My colleague, Andrew Walker, writes about his experience doing Stanford University’s AI course in a guest (and his first) blog post.

cc licensed ( BY NC SD ) flickr photo shared by Darcy Moore

In August last year, tech enthusiasts were buzzing with the news that Stanford University would be offering three classes online and free, in the upcoming spring semester. The classes being offered included an Introduction to Artificial Intelligence, Introduction to Databases and Introduction to Machine Learning. This buzz grew so loud that mainstream media such as the New York Times picked up on it. The amount of attention it gained was amazing and at first glance hard to comprehend as Universities like Stanford had been making course material available online for the general public for quite a while through facilities like iTunes U. However Stanford was taking this a step further, these where going to be “real” classes with homework assignments deadlines and examinations in the advanced stream.

I was one of 160 000 people who signed up for the Artificial Intelligence class. My peers came from 190 countries, spoke 40 different languages and although I don’t know for sure our youngest classmates may have been the 11 year old twins that mentioned their age whilst discussing mid term exam scores and the oldest could well have been the person who confessed to being in their late 80s.

Communities quickly developed on Reddit, Aquis and Facebook. Volunteers stepped forward to translate the lessons from English for the many no English speakers. These communities were one of the major differences between this class and the other lecture material that I have worked my way through online. It was reassuring to log onto Aquis and see people seeking clarification of the same points I had had to ponder and to see the responses of the many people who offered help.

The class consisted of a weekly lesson with associated homework task, mid term exam and final exam. Each lesson was broken down into sections with each section starting with a video presentation from either Sebastian Thurn or Peter Norvig followed by a quiz. After attempting the quiz you could choose to watch a video explanation of each question or move onto the next section of the lesson. I found being able to rewatch a section of the lesson before moving on invaluable and a vast improvement on what I experienced sitting in lecture theatres many years ago, where missing a concept could make all of the material that followed meaningless. I suspect that the traditional lectures for those physically attending classes in many universities will soon be replaced by this prerecorded material that students watch and lecturers time spent in more interaction with students who have already viewed the material.

The first lesson I found straightforward and the homework assignment relatively easy. The second lesson made it obvious that my maths just wasn’t at the level required to do the work, so it was off to the Khan Academy for crash courses in linear algebra and probability before attempting the homework.

After completing the advanced track I am proud to say I am one of the 23 000 who passed. I definitely learnt a lot, not just about the areas of Artificial Intelligence covered in the class but also in the mathematics and logic underpinning them. The homework deadlines stopped me from putting off doing lessons indefinitely which has been one of my problems when trying to work through other course material by myself. The online communities at Aquis and Reddit provided reassurance when it was obvious from discussions that I was not the only one finding the going difficult at times.

This class was a very worthwhile experience and I have signed up for Introduction to Machine Learning and Design and Analysis of Algorithms 1 from Stanford and also CS 101: Building a Search Engine from Udacity beginning mid February.

 Does anyone else have experiences to share from these courses?

cc licensed ( BY NC SD ) flickr photo shared by attila acs

In the last few months, on returning from Denmark, I have often tried to articulate what are the similarities and differences between our nations. The events and coverage of Australia Day 2012 encapsulate my main argument. The vast majority of Danish people deeply love their flag, monarchy and democracy. It unites them. Australians are divided by our flag, monarchy and, to a lesser extent, democracy, for a number of clear, historical reasons.

The two questions that students, teachers and Danes repeatedly asked about while I was enjoying their country were related to Aboriginal issues and more humorously, ‘animals that will kill you’. I was often asked about how our democracy worked. It did not surprise me that our Danish exchange family would be interested in the events of Australia Day this year.

In the lead up to Australia Day celebrations there was much discussion about our flag being a rallying banner for racists. This is very hurtful to many Australians and others think this is so obviously true it surprises them when others take offense at the suggestion. The Australia Day Address, given by neurosurgeon Charlie Teo, also pursued the theme of racism in our country and called for greater tolerance of immigrants. Interestingly enough, many Danes talked about issues of racism in their country too and if you are even passingly cognisant about the politics in that country over the last decade, would recognise many similarities. However, the difference is in the strength of the symbols, that unite the people, their flag, monarchy and democracy.

