Teacher/Parent: “Why can’t they just look it up in a book like we do?”
Student: “But I can look it up on the internet in just a few seconds from my phone, I can check that several different sites all say the same thing. Why should I look it up in a book?”
–
Books are great. Internet is great. Learning is great. The question for me is how can we combine all three effectively?
–
I’d love for someone to do a parallel study of
“What is the learning impact of having books in a school?” and
“What is the learning impact of having a learning platform in a school?”
The reason being, that if you stand and observe any classroom (any context, any age), it’s interesting to watch what children actually ‘do’ with books [excuse the slight generalisations that follow] – ranging from
- the 4-year-old using it to make a tent for a teddy,
- the 5-year old holding it upside-down and making up their own imaginative story based on the pictures,
- the 6-year old who sounds-out the words but struggles with finding meaning,
- the 7-year old who cuddles up on a beanbag for the story,
- the 8-year old who uses the book as a missile to launch across the carpet,
- the 9-year old who uses the dictionary to improve their writing work,
- the 10-year old who uses the encyclopaedia to find out facts,
- the 11-year old who loses themselves for hours in the mysteries of Harry Potter,
- the 13-year old who feels depressed at the sight of the Shakespeare book,
- the 14-year old who uses the text-book to doodle love-hearts in,
- the 15-year old who uses the book to hide their whispered conversations behind in class,
- the 16-year old who reads fiction on the train or at night for entertainment and escapism,
- the 17-year old who has a fear of social interaction, who reads non-fiction endlessly to build their self-esteem through knowledge acquisition
- the 19-year old who acquires and collects the ‘latest’ coffee table book
There are thousands of other uses for ‘a book’, but we never question the intrinsic value of books.
We all assume and agree that books inherently have a value, but we don’t mean the cardboard covers, the spine-glue or the paper pages and ink in-between.
When talking about the value of a book, we’re all making huge assumptions about the author, the reader, and the contents.
The value in “the book” as a concept is that
*The author has put something purposeful inside for the reader to engage with
*The author understands how to ‘write’ (that is, how to use this medium of communication effectively)
*The content inside it being of interest/relevance to the reader
*The book is on a shelf, in the class/home, in a backpack or shop when the reader wants/needs it
*Different books can provide different content for different times/needs (eg; story, non-fiction, dictionary)
*The reader can ‘hold’ it, feeling a sense of engagement and ownership
*The binding, illustrations and tidy formatting by the author imply it has value
*Once picked up, it belongs to the reader, not the author.
*Although the design and organisation within the book will make it more attractive (thus more likely to be picked up), or more usable (eg; contents/index, headings, page numbering), it’s still only going to be read if the author has added something informative, or something engaging.
* It’s the author’s care and attention to the book, rather than a scrapbooking approach, which is what implies value to the reader.
There’s a huge range of implied skills that are woven into the above – the most important ones being the authors writing and design skills, to the readers reading skills.
All this is just supported by The Publisher/Bookshop/Librarian who facilitate the handover of what the author has made, to the reader by providing physical access.
Perhaps re-read the above, changing the reference from ‘a book’ to ‘a learning platform’ or indeed any kind of technology.
The technology itself, just like a book, will never on its own be of any value or impact.
It’s what the author (teacher/user) puts inside, and what the reader (learner) wants/needs it for, that makes the impact.
From Miles Berry via NAACE Advisory List:
Steven Johnson’s Everything Bad is Good for You has a lovely passage on ‘imagine a parallel world where video games were invented before books”. See http://www.stevenberlinjohnson.com/2005/04/everything_bad_.html
Interesting to think how the iPad (other e-book readers are available) changes at least some elements of our relationships with books.
From Graham Brown-Martin via ICT Research Network
Thanks for this interesting reply.
I’m not sure what you would gain from such a study however given that one technology is, in many ways, merely copying another but in the case of a learning platform simply doing it in digital form. This is so prevalent in the education sector that it’s often not recognised. What I mean by this is that we tend to use technology to copy or overlay upon old teaching techniques rather than encourage new learning styles. Of course it does depend on how technology is used for learning but regrettably the use of learning platforms as digital Gestetners, interactive white boards for lazy teachers to present Powerpoint, eBooks delivered as digital pages on a mobile device just miss the point.
It’s interesting that you draw a parallel to books.
I do not accept that books have an inherent value nor that they should be held in such esteemed status.
I would suggest that books are overrated and should not simply be regurgitated in digital form. Ironically, however, I do like this page from Steven Johnson’s book “Everything Bad is Good for You”:
“Imagine an alternate world identical to ours save one techno-historical change: videogames were invented and popularized before books. In this parallel universe, kids have been playing games for centuries –– and then these page-bound texts come along and suddenly they’re all the rage. What would the teachers, and the parents, and the cultural authorities have to say about this frenzy of reading? I suspect it would sound something like this:
Reading books chronically under-stimulates the senses. Unlike the longstanding tradition of gameplaying –– which engages the child in a vivid, three-dimensional world filled with moving images and musical soundscapes, navigated and controlled with complex muscular movements –– books are simply a barren string of words on the page. Only a small portion of the brain devoted to processing written language is activated during reading, while games engage the full range of the sensory and motor cortices.
