Last Friday I had a fabulous day at the Why 2 of Web 2.0 seminar in Sydney, where the special guest speaker was Will Richardson.  Will was also ably supported by other speakers including Australians Judy O’Connell and Westley Field.

I was very keen to hear Will speak, after having read his blog for a while now and also having met in the occasional UStream backchannel.  He had lots of good things to say (which he kindly allowed me to record with my iPod so I may post up some audio snippets.)   I was fortunate to get a seat right at the front, thanks to Judy offering to let me share the powerboard at the front table so I could plug in my Mac.  I was also able to piggyback on the wifi service and browse the various sites that Will was referring to as he told the audience about them… quite a few really interesting sites in his list , most of which are now in my del.icio.us feed.

One of my colleagues from school also attend the event, and when I got back to school the next day I asked how he enjoyed it.  His reply was fairly lukewarm, with the comment that he thought a lot of the things Will was saying made him sound like a zealot.  Google says that a zealot is a “fanatically committed person“, or “one who espouses a cause… in an immoderately partisan manner“.

I don’t think my colleague used the term zealot in a particularly positive sense - I’m sure it wasn’t meant as a compliment.  Personally, if a zealot is a fanatically committed person then I think we need more zealots in education.  I also have strong beliefs about the nature of school and learning and think that we need to act quickly and radically if schools are to maintain any sort of relevance in today’s world.  I also think we need to be fairly drastic about making these changes, so I guess that makes me a zealot too.

Will gave a number of (what I thought were) powerful examples of how the world is changing.  He used some great examples from Friedman’s The World is Flat and Tapscott’s Wikinomics; examples that clearly show how much our schools are out of sync with the world we say we are preparing our children for.  In  particular, one of the stories that seemed to rankle a few listeners, including my colleague, was the one about a student who was given a research task by his teacher and how he approached this task.

The student found very little information about the topic, not even on Wikipedia. What would you do if you were this student?

Here’s what he did.  He created a Wikipedia entry using the limited information that he did know.  Over the next few days and weeks, the Wikipedia entry on the topic was edited, amended, added-to and improved by many other people.  All of their individual little bits of knowledge gradually built up the topic until there was quite a comprehensive article written about it.  The student then used this article to submit for his research project.

Apparently, the student’s teacher discovered what had happened and the student was awarded an F - a failing grade.  Being the zealot that he is, Will suggested that the student should have received an A grade.  This suggestion raised a few eyebrows…  in the afternoon discussion panel the suggestion that this kid would get an A for doing something like this was questioned by a number of people.  They suggested that the kid had cheated, had acted dishonestly, had not done the task, had rorted the system, etc, and therefore should have failed the task.  I think they are missing the point.

While I can see both sides of the situation, there is no way I would have failed the kid for doing this.  There may be more to the story than I’m  privy to, but on the face of it, failing a student for using their initiative in this manner makes no sense to me.    If I were an employer, I’d much rather give a job to a kid like this who knows how to find a solution in an innovative way, rather than a “rule follower” that just accepts that very little information is available.

It’s interesting that the teachers I’ve told this story to say “Oh, you can’t do that! That’s cheating!”, but the business people I’ve told the story to usually respond with a laugh and say “I want that kid working for me!”.  And really, this is the gap that the education world is struggling with so much.   The “real world” wants people who can find solutions in creative ways, who can innovate and work with teams to collaboratively find solutions to difficult problems.  The “education world” still seems focussed on measuring individual effort, rewarding those who follow the rules and stay inside the lines, those who rehash existing information rather than finding ways of creating new information.

Will spoke about many things, but I think this story was the most powerful example of the chasm between what the world expects of our children and what most school are prepared to deliver.  One wants to award an F, the other wants to award an A.

One of us is completely screwed up, and I’m pretty sure it’s not the zealots.

You can find the UStream recording from Will’s talk here, and his conference wiki here. 

I was asked to present at a conference recently and I willingly agreed. I was quite aware at the time that there would be no direct payment involved for presenting but the conference was relevant to me, I thought I had something worthwhile to add and I figured I would enjoy presenting… so I said yes. Besides, the organiser is a longstanding friend of mine and I am usually happy to help out. I’ve presented for this person at a number of other conferences and on each occasion my services as a presenter have been greatly appreciated, but have also been expected at no cost. Because of the good exposure it offers and because it ultimately looks good on my resume, I have willingly presented without charge and have usually not regretted doing so.

