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Bart’s Bash in Seaford Bay, Sunday 21st August
Bart’s Bash : Photos from one of the security boats
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How to use Quick Response Codes in teaching about the First World War
Leveraging mobile technologies and Web 2.0 tools to engage those with an interest in the centenary of the First World War in the stories of the people of the era using strategically placed Quick Response codes.
Open Education in an Open Landscape
Inclusion: Innovation: Implementation
An OULive presentation by Jonathan Vernon 17th February 2014 @20:45
I’d like people to add a Quick Response code to their Commemoration Poppy
Fig. 1. Mashup of a Royal British Legion Poppy with a Quick Response code that links to the story of a veteran of the First World War.
Who are them men and women whose lives are remembered on British War Memorials?
Fig. 2 First World War War Memorials in Lewes and Brigthon
The problem with war memorials is that those named on them risk becoming forgotten words on a list. By using the Web we can find out who these people were and where they lived: we can try to put a face to the name and a story to the name – and then we can share what we find online.
There are more than 54,000 war memorials in Great Britain, most of these put up after the First World War; there is barely a community without one. There are some 900,000 names. Significant interest already exists, especially as we approach the centenary of the First World War making this initiative a potentially easy one to add, to what is already taking place.
“Fast, cheap and out of control”
Brian Lamb (2010) described those technologies that ‘lend themselves to … the networked and open approach’ (Weller, 2012 KL 244) as ‘fast, cheap and out of control’. It was with this in mind, taking an interest in the centenary of the First World, that I started to think about using Quick Response codes as a personalized entry point to the Web that anyone could generate in order to share a story about someone who served in the conflict, and to do so both online and on the street.
Fig. 3 How a Quick Response code might be used on a Royal British Legion Poppy in order to personalise your commemoration.
Quick Response (QR) codes are fast – they are easy to use, they are free; however to be effective in learning there has to be a ‘ modicum of control’ – the initiative has to come from somewhere. Worn in this way, I’d like to think that you can share directly with others the person whose name you have researched and whose life you wish to remember, as well as directing people to the content online and inviting them to ‘adopt’ a name from a war memorial themselves. This is designed as a ‘blended experience’, that uses ‘face-to-face’, ‘community’ and ‘classroom’ experiences, trips to monuments … and qualities of being and going online.
Fig. 4 QR codes are a product of the car manufacturing industry
Faced with increasingly complex components, Denso, a supplier to Toyota, came up with what is a 2d barcode in the 1990s. (Denso, 2014) Made free of patent, and using free software anyone can now generate their own unique QR code; you can even print them out on standardized sticky label stationery. There are a myriad of uses for QR codes, from embedding information that is read and stored by the device to a quick link to rich content online. The interest here is to use QR codes to link to learning resources, in mobile, or ‘m-learning’ contexts in particular, and for users to both ‘read and write’ such content. I liken QR codes to using your phone as a remote control to click to a TV channel. You point a smartphone, or tablet at the QR code to read it and go instantly, pretty much, to a web page. Unlike a TV remote though, you can just as easily create and share your own content too.
The use of QR codes in education in the last decade has been limited
Refereed papers are few, but between these and other published reports, suggestions can be made regarding their strengths and weaknesses. If QR codes are to be used successfully then champions need to be identified to take up the cause. Whilst QR codes use the power of the Web to connect people to rich content, that they may create themselves, a good deal of thoughtful planning will be necessary, not just explaining how to make use of QR codes, but also working them in, where appropriate to current learning schedules where QR codes can contribute to meeting clear learning objectives.
The 2009 Horizon report identified six technologies that were expected to be significant in the following few years, of these, five relate to this proposed innovative approach to learning by wearing a personalised QR code:
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mobile devices,
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cloud computing,
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geo-positioning
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the personal web and
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smart objects.
Use of QR codes in learning has had mixed results
Simply putting a QR code in front of a museum artifact, as they’ve done at the Museum of London and did at the Design Museum does not work (Vernon, 2013) – there isn’t enough to attract or necessitate their use, not everyone has a smartphone or tablet, and the technology is often not robust. While outdoors QR codes added to signs in the South Downs National Park, (Kerry-Bedel 2011) for example, barely received a view a day during a three month trial and in some instances there was no signal anyway.