Books are also tragically isolating. While games have for many years engaged the young in complex social relationships with their peers, building and exploring worlds together, books force the child to sequester him or herself in a quiet space, shut off from interaction with other children. These new ‘libraries’ that have arisen in recent years to facilitate reading activities are a frightening sight: dozens of young children, normally so vivacious and socially interactive, sitting alone in cubicles, reading silently, oblivious to their peers.
Many children enjoy reading books, of course, and no doubt some of the flights of fancy conveyed by reading have their escapist merits. But for a sizable percentage of the population, books are downright discriminatory. The reading craze of recent years cruelly taunts the 10 million Americans who suffer from dyslexia –– a condition didn’t even exist as a condition until printed text came along to stigmatize its sufferers.
But perhaps the most dangerous property of these books is the fact that they follow a fixed linear path. You can’t control their narratives in any fashion –– you simply sit back and have the story dictated to you. For those of us raised on interactive narratives, this property may seem astonishing. Why would anyone want to embark on an adventure utterly choreographed by another person? But today’s generation embarks on such adventures millions of times a day. This risks instilling a general passivity in our children, making them feel as though they’re powerless to change their circumstances. Reading is not an active, participatory process; it’s a submissive one. The book readers of the younger generation are learning to ‘follow the plot’ instead of learning to lead.”
A video of Steven Johnson’s keynote at Handheld Learning 2008 can be seen at http://bit.ly/blpFp1
Back to my original question which was a request for pointers to research demonstrating the efficacy of Learning Platforms and VLE’s that show enhanced learning outcomes I simply haven’t found any. Yes, there are many anecdotal case studies and suggestions for effective learning using such technologies but little, that I’ve found, that is peer-reviewed and demonstrates without question the power of such technologies to effect improved learning.
I remain open-minded but concerned that by simply digitising existing teaching practices we are missing out on the great potential that new technologies have for radically transforming learning and teaching practices.
Hi Fiona,
Is the concept of this producing a dichotomy, a ying yang, black white, true false issue of technology supporting learning? Is the book not another form of a learning platform? Also when you say that “The technology itself, just like a book, will never be of any value or impact” could it be suggested that the learning technology (including the book) could have an impact if just bought – for example a house full of books which are never read can have an impact on others, adjusting the social impact of the performance of the technology on the self?
Is not the book a class/gender issue? I think that this is perhaps emphasised when viewing adverts for the Hay festival (although perhaps the likes of Stephen Fry cross this divide)?
The book perhaps has a different social performative aspect than what we call technology? Books perform as an object of middle class aspiration and technology being democratic? Do professionals see the book as being part of the role as a professional and the technology as a working class imposition?
Jonathan
From Doug Woods via the NAACE Advisory list
Reading through Fiona’s list of activities with books, it strikes me that there is one activity missing. That activity is an adult (parent/teacher) reading a book to a child.
This sharing activity is perhaps one that we don’t see often using technology. It strikes me that reading in such a way is not easy from a laptop or desktop computer and perhaps that is why we may have seen it decline.
Yet what about an iPad (other tablet computers may soon become available)? Could the iPad with its iBooks lead to a rebirth of adults reading to children?
Just a thought.
From Miles Berry on the NAACE list
There’s an app for that.
http://www.astorybeforebed.com/
Ever so slightly disturbing?
Hi there… thanks for mentioning us on this thread. What do you think Miles thought was disturbing?
You can all try A Story Before Bed for free if you like and determine on your own if it’s disturbing or not.
http://www.astorybeforebed.com
Love to get reactions.
–hillel
From Mark Chambers, NAACE list
Read my first book on an iPad – or anyother type of electronic device – at the weekend – very pleasant experience it was too….
I’m afraid I share an unfortunate analogy –
I was one of those who read to avoid the lesson content – “If Chambers did not read so much below the desk his knowledge of Art would be so much better” – quote from my school report
How often do learners similarly use technology to avoid the preset lesson content of the teacher?
Did it matter? I guess only in terms of a system that might not accomodate those who prefer to take different learning journies and choose to put at risk their access to accreditation. Oops think I’m getting away from Fiona’s very interesting post.
From Leon Cych on NAACE Advisory List
No so disturbing if you think that this is similar to the scheme set up for soldiers abroad to “read” to their children regularly. Then it becomes something that facilitates a connection where there could not have been one before and that’s a good thing in my book
Maybe I’m weird but books or any similar technologies are merely a way of encoding/ decoding narrative and meaning. They’re receptacles for stories etc about our basic humanity in all its forms. All those wonderful examples are about the culture “around” books – it is the culture and behaviours around advanced electronic technologies that will be another strand of human creativity and knowledge in the future.
