Once upon a time, when I worked in schools, early childhood teachers routinely issued young children with a ‘pen license’.A pen license was much sought after as it meant that a child could ‘advance’ to using a pen instead of a pencil. Using indelible ink meant that the child was able to write legibly in longhand. But legibility wasn’t enough, the child also had to be able to copy and compose text without making lots of mistakes that needed to be erased. Writing in pen meant the pupil had been deemed competent at basic writing tasks.
Of course, while schools issued rubrics about what counted as the standard for the pen license, different teachers did interpret the rules slightly differently. And different children learnt differently, so they didn’t all achieve the license at the same time. However, by and large, it seemed that most children got their pen license well…
Believe it or not this is the future of AUT interdisciplinary healthcare. Don’t let the scrawl confuse you, this little idea has legs…….and arms……..and toes.
So the idea originates from the fact that we currently have hundreds of healthcare students taking core papers within the University, and whilst there are many reasons why a student will choose a particular discipline, there are perhaps many reasons why they do not know why they have chosen a discipline. By way of an example, a prospective undergraduate candidate was asked why he would like to be a Paramedic? he answered “because it looks cool on the TV and I like the uniform”.
So aside from those that are clearly misguided, ultimately, we do not know what we do not know. So for this reason Stu Cookie and myself are currently discussing an idea that may be helpful to our undergraduate students who take core papers.
The AUT Health school core hub: A centralised site where each department can showcase their activities, skills and culture. Not only a place to like/dislike uniforms but a place to see what each discipline does and to reflect on career choice and ultimately to provide an answer to the question of what does a “……………..” really do!
The plan is to have links to alumni, Lecturer blogs, skill station videos, conference updates, 360-degree video footage and the ability to view a more authentic program overview.
So if you don’t know what you don’t know then have a look at the hub!
As part of recent requests to come up with digital literacy strategies for the use of social media I decided to create my own social map and share it as an example exercise for both lecturers and students. The Mapping exercise comes from the work done by JISC and @daveowhite
After sharing my social media map on Twitter I found out that there is a hashtag for the Visitors and Residents model #VandR and workshops being run in the UK on using social media mapping for creating awareness around digital literacies. So now I can compare my social media map with other educators around the globe!
There is a lot of talk about increasing student engagement. For me, engagement suggests the teacher sets the agenda and the student then engages.
What about shifting away from this to a more student directed model – where the student determines what they want to learn and then sets about working out how?
Engagement then becomes empowerment.
For me, this is at the heart of the change we need to make in education; we need to equip students with the skills to be creative, enquiring and critical – long after their time in the classroom with us.
This video from John Spencer @spencerideas really encapsulates this shift in thinking and action. Plus, video has a simple format; black and white… nice design
Excellent article that puts in evidence so much that is hidden in the digital hype. It’s an excellent critique of all that which most of the time stays hidden in the background shadowed by discourse of the bigger structure that use technology for their efficiencies and administrative agenda but not for improving students digital agency.
It brings me to think how dangerous it is to think that students are READYMADE for techonology, making us sometimes forget how anxious many of them are about the digital and how helpless they feel towards a format -the digital and it’s tools and concomitant skills, they feel they can’t master. Many times, although they are as young as 20, they feel they are the forgotten generation!! No one has taught them how to operate digital tools to study!
This quote is taken from the article and it illustrates a bit of this in a different context.
“Through their engagement the audience might become something other than “readymade” for technology—they too can entertain what a counterpractice in the digital space might look like.”