Where QR codes have been successful is in targeted learning experiences in schools (Gradel & Edson, 2012), where the affordances of the QR code have been exploited to form part of an engaging, constructive and collective learning experience.
To be effective this initiative with war memorials requires galvanizing people to take part in a joint exercise – easier with a class in school or college, less easy with the general public.
Examples where QR codes work include:
-
where participants are ‘equipped’,
-
where they can take an active role, such as with ‘on the spot’ surveys or quizzes,
-
where they are prompted into cooperative learning
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and where timely ‘Frequently Asked Questions’ are given.
(Awano, 2007: Information Standards Committee 2008; So 2008; Robinson, 2010; Hicks & Sinkinson, 2011; Ryerson Library & Archives, 2012.)
Fig 5. A Simple Guide to Four Complex Learning Theories. Lepi (2012)
The theory behind the idea of using QR codes in a mobile and open way, is that in the digital age ‘connectivism’ is the modus operandi. In Fig. 3, an infographic produced by Edudemic (Edudemic 2012) traditional and digital theories are shown. All are relevant, each has its place, with the digital environment offering new approaches to learning.
Learning ‘in the digital age’ enables and benefits from a level and quality of interaction and connectedness that is easier to achieve on the Web. It is particularly effective where the body of learners is large, where ‘birds of a feather, flock together’ (Li & Chignells, 2010) at a hub (Efimova, 2009) and their behaviour is open and shared so that knowledge acquisition comes through the challenges and rewards of sustained interaction. (ibid)
Only a fraction of an online population are naturally inclined to generate content. Nielsen (1999) suggested that only 1% create content, 9% might comment, while the remainder are readers or viewers. Nielsen cites the Amazon book reviewer who wrote 1,275 reviews in one year. I liken these people to what advertisers call ‘champions.’ The key influencers of a cohort or group, early adopters, who innovate first and do so with conviction and passion. (Vernon, 2012).
Fig. 6. Creators, commentators and readers – how use of the Web stacks up. Vernon (2010) after Nielsen (1999)
So if we are to rely on participants to generate content the total numbers taking an interest as viewers and commentators needs to be large. Building on Nielsen, and authors who have called groups who identify with each other through connected blogs as ‘like minds’ and my own experience in advertising I devised Fig. 4 to suggest degrees of participation.
How I would see it work with War Memorials is that as well as the key creators, there would also need to be, say branch members of an organisation such as the Western Front Association, they have over 3,000 members with branches across the UK, as a body of ‘like minds’ supported to work on the content, a figure increased further by engaging local schools or colleges – especially where the work is made part of formal assessment.
A balance has to be found, I believe, between the qualities of a tool that is ‘fast’ and ‘cheap’, and where, if it is ‘out of control’ – but you want to use it, to do so by creating parameters or ‘scaffolding’.
Fig. 7. Following ‘City Walks’ near Bloomsbury Square, London.
The potential weaknesses of using QR codes include the requirement for participants to have a suitable device, say a smartphone or tablet and communication fees. QR codes may not be so easy to stick to, then read from, a standard Poppy either. Reading from and using a smartphone or tablet presents accessibility issues. Though these devices are also being used in resourceful ways to support people with disabilities, and an audio guide, say a minute per name, for a war memorial, has its appeal.
Fig. 8. A mash-up of old photographs overlaying a Google Map
In relation to creating and sharing content in an open culture, Robert Capps (2009) coined the expression ‘the good enough revolution’. This precludes being prescriptive or from expecting perfection. Whilst output on the First World War from the BBC and the Open University should understandably attain a certain professional standard, the kind of creation required of those researching names on war memorials themselves should take inspiration from this ‘good enough revolution’. Examples include ‘pinning’ names from a war memorial to a home address, sharing photographs in a Flickr gallery, ‘pinning’ World War One photographs to battlefield maps, sharing photographs on Pinterest, numerous inventive YouTube videos, shared documentaries and memoirs presented as blogs.
Fig. 9. A mash-up of War Memorial which featured a Poppy, adding a QR code and links to an interactive online activity and a blog.