It’s like Henry Jenkins’ Black Box Fallacy – media change is reduced to technological change and strips aside cultural levels. It is what we do with our culture augmented by technology and transformed by it that is important nit the actual tech surely?
I was particularly struck by this looking at the Dan Meyer video on Ted Talks recently where he talks about how text books layer information in a way that can make it hard to convey meaning. Listen tot he very first line of his talk …
http://www.ted.com/talks/view/id/855
So if I am able to emotionally engage students in a way that gives them access to ideas and concepts not before accessible, using ANY means, then that’s a good thing. I really don’t see any difference in the long run.
From Leon Cych on NAACE Advisory List
Mark – that reminds me of a time – well over 10 years ago when I was preparing for a parents’ evening at the beginning of the year. One particular boy was marked out as “never interested in reading” – when I came to sort out his “desk” – out poured pile after pile of gamer magazines. He read copiously – just not the stuff on the curriculum or in his previous teachers’ heads…
From Cathie Gibbens on ICT Research Network list
Interesting argument about the book being linear – the vast majority are. However there were some books that gave you the option of which page to turn to next when a choice had to be made and therefore the ending could be decided by the choices the reader made.
Similarly, some of the classic games on the BBC computer were text based with the user telling the computer to ‘look north’, ‘go west’, ‘pick up torch’.
I agree with you about learning platforms being used as digital Gestetners, however I would argue that in order for a teacher to make the leap from paper to digital, some need to ‘change one thing’.
Therefore, instead of using paper-based documents, they put the Word document on the learning platform. When they are confident in using the learning platform, then they can start to explore and be shown the true potential of the learning platform.
If you ask a teacher to jump straight into using a learning platform completely differently to what they are used to, then they run the risk of not understanding what it is about.
From Heather Govier on NAACE Advisory Mailing List
A short anecdote:
When my daughter, Kate, was small I got involved with the development of some very early ‘talking books’. My contact was Johan Davidson at Cheltenham and Gloucester College (perhaps even now a Naace member?).
In 1990 at the age of 3 Kate could read. She had learned using the Puddle Lane books – a superb series with good real stories and ‘parts’ for parent and child to read – all designed to be used as part of cuddling up and reading a story together. She loved reading in this way and readily transferred what she had learned in the Puddle Lane series to other books.
However, she wouldn’t read on the computer using those talking books. I sent the trial materials back with a letter saying:
‘I have given up I’m afriad. Kate is really not at all interested in using the computer to read and it doesn’t seem worth the effort of trying to coerce her given that she reads real books so readily. I do not find it easy to explain her aversion. It is not the computer in general as she enjoys using a number of simple games programs and writing and drawing with MacPaint.’
Part of the reason that I was mystified by her response was that I had been proselytising that the computer was a perfect tool for facilitating social interactions in the classroom (particularly in the context of problem solving work such as Logo). And yet my daughter saw it as a tool for solitary activity (like drawing) and was not interested in using it to read together. I suspect that the physical arrangement required by computers of that time – sitting at a desk – was the problem. It’s not the same as cuddling up in an armchair.
My guess is that an ibook would be seen very differently and should indeed be good for adult/child together activities. Sadly I do not have any grandchildren yet to try this out with – and am unlikely to have for another 10 years yet. Kate assures me that amongst her ‘sex and the city’ type peers no-one would contemplate settling down and having children until well into their 30s!!!
From Ray Tolley on NAACE Advisory Mailing List
The metaphor of the book goes deep and perhaps when we look at contemporary technologies there is much that can be extracted from ‘books’ which should be applied to today’s and future technologies. When I look at the hundreds of books on my bookshelves I observe:
1. Almost all of my books were carefully written in astonishingly eloquent English. I sometimes pick a book just to mull over in order to enjoy the mellifluous quality of the writing, particularly from centuries past. When I browse the pages of my (few) first editions sometimes I am drawn even to tears by the poignancy of their writings. [Question: Are the various blogs and short study papers of equal eloquence?]
2. The collective wisdom of a vast range of writers of biographies, philosophy, theology, archaeology, architecture, science, music and the arts etc all take me beyond myself in a way that search engines do not. [Question: Has ‘technology’ influenced the loss of the range of writing styles or the art of meditation?]
3. At a glance a visitor might not think that my bookshelves appear to be in a logical order. However, I can invariably lay my hand on any book instantly and often even turn to a chapter or sentence in some books. [Question: Can a good PLE enhance the organisation of our learning? Will Web3.0 help?
4. There is a delight that many find in the sheer look and feel (and smell?) of a book, it is a joy to behold. [Question: How can we make user-interfaces more enjoyable?]