Larry Ferlazzo asked me to write for his blog about Australia Day, earlier this month. This is what I wrote:

Australian history has been fiercely contested by historians and politicians in recent decades. ‘History Wars’ have been fought over the various interpretations of ‘our past’. The two major opposing views have been pejoratively described as, ‘The Black Armband’ and the ‘Three Cheers’ version of our history. One interpretation emphasises Australia’s march to nationhood and progress, the other, acknowledges the destruction of both the environment and Aboriginal culture. Past government policies, including removing Aboriginal children from their homes (‘The Stolen Generations’) were particularly contested. The central position of the ‘ANZAC legend’, the positive story of Australia’s armed forces, is also questioned. To understand Australian History it is important to understand this debate. You can read more here.

Australia Day on the 26th January is a good example of the debate about our shared history. How can Aboriginal Peoples, dispossessed of their land, celebrate the European founding of a colony on this date in 1788? Here are some important questions about Australia Day posed at the ‘official page’ suggesting Australians are often working positively to reconcile the challenging, disturbing aspects of our shared past. Many people applauded former Prime Minister Rudd’s apology to ‘The Stolen Generations’ after his predecessor, John Howard, had refused to do so for more than a decade.

cc licensed ( BY NC SD ) flickr photo shared by Darcy Moore

Readers of this blog know I am enamoured with Danish democratic engagement and really admired the open nature of debate in the country, especially from students. I think we need to do much more in this country to nurture democracy and our civil society. Education is the key to a strong democracy. We must be able to adapt and change, innovate and grow. I agree with Charlie Teo’s sentiment and think it should extend to more than just the doctors but educators and politicians too:

Unfortunately, a small number of doctors have forgotten the nobility of our profession…unwilling to adapt to change and new treatment regimens and failing to continue self-education. This should never be allowed to happen.

I am concluding with Teo’s quote as it seems perilously real that we need more leadership, at every level, to heal rifts and forge a stronger Australian democracy. The education systems in Australia are fundamental if we are to be successful in extending our civil society.

Colleagues,

Why are we doing this, Darcy?

Edmodo is my favourite tool for a 1:1 classroom; confirmed when I was teaching in Denmark last year. I believe Edmodo is useful for our students and staff for a number of reasons of which I list but a few (also, here’s another view):

1. It is a really easy to learn, effective way to share ideas, links and files quickly in a classroom situation. You can poll students and they can even submit video files to you. The students work it out in about 5 seconds.

2. Students like the interface (many have said to me it is similar to Facebook) and engage in a wide-range of different styles of lesson using the tool.

3. The teacher creates the class space, only people with the code can join. The code can be changed and the teacher is able to manage their ‘online classroom’ effectively in the most appropriate way for that group.

4. It is a practical way to teach students about good digital citizenship. You can insist upon a code of conduct that focuses on everything from good spelling and punctuation to netiquette.

5. One of the foci for our school this year is student attendance, particularly ensuring that no-one misses learning while away. Edmodo is a great way to ensure the absent student can participate, after the lesson.

6. You can communicate with the whole class, make small groups or send individual direct message DMs. Students cannot DM other students with this tool. It is a great way to extend students and allow them freedom to develop their own ideas and interests while you are busy with other students.

7. A simple game I play with students where they have to produce a short, perfect piece of writing, edited by their peers, is one of the best writing strategies I know.

8. There are many DEC and educators from around the world using Edmodo. They are very collaborative and willing to share. Classes can communicate online if you share the code.

9. It is free and has an iPhone app. It is not blocked by the filter.

10. Why do you think it is a great tool?

It is important to take this opportunity to share and comment at Edmodo during the session to reflect on how the tool(s) may be used with students.

How could you construct fun lessons, perhaps using these resources, and/or using Edmodo, that improve spelling?

benpaddlejones @Darcy1968 create a blog as a design journal/portfolio each post is what they did/learnt each lesson with photos/videos evidence 15/01/12 11:20 AM

benpaddlejones @Darcy1968 trick is to allocate 5min end of each lesson even if you just dot point notes & upload photo/video from mobile 15/01/12 11:21 AM

What option(s) from the above list did you take? How will students benefit? I look forward to your comments here and, more importantly, at Edmodo.