What has been shown, in museums and ‘out in the field’, is that simply ‘put out there’ QR codes are ignored. This makes the idea of ‘wearing your Poppy featuring your QR code’ appealing, as each person becomes an ambassador on the ground, in the street, on site, for that nugget of information, especially so if they are also responsible for – and proud of creating the content you then link to. The opportunity exists to engage people in bringing the stories of those named on our war memorials alive and sharing this knowledge in an invigorating, dynamic and Web 2.0 way. As a result, a deeper and more meaningful connection is made with the past and our relationship to it.
REFERENCE
Awano, Y (2007). Brief pictorial description of new mobile technologies used in cultural institutions in Japan. The Journal of Museum Education, 32(1), 17-25
Capps, R (2009) ‘The GOod Enough Revolution: When Cheap and Simple is Just Fine’, Wired Magazine: 17.09. Avaialble at http://www.wired.com/gadgets/miscellaneous/magazine/17-09/ff_goodenough?currentPage=1 [accessed 18th February 2014]
Denso (2014). QR Code Standardization. Available at http://denso.com/ [accessed 18th February, 2014] also at http://www.denso.com.au/Products/Non-Automotive/Data-Capture/QR-Code
Edudemic. Traditional Learning Theories. Available at http://edudemic.com/2012/12/a-simple-guide-to-4-complex-learning-theories/ [Accessed 19th April 2014]
Efimova, L. (2009) Passion at work: blogging practices of knowledge workers. Novay PhD
Research Series 2009. Available at www.novay.nl.dissertations [Accessed 19th April 2014]
Gradel, K., & Edson, A. J. (2012). Higher ed QR code resource guide.
Hicks, A., & Sinkinson, C. (2011). Situated questions and answers: Responding to library users with QR codes. Reference & User Services Quarterly, 51(1), 60–69.
Information Standards Committee (2008) Section 3: QR code, Synthesis Journal. (From http://www.itsc.org.sg/pdf/synthesis08/Three_QR_Code.pdf )
Kerry-Bedel, A (2011) Smartphone technology – the future of heritage interpretation: Its in conservation. Avialable at http://www.kbstconsulting.co.uk/QR/images/ITIC.pdf [Accessed 14th February 2014]
Lamb, B (2010) ‘Open Contempt’. Available at http://wiki.ubc.ca/Open_Contempt [accessed 18th February 2014]
Li, J., & Chignell, M. (2010) Birds of a Feather: How personality influences blog writing and reading. Science Direct. International Journal of Human-Computer Studies 68 (2010) 589-602
Nielsen, J (1999) Web Usability
Robinson, K. (2010). Mobile phones and libraries: Experimenting with the technology. ALISS Quarterly, 5(3), 21–22
Ryerson University Library & Archives (2012). QR codes. Retrieved 6th Feb 2014, from http://www.ryerson.ca/library/qr/.
So, S. (2008). A Study on the Acceptance of Mobile Phones for Teaching and Learning with a group of Pre-service teachers in Hong Kong. Journal of Educational Technology Development and Exchange, 1(1), 81-92.
Vernon, J.F. (2012) How Blogging is going all TV. (Blog post) Available at http://mymindbursts.com/2012/01/06/how-blogging-is-going-all-tv/ [Accessed 18th February 2014]
Vernon, J.F. (2013) Mobile learning at the Museum of London: QR codes and NFCs. (Blog post) Available at http://mymindbursts.com/2013/11/10/molqr1/ [Accessed 14th February 2014]
Weller, M (2011) The Digital Scholar: How Technology is Transforming Scholarly Practice. 5% Loc 239 of 4873
Leveraging mobile technologies and Web 2.0 tools to engage those with an interest in the centenary of the First World War in the stories of the people of the era using strategically placed Quick Response codes.
Jonathan Vernon at the Design Museum. J F Vernon (2011)
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Fig. 1. Lewes War Memorial, East Sussex, England 
The problem with war memorials is that those named on them risk becoming forgotten words on a list.
By using the Web we can find out who these people named on the war memorials were and where they lived; we can try to put a face to the name and a story to the name … and then we can share what we find.
There are more than 54,000 war memorials in Great Britain, most of these put up after the First World War. There is barely a community without one. Significant interest already exists, especially as we approach the centenary of the First World War making this initiative a potentially easy one to add to what is already taking place.