I list the above almost as 6th-form essay/discussion topics. If I had the time to expand upon these we might extract aspects of ‘books’ that are presently missing from the GUI. Having taught DTP and web-page design for many years, I feel that many of the above attributes could be explored in order to enhance our technologies.
From Jose Luis Soler on ICT Research Network
Has any of you experienced ipad in classroom? Any reference?
I’m very excited about this device and its role in education.
What do you think?
From Karl Royle via ICT Network mailing
Interesting views on this.
We are currently conducting a project looking at the impact ( a slippery fish in any circumstances) of a netbook implementation in two Telford primary schools. A key factor in this is access to and use of a VLE. Emerging from this are several key themes, perhaps one of the most important is that pedagogy needs to be reconceptualised to integrate digital tools. It is also telling, however that when formal observation of teaching and learning occurs the emerging pedagogies go out of the window, (risk in a performative culture).
So I guess it’s a bit more complex than what’s good/ what’s bad
, although when VLE’s are compared to the wild wonders of the web they are often, weighed, measured and found wanting there are other attributes which make them useful for a school in a performative environment centred on control, access and safety.
However, until we start to think about how people can learn now and construct a role for teachers within this that allows them to teach needed skills using both digital tools and face to face methods integrated around a purposeful pedagogy then we will still be forcing “new technologies to do the work of the old” McLuhan (1967).
From Miles Berry on the ICT Research Network list
I did some fairly robust pre-test/post-test comparisons for my primary maths Moodle pilot, using the previous cohort as effectively a control group. This showed only a slight improvement in test scores (not statistically significant). However, one interesting finding that did emerge was that there was significant correlation between the individual residuals and what I described as more ‘strategic’ use of the VLE, ie those who “stepped back from the immediacy of homework attempts and current discussion threads to look back over earlier quizzes, their own use of the system and completed wikis”. Online social presence within the VLE also seemed to correlate with positive residuals.
This wasn’t peer reviewed, but I did write it up as my MBA dissertation, which got a distinction
There’s a copy online at http://roehampton.academia.edu/documents/0076/6578/MGBerry_-_MBA_dissertation.pdf
Given that the pre and post tests were KS2 SAT-like papers, a VLE course designed around the ideas of learning through mistakes, collaboration and discussion might perhaps not be expected to produce significant gains in attainment, as these approaches are generally discouraged in the SATs. The disconnect between the assessment system typically used to measure learning outcomes and the “potential that new technologies have for radically transforming learning and teaching practices” is, I think, problematic for any who seek to demonstrate that new technology and/or new pedagogy significantly impacts on ‘attainment’.
The ‘No Significant Difference’ phenomenon has a long history in educational technology, as Thomas Russell has documented at http://www.nosignificantdifference.org/
From Cathie Gibbens on ICT Research Network mailing list:
In light of the recent discussions surrounding VLEs and how not to use them (Victorian methods, Gestetner replacements etc – which I agree with) perhaps someone could point me towards some research that shows how VLEs can be used effectively please. Thank you in advance.
My reply:
This was at the bottom of my original email, after the bit about the book metaphor. Copied below:
–
There are a range of both small and larger scale articles/case studies publicly available which provide examples & evidence of impact upon learning (both qualitative and quantitative). http://www.school-portal.co.uk/GroupHomePage.asp?GroupID=859283
These range from links to full-scale MA research projects (Research/Case Studies/Articles folders) through to 1page overviews of specific activities and the rates of learner progress involved (Good Practice Examples folder). There are over 18,500 teachers (including many undertaking Masters research into impact in subjects/case studies of adoption) involved in this area in differing ways so there is quite a variety.
From Dr Bob Banks on ICT Research Network list
Interesting !
I think a well-designed study like Fiona suggests could be really valuable – recognising that different technologies (both new and old hopefully) enable
different modes of interaction – rather than just replicating each other.
However – I think the analogy for a VLE wouldn’t be a book – more like a library or a school .
VLEs were originally conceived as over-arching frameworks bringing together the people and resources involved in learning
in new and more fluid ways. Their value is an enabling one – not as fixed “things” in their own right
Just thinking what the appropriate comparisons would be – and how you’d go about comparing – is really interesting.
E.g. books with social networks / mobile devices / ….. ???????
I love the Steven Johnson quote by the way – but I personally still feel that books SHOULD be held in esteemed status !
But in the way that (for example) public libraries might be held in esteemed status – ie celebrating the huge contribution
they have made to human well-being – but unpicking the functions they perform from their structure, and recognising that in future
these evolving functions may (or may not!) be better performed through very different structures.
Fiona – if you’re part of the ALT network, might be interesting to see if people there know of any work along these lines…..