But I’m wondering where to draw the line. I live in Sydney, and this particular conference is in a different state. So it means a flight, a hotel and a day away from work. It means a taxi to the airport. It means eating at restaurants for a few days, and while all of that might sound somewhat exotic and glamorous compared to the usual school-bound world of education, it can get quite expensive. Adding up the flights, the accommodation and associated incidental costs can easily accrue to four or five hundred dollars. In most cases I’ve insisted that the conference organisers at least cover the cost of getting me there and back and putting a roof over my head, and in most cases they have willingly done so.

This particular conference, which I don’t want to name, did not initially make such an offer. In fact, when I raised the question, I was put into a bargaining situation where I had to offer to double the number of sessions I was running in exchange for my travel costs to be covered. And while I think it will be a great conference, the fact that I am presenting both morning and afternoon sessions for both days means that I won’t get a whole lot of time to enjoy the rest of it.

The final straw in stretching my goodwill came today however, when a confirmation email arrived for the conference, and kindly informed me that if I wanted to attend a preconference social event it would only cost me $70. In addition to that, the official conference dinner was also available to me at a mere $90. There is something wrong with this picture… Now, not only am I presenting for no charge, I had to bargain for my basic costs to be covered and have to pay my own way to join the social part of the event. That doesn’t seem right to me.

So I replied to the email with this little note tacked on the end…

This is a little bit awkward, but I feel I need to say it.

Without presenters there would be no conference. As a commercial business that operates for a profit, it amazes me that <company name> has an expectation that presenters will come along and present for free. Obviously, there are people out there willing to do this (including myself) who simply enjoy the opportunity to present to their colleagues and who do it for the love of it. If <company name> had to actually pay the presenters there would probably not be a conference, as it would not be affordable to run or attend. Looking through the presenters list is quite a who’s who of the EdTech community in Australia and you are fortunate to be able to get them to present for you, and especially so when you consider that you are getting their services for virtually no cost.

I was surprised a few months ago that I had to do a deal with <name removed> and offer to present a couple of extra sessions in exchange for <company name> covering the expense of getting me to the conference and putting me up in a hotel, both expenses that it was initially assumed I would be carrying myself. While I enjoy presenting, I simply cannot afford to pay the cost of airfare and accommodation, not to mention having to ask for a day off from my regular employment in order to offer my services for free.

There has to be a limit to what people will tolerate before it feels like they are being taken advantage of. I have no idea how many of the presenters are having costs covered, or indeed if any of them are in fact charging for their services, but if my own experience is anything to go by it would seem to be very few of them. To present for no financial reward is one thing, but to be out-of-pocket for the privilege of doing so is just absurd. These things are not a holiday, they’re hard work. It takes lots of preparation time to do one of these sessions (let alone 4 of them!), as well as time away from loved ones, time away from work and other interests, etc.

Now, in return for their generosity, these presenters are being asked to pony up their own money to attend one of the only real perks of being there, the social events.

I believe there needs to be a rethink about how much you value your presenters. I understand that it would be a significant added expense for <company name> to look after them in the way they ought to be looked after, but again, without presenters there would be no conference. It’s OK not to pay us (sort of!) but to expect us to pay our own way in order to help <company name> run a profitable conference is a bit of an insult.

Just my thoughts, although I’m sure others are thinking the same things.

I raised this question on my Twitter network and it seems that many agree with me. The general feedback was that conference organisers should, as a minimum, cover the expenses of their presenters. In the education sphere there is typically not a lot of money to throw around, and I understand that if presenters had to be paid what they were really worth there would probably not be nearly as many conferences to present at… Catch 22. But what is reasonable?

So what do you think? What is a realistic expectation for commercial conference organisers to offer teacher presenters? Do teachers who present for free (like I have in the past) make a rod for our own back? Do we undervalue ourselves by offering our services at little cost?

Don’t get me wrong. I enjoy presenting and am glad to be able to contribute. I don’t have a problem presenting for free (for now anyway) but I do think that I ought not have to be out of pocket for the privilege of doing so, especially when these events are being run as commercial exercises. To be paying my own expenses to help someone else make money makes me feel like I’m being taken advantage of, and that’s not a good feeling.

Please leave me a comment as I’m really interested to hear what you have to say on this.

