SB.  RSVP joy.burgess@fha.co.uk

My view is that the riots were also about the learning spaces that we inhabit and that - especially in London - these were the great EDUCATION riots of 2011. 

Research from the child poverty action group in the 1980s indicated that if you wanted more families from non-privileged backgrounds to stay on at school, maintenance grants were necessary and lo in the twinkling of a couple of decades EMA were born. By 2011 you could pass an inner city secondary school and over hear the students talking about university: and not just as an abstract concept - but in terms of which university and what course they were considering. It seems that the very millisecond that this sort of thinking occurred, EMA was scrapped, fees shot up to £9K per year... and riots broke out.

Freire, 'favela', slum clearance and the demonising of the white w/class

This week one of my Educational responses to refugees students delivered a wonderful interactive workshop on second language acquisition drawing on the work of Paolo Freire (http://prezi.com/p5zxcpterqx-/second-language-acquisition-according-to-paulo-freire/?auth_key=dbbdcbb5ab595178c27481b128336260549bbc0b)  

She illustrated his method by exploring the word FAVELA (slum) - and since then I have watched Unsung Town Re-visited - Gareth Malone going back to South Okhey... There was such a powerful connection in my mind with the work of Freire and Malone - and attitudes towards refugees and the (white) working class.

So - make time to watch this ‘educational response to refugees’ (before Monday 5^th December 2011 or find it on the web) http://www.bbc.co.uk/iplayer/episode/b017yxhd/The_Choir_Unsung_Town_Revisited/ 

South Okhey is what you make when you have slum clearance without consultation with and not ‘for’ the people you clear. After the war people from the East End of London were moved to this hidden estate – and rendered silent and invisible in the process. Subsequent re-demonising of the white working class have made people like this the only ‘legitimate’ targets of middle class contempt and derision – which is why I have called these people refugees and this an educational response. 

If the original Choir - Unsung Town is out there - watch that too!

Some creative things to explore – and to use in your workshops

Here are some more creative ideas that my students are using

Challenging activities/tasks that can be adapted & built into your workshop – or any teaching:
http://www.slideshare.net/adm111/challenge-toolkit

This has lots of ideas from the Creative Teaching & Learning Toolkit – again – have a look to see what you could adapt for your own session:
http://www.slideshare.net/adm111/the-plenary-producer-9521503

This slideshow could be viewed as a visual essay:
http://youreport.newstalk.ie/story/404

Stephen Fry animation – on self pity. Useful for seeding a talk on some of the emotional aspects of studying:
http://youreport.newstalk.ie/story/404

Challenge toolkit

www.slideshare.net

The Challenge Toolkit provides 50 different activities to stretch and extend students' thinking. They can be used for all ages and subjects. From Guardian Teach

 ·  ·  · Share · 18 November at 22:04

Authentic assignments, student engagement and all that

This is such a strange time for HE. Everybody is talking about student engagement – without actually speaking with or listening to what students want. There is a huge push for e- or blended learning – but surely it can be more than online submission or yet another online quiz? These are some useful vidcasts, sites and examples that I am sharing with my students to seed debate.

TEDxOttawa - Jim Davies - Don't Waste Student Work

www.youtube.com

Shot by: http://www.gpixstudios.com/ Jim Davies "Don't Waste Student Work" In this TEDxOttawa talk, Dr. Jim Davies describes how to make student assignments m...

Authentic assignment potential: Real interviews animated by our students: Why I had an FGC (w/subtitles)

http://www.youtube.com/watch?v=122u4zolKQk&feature=share via@youtube

Uploaded student's Z-A of University - produced as part of our Tell us the secret of your success project

http://www.youtube.com/watch?v=7mnZ1vfzgMI&feature=share via@youtube

Student engagement? Not if they don't... 'Listen to the heart'

http://bit.ly/s0YeKX via @timeshighered

6 Ways To Make Online Education More Inviting | Edudemic

http://edudemic.com/2011/11/online-engagement/ via @edudemic

E-Library for Performing Arts - wants feedback

"From: ART-TECHNOLOGY@jiscmail.ac.uk


Dear all,
ECLAP - the e-library for performing arts - is a European project and
Best Practice Network that is bringing together the most relevant
performing arts content (videos, photographs, texts, essays, etc.)
from cultural institutions across Europe, that were never before
accessible via the Internet. They are now available on www.eclap.eu.