From Jo Puckering, via the NAACE Primary List
A brief comment to add to Heather’s ” I suspect that the physical arrangement required by computers of that time – sitting at a desk – was the problem. It’s not the same as cuddling up in an armchair. ” and which a quick scan through the discussion, others have made too….
While out with a group of friends for lunch in a London bar recently, a family were sat around on comfy settees, adults and children chatting together while the youngest of the group sat between Granny and Dad (role assumptions are being made here!) with some tablet style technology on her lap… This was similar in size to an iPad but pre availability in the UK. Though I was intrigued and tempted to go and talk with the group and find out more…. more closely observed the child’s activities, it was not the time nor place to do so.
However, my nosiness managed gleam that the child was using the technology to play some games including jigsaw puzzles, in a manner of ways but most notable was that the technology itself was transparent – it was truly ubiquitous use. I feel certain that the fact that it was a tablet, rather than laptop style made the difference as she shared and interacted with other members around the table, throughout. She sat with it on the coffee table, on her lap, sat up on the settee with it perched on her knees, lay it on Granny’s lap as she cuddled up…. much as one would a physical book.
From Alexandra Gibson via the Primary NAACE list
This has been a very interesting thread. Fiona, I think you are right to consider the author and issues of value. I do think that these issues related to reading in the classroom do need to be problematised. It is a commonly held idea that ‘the media shapes the message’ and it would be interesting to invesitgate how electronic reading differs from reading on paper.
However, issues of authorship and value are not straightforward when dealing with reading in the classroom. I taught literacy in schools as a ‘reading and writing’ teacher overseas and the lists of books were prescribed by the Ministry of Education- some of them clearly designed to instil specific cultures and behaviours in the children who were reading them. In addition, teachers may use reading schemes and value a particular book for its introduction of a particular phoneme or vocabulary set. Such books may be valued by schools for their abilities to raise literacy levels, follow a particual currilcum and meet targets. The point that I am trying to make is that books in schools are often not chosen by students but may be selected for other values and this should be part of the conversation and that I am not sure if the question is one of media but one of selection and choice in reading.
I then added…
This was at the bottom of my original email, after the bit about the book metaphor. Copied below:
–
There are a range of both small and larger scale articles/case studies publicly available which provide examples & evidence of impact upon learning (both qualitative and quantitative). http://www.school-portal.co.uk/GroupHomePage.asp?GroupID=859283
These range from links to full-scale MA research projects (Research/Case Studies/Articles folders) through to 1page overviews of specific activities and the rates of learner progress involved (Good Practice Examples folder). There are over 18,500 teachers (including many undertaking Masters research into impact in subjects/case studies of adoption) involved in this area in differing ways so there is quite a variety.
Graham Brown-Martin, via ICT Research Network:
You’re right to be excited by the potential of the iPad & the raft of similar devices about to flood the education sector!
You might like to head over to:
http://www.handheldlearning.org
and visit:
http://www.handheldlearning.co.uk/content/view/64/
and:
http://bit.ly/bBmPmT
Jeremy Meades, via ICT Research Network:
Hi everyone
Effective use of a learning platform is not about the learning platform but about how teachers have evolved their pedagogy to include the learning platform in their teaching. For example, adopting a blended learning technique involving both classroom and learning platform experiences, understanding and utilising learning networks and online group dynamics, including the social aspects of learning and so on.
Also, realizing that the way in which young people use ICT is quite different from the way we use ICT so that we can bring our use of ICT in line with their use – usually this leads to the notion of using a ‘learning platform’. However, the learning platform does not need to be a recognised learning platform product – it could, for example, be something as simple as Google Docs. Provided the online space is accessible to all participants, enables collaboration, supports communication and the social aspects of learning, there will be a positive impact.
The positive impact may be for some an improvement in their grades, it may be for others an awareness of an unrealized interest in the topic and so on. The problem is, how do you measure effectiveness of use and then relate it to the use of a learning platform?
Useful comment in document attached here http://collaboration.becta.org.uk/docs/DOC-1341
Plus a search of Becta and Next Generation Learning sites will yield information – it depends what sort of research you’re expecting. Lots of examples such as – http://www.learningplatforms.moonfruit.com/ useful podcast about how Tideway use their learning platform.
From Malcolm Roberts, via ICT Research Network:
In 2007 I completed a master’s thesis looking at the critical success factors involved in the implementation of a digital classroom. In particular I looked at the pedagogy used by teachers who identified themselves as digital classroom teachers. My conclusion is that pedagogy is “king” if any effective change is to be made regarding the effectiveness of ICT in education. I also attempted to construct a model of a digital classroom teacher which has since been modified as I revisited one of the teachers five years after my initial case study interview in 2005. The major change in the five years was a shift to using a VLE in the classroom which was Moodle.
Karl I like the McLuhan quote.
