Ten minutes into a course and it made me want to write things down – that has to be a good sign, right ? I just watched the first video for the first week in ‘connectivism and learning’ by Stephen Downes – this first one was called learning as process. Continue reading learning as a process
I have been sending mails to other organisations to set up distance entry for our Module One candidates. I find signing off those mails hard (I very rarely send unsolicited mail, so this doesn’t often come up). The centres need to see easily that what I am saying is legitimate, so just signing off Sally (as I usually would) doesn’t seem enough. After some faffing around with combinations of Delta … Modules … ITI … and responsibility job title words, I remembered there was an academic staff section on the web site and realised I should probably check what ITI calls me. Continue reading Doing and being
Do we have a mission at ITI ? It seems as though the more permanent members of the team have individual missions that work well in proximity. Is there a name for that ? Is there a model for business that says it is ok as a company to be a group of mavericks following their own passions (which sometimes work synergistically, but often just work alone) ? Is it ok to be this organic and retrofit a model ? Is that our strength or our weakness (or could it be both)? Continue reading Management speak
If you are teaching people you need to provide good models, but what exactly counts as a good model in terms of language ? Maybe a first reaction is that the smaller the number of non-standard elements (is it an error ? is it a feature of ELF ?) there are, surely the better ? But then would it be better to be taught by someone speaking an effective ELF that occasionally has minor elements that might be called non-standard, or to be taught by someone who was a native speaker with a strong regional accent and a wealth of idiomatic language, both of which they were keen to pass on to their learners, but neither of which might serve a second language speaker particularly well in a global English context ?
Continue reading How much language is enough ?
What is the language learning (or teacher training) equivalent of a tennis racket that can teach you to play better tennis ? Continue reading Just in time teaching ?
If you were offered a ‘workbook’ for what you are trying to do with your students, what would you want to be in it ? Not that I have been offered any such thing, but I answered a question by Doug Belshaw about a workbook of digital literacies and as I tried to work out what the difference is between digital literacy, information literacy and academic literacy I came to the conclusion that I had the question the wrong way round. I should start from what is involved in being Delta literate. Continue reading Delta literacies
I read ‘the basic idea behind competency based education is that what a student learns to pass a course (or program) should be fixed while the time it takes to do so should be variable’ and thought ‘of course it should, don’t we do that ?’ And have spent the rest of the day in pursuit of definitions and clarifications and realised that it might be an appealing statement, but how far it is or isn’t actually implemented (and how far people think they should be or need to be providing this) seems to vary a lot in different contexts and countries. Why write about it here ? Maybe I can get some of it straighter by writing it down and it will remind me not to make assumptions and also quite how hard it can be to define things. Continue reading a terminology rabbit hole ?