Tags: conference, payment, expenses, edtech

I never realised I was such an auditory learner until I became a podcast junkie. Now I listen to oodles of podcasts on all sorts of topics. My drive to work is a little longer at the new school this year and I’m rather pleased about that since I get to listen to more podcasts!

Ever since starting my own podcast, The Virtual Staffroom, over a year ago I’ve enjoyed the opportunity to chat with other educators about school, learning and whatever else came up. Initially, the motivation for making the podcast was just to figure out how it was done, and I’ve been lucky to have had so many wonderful teachers offering to join me online for a Skype chat, which then ends up as a podcast.

This week, in somewhat of a role reversal for me, I was invited to be on the interviewee’s side of the mic for a change. I had the great pleasure of being a guest on the Ed Tech Crew Podcast this week, where Darrell and Tony had a chat to me about a bunch of things, but mainly interactive whiteboards. They heard I’d been writing a book on the topic and wanted to have a chat about it. These guys asked some really good questions about IWBs, and I enjoyed the opportunity to have a chat about how I see IWB’s impacting upon education. You can check the podcast episode out here if you’d like.  I’ve also been a guest on Jeff Utecht’s Shanghai -based On Deck podcast a few times, where he and Dave chat about educational technology issues as well, specifically centering it around the South East Asian area. And a few minutes ago I just had a Skype chat with Sharon Peters in Montreal who asked if I’d like to join her and the rest of the Women of Web 2 for a podcast in June.  We have quite a podcasting ecosystem going on here…

Podcasting is such an amazing medium. I actually live around the corner from the studios of a community radio station and I often wonder about their audience size, and how much expense and infrastructure must be required to broadcast to this audience. I’m sure the audience is relatively small and the overhead required to broadcast to them quite considerable. And yet, here in the podosphere, anyone can potentially broadcast to a much bigger global audience at virtually no cost. All it takes to be a podcaster is a basic computer, some audio recording software, an internet connection, and you can have essentially the same opportunity to broadcast your ideas to the world as any other fully licensed, commercial broadcasting entity.

Forget about technology side of podcasting for a moment and think about what effect it is having on the economics of commercial broadcasting. Sure, it’s not about to put the big name radio stations out of business just yet, but it has the potential to be a truly powerful alternative… this truly is The Long Tail in action, and you really have to wonder how the future of media will look as anyone who wants to have a voice can have one… easily, cheaply and effectively.

The regularity of my blogging has dropped off a bit lately, mainly because I’m in the middle of writing a book about the use of interactive whiteboard technology for teachers. Although I’ve got almost 20,000 words written so far, I am way behind deadline and really need to get the first draft finished so it can be submitted to the publishers in a few weeks. Until I get that done, every time I feel the urge to blog I have to remind myself that there is a (new) deadline looming and direct my writing efforts to the book instead of the blog. I feel bad that my blogging has been suffering lately, but I really need to get this done. So there you have the reason I’ve not been updating lately.

However, I simply had to take a few minutes to share this wonderful new tool I’ve found called Scrivener. It’s an incredible tool for anyone taking on a large writing task and I really can’t believe I’ve never tried it before. I had heard the name mentioned but assumed it was just another word processor. How wrong I was!

There is an assumption that the defining software tool for writers is Microsoft Word. While Word is a very powerful application and has many, many features that most people never even discover, Word can be a frustrating tool for anyone contemplating the writing of a very long piece of work such as a book. I use Word a lot and know it quite well… in fact I hold a Advanced level Microsoft Office Specialist certification in Word, so I feel quite at home in it. I can generally twist Word to my will and make it do pretty much whatever I need, but it’s still a pain in the neck when working on something as large and fragmented as a book.

There’s no doubt that Word is a great tool for certain types of writing. But as they say, when your only tool is a hammer, everything tends to look like a nail.

Enter Scrivener. Designed expressly for anyone working on long documents that require many edits, such as books and screenplays, Scrivener takes an entirely different approach to writing. Essentially, it treats easch writing task as a project, collecting resources for writing into a single place and then enables you to break long text into short, movable, definable chunks, letting you categorise and synopsise each chunk and assemble them into the final work. You can break text into chapters, scenes, paragraphs, sentences… whatever you like… and move them around to let your ideas flow far better than Word will ever allow. Unfortunately Scrivener is a Mac only application, but Windows users might like to check out PageFour which apparently does similar things.