Fig. 2. British Legion Poppy featuring a Quick Response Code
In his 2011 book ‘The Digital Scholar’ Martin Weller shares the thoughts of Brian Lamb to describe those technologies that ‘lend themselves to … the networked and open approach’ as ‘fast, cheap and out of control’.
It was with this in mind, taking an interest in the centenary of the First World War and obsession with war memorials that I started to think about using Quick Response codes as a personalised entry point to the Web that anyone could generate in order to share a story about someone who served in the conflict, and to do so both online and on the street.
Quick Response codes are fast, they are free and their potential in learning has yet to be realised.
Worn in this way, featured in the center of your commemoration Poppy, you can share directly with others the person whose life you wish to remember, as well as directing people to the content online and inviting them to ‘adopt’ a name from a war memorial themselves. Though exploiting the Web, this is designed as a ‘blended’ experience that uses face-to-face, community and classroom experiences, as well as taking people outside to monuments, buildings, streets and battlefields.
Esponsorvik (2014 )
Fig. 3. Toyota Quick Response Code and Using a TV remote control Espensorvik. Flickr
‘QR codes’ are a product of the car manufacturing industry. Faced with increasingly complex components, Denso, a supplier to Toyota, came up with what is a 2 dimensional bar code in the 1990s (Denso, 2010). Made free of patent, and using free software anyone can now generate their own unique QR code. You can even print them out on standardised sticky label stationery.
Fig. 4. Google Search ‘Quick Response Codes Education Images’ (2014)
There are a myriad of uses for QR codes, from embedding information that is read and stored by the device to a quick link to rich content online. Barrett, 2012). The interest here is to use QR codes to link to learning resources, in mobile, or ‘m-learning’ contexts in particular and for users to both read and write such context.
I liken QR codes to using your phone as a remote control to click to a TV channel (Fig 3) . You point a smartphone, or tablet at the QR code to read it and go instantly, pretty much, to a web page.
Their use in education in the last decade has been limited. ‘Refereed (sic) papers are few’ (Gradel & Edson, 2012), but between these and other published reports, suggestions can be made regarding their strengths or weaknesses.
If QR codes are to be used successfully then champions need to be identified to take up the cause in schools, colleges and local associations. Whilst QR codes use the power of the Web to connect people to rich content, that they may create themselves, a good deal of thoughtful planning will be necessary ‘in the classroom’, not just explaining how to make use of QR codes, but also working them in, where appropriate to current learning schedules where QR codes used in this way will meet clear learning objectives. Support online could be provided in a short eLearning module.
What has been shown repeatedly, in museums and ‘out in the field’, is that simply ‘put out there’ the QR codes are ignored (Gradel & Edson, 2012). An innovation such as this requires considerable promotion and support. This makes the idea of wearing your own QR code on a Commemoration Poppy all the more appealing, as each person becomes an ambassador on the ground, for that nugget of information, especially if they are responsible for creating and hosting that content.
The opportunity exists, therefore, mentored and guided by educators, with support online, for schools, colleges and associations to engage people in bringing the stories of those named on our war memorials alive. In this way a deeper and more meaningful connection is made with the past and our relationship to it.
Copyright © 2010, The New York Times Company. Photography by Jim Wilson
Fig. 5. Handheld curator: IPod Touches and visitors at the San Francisco Museum of Modern Art. (The New York Times)
According to the 2009 Horizon report (Horizon, 2009) the following would be of growing significance in teaching: mobile devices, clouding computing and the personal web. As an innovative approach, QR codes exploit all three of these developments.
Use of QR codes in learning however has had mixed results. Simply putting a QR code in front of a museum artifact, as they’ve done at the Museum of London and did at the Design Museum does not work (Vernon, 2013) – there is plenty already, there is little to attract or promote their use, not everyone has a smartphone or tablet of course and the technology is often not robust – ‘out of use’ signs are familiar. Outdoors QR codes added to signs in the South Downs National Park, for example, barely received a view a day during a three month trial and in some instances there was no signal at all (Kerry-Bedel 2011; South Downs, 2012).
