This is an archive of the Dadamac.net website, as it was in 2015, it is no longer being updated.

My Dadamacadamy learner's diary–Part 2

Submitted by Pamela on 28 May 2011 - 9:10pm

Story so far

May 22nd-28th 2011

My main area of study is “educational systems in the post-web world” - and it is natural to also study other aspects of the "post-web world". Some key themes on my mind at present are:

  • Relationships between theory and practice
  • Connected communities
  • General patterns of transition
  • Financial systems in transition
  • Educational systems in transition
  • Work patterns in transition

Relationships between theory and practice

This is an ongoing area of interest. One of the key ideas of the Dadmacadamy is that theoretical discussions should be based on practical projects - but Dadamacadamy doesn't offer any traditional  set courses with related field work. The idea of Dadamacadamy is that people who are doing practical work may welcome an online space where they can enter into discussions with others who have similar concerns  - discsssions which will enable them to see their work in a wider context. Getting the balance right in my own work is a continual challenge.

Connected communities

The "community" aspect of the post-web world seems to be emerging as a key focus for my studies. I have expressed some ideas about this through diagrams - not yet published on the web. Other "connected communities" issues from this week are:

General patterns of transition

There is so much discussion going on about current changes and patterns of transition - this pulls a lot together - A Global Convergence of Social Movements? - http://dadamac.posterous.com/fwd-a-global-convergence-of-social-movements

Financial systems in transition

Relevant reading included:

Educational systems in transition

Interesting issues came up at the Centre for Distance Education seminar "Where next with e-learning? A seminar on Personalisation conducted by James Ballard (Learning Technologist, ULCC. It should be aavailable online soon.

I was interested in the tension between what individuals want to do and the constraints of the organisations tney work for. The problems of accreditation and increasing numbers naturally make it difficult to be as learner centred as some people would like to be.

There were some great diagrams relating to different kinds of educational structures and learning experiences. If you check them out notice the one with the top right hand corner labelled "Chaos" . I was glad that thanks to a complete lack of accreditation and full learner- direction Dadamacadamy belonged firmly in that area.

In a small group discussion someone volunteered the observation that students were so focussed on accreditation that any thing she offered that "only"  enriched their learning but did not directly lead to "better marks' was rejected. It struck me that if that was so, then it could ba argued that higher