After spending a few days visiting friends and family in Central Queensland – not to mention enjoying the beach – a long 7+ hour drive home provided an opportunity for some thinking. I’ve long had significant qualms about the notion of leadership, especially as it is increasingly being understood and defined by the current corporatisation
I’ve just been to a meeting with a strangely optimistic group of people who are trying to gather “real stories” about what is going on within an organisation through focus groups. They are attempting to present this information to senior management in an attempt to get them to understand what staff are experiencing, to indicate
There have been a few glimmers in this blog in my undeveloped, long stalled but slowly growing interest in the use of narrative, metaphor and myth to understand and engage in innovation around learning and teaching. Much, but not all, of this arises from the work of Dave Snowden and attending one of his workshops.
For the PhD I’m essentially proposing that the current industrial model of e-learning adopted (almost without exception) by universities is a complete and utter mismatch with the nature of the problem. As a consequence of this mismatch e-learning will continue to have little impact, be of limited quality and continue to be characterised by 5
It’s a small world. I work in Rockhampton at a university and last year traveled to Canberra for a Cognitive Edge workshop (which I recommend). One of the other participants was Cory Banks who, a few years ago, was a student at the university I work at. He’s obviously moved onto bigger and better things.
Over the last week or so I’ve been criticising essentially all current practice used to improve learning and teaching. There are probably two main prongs to my current cynicism: Worse than useless evaluation of learning and teaching; andUniversities are using evaluation methods that are known to be worthless and/or can’t get significant numbers of folk
In the following I reflect on my aborted and half-baked attempts at harnessing design patterns within the practice of e-learning at universities and wonder whether it was a lost opportunity and/or a project that was destined to fail. This is written in the light shed by the work of a number of other folk (Google
In a previous post examining one reason folk don’t take to e-learning I included the following quote from a book by Carolyn Marvin the introduction of new media is a special historical occasion when patterns anchored in older media that have provided the stable currency for social exchange are reexamined, challenged, and defended. In that
The very idea of “best practice” is silly. In any meaningful complex activity the idea of simply copying what someone else did is destined to fail because it doesn’t seek to understand the reasons why that best practice worked for them and what are the differences between “them” and “us”. This post over at 37
I’ve been a fan of Dave Snowden and his work for a couple of years. In this blog post from last year Dave shares 7 principles for “rendering knowledge”. For me, these 7 principles have direct connection with the tasks I’m currently involved with e-learning, curriculum design and helping improve the quality of learning and