Why not establish your own class spaces at Edmodo? Here are my tagged resources and some other ideas on how Edmodo is used in your subject area.

A leader is a dealer in hope.

cc licensed ( BY NC ND ) flickr photo shared by artfulblogger

I retweeted this quote on Twitter this morning as it reflects what students need at school and we all need in life – hope. Hope that the future holds wonder, love and forgiveness. Hope that it will all be OK. Hope there will be laughter and joy. Hope the the glass is half-full!

cc licensed ( BY ) flickr photo shared by kalyan02

In recent days I have been reading, often from educators, many quite depressing ‘glass half empty’  posts or comments. I am sure they see it as critical thinking or cutting through the hype. It can feel like being optimistic is a kind of naiveté.

Of course, I too, stone in hand, am guilty of this sometimes. 

I believe that many students and colleagues hear many comments and take much criticism that is unwarranted. How often does a young person hear something negative about the world of technology and their use of smartphones, Facebook or the web? Feedback and honesty is important but spending our days feeling that the world is not what it used to be or somehow is less, is not the way to live.

I have written about similar themes previously but feel sure that Alone Together, a terribly unbalanced, “primly sanctimonious” and negative book by Sherry Turkle, tipped me over the edge into posting this morning

While writing this I was reminded of a clip I saw a while back from a talk show that made me laugh. Enjoy.

The announcement of new education tools at the ‘Apple Special Event’ excites many and leaves others with a range of concerns. Here’s a guide to this Apple education initiative if you do not watch the presentation.

iBooks Author is what excites me. I think Apple’s hype is justified and this tool will be a game-changer. Publishing just became a whole lot easier and other companies will play catchup with Apple, spawning an ecosystem of opportunities. You can read some interesting comments and debate at this post.

I would love to have students writing their own ‘textbooks’ to display their knowledge and a range of other skills using this free tool. Writing for an authentic audience just took on a whole new meaning. Here’s how you publish and sell your book online. This blog post is also very useful in understanding the mechanics of the process. I do have questions about ‘quality’ and ‘control’ but believe the benefits outweigh any concerns. I intend to explore these concerns with students…a good debating topic after they have played with the tool.

How do you feel about this tool? What opportunities can you see? Concerns?

Connectivism and Connective Knowledge is an open online course that over 12 weeks explores the concepts of connectivism and connective knowledge and explore their application as a framework for theories of teaching and learning. Participation is open to everyone and there are no fees or subscriptions required.

Connectivism and Connective Knowledge #CCK12 is a Massive Open Online Course (MOOC) run by great facilitators. I really wish everyone involved in education, whatever their context, would experience a MOOC, in this case, an excellent one about the nature of connected learning.

The first of these courses was #CCK08 and you can read more about it from Stephen Downes. I tried to position Connectivism in context for educational leaders intent on developing new pedagogy in Australian schools, appropriate to the digital age, with this post for #CCK09.

The linear nature and structure of most course formal courses is problematic for many students (and teachers). What is a MOOC? by Dave Cormier will help you to understand how these courses work and how the learner is networked.

#CCK12 commences on the 23rd January. You can register and read more about how the course works here.

Like those who will commence teaching careers in a school next year, I am starting in a new environment, uncertain of the spaces and technologies, abilities and interests of my students. I am not familiar with the University’s systems or infrastructure. How am I preparing? What will my students do to prepare for their classes?

Here’s a list of what I have been doing in the last few weeks since accepting the position:

• contacted – via Twitter, Facebook, Skype and email – colleagues and friends who work in universities teaching teachers, especially ‘English Method’, to ask for advice
• contacted - via Twitter, Facebook, Skype and email – colleagues and friends who are the most knowledgeable practitioners of English I know, seeking advice
• read the previous outline of the course I am to teach and looked at the text list; found what I already had on my bookshelves
• brainstormed and researched texts, websites, tools and resources to be be considered for the course
• asked questions of my contact/subject co-ordinator at the university via email and phone, especially about the space where sessions take place and the technology available
• jotted down all of the changes that I believe need to be made to the course and importantly, listed what I wanted to achieve
• I then tried ‘to see’ or imagine from one of new students’ POV what they wanted/needed from the course to prepare them for their careers. What will their first experiences teaching English be when newly appointed to a school? I made an incomplete list of scenarios of what may happen
• NB I have also made a few written points about being ‘realistically idealistic’ (trying to find the right balance) that may be fodder for reflection in later posts
• I asked on Twitter, “what’s the best poem you know about being a good or bad teacher?” and ‘favourited’ the most interesting responses for later reference
• I thought about my Year 10 program and ideas as an opportunity to share with my tertiary students
• I sought support from our professional association, the NSW English Teachers, who have a deserved reputation for ‘sharing the expertise’

