Our Spirits Don't Speak English: Indian Boarding School

Where is the Dignity? How do we reconcile? How do we love?

ATTEMPTED CULTURAL GENOCIDE ON NATIVE AMERICAN PEOPLE: (May 2009, happened in Thunder Bay, Ontario)

Don't let the sun go done..

Wakan Tanka (For Indians)

We continue the journey

The Lakota Way 1

Building our relationship with the Lakota

Reverse Logistics Philips Case Study

Reverse Logistics Association 2004

EDU 2.0

EDU 2.0

http://www.youtube.com/watch?v=F3yNmSIOkJo

This is an interesting site. It appears that I can actually create my own class and perhaps my own online school! I set up an account and will practice developing a series of online classes focusing on servant leadership as a discipline. This site allows mw to move out of the traditional higher education academy model and offer a life long learning platform. I can invite my fellow servant-leader graduates to participate as teachers as well as learners. This site also lends itself to the nonprofits I serve. An idea might be to work with one of our refugee students in creating a Somali Culture curriculum and offer it to the community at large. This might help to alleviate the feeling of isolation among the refugees and the fear of the unknown among the status quo.

elluminate

http://www.youtube.com/watch?v=AbZohAS1hos

Elluminate

Elluminate:

I like the platform. I think ellluminated would serve my students well s a location for chats / lectures with experts in the field of global sustainability. It offers the opportunity for visual as well as audio dialogue. It is very similar to Wimba. I think I will research Wimba and compare the two. My students’ final assignment will include a digital story presentation. I also like the fact that the presentations can be recorded allowing others to log into elluminate to review and reflect upon the works. As with Wimba, elluminate allows students to type in their questions and responses if their microphone is not working. It also allows moderators to type dialogue to each other privately during the session. I’m not sure if Wimba has this function. The question is, how do I consolidate all these educational 2.0 gadgets? Ther4 is a potential problem of getting carries away with the technology.

http://www.youtube.com/watch?v=sVQQR9UoM1I

http://digitalstorytelling.coe.uh.edu/

Digital Story Telling...

Digital Storytelling

http://digitalstorytelling.coe.uh.edu/

The idea of having my adult students recreate a digital story regarding global sustainability instead of writing an APA paper feels like a better fit. The Master in Servant – Leadership is not a research degree. It is a master’s degree in learning how to become a master in the discipline of servant-leading. It is more important to know how to recreate the story of global sustainability based on the ancient and near ancient stories. It is more important to be able to reflect upon the errors of the past in order to meet the future. At this moment, I am considering one digital story from each five member learning cohort. After researching various url’s on digital story telling, I was pleased to find PpwerPoint presentations along with video. Most of my adult students will have PowerPoint, but most likely not have iMovie. Those who do have access to video equipment and editing software will be encouraged to produce a short video documentary. I think it is critical that the students use available technology, If that means the photo capability of their mobile phone, that will be fine.

I am designing the first online masters level curriculum that will serve as the foundation for future online courses. The University has chosen Servant Leadership & Global Sustainability. My research of current and past online curricula for this University indicates that, for the most part, professors use a limited set of tools found on Blackboard. They upload written material. Post multiple-choice questions quizzes, and utilize simple PowerPoint presentations. One professor has used an audio version of his lectures. The use of video is often in-house productions that are embedded into the written material with little concern of updating the material or the videos. There are some attempts to use group pages to form learning teams, but this is not a requirement. I have included a ning website in my curriculum ( http://slviterbo.ning.com/ )

To date, my critical friends, the professors of the Theology / Philosophy Department, who hired me to write the curriculum have not responded to my invitation. I am also building a Servant-Leader Wiki ( http://servant-leader.wikispaces.com/ ). It will take a series of email invitations and a few face to face meetings to achieve an educational alignment, if not agreement, with by fellow educational partners. Why Ning? I need to form strong online learning cohorts. My students are teachers, business professionals, health care professionals, and nonprofit executive directors. The target audience is made up of fifteen students broken into thee learning cohorts. Each learning cohort needs to work as a unit and also work with the other two cohorts. Each individual student needs to create a personal-professional e-portfolio visible to all. I have decided to use Google’ e portfolio. Dr. Helen C. Barret’s Professional Portfolio at A Glance presents a great template. ( http://eportfolios.googlepages.com/portfolio-at-a-glance )

I need to create a fluency of learning. I think Del.icio.us will be a great help in this allowing everyone to share theirresearch bookmarks.

