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So advises Google as you undertake 12 hours of self-directed online learning to become a certified educator – Level 1.
Easy said, harder to fulfill if you are being overlooked by your employer, scrutinized by your peers and exposed to unsympathetic and potentially cruel students.
It’s generational, but those of us brought up with handwriting competitions at school and handwritten essays and the written examination are judgmental of a generation who apparently have terrible handwriting and can’t spell.
Do they need to? They can touch type – can you? Faced with a sheet of paper and a pen to write an essay they may struggle to be legible and make spelling mistakes – but how often do they do that, or will they need to that.
Isn’t it like complaining in the 8th century that scribes would be rubbish with a chisel putting their words in stone.
The goal is everything – clear communication. Doesn’t technology deliver this?
Teachers will tell you never to take away teaching time, that they are hard pressed to deliver all the required course work as it is. If you want to involved ‘Technology Enhanced Learning’ (TEL) that it needs to during added hours.
The OU has taken up with Google’s philosophy of more ‘facilitator-led learning’ with those teachers who create the courses elevated in status, while everyone else takes on what they may see as a diminished role. Or an apprenticeship role before they too become writers of content.
I am putting it too crudely. Teachers do hours of planning to carry the hours of ‘taught hours’ that they deliver. If they are able to teach may more by including the indirect experience of learning online then this may, in some measure, begin to cater for the millions around the world who want a secondary or tertiary education but don’t have access to one.
IMAGE: Medical English student (Group 2) uploading photograph related to their field into Wikimedia Commons
IMAGE: Children with iPads by Wesley Fryer
Having a laff at History – having been fed these stories in some form or another since I can remember no matter how seriously I study the subject now I cannot help but scream, cringe or fall about laughing at this lot. Cunk is irreverent, purile and brilliant. Like it or not, right or wrong, this stuff sticks.
Research suggests that fear of looking foolish in front of students, time and relevance are reasons why some educators resist using educational tools and platforms. The answer is insightful and persuasive selling of the tools, promoting champions, support and nurture and having a good ear for their recommendations to make sure that content is relevant, wanted and effective.
The hour glass gets me moving. Only 3 minutes, but once started your brain quickly settled into it. An ink pen. My habit and luxury. It flows wonderfully. This on paper that is consumed generously – every second line and on one side only leaving ample space for amendments and additions. And coffee. This happens to be decaf, Taylor’s of Harrogate (rich and chocolatty). And it’s 7:00am – there’s less chance of a distraction – ideally I’d have a three hour run at this.
When Stephen Hawking lost the ability to speak in 1985 he realised with great frustration that he could no longer talk through a problem with others and in so doing clarify his thoughts.
For a student to be able to talk through a subject with tutors and fellow students is a vital component of learning that risks being absent where e-Learning is supposed to provide all of that. Face to face in tutorials and at other events, such as in a debate or subject-some specific society is ideal. The next best thing is having formal a Google hang-out and other interactions that are live (synchronous) as well as asynchronous.
Moving, engaging, important.
“You are going to have a horrible time,” the doctor said, “a really horrible time.”
I had turned up for what I thought was a routine appointment with the consultant. He looked at his notes, then at me, before leaning over his desk and telling me that the test had come back positive.
I did not feel any physical pain, but a numbing sense of shock. His words were well meant, but not reassuring as I found myself going into battle with cancer.
After the diagnosis, I had a million questions, ranging from – can I be cured, how are you going to treat me and – the most pertinent question of all – how long have I got? Like millions of others, I suffered an agony of uncertainty and anxiety.
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Cows on the meadow off Stanley Turner looking toward Mt Caburn, Lewes, Susssex
This is an agenda-drive, single-answer to the world’s problem, California and US centric production.
There are problems with its presentation, the production techniques and approach and the choice of and use of evidence, and the ethics of how they treat those interviewed.
This is not a BBC Horizon or Panorama, or a BBC / Open University production. In GB we are used to the highest production standards. Ask yourself if the BBC would broadcast this.
Cowspiracy is the TV equivalent of the News of the World.
The story telling technique and style is to use exaggeration, scaremongering, a pastiche of the Hollywood storyline template, and exploiting tropes and clichés of the investigative documentary genre.
- People and organisations that do not wish to take part are assumed to be guilty of a cover up just because they do not wish to respond to emails or the presenter doorstepping their offices..
- Doorstepping and gratuitous use of ‘hidden camera’ angles suggests that those approached have something to hide – that is not proven; they just cannot respond to every nutter who presents themselves at their door waving a camera.
- Using emotive scenes where animals are killed or culled.
- Unnecessary and gratuitous lingering on a duck as it goes under the chop then cutting later to the presenter puffing up his cheeks and shaking his head. Yet this was an example of small-scale backyard farming that in reality is one of the answers to decreasing industrial-scaled meat production.
- The presenter playing the role of Jesus in the wilderness. ‘Someone like us’ – not a journalist, or academic, just a member of the public making his enquiries. He claims to be going on a learning journey but follows a singular path to prove his hypothesis.
- Scaremongering by making unqualified claims about potential mass extensions of species and lines such as ‘we’ve stolen the world from free living animals’.
- The death of an activist.
- Shot choice and cliches: tuna fishing, animal culling.
- By the end of the film, with lingering shots of California trees there is a distinct ‘hug a tree’ atmosphere.
- Cutting away to the presenter and his easy to read body language and facial expressions.
- Emotive, exaggerated animated graphics that are unrepresentative of the evidence they purport to come from making naive scaled-up calculations to illustrate the problem and make projections.
- Inadequate introduction to those interviewed i.e. their context and stance relating to the argument.
- No interviews with the people who wrote the reports, news paper, magazine articles the ‘evidence’ was selected from.
- The quality of the research is weak. The sources poor, biased, limited and often of no value.
- The assumption that ‘peer reviewed papers’ were read and used throughout, when in fact only three are given on the website as ‘facts/
- Failure to adequately cross-reference and corroborate the ‘evidence’ uses.
The Ethics and Legality of some of the interviews
- Setting up an interviewee to be mocked/humiliated on camera then putting this online.
- Recording before and after the interview to get the person off guard then using this. It must be assumed that a ‘release form’ of some kind was used, yet did these people know that the material would be used in this way?
- Showing and naming children on a sustainable farm who were indirectly mocked. If I was the parent of this farm I would have taken legal action against the producers.
- Using access to a sustainable farm and a backyard farm to mock them and in the case of the sustainable farm probably doing significant damage to their reputation and trade. Implying that what they were doing is worse than industrial farming was ludicrous and revealed the presenter and the programme makers to be unscrupulous activists not documentary filmmakers.
A single issue mockumentary aimed at animal activist vegan supporters.
More like a recruitment video for a movement or cult produced for believers to support their preconceptions.
The US is the guiltiest party, with by far the greatest consumption of meat per head in the world.
Abuse of selected evidence too often using newspaper and magazine journalists as the supposed ‘expert’ sources. (See the website).
Causality is complex but the presenter wants to reduce it to one thing
Do Your Own Research. Draw Your Own Conclusions
Go to a reputable source such as the Oxford School of Geography and the Environment and find and use only peer reviewed papers in reputable journals. Take nothing for granted, check the papers cited in these papers and construct your own understanding of the issues.
Use Google Scholar if you don’t have access to a university library.
Don’t just read the relevant papers. Follow up the lines of argument and researched cited by these papers too.
Don’t buy the DVD or T-shirt.