Using Scrivener has been somewhat of an eye-opening paradigm shift for me. It has challenged my assumptions about the very nature of the software tools we give our students. It made me realise what a mistake it is to assume that Word - or any “industry standard” software tool - is necessarily the tool for the job as far as student use is concerned. We inflict tools like Word on our students because they are supposed to be “what everybody uses” and we insist that the best tools to teach them to use are the tools used “by industry”. The fact is, schools are not offices, and the writing needs of a business person are not necessarily the writing needs of a student. The best tool for a student is not the one that they will use when they get older, but the one that helps them do what they need to do right now.

There is nothing “wrong” with Word, but having now spent some time with Scrivener it is now painfully obvious just how much more we could offer our students if we stopped assuming the tools of the business world were what they should master in order to create written texts. Real writing is a process of collecting ideas and thoughts together, manipulating them into a cohesive form, and editing and re-editing them until they make sense to other people. I now see how tools such as Scrivener approach the task of writing from a completely different angle and enable it to take place in a far more fluid way.

Now back to work! I have a book to finish…

PS: Here’s a video that gives a great overview of what Scrivener is all about…

Download

Tags: scrivener, word, microsoft, writing, book

Some things make you proud to be Australian.

As a nation with a relatively small population we have achieved some excellent results on the world stage. Sport. Science. The Arts. Even technology.

One of the real success stories of Australia’s technology achievement is Moodle. As an open source eLearning platform, Moodle started its life as a thesis project by a guy named Martin Dougiamas at Western Australia’s Curtin University, and has quickly grown into a major player in the rapidly growing eLearning world. Importantly, Moodle has been designed from day one to support learning using a social constructivist philosophy. Dougiamas belief is that people learn best when they are networked and connected, able to share and communicate ideas, and this belief underpins everything about Moodle’s design.

I am currently half way through a 4 day Moodle workshop and the more I learn, the more amazed I am at the maturity and depth of Moodle. It’s a relatively young piece of software that is growing rapidly thanks to a global community of developers. Although I have dabbled with Moodle a few times in the past, the last two days have really opened my eyes as to the power of what it offers. It is really powerful. And the next two days will focus on the backend administration stuff so I’m sure I’ll be equally as blown away.

Thankfully, we’ve had Julian Ridden as our trainer. Julian is the ICT Integrator at St Ignatius, Riverview and is arguably one of Australia’s (and possibly the world’s) most knowledgable Moodle guys. His explanations, advice and insights into Moodle have been priceless. I’m especially thankful that he is not just a techie (although he’s pretty darn good that that side of things too), but he is also a teacher and everything he’s been sharing about the use of Moodle comes from a really sound pedagogical background that can only come from someone who is still in real classrooms every day.

My new school, PLC Sydney, has a fairly large Moodle installation which aims to manage a lot of our course material and although it’s well developed and quite extensive, I’m realising now that there is lots of room for improving it. Like many tech developments, especially in a school environment, our Moodle has grown in a fairly organic way and probably suffers from a lack of design. I’m realising that, as with all web design projects, thorough planning needs to account for at least half of the time and effort involved in putting it together. As I return to school next week thinking about a complete overhaul of our Moodle server, I’m seeing that we really need to think it through very thoroughly before we start building anything.

One of the things I was most struck by is the modular, extensible nature of Moodle. I thought it could just do the handful of things that a standard Moodle install comes with - forum, wiki, chat, quizzes, surveys, and so on. These activity tools are very useful of course, but Julian has been showing us the huge library of resources at www.moodle.org… literally hundreds of extra modules that can be dropped in to the back end to add more functionality to the standard Moodle installation. Integration with RSS and Web 2.0 tools, podcasting modules, all sort of interesting blocks, activities and filters… I’m just gobsmacked at how hugely flexible this tool is!

Moodle just released version 1.9 a few days ago, and it has quite a few improvements over 1.8. Most notable of these is the integrated teachers markbook, which has been supercharged to now have all the features a teacher could want in a markbook (including support for outcomes!) but there are quite a few other neat new features worth checking out too.

I’ve installed Moodle locally on my MacBook Pro using the MAMP engine, so I now have access to the full Moodle installation, inclucing the backend database, to play with. I’m dabbling away, adding stuff, breaking stuff, learning how it works, before I get focussed on rebuilding the PLC Moodle. If you want to dabble with Moodle too, I recommend installing it on your own computer and playing with it.