We would like to find out what you think of the current version of the
ECLAP portal, so we can further improve it to suit your needs. Two of
our partners (namely the Netherlands Institute of Sound and Vision and
the University of Amsterdam) have therefore prepared two surveys. If
you haven't visited the portal before, please go to www.eclap.eu and
go through it before returning to the survey. If you do not have time
to do so and if you are involved in performing arts education as a
teacher, researcher or student, you can also opt to fill out the ECLAP
educational survey. This is specifically aimed at identifying needs,
interests and use of digital heritage in Performing Arts education and
for which prior knowledge of the ECLAP portal is not required.

• A general survey aimed at all target users of ECLAP with the
aim of evaluating the current version of the portal and to collect new
requirements from all types of users =>
https://www.surveymonkey.com/s/ECLAP_general_survey
• A specific survey aimed at the educational and research target
users with the aim of making an inventory of performing arts
educational practices and which role online resources and tool are
used for these practices =>
https://www.surveymonkey.com/s/ECLAP_education

We will randomly give away three Amazon €50 gift vouchers to those
that complete one or both of the ECLAP surveys! You can leave your
contact details at the end of the survey if you are interested if you
want to participate in the prize draw.

For questions about this survey or other remarks, please contact Lotte
Belice Baltussen (lbbaltussen@beeldengeluid.nl).
Many thanks for filling these surveys and see you soon on the ECLAP portal!

Best regards,
Célyne van Corven
La Bellone, House of Performing arts in Brussels
ECLAP dissemination activities coordinator"

The AccessArt "Share-a-Story & Inspire an Artist" Competition

I'm using my blog to post about the Access Art story competition... I'm really intereted in developing creative and engaging teaching, learning and assessments - and this competition provides a real opportunity to bring all that together. Set entry as an assignment for your students... You know it makes sense.

The AccessArt "Share-a-Story & Inspire an Artist" Competition

To coincide with their 12th birthday, AccessArt is launching a brand new story writing competition aimed at both adults AND children:

"The "Share-a-Story & Inspire an Artist" competition is aimed at both adults AND children. We'd like to invite you to submit a children's short story. The story can be about ANYTHING, as long as you think it would appeal to children aged 5 to10, BUT it must be highly visual in the way that it's written.

The winning story will be used as the focus for The Matchbox Project, through which AccessArt will invite practising artists/illustrators and makers to illustrate YOUR short story. The winning story will really need to inspire the illustrators; so make your story line dazzle, your words spark visual fireworks, and your characters larger than life.

Once illustrated by a group of artists, you'll see your story shared online via the AccessArt site (www.accessart.org.uk), published as a pdf, and as a print-on-demand book (and of course you'll receive a copy!).

We welcome submissions from individuals (all ages) and from schools, writing groups, and other organisations.

Follow the guidelines!
* Remember, you don't need to illustrate the story - just write it!
* Stories should be no longer than 2000 words (and can be much shorter).
* Send your story by November 15th (by email: info@accessart.org.uk) or post: AccessArt, 6 West Street, Comberton, Cambridge, CB23 7DS
* Please ensure you include your name, address, email, phone and age (if you are under 18)
* Schools: Teachers may send stories on behalf of groups/classes - if so please include contact details of a teacher.

