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“Blackboard, Windows, Photoshop” – familiar names to specific markets who are being pressured to take action or decide on something…
“Open Source Software, GIMP, Linux, Blogs, Wikis” – Unfamiliar names to specific markets who are being pressured to decide or take action
Fear paralysis or more accurately, ambiguity aversion is an entirely natural and a well known feature of the human brain. Well known to marketeers and spin doctors that is.
Ah yes Graham, I share your.. story.
As Alahka puts it in your comments, you can lead a horse to water… or as I have exhaled from time to time, flogging the dead horse that died in the trough!
I think though, it is incentives and time we need to encourage and support those teachers to first use the tools for their own learning. If they can’t do that, then I’m not sure we should be risking their incompetence on the lives of others who are either coerced into their charge, or pay huge fees for their services.
Its a beautiful day outside. I’m spending it building a wardrobe in the bedroom. And while I wait for the batteries on the cordless drill to recharge, I’m finally catching up on my long neglected bloglines.
I highly value Stephen Downes’ recent critique the Cape Town Declaration. I started reading the declaration yesterday, but quickly lost interest in it for reasons I was not entirely sure of at the time. Stephen’s critique, the comments that follow, and the links out to other ideas about it offer up so much more food for thought than the declaration itself. I think I will spend more time following the critiques and responses before I actually read the declaration – maybe that way I will find the thing more interesting as I read through it and consider the critiques and conversations I have already read. At this point in time I intuitively share Stephen’s concerns and I think the general points he is trying to make should extend right accross the Open Educational Resources movement. There is too much standard thinking about the ‘delivery’ of education, and the near neurotic obsessing over copyright seemingly at the expense of more important issues to do with learning. Nuf said on that for now.. more to follow after I’ve had more time reading.
Speaking of reading, making the time to read really helps me to listen. Since working at the Polytech my time for reading has been slowly eaten away. While in discussions about workload I try hard to defend the time I need to read, and reckon that people in my role need to allocate at least 30% of their time to it.. for me this would be at least 40 hrs per month reading my bloglines and adding notes to my blog. I need this to remain current and to sustain my connections. Funny how a fulltime job with all its inefficiencies can eat away at that. Over the past 2 years I have been reduced to less than 20hrs reading and writing time. I am starting to appreciate the familiar chorus from people when I encourage blogging and RSS, that chorus that says, “but who has the time!” In my own loss of the time I need, I really have only myself to blame. I must defend that time, and where possible extend it. Reading other blogs, comments and general points of view are extremely helpful to my own listening abilities and the things I can bring back into my local context. The trouble is, that that amount of time impacts on my abilities to listen in on the local channels. Those face to face meetings, discussions, and other things. At the moment, there is a communication disconnect between the speed and depth of the online communication and the slowness and superficiality of the face to face…
Stephen also recently posted the transcript of the talk he made in Wellington back in 2006 on Groups and Networks – the class struggle continues. I have blogged extensively my support once again for Stephen’s thoughts here, especially through that time soon after his talk where the debate about Groups and Networks became quite controversial, ending in a wide scale dismissal of its importance. I still think it is centrally the most important issue not just limited to online learning, and this recent transcript helps keep it alive in my mind.
Janet Hawtin has posted an idea that really gets me thinking. We should combine the literacy skills of online and offline researchers and communicators.
Because these are subtle and personal customisations for specific contexts this means they are diverse. As a community we are developing social skills around finding and filtering for our own personal purposes the collective diversity available. I think this is where literacy exchange comes in.
I think Janet’s idea is a great one! I know I am guilty of forcing people into a very narrow range of research and communication technologies (blogs, wikis and RSS of course), and this naturally frustrates people who are accustomed to other ways of researching and communicating. Meeting professional researchers and communicators who don’t understand these technologies is frustrating however.. but as Janet says, it would be beneficial to draw on a diverse range of literacy skills, more, it would be very important to actively seek out this diversity and support it.
I think Janet’s idea relates to my idea of using analogue media along the lines of socially networked media so as to bridge digital divides.
There is lots to explore here, and Janet’s suggestion is something I might add to my list of objectives when facilitating learning communities. That list?
- Losing the teacherly voice
- Linking analogue media and communications with digital networks
- Supporting and promoting a range of research and communication literacies
- Establishing networks more than groups
- Supporting long term learning communities