Where QR codes have been successful is in targeted learning experiences in schools (Tucker, 2011; Gradel & Edson, 2012), where the affordances of the QR code have been exploited to form part of an engaging, constructive and collective learning experience. To be effective this initiative with war memorials requires galvanising people to take part in a joint exercise – easier with a class in school or college, less easy with the general public unless it is through a national, regional or local community association or interest group.
Examples where QR codes work include where participants are ‘equipped’, and where they can take an active role, such as in ‘on the spot’ surveys or quizzes, where they are prompted into cooperative learning and where timely ‘Frequently Asked Questions’ are given. (Awano, 2007: Information Standards Committee 2008; So 2008; Robinson, 2010; Hicks & Sinkinson, 2011; Ryerson Library & Archives, 2012.)
K Lepi (2012)Copyright 2013 © Edudemic All rights reserved
Fig 6 . A Simple Guide to Four Complex Learning Theories. Lepi (2012)
The theory behind the idea of using QR codes in a mobile and open way, is that in the digital age ‘connectivism’ is the ‘modus operandi’. In this diagram (Fig. 5) from Edudemic (Edudemic 2012) traditional and digital theories are concerned. All are relevant, each has its place, with the digital environment offering new and additional approaches to learning.
Whilst traditional learning methods have their role in schools, lecture halls and with mature students too, the complete learning package requires a level and quality of interaction and connectedness that can only be achieved on the Web and be effective where the body of learners is large and their approach is open and shared so that knowledge acquisition comes through the challenges and rewards of such intercourse.
Connections won’t occur however unless they are nurtured. By way of example, wishing to support and promote the combat memoirs of my late grandfather John Arthur Wilson MM (Vernon, 2012) a number of organisations will be approached up and down the UK in relation to his experiences in the Durham Light Infantry, Machine Gun Corps and Royal Air Force. The Web will both help identify, forge and maintain and develop first and subsequent connections in what would hopefully be, to be effective, a two way, shared, open and reciprocal relationship. The beauty of having content already online is that others can quickly view it and images, text and sound files, even video, adjusted to suit different audiences, or uses – and used freely where appropriate copyright permissions are given.
Fig 7 . Creators, commentators and readers – how use of the Web stacks up. Vernon (2010) after Nielsen (1999)
This degree of connectedness does not come naturally. Just as there can be no expectation that people will use a QR code because it is there – they won’t. With an innovative approach such as this promotion is crucial. Significant time, thought and effort need to be put into letting people know what is taking place and supporting their participation.
Only a fraction of a population are naturally inclined to generate content.
Jakob Nielsen (1999) would suggest that as few as 1% create content (Fig. 6). If content is therefore to be created by participants then very large numbers need to be made aware of the initiative. Online, openness helps when it is massive. Participation is improved where it is supported and moderated. Creators, commentators and readers each have a role to play.
The balance needs to be found between the qualities of a tool that is fast and cheap and where out of control means that something isn’t used in a way to benefit a formal learning requirement. On the one hand those who want to generate content can be encouraged to do so, while in a formal setting the intention would that everyone generates content of some form in order to receive feedback and assessment.
J F Vernon (2011)
Fig 8. The Newcastle War Memorial by Sir William Goscombe John RA
The potential weakness of using QR codes are the requirement for participants to have a suitable device, say a smartphone or tablet and the possible communication fees when connecting away from a free wi-fi source – which is likely to be the case at a war memorial (Gradel & Edson, 2012).
Reading from and using a smartphone or tablet may also present accessibility issues, from the need for dexterity and reading content that isn’t offered in alternative forms, such as text sizes and background or audio alternatives.
There are many examples where local councils feel a war memorial or building is so important that they have invested in information placards on site (Fig. 7). As commemoration of those who served and died in the First World War is of local and national interest funding is potentially available to help support initiatives such as these through the Heritage Lottery Fund, while organisations such as the Western Front Association have funding for branch activities too.
If permission is required for personalisation of a British Legion poppy using a QR code, then alternatives may be required, from working with other suitable groups such as the Imperial War Museum or Western Front Association to putting the QR code on a badge instead.