TED:

http://www.ted.com/talks/lang/eng/geoff_mulgan_post_crash_investing_in_a_better_world_1.html

http://www.ted.com/talks/tim_brown_on_creativity_and_play.html

http://www.ted.com/talks/olafur_eliasson_playing_with_space_and_light.html

Flickr lesson plan

http://fiveprime.org/hivemind/Tags/lesson,plans

SocialNing

http://slviterbo.ning.com/

Connect!

Is this the answer?

http://www.instancy.com/default.aspx

I am designing the first online masters level curriculum that will serve as the foundation for future online courses. The University has chosen Servant Leadership & Global Sustainability. My research of current and past online curricula for this University indicates that, for the most part, professors use a limited set of tools found on Blackboard. They upload written material. Post multiple-choice questions quizzes, and utilize simple PowerPoint presentations. One professor has used an audio version of his lectures. The use of video is often in-house productions that are embedded into the written material with little concern of updating the material or the videos. There are some attempts to use group pages to form learning teams, but this is not a requirement. I have included a ning website in my curriculum ( http://slviterbo.ning.com/ )

To date, my critical friends, the professors of the Theology / Philosophy Department, who hired me to write the curriculum have not responded to my invitation. I am also building a Servant-Leader Wiki ( http://servant-leader.wikispaces.com/ ). It will take a series of email invitations and a few face to face meetings to achieve an educational alignment, if not agreement, with by fellow educational partners. Why Ning? I need to form strong online learning cohorts. My students are teachers, business professionals, health care professionals, and nonprofit executive directors. The target audience is made up of fifteen students broken into thee learning cohorts. Each learning cohort needs to work as a unit and also work with the other two cohorts. Each individual student needs to create a personal-professional e-portfolio visible to all. I have decided to use Google’ e portfolio. Dr. Helen C. Barret’s Professional Portfolio at A Glance presents a great template. ( http://eportfolios.googlepages.com/portfolio-at-a-glance )

I need to create a fluency of learning. I think Del.icio.us will be a great help in this allowing everyone to share their research bookmarks.

TED:

http://www.ted.com/talks/lang/eng/geoff_mulgan_post_crash_investing_in_a_better_world_1.html

http://www.ted.com/talks/tim_brown_on_creativity_and_play.html

http://www.ted.com/talks/olafur_eliasson_playing_with_space_and_light.html

So Del.icio.us!

My delicious name: tjpendergast44

E-Learning Debate 2009

from Clive on Learning by Clive Shepherd

Today saw a tremendous gathering of the who's who of UK learning technologies in the historic debating chamber of the Oxford Union. Many thanks must go to e-learning developers Epic for putting together this event and allowing their own industry to be placed under the microscope. The motion was as follows:

"This house believes that the e-learning of today is essential for the important skills of tomorrow."

Needless to say this wording is open to all sorts of interpretations. As a result, much of the debate was about what e-learning should be rather than whether it should be at all.

There were eight speakers, so excuse the fact that my notes are sketchy:

For: Prof. Diana Laurillard

Hundreds of years back the argument was about p-learning - adding paper to the mix. If those of the oral tradition had had their way, the world would have been denied the explosion of knowledge that led to The Enlightenment.

User-generated content is the equivalent in importance to the invention of writing.

The internet is a wonderful testimony to society's ability to share and build knowledge in cooperation.

Against: Dr Marc Rosenberg

What do we have to show for 30-40 years of CBT / e-learning, especially when compared to what has been achieved in just a few years with mobile technology and the internet? At best we've got a 20% penetration.

Insanity is doing the same thing over and over again and getting the same poor result.

Today's e-learning is marginally useful.

An LMS is just an e-learning vending machine.

E-learning is rocket science - rapid tools and processes serve to de-professionalise the field.

Blended learning is so often blended training. Courses cannot keep up with today's knowledge.

Need to re-define e-learning, or the 'e' in e-learning will mean enough.

For: Maj Gen Tim Inshaw

E-learning is an expectation of Gen Y. It's more effective and more efficient. But e-learning cannot provide the skills of tomorrow on its own.

Against: Claire Little, SHL Group

The e-learning of today is only really useful for black-and-white (unambiguous) topics, not for the more essential problem-solving and interpersonal skills.

Only a small proportion of the world's population has internet access, particularly broadband. Mobile penetration is almost 100%, yet e-learning does not fully exploit this opportunity.

For: Andy McGovern, Reuters

Reuters adopt a broad definition for e-learning. The criticism of the narrow view of e-learning, (i.e. CBT-style, self-paced) has been largely overcome, with the increased use of synchronous online learning, online books, content generated by subject experts and so on.