The thesis if anyone is interested is available here: it is useful now from a historical development perspective. http://www.coda.ac.nz/cgi/viewcontent.cgi?article=1005&context=unitec_scit_di
From Merlin John, via ICT Research Network:
If you get the chance try and arrange a visit to Sir Bernard Lovell School, part of the Kingswood Partnership, near Bath. I went there about five or six years ago and they were doing all sorts of great curriculum work with their Studywiz learning platform, including innovative uses of iPods (it seemed that most of their students had them).
Their use of technology was along the lines of “Oh that technology could support the kinds of learning we want to do, let’s use it.” Rather than “Oh, those iPods/iPads are great, let’s use them for a project.” So everything I was shown was appropriate and relevant.
The school, and others in the Partnership, were working with Capita to develop software to support the diplomas (Sir Bernard Lovell was a lead school). The software produced subsequently won a BETT Award.
There are plenty of others but I think Sir Bernard Lovell has been one of the pioneers. It’s also well worth looking into some UniServity schools via Fiona Aubrey-Smith (particularly the early work she did at Ranvilles Infant School http://www.futurelab.org.uk/resources/publications-reports-articles/web-articles/Web-Article1078).
If you are interested in parental engagement you should check out Dominic Tester at Costello Technology College in Basingstoke who is doing groundbreaking work with parents that is well supported by the Frog learning platform.
Ray Tolley, ICT Research Network:
Graham,
I’m surprised that you should agree with Steven Johnson’s caricature of children ‘sitting alone in cubicles, reading silently, oblivious to their peers’. This is far from the experience of most teachers. For several years I supported a group of young readers who were encouraged to read, discuss, and publish their opinions of a wide range of children’s authors. Not only did the children learn much from the authors, several of whom were invited as guest speakers to our circle, they also learnt much from each other about how to express an argument or to appreciate an alternative perspective. Neither is reading limited to the linearity of a novel – I love ‘dipping’ into the works of Chaucer, Bunyan, Wordsworth or T.S. Eliot etc. However, one thing that has always frustrated me about the typical novel is the difficulty of expressing parallel actions from different scenes at the same time. I am thus always impressed by the format of ‘24’ where, when appropriate, two or even three different action scenes which of necessity are parallel activities are shown simultaneously! But that’s not the main reason why I am responding.
VLEs, Chicken or egg:
You argue well concerning the failure of many to use the VLE to best advantage, transferring old resources onto a new technology. I have argued long and hard against this short-sighted approach. If I had my way, I would insist that only NEW materials, designed for a collaborative culture should be mounted on the VLE. Tools that assist collaboration between pupils, teachers, parents and other experts should service the perceived needs of all. People who argue that the technology should influence teaching and learning styles have got it all wrong. Good teachers have long used discursive approaches to T&L, even Jesus Christ used to encourage questions that would provoke his answers! I remember using ‘Brain Storming’ in small groups way back in the early ’60s – and one of the first collaborative tools which enhanced this approach to great advantage was the concept mapping tool, CMAP.
Now, we have so many technologies – but the same rule applies, it should never be ‘Here is a tool that you must use.’ So, as an ICT consultant, my opening gambit is invariably that of sitting alongside the teachers and asking ‘In your class activities, what would you like to do better?’ etc – and then we look at the technologies which might help to transform T&L in the direction that the teacher wishes, rather than being limited by a conventional perspective of the technologies.
And this is never more true than in the implementation of a VLE. Having led the installation of several LPs/VLEs, I believe that the introduction of VLE thinking, of all the communication facilities that it can afford, must be understood and recognised by all stakeholders. – And recognising who all the stakeholders are, bringing them all in to this collaborative community is a major exercise, even before the answer to the question has been mentioned.
Co-incidentally, a thought provoking article published by Training Zone, entitled ‘How to fail spectacularly with e-learning’ comes up with many of the same ideas.
http://www.trainingzone.co.uk/topic/learning-technologies/how-fail-spectacularly-elearning/141713
You’ll probably have to register if not already a member.
From Alistair Goodwin, on NAACE Advisory List
Hi Fiona et al
Playing ‘Advocatus Diaboli’… but declaring a lot of sympathy for the ‘devil’ in this instance:
I think this is a very interesting way of starting to look at developing platforms and ICT and I’m totally engaged in what’s being said, but I think we need to be careful that we don’t stray into the bizarre. Football, hoola hoops and curly fries are also very popular with pupils, but it may not be helpful to work out why and apply it to computing
The analogy is good when considering aspects of ‘worth’ and ‘value’ in the content and that is a powerful tool for focussing the mind here, BUT amongst others this conversation evokes 2 strong thoughts in me;
1 – I know this is not necessarily the focus of Fiona’s conversation, but for the sake of clarity; I do not believe a computer / ipad / whatever can ever replace a book. I actually (subjectively and entirely emotively, I accept) hate the idea of this. In the distant future, if anyone has time during their busy schedules of ignoring most conversations and/or meeting content whilst they check their email, and only really engaging with other humans when ‘comparing apps’ over coffee, humans will undoubtedly be sat around reading to the glow of their weird little computers… not going to happen. However, should a child find an old copy of almost any childhood classic, sneak off and read it (or share it) to the glow of a candle or torch, tell me which of those experiences is likely to be more magical.