Where used in the field it is likely that a teacher would put out sets of QR coded markers in advance and collect them afterwards. Where a photograph in a town featuring before and after views permission may also be required if any kind of QR coded plaque or poster is to be put up. Other inventive ways to use a QR code would be to attach them to an obstacle course like trench experience where each code triggers elements of a task, sound effects or narrative in keeping with the setting. By way of example, at the ‘In Flanders Museum’ in Ypres a number of exhibits require the visitor to duck, crawl or crane their neck before supporting audio or lighting is triggered by a Near Field code in a bracelet.
Fig. 9. The memoir of a Machine Gunner and RFC Fighter Pilot. ‘That’s Nothing Compared to Passchendaele’
In his 2011 book ‘The Digital Scholar’ Martin Weller shares the ideas of Robert Capps (2009) who coined the term ‘the good enough revolution’ – in relation to creating and sharing content in an open culture. This precludes being prescriptive or from expecting perfection.
Whilst output on the First World War from the BBC, the Imperial War Museum or the Open University should understandably attain a certain professional standard, the kind of creation required of those research names on war memorials should take inspiration from that is more than just ‘good enough, from ‘pinning’ names from a war memorial to a home address, to ‘pinning’ submitted World War One photographs to Google maps over former battlefields, as well as numerous inventive YouTube videos and memoirs presented as blogs.
REFERENCE
Awano, Y (2007). Brief pictorial description of new mobile technologies used in cultural institutions in Japan. The Journal of Museum Education, 32(1), 17-25
Barrett, T (2012). 50 Interesting ways to use QR codes to support learning. (Last accessed 6th Feb 2014 https://docs.google.com/present/edit?id=0AclS3lrlFkCIZGhuMnZjdjVfNzY1aHNkdzV4Y3I&hl=en_GB&authkey=COX05IsF
Denso (2010a). QR Code Standardization. (Retrieved 6th Feb 2014, from http://www.denso-wave.com/qrcode/qrstandard-e.html )
Edudemic. Traditional Learning Theories. (Accessed 19th April 2013) http://edudemic.com/2012/12/a-simple-guide-to-4-complex-learning-theories/
Gradel, K., & Edson, A. J. (2012). Higher ed QR code resource guide.
Hicks, A., & Sinkinson, C. (2011). Situated questions and answers: Responding to library users with QR codes. Reference & User Services Quarterly, 51(1), 60–69.
Horizon Report 2009 (2009) Educause (Accessed 14th Feb 2014 http://www.educause.edu/library/resources/2009-horizon-report )
Information Standards Committee (2008) Section 3: QR code, Synthesis Journal. (From http://www.itsc.org.sg/pdf/synthesis08/Three_QR_Code.pdf )
Kerry-Bedel, A (2011) Smartphone technology – the future of heritage interpretation: Its in conservation (Accessed 14th February 2014 http://www.kbstconsulting.co.uk/QR/images/ITIC.pdf )
Lepi, K (2012) A Simple Guide To 4 Complex Learning Theories. Edudemic eMagazine 24th December 2012. (Accessed 14th February 2014. http://www.edudemic.com/a-simple-guide-to-4-complex-learning-theories/ )
New York Times. The Best Tour Guide May Be in Your Purse. Article by Keith Schneider. 18 March 2010. Copyright © 2010, The New York Times Company http://www.nytimes.com/2010/03/18/arts/artsspecial/18SMART.html
Nielsen, J (1999) Web Usability
Robinson, K. (2010). Mobile phones and libraries: Experimenting with the technology. ALISS Quarterly, 5(3), 21–22
Ryerson University Library & Archives (2012). QR codes. Retrieved 6th Feb 2014, from http://www.ryerson.ca/library/qr/.
So, S. (2008). A Study on the Acceptance of Mobile Phones for Teaching and Learning with a group of Pre-service teachers in Hong Kong. Journal of Educational Technology Development and Exchange, 1(1), 81-92.
South Downs (2012) Use of QR Codes (Accessed 14 Feb 2014 http://southdownsforum.ning.com/forum/topics/signposting-and-qr-codes )
Tucker, A. (2011). What are those checkerboard things? How QR codes can enrich student projects. Tech Directions, 71(4), 14-16.