As a result of the above preparations I had a range of resources I wanted to read, reread or buy. Some were as far away as my bookshelf or Kindle. Of course, I used booko.com.au to find the best prices, which, for textbooks, were still ludicrously high. As you know, I love the freedom and flexibility my Kindle – with Macbook, iPhone and iPad apps – offers. James Gee and Elisabeth Hayes’ latest, Language and Learning in the Digital Age (2011) was available for S2.39, rather less than at a local bookstore. I started reading immediately and tweeted a quote from Gee via my iPad that seemed particularly sage. I  believe that James Gee sees very clearly the rewards and challenges of our digital era and highly recommend his work.

Student teachers have a particularly challenging but very rewarding road to travel, especially considering that the vast changes taking place, as a result of ICT, have to be balanced with the realities of potentially working in a classroom that has a blackboard and chalk. Even in the most well-equipped school, it is unlikely that every student will have a laptop, iPad, wireless connectivity and an Interactive Whiteboard. Teachers, all of us, live in a world that is ‘digital’ and ‘analogue’. Of course, there are very practical time management issues for all of us as well.

cc licensed ( BY NC SD ) flickr photo shared by Jill Clardy

Having said that, we need to make sure that students have opportunities appropriate to the era they are growing up in and that we do not use the reality that “the future is already here – it’s just not evenly distributed” (William Gibson) as an excuse or barrier that slows change. Teachers needs an ever-growing repertoire of skills.

I asked myself this question, how would someone have prepared, in the immediate weeks/months before commencing, to teach ‘English Method’ or their high school classes twenty years ago? What tools and resources would they use? Are they any better off today due to technology?

I obviously used books from my shelf, like any good academic but the benefits of being able to access a quality, relevant tome, like Gee’s book, so inexpensively electronically (where I can make notes, highlights and share) is very convenient and practical. Tools – Skype, Facebook, Twitter and humble email – really allow for excellent access to expert colleagues.

How will student teachers prepare for their lessons? What tools? Are they connected?

It seems that the best classrooms would have the kind of access and flexibility discussed in this post. Students should be able to have the best of both worlds. It seems very obvious that highly professional teachers are collaborative, seek ongoing professional development and to be connected. They like to share.

I hope to model, in my ‘lectures’, methods for being a connected, highly professional English teacher. I intend to share my experiences with you in 2012.

I meet with new colleagues at the university tomorrow to discuss my role and the above. I will send them this post…

For educators dieting on a menu of progressive blog posts and viral education videos, it’s enticing to think that we might just be at a tipping point for transforming education.

The Clever Sheep (back in April)

cc licensed ( BY NC SD ) flickr photo shared by Truthout.org

When I read the above sentence from Rodd Lucier I laughed aloud. I have thought about his quip many times since April. I read it as both a very witty line but also a concise and ironically trenchant analysis of the optimism of many in the edublogosphere. There is a long history of educational thinking about transforming education which leads me to this question:

What is the intellectual ancestry of the people who blog and write about educational transformation? How knowingly can they articulate a philosophy of education?

By this, I do not mean (necessarily) who mentored or taught you, although some may have been inspired by a teacher and many in the blogosphere would cite connectivism. I am keen to know what are the (often hidden) swirls and eddies of educational theory, history or experience that have impacted on your belief systems. I suspect much of it is unconscious, as it is for me and too rarely discussed. Feel free to draw the ‘long bow’, in the sense that you are speculating without detailed research. Maybe you posted about this or a similar topic before and can leave a link?

I’ll start.