I believe books serve their purpose precisely because they provide so little distraction and thus, when focussed, burn themselves right into the retina of the mind’s eye. A computer that does this may cease to have it’s own purpose? Broadly one could say that; Books awaken and /or develop creativity and mental agility, computers allow for easier expression of this (for some people)… discuss.
I’m very unclear on why the ancient symbolism of paper, spine and cover, thus age, smell, feel etc are so quickly discarded in the original email as not forming part of a book’s worth.
2 – Ray’s book-shelf highlights what Howard Gardner might term as part of our extended intelligence. Ray knows where stuff is and can access it directly and physically. His books are thus effectively ‘part of’ his mind. This can also be said of digitally stored information, but I do not believe that the human mind is able to wholly rely on the integrity and or constant presence of this information in this form, however virtual or reliable everything supposedly becomes in future. I will always keep copies of what I find interesting on my hard drive even if it is never likely to change on the internet. Why? Because I am human and I need certain ‘rocks’ to exist in my world. (I still don’t trust my hard drive though.)
Maybe inadvertently I’ve stumbled across an important factor here… that as well as worth, a sense of integrity and reliability needs to be present in VLE design. I would possibly go further and suggest that the success of a VLE is more than a little to do with one’s ability to ‘trust’ it and / or at least realise its limitations. Maybe the most important difference between a VLE, say, and a book is this:
The book will be the same next time you open it. The VLE won’t.
The physical structure of the book doesn’t really need updating. The VLE does.
Maybe one day technology will stop striving to get ‘somewhere different’ and accept that it has arrived ‘here’. Then we could all get on and use it without worrying so much all the time… this will probably never happen either.
Rant ends…
From Jon Audain, via NAACE Primary List:
Many thanks Fiona for this interesting post. I am, I am afraid, one of those list-lurkers but the point you raise about books in the classroom is certainly a good one. I’m not sure how to respond so here we go:
Firstly, as a teacher I see (and these are my own thoughts) that just as we have different types of learners, we have different types of readers:
The avid reader
I have children in my class who love to read a book and get lost in text and enjoy the experience. This is includes boys as well who are excited by the magic of stories. These readers also love the challenge of different books. I have a rule in my class that all children need to look at the front cover, read the blurb and then read the first page before they take it out so they can decided whether they would like to read more. These types of readers will often be comfortable in choosing books this way and it also promotes the browsing skills.
The reluctant readers (of which I was one when I was tiny)
These children love to hear, listen and follow but struggle with the reading and huff and puff or try and do something else in the class. With these children it’s the experience of reading and the impression of – ‘…it’s hard and I have to do’. I believe it is this group that needs a different approach to get them back into reading.
The coasters/the grazers
These children generally like reading but are quite happy to read a little, flick a page, come back to it and then read a little more. These children in my class need that extra bit of excitement for choosing different books and so they can move at a quicker pace.
I still read to my class throughout the week because it also provides me with material I can pull on during our English lesson. Do you remember when…. How did Roald Dahl make those people sound ghastly and how could you in your writing this week? Which new words did we have to stop at and finding out the meaning of?
So the role of technology in reading? I would very much like to see the iPad/iBooks being used. I will confess that I am an Apple in Education enthusiast. What I like about how this technology is developing is how it is changing the experience of the book and the reader, which is not necessarily a bad thing if some children benefit from a greater reading experience.
With the iPad being easier to hold, it makes it a more comfortable experience just as Mark and Jo point out. The added ability of being able to make text and pull out key features would also be incredibly useful for children. This experience does not only have to be confined to an iPad as it would be lovely to also see electronic books online that schools can purchase and embed in their Learning Platform.
I believe there is a place for both. There is nothing like curling up with a good book or sharing that story with younger children. The more they repeat stories, play with language and get to know the structure the more they can emulate this and change the structure in their own writing.
This is just a thought but take a fiction book children enjoy like Roald Dahl – Fantastic Mr. Fox. How could the experience be enhanced? In one electronic ‘version’ of the book we could have:
* The book
* The ability to have it read and follow the text as the words are spoken. The speed can also be changed so pace can still be developed but building confidence at the same time. The user could pause the speech allowing the teacher or LSA to ask questions. Children who struggle like the stories they can join in and this would allow them to do so.
* ‘Did you know type’ links about foxes or other animals or the farming trade so children build can learn more.
* Questions/activities at the end of each chapter for the children to complete. These could be carried out in a guided reading session or for the children to enjoy with a parent or other adults.