I’m looking forward to becoming a much more accomplished Moodler!

Interesting article from eSchool News…

A delegation led by the Consortium for School Networking (CoSN) recently toured Scandinavia in search of answers for how students in that region of the world were able to score so high on a recent international test of math and science skills. They found that educators in Finland, Sweden, and Denmark all cited autonomy, project-based learning, and nationwide broadband internet access as keys to their success.

What the CoSN delegation didn’t find in those nations were competitive grading, standardized testing, and top-down accountability—all staples of the American education system.

and this bit…

Unlike in the United States, which has taken the opposite approach, Scandinavian countries have established national curriculum standards but have set fairly broad mandates, letting authority trickle down as close to the classroom as possible. Local school officials have the flexibility to provide education services according to their students’ unique needs and interests, as long as the basic policy framework is followed.

Therefore, teachers are extremely autonomous in their work. So are students. For example, internet-content filtering in the three countries is based largely on a philosophy of student responsibility. Internet filters rarely exist on school computers, other than for protection from viruses or spam. As a school librarian in Copenhagen said, “The students understand that the computers are here for learning.”

Julie Walker, executive director of the American Association of School Librarians, said these countries see students as having “the filter in their heads.”

Walker also noted that while “the U.S. holds teachers accountable for teaching, here they hold the students accountable for learning.”

Not sure what else to add. Great article.

If you read blogs about education with any sort of regularity you will no doubt recognise the name Will Richardson.  Will’s blog, Weblogg-ed, has become somewhat of a keystone in the edublogosphere, not just for the things he writes about and the thinking he does about education in the 21st century, but also because he is just so darn prolific!

Thanks to the jungle drums of Twitter, I was really excited to hear that Will is coming to Australia to deliver a talk entitled The Why 2 of Web 2.0.  I don’t know Will personally at all, but we have bumped into each other a few times in various chat rooms and UStream sessions.  He was one of the founding ideas-people behind the global K-12 Online Conference (although his commitments at the time required him hand it over to others to run).  His has been a seminal voice of the blogosphere for a long time, having written several books on blogging and the use of Web 2.0 in the classroom, spoken at conferences all around the world.  Will is pretty well respected in the edublogging world.

Given all that, I’d certainly like to meet him and hear what he has to say.

If you are interested in education and the way it applies to 21st Century learning, then try to get along to either Brisbane (May 7) or Sydney (May 9).  I’ve already booked my ticket!

No doubt some of us Sydney bloggers will get together and try to get together with Will while he’s here.  How about you?   Join us?

There are two ICT trade show events that I’d love to attend - NECC in the US and BETT in the UK. I’ve probably left it a bit late to attend BETT (it starts in a week or so), but I’m seriously considering attending the 2008 National Educational Computing Conference in San Antonio Texas. After hearing all about it for the last few years I’ve been curious and interested to attend a NECC event, and the 2008 event just happens to fall conveniently in the midyear Australian school holidays (where I potentially have a full three weeks off!)

One of the motivators for attending this year is thanks to the amazing connections I’ve made with so many educators throughout the US and Canada via tools like Twitter and Skype. I feel like 2007 has been the year of expanding my own personal learning network and I’m keen to get to an event like NECC to meet up with people in real life that I feel I’ve come to know through these virtual spaces. Besides, last years Bloggers Café sounded like a really fun thing to be part of and I like being part of fun things!

I noticed that there is a study tour being organised here in Australia that takes a detour via New Zealand and Silicon Valley to get to San Antonio and it’s looking like it might be a good use of some pre-tax dollars. I need to have a chat with my new school to see how this might fit in with their professional development plans, but regardless I think I’d like to head over to Texas and be part of it anyway.

The study tour details can be found at http://www.ictev.vic.edu.au/event/2008_ACCE_NECC2008_Study_Tour.htm, and here is a part of the blurb…

Spend time with colleagues in New Zealand, visit Apple in San Fanscisco, Dell in San Antonio, have small group time with key international educators, enjoy the celebration of ICT with 15,000 like-minded educators, receiving briefings from ISTEs key people, COSNs leaders, ISTEs international representative, meet and work with other international IT educators and enjoy two weeks immersed in technology in education.

So, fellow Aussies, whaddya reckon? Who else is thinking about going? And what about my American friends… twist our arms a little! It wouldn’t take much!

Tags: necc, sanantonio, ict, texas, studytour