There was virtually no time at university, at least in the formal teaching course I completed 0ver 20 years ago, spent reflecting on philosophies of education. I did like and read Jean-Jacques Rousseau (1712 – 1778) who appeals to the romantic in many, during my time at university. I suspect that Rousseau has more influence on educators (and society) than most realise. If you find yourself nodding along with Sir Ken Robinson, as I do, when he talks about changing the current paradigms, one feels certain Rousseau would approve. Émile is often cited as very influential of educational thinking but his posthumously published book, The Reveries of a Solitary Walker, appealed to me more and I am certain that my love of poetry has had a huge impact on how I see the world.  The romantic tradition of ‘walkers’ like  Wordsworth and Coleridge, so influenced by Rousseau, especially appeals to me, including the disappointments they felt, after the initial excitement, at the violence of social experiments like the French Revolution. The Romantic Movement has greatly influenced our culture and I am sure many of you can connect the dots (many of them less than pleasant) to the present day. I will also, simplistically say, if only everyone liked poetry and rambling the world would be a better place

I think you know there is a very clear line from Rousseau to the hippie movement and subsequent development of the personal computer and internet/web that influences many of the people likely to read this post. Would you agree that the same people ‘dieting’ on, or creating those progressive posts that Rodd mentioned back in April, are very likely to be heavily influenced by this lineage?

….going to college is not the same as getting an education.

This sentiment from John Dewey (1859-1952) has probably never been more true. I marvel at how clearly he saw many of the challenges of education and his Pedagogic Creed (1897) is a document all teachers should have read (NB I struggle with his final line though). His emphasis on community and our real social lives is important. He railed against de-contextualised teaching and learning. He saw social progress as central business for all of us. He was enlightened. Here’s a brief video about Dewey whose insights still feel remarkably fresh today.  When Dewey says in:

…the ideal school we have the reconciliation of the individualistic and the institutional ideals

could anyone disagree that this is both idealistic and pragmatic?

Lev Vygotsky (1896-1934) and Marshall McLuhan (1911-1980) I will not discuss other than to acknowledge their central importance to the way I think.

I have read all of James Paul Gee‘s (b.1948) writings, or at least I think I have (you can have a taste of his work here). I admire the trajectory of his thinking and subject-matter, from ‘hard’ linguistics, to what we can learn about assessment from video games. As an English teacher, his thinking about situated learning and discourse analysis has been both stimulating and fundamental to the way I see the world. Gee just has it right and unlike every other ‘thinker’ I mention in this post, I find nothing to criticise.

The writings of Paulo Freire and Henry A Giroux largely describe what I see in our education systems (and society). Disadvantage is institutionalised. I suspect that the vast majority of current Australian teachers are not familiar with either of these thinkers, even those practitioners who successfully assist students to be powerfully critically literate. Freire and Giroux have influenced educators I admire (including Gee) and have assisted the development of theoretical frameworks that support students becoming powerful critical thinkers. They know that politics and education cannot be separated and are inherently advocating improved democracies and an engaged citizenry.

When I sit back and think about ‘teaching’, it seems to me that Giroux and Freire’s thinking is similar to Rousseau’s and Dewey; all posit the fundamental importance of truthfulness between teacher and student. They share a concern that students should be able improve not just their own circumstances but the system we live in too. They believe that all of us need to learn and to be have developed abilities to think critically, especially about the nature of our systems, in order to develop our shared humanity.

Over to you.

Why do you think the way you do about education?

What online and tech tools do you use daily in your personal and professional life? Have they changed in the last two years? What has failed to ‘work’ for you?

I am having a little tidy – before the New Year – and was thinking about 2011. This is a brief ‘Christmas’ post (a list really) of sorts. I hope you have the time to add a comment.

Firstly, the following are dearly beloved but now departed:

• My iPod(s) are collecting dust. They have been superseded completely.

• Delicious, one of my favourite tools is now a relic and deserves a case study in how to alienate users. #fail

• Internet Explorer. I have just stopped using it completely.

• Yammer was something I’d grown fond of in 2010. I mourn the loss of this great tool from my professional life but hope my employer chooses to use it again in the future.

My new favs:

Adobe Lightroom 3 is a fantastic tool for photographers. I love the plugins for Flickr, Facebook & Photomerchant.

A Macbook Pro became my companion, at work and home, travelling and overseas. It never failed me and is a thing of beauty. I am a convert.