* Why did the author write it in that way type of help. Real authors explain how real authors write. Clips of videos modeling different tips and hints for the children.
I can have the book but much more.
There are faults with this due to the value we place on electronic media as we think everything is free and in the end the author lose out which I wouldn’t want to see. But think of the advances in just reading terms if fiction, non-fiction, comics and different types of writing took this approach alongside the more traditional ways of reading?
This week I have been teaching the Tudors. We have some great books and resources that we use in the classroom from our library. However it is a real shame that I can’t put these on our Learning Platform for children to access and then develop other learning around that book. We’d happily pay as a school for it so our children would benefit.
My thoughts are, if we can change the experience then the enthusiasm for reading and getting lost in magic of text can be fostered. If technology can play a part to encourage this then even better.
Futurelab’s Ben Williamson and Sarah Payton are currently in the Vital Hotseat – the focus is on Learners as Researchers and Creators.
Ben and Sarah will be drawing on Futurelab’s own research and that of others (such as the Personal Enquiry Project) to offer materials, insights and support.
The hotseat is open to anyone – follow this link http://www.vital.ac.uk/community/course/view.php?id=177 (you will need to register/sign in to the Vital website – it’s free and quick).
From Sam Culshaw, via ICT research network
I hope it was this forum I saw a question about how iPads can be used in education; I think it was…
Anyway see http://bit.ly/czDYRB
From Jeremy Meades, via ICT Research Network:
Effective use of a learning platform is not about the learning platform but about how teachers have evolved their pedagogy to include the learning platform in their teaching. For example, adopting a blended learning technique involving both classroom and learning platform experiences, understanding and utilising learning networks and online group dynamics, including the social aspects of learning and so on.
Also, realizing that the way in which young people use ICT is quite different from the way we use ICT so that we can bring our use of ICT in line with their use – usually this leads to the notion of using a ‘learning platform’. However, the learning platform does not need to be a recognised learning platform product – it could, for example, be something as simple as Google Docs. Provided the online space is accessible to all participants, enables collaboration, supports communication and the social aspects of learning, there will be a positive impact.
The positive impact may be for some an improvement in their grades, it may be for others an awareness of an unrealized interest in the topic and so on. The problem is, how do you measure effectiveness of use and then relate it to the use of a learning platform?
Useful comment in document attached here
http://collaboration.becta.org.uk/docs/DOC-1341
Plus a search of Becta and Next Generation Learning sites will yield information – it depends what sort of research you’re expecting. Lots of examples such as – http://www.learningplatforms.moonfruit.com/ useful podcast about how Tideway use their learning platform.
From Mike Carter, via ICT Research Network
I started to read you valued contribution to this debate and then nearly choked on my biscuit when you said that Google docs could be a Learning Platform?
I think when we look at all the positive comments shared in this “VLE” debate we probably would say that |Google docs is not a Learning platform. Use of Google docs does provide collaboration but this is but one element of a Learning Platform. (In my view).
Love it when we all get into debates though.
From Jeremy Meades, via ICT Reserach Network:
Careful how you eat those biscuits you never know what you might read!!
You, I and many know that Google Docs is not a learning platform but for some, it provides collaboration and communication and that is all they are ‘looking for’. I’m not an advocate of using Google Docs but for some schools moving to Google Apps in Education covers their objectives.
However, I am not going to defend that position – my role is to persuade schools how much more can be achieved with a learning platform that supports the use of an appropriate pedagogy. But then, ‘nailing my colours to the mast’, I am an advocate of Moodle and spend much of my time ensuring that the learning platform is not a file repository but a vibrant, collaborative, interactive learning space. Where a learning platform is a file repository I might be persuaded that Google Docs would be an improvement!!
Steady Mike – this ought to be a biscuit-free zone …
From Ray Tolley, via Primary NAACE list
A nice article that sums up many of our thoughts. – Well worth reading carefully:
http://www.nytimes.com/2010/06/20/business/20unbox.html?th&emc=th
I particularly like the Octopus image – must used it somewhere!
From Jane Waite, via Primary Advisory List
Cheers Fiona – I have an e-book and wouldn’t be without it (Kindle).
When I finish a ‘book’, woosh I can download my next one, when I am tired I can make the print bigger, I even plugged my old mum (who can’t read anymore because of eye problems) into listening to the book. My 11 year old and I fight over it. I get online recommendations and get an extract for free before I decide to buy – whether its paper or screen the pictures are in my head. In school I don’t have kindles – but I wish I did – as an addition to all the great paper books we have.
Screen limitations mean that illustrations are poor, and only a large flexi screen of some kind might give the depth and joy of beautiful picture books – but how about images that move too – embeded animations within text, voices for parts of text, explanations of meanings, links and references…??
Change isn’t always better (I’m not giving up paper versions of some types of books) – but perhaps alternatives provide opportunities.