Vernon J.F. (2012) (Blog Post) (Accessed 14th February 2014 http://machineguncorps.com/jack-wilson-mm/ )
Vernon, J.F. (2013) (Blog Post) Mobile learning at the Museum of London: QR codes and NFCs (Accessed 14th February 2014) http://mymindbursts.com/2013/11/10/molqr1/
Weller, M (2011) The Digital Scholar: How Technology is Transforming Scholarly Practice. 5% Loc 239 of 4873
Here in Lewes we shut the town centre down for a march as often as we can.
It all stems from 5th November. We had only been here a couple of months and we were enrolled in a Bonfire Society. That was 13 years ago.
The town also has a Moving on parade for all primary schools in the district, not just the town, but from outlying villages. The town centre is closed to traffic and kids, dressed up, carrying banners and whatnot on a theme, march through town and end it with a party in the Paddock – a large field, formerly part of the earthworks around the 11th century Lewes Castle.
It helps to make an occasion of something when we move on. We’re rather good at it:
- Christenings
- Marriage
- Death
- Birthdays
- Anniversaries
- Graduation
I’m down for Brighton or will try to enroll in Versailles for my graduation. I skipped my first nearly three decades ago. I just didn’t feel like moving on. I hadn’t felt I’d had an education to justify the fuss. My fault, not theirs. I put in the hours and came out with an OK degree but that isn’t why I’ll remember my undergraduate years.
I should mark moving on, and away from this blog. It logs, day by day, and in the background countless pages of hidden notes. It has carried me through the Masters in Open & Distance Education.
H809, my bonus track, will mark the end.
For this reason I am migrating most of the content and the journey it records to an external blog.
From time to time I’ll post a note at the bottom of the page to say this is where it’ll be from June.
My moving on.
By May, I’ll also know if the next few years have been set up. We’ll see. I may even be back at the OU in some capacity. I rather
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Liquid Inspiration from cider flavoured with ginger
Fig.1. Liquid Inspiration – I visit Middle Farm for the cider
I’ve used the history of orchards in Sussex to offer a model for how higher education might change and adapt – grubbing out the old and offering something ‘customers’ want is a good message. Location too, this on the A25 – universities today needing to be on the Internet Super Highway.
I’ve used the metaphor of orchards in e-learning too – the nurturing of the crop, the varieties grown and how these are promoted and sold.
Fig.2. “Side-R” Medium Cider with Ginger
Fig.3. Middle Farm sells a bewildering number of varieties.
Side-R takes you to a somewhat bizarre website that reveals itself to be odder still when you Google translate from the Japanese.
Fig.4. Taste some then buy.
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“You think too much”
Fig.1. All that I need
This statement would be less damning if I hadn’t heard it before – indirectly as a child – directly as an adult.
It’s as if my mind fires too fast – ideas chase each other for expression, tumble over and one another.
To draw, to see, to understand and design, to write fiction and share it …
For too long I’ve climbed on a bus that takes me past all of this. I watch it out of the window. From time to time I disembark, where I can.
All I want is to stop.
Get off
and join in.
500 years of Lewes Old Grammar School, so what do they do? Close the High Street and march around town in costume
A school parade through Lewes. This is Lewes. This is normal.
I’ve been marching around in fancy dress for 12 years either as a Confederate Soldier or an early 18th Century Pirate.
Does Lewes produce more historians per head of population than other towns in the UK?
I wonder because all this activity must have an impact, especially on the younger participants. I took over 200 photos this afternoon, and spent a lot of time getting close ups of the 3d ‘Banners’ that were paraded through town.
The detail and craftsmanship impressed.
The entire set could be used as multiple pegs into the 500 year history of England … and beyond, this is afterall the town of Tom Paine.
This on the day Scotland starts its yes campaign for independence and I happened to be reading the chapter in the Norman Davies book ‘The Isles’ on the extraordinary mishaps that resulted in the union of England and Scotland in the first place.
Scotland had gone bust financing an attempt at empire building in central America. I favour independence. Of the 62 ancestors I can trace back to the 18th century one was Irish, and some 50 from Scotland, the rest from the North East or North West of England.
Some times a proud father will post a picture of his daughter
Josh and Zoe off to their first Prom. A delghted father saw them just as they set off. Life is an extraordinary thing, the transformations wonderful. The laugh is seeing Josh, Zoe and a dozen others age four or five at reception together. Only 12 years ago, a weekend to me, a lifetime to them.
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