Booko.com.au – is brilliant for ‘real’ books and finding the best price

Browsers – (Chrome, Safari, Firefox) each have different roles and make it impossible to return to IE. I used each before, on and off, but now they are staples.

Diigo – replaced Delicious (allowing me to save to that old fav as well) and I have gradually warmed to it.

Google Plus – is fantastic for photographers who wish to share images and learn from the best creative souls around.

Google Translate – saved my life for the 4 months we spent overseas this year. Love the app too.

Nikon D700 – my new full frame DSLR has been a joy. Here’s my photography gear.

Photomerchant – helped me establish a professional, if fledgling, photography site.

The VPN Witopia – was ‘peace of mind’ while travelling. Highly recommended.

Some old favs:

Email – although much maligned, still is an online workhorse. I seem to have a growing list of acounts – Gmail, Yahoo, DEC, Bigpond and my new photography email address – that are essential.

Facebook – I have to admit that I like it more than ever at the same time bemoaning the ‘one ring’ that rules them all nature of this omniscient tool.

Flickr – I love. Some point out that the company is hardly innovating any more but it just suits me fine. I often use Alan Levine’s plugin to help my workflow when acknowledging creative commons licenses.

cc licensed ( BY NC ) flickr photo shared by Liam Higgins

Google Reader – has been updated and from my POV continues to work effectively for RSS feeds.

Kindle – I love the iPad, iPhone and Macbook apps that allow the whole family to share.

iPad – cannot really wrestle it from the kids often.

iPhone – and apps. More a companion than a tool.

Skype – kept us in touch with everyone this year. Hope Microsoft doesn’t wreck it!

Twitter. Life.

WordPress blogs, this self-hosted one and the dozen others I have are fundamental to much sharing, teaching and learning. After playing with Joomla this year, I must say how much I prefer WP.

Your thoughts?

cc licensed ( BY NC SD ) flickr photo shared by Darcy Moore

The keynote this year was titled, ’Respect – for healthier relationships and teams’. Barbara Becari (below) had her audience working in teams, laughing and having fun. Her message about respect resonated. Her reflective questions certainly had us thinking and I was impressed with the way Barbara managed and motivated her audience.

cc licensed ( BY NC SD ) flickr photo shared by Darcy Moore

cc licensed ( BY NC SD ) flickr photo shared by Darcy Moore

The principal asked me to run a photography workshop and a large group enjoyed the photowalk around the temple, learning about basic DSLR photography as we strolled. Some are enthusiastic about macro and HDR photography too and we scoured the surroundings for subjects with some success. I hope to update this post with photographs from the participants in future weeks.*

cc licensed ( BY NC SD ) flickr photo shared by Darcy Moore

We have a number of colleagues that are departing for other schools who were farewelled with much respect. Michelle C made two lovely speeches to farewell Renee and Jeannie. A highlight for all of us was Shane and Scot singing to Renee, serenading Renee, as she moves on to her Head Teacher position. I know Renee has a recording which she will undoubtedly treasure!

Best of luck Jeannie and Renee!

The school really appreciates the work of our temporary teachers and the school showed its appreciation to these important staff members. Thanks Mel, Dave, Rod and Grant for your great work at our school. You are always welcome back!

The Annual Staff Awards recognised the excellence of Shane, Renee, Andrew, Paul, Michelle G and Michelle H. Your colleagues appreciate the way you do work with students and make our school a better place. Thank you from all of us!

Trish L received the ‘Principal’s Award’ with her customary humour and special brand of magic that has been motivating her colleagues and students at the school for 29 years. Onya Trish!

I feel proud of the way our school operates. Sitting back and reflecting, watching the speeches and acceptances, the witticisms and good cheer, it made me feel privileged to work with such generous people. Dapto High is a very collegial place to learn and work! I agree with Renee, it is a Great School!

Andrew FitzSimons, our principal, has the right spirit and works tirelessly. His vision has resulted in this third annual conference with such a positive theme. It is a great way to culminate a hard year of ‘striving for better things’.

Finally, our colleague, John, has been ill in hospital and we were pleased that he could join us for this final day of the 2011 school year. Good to see you looking better, John!

cc licensed ( BY NC SD ) flickr photo shared by Darcy Moore 

* Here’s Wendy’s pics.