About AccessArt

AccessArt is a UK Registered Charity which promotes visual arts learning through sharing resources, workshops, events and networking. You can access our resources aimed at teachers and practitioners at www.accessart.org.uk

Terms & Conditions

By entering this competition you agree:

* That the story was written by the person whose name is on the entry, and that that person as author has intellectual property right of the work.
* That the story was written for the purpose of this competition, or if the story was written previously, the author confirms that the story is otherwise unpublished.
* That AccessArt can use the story, if it wins, as the focus for The Matchbox Project. The finished, illustrated story will be published as AccessArt sees fit, and this may include online, pdf, print on demand, and published print.
* Any income from sales of print on demand/pdf/published book, if they arise, will be donated to AccessArt Registered Charity 1105049
* The author will be credited in any publication: online or printed.




Very best regards

Paula Briggs
AccessArt

info@accessart.org.uk
http://www.accessart.org.uk"

'Exploring student learning spaces in second life'

I have not posted in a while - so thought that this time I would share our
Higher Education Research Seminar, delivered at London Met, 7th June 2011. Here are the contributors and the gist of our presentation - followed by links to the slides and other related blogs. I've also included a very positive response that we got...

Contributors:
Alan Hudson, SL, Faculty of Computing, Sandra Sinfield, SL Learning Development & Debbie Holley, PL, Faculty of Education, Anglia Ruskin University

'Exploring student learning spaces in second life'
“More and more, people expect to be able to work, learn, study, and connect with their social networks wherever and whenever they want to.” (New Horizons report 2010:5)

The increasing use of 3D and other ‘Virtual Worlds’ for educational and business use is a highly contested area. Although there are a number of refereed papers on the theoretical constructs and underpinnings of Second Life (www.secondlife.com/), there is little formal research reported as yet into the learning experiences of student and lecturer interactions within these worlds (Herold, 2010)). By 2011 it is estimated that about 80% of active Internet users will have an “avatar” and/or a “second life” in some form of virtual world environment (Chang et al 2009).

This HER seminar will offer colleagues an overview of second life, and then demonstrate projects the team have been working on to engage students in this novel 3D world. First year students have been exploring study skills in the ‘On the beach’ project; Masters students have been creating learning environments and tools, and the team have recently been working on a ‘Toxic Warehouse’ project with a partner from industry, the Chartered Institute of Logistics and Transport.

Materials have been developed that will enable colleagues to get started in exploring Second Life – and will be available below.

WHY Second Life:
This work intersects with and extends our earlier critique of the government's Harnessing Technology document (viz. 'A journey into silence: students, stakeholders and the impact of a strategic governmental policy document in the UK' in Social Responsibility journal, Vol 5 No 4, 2009, I've also attached an old ppt FYI).

Harnessing Technology laid out the goals of Technology Enhanced Learning for society as a whole and HE in particular. Our discourse analysis of this policy text revealed a reductive vision of ICT with isolated, atomised students dislocated from their peers, their culture and their class (and ultimately thus from themselves) as they are plugged into remedial ICT packages and programmes designed to 'fix' them.

We wanted to transcend a Foucauldian medical model of technology for learning - and explore how we could harness its potential for collaborative embodied aspects of learning – and also how we can use the technology to empower rather than limit or control the students’ ability.

Further - there are hints for future research in re Bourdieu's notion of habitus and cultural capital (the concept of being constrained by one's culture and class): does the option of choosing and constructing an avatar not only allow one to become virtually embodied, but also facilitate a transcendence of boundaries?

Resources - from Alan Hudson:
The slides are loaded up to slideshare -

People may also like to look at and the 3D Warehouse blog at and we'll be circulating the On the Beach info very shortly once we've tinkered with the content.

Response from a participant:
Thank you for a really interesting presentation yesterday! For me that was the best - most graspable and enlightening - introduction to what Second Life is about and can offer in the context of higher education I've encountered so far. It is inspiring to see all of the good work you are doing, and great for me to start to feel I have an idea of what Second Life can offer students that other environments cannot. I'm especially taken with the way that the space can be used to facilitate genuine collaboration, connection, creativity and a helpful spirit of competition amongst students who might otherwise struggle to engage and feel a valuable part of some joint endeavour. Really excellent.