In Reuters, they are getting 3000 e-learning course completions a month; have now reached 65m minutes online with Books 24x7 and a huge ROI. More than 10K employees are using an online language learning package.

Against: Wendy Cartwright, Olympic Development Authority

E-learning in its narrow sense is over-hyped. And not a high preference, according to the latest CIPD survey.

E-learning is providing only shallow learning of compliance topics - not the profound learning you get through interaction with other people. It is much better when combined with other approaches (again, as found in the CIPD survey).

The most needed skills of tomorrow will be interpersonal, and e-learning is not going to provide these.

For: Kirstie Donnelly, learndirect

'E' is not for end of, it is for evolution. D-learning (digital) provides a better description.

The courses of yesterday don't work. We need to put the learner in control: on-demand, anytime, anywhere learning; learning without walls, breaking down the social and pedagogical constraints.

US studies show online learning beats the classroom on almost all counts.

Against: David Wilson, Elearnity

The debate is not about whether e-learning is useful or efficient, but whether the e-learning of today will meet the skills of tomorrow. Doing compliance training, product knowledge and induction programmes is not delivering these skills. The reality is that most organisations do not do much of Learning 2.0, serious gaming, etc. Essentially it's basic knowledge acquisition.

We have to think about a bigger role for technology in learning. The next generation will not want simple click and learn courses.

Badly used, rapid e-learning could signal the development of more non-relevant courses more quickly.

Concluding remarks: Prof. Diana Laurillard

The 'opposition' has focused on the worst possible manifestations of e-learning and ignored all the good work.

E-learning is not rocket science - it's much harder than that! It's about moving millions of minds. We've hardly started.

Concluding remarks: Dr Marc Rosenberg

To paraphrase Shakespeare, 'we are not here to bury e-learning but to save it.'

The usual rule in project management is you can have what you want fast, cheap or good, but you can only pick two of these. In e-learning we typically pick the wrong two.

The e-learning of tomorrow has to be good, not just fast or cheap. We have to acknowledge that the e-learning of today is not good enough.

The result: 90 voted for the motion and 144 against.

My view? Well I agreed with every speaker, which was quite possible given the different ways in which the motion could be interpreted. I changed my mind eight times but ended up voting for the motion.

The debate continues at www.elearningdebate.com.

Education in Lagos?

Michael Wesch?s simulation model comes close to an example of structural change. His model includes almost all of the essential elements that constitute an evolving global culture. The pondering question is, has the experience permanently reconfigured the mental model of the student? Unless the structure of learning has changed globally, the probability is that the impact of the simulation will fade away. The structure of a new education paradigm begins with a shared vision. That means we need to a new meaning for culture. We need to understand the difference between diversity and inclusiveness. Everything we have studied so far is only relevant to the middle class student. The economics of structural change depends on the structural change of the global meaning of human person. Wesch quotes the well known economics of the poor and neglected. It is also true that more people have been lifted out of poverty. It is also true that more people are slaves that ever before. It is also true that most people buy cup of coffee never reflecting upon the families who grew and picked the coffee. Most never ask if what they are drinking I fair trade. Most have no idea what Fair Trade is. Yet, the international trade and transportation sector has reaped the benefits of new technology leading to record savings in their global supply chain. The demand driven economy via enterprise resource technology informs the retailer what the consumer?s buying patterns. The cash register is now computer sending information to the supplier and to the manufacturer. Sell one , make one. The structure of supply and demand has changed while the structure of education remains sadly out of date. Demand driven education might mean the loss of power for teacher nd administrator.

Structural change first

At this point in my studies concerning the future of education I am impressed with the new technology that offers new delivery systems for information. However, after being in the education sector for many years, I have come to believe that systemic change is nearly impossible unless there is structural change. The 7 things I need to know, I know. What I don?t know is why, after sixteen years from the first publishing of Gardner?s Multiple Intelligences, our schools are worse off than ever? My argument is we do not spend enough time confronting the need to truly shift the paradigm. This might mean we need to terminate intercollegiate sports. We might need to move from large centralized schools to small learning IT hubs connecting global learning cohorts beginning with elementary age students and continuing the model for the life of the student. It might mean we need to dismantle all the teacher training and teaching degrees and re-invent the meaning of the word, teacher. So, in way, I do agree with the term anti-teacher as long as we are not implying blame to the teacher. The focus needs to be on the antiquated structure, the old mental model.

Welcome

Looking forward to all comments