There is something of a feeding frenzy when it comes to consumption of digitised and other media; there’s a constant maelstrom of activity that engenders adapted behaviour by those who indulge it.
The answer is a hobby!
‘How can anyone become a thinker if he does not spend at least a third of the day withou passions, people and books?’ Asked Neeitzsche.
Does racing a Fireball count? Does challenging yourself to ski an unchartered couloir on skiis? Or does these mean yoga and meditation?
All I can manage to escape at present is teaching and coaching swimming. It engages much of my brain … though even here, if I am dreaming up a mobile-learning course for fellow teachers, or how to engage my athletes with the sessions they are doing there is no escape.
Swimming, sailing, painting, cooking, soccer … learning a musical instrument, and still, reading, which might be a book, but could be an e-reader.
I take the view that my education is life-long, sounds like a cliche, but I never chose to divorce myself from needing or wanting to learn more after university. Some of the habits of learning require reading, chunking of information and developing it in different ‘sizes’ for your own consumption, let alone for others.
Are we not, or have we not, simply created many different entry routes into a subject? From a piece on the radio or in a paper, or in a blog or emailed to us, that leads to something on iPlayer, or on terrestrial TV … or Freeview, that can be read about in popular journals (print or not), or academic … and if there is interest taken up as a course at a point of entry of your choosing?
Does this suggest anything to you?
My thinking is to play to what is possible, making information available in a multitude of sizes and forms. Suddenly I feel like a brand manager for Kit-Kat biscuits 🙁 Though there is much more educators should be learning from commerce.
(I was an advertising agency account manager for Kit-Kat, Polo, Walnut-Whip and Dairy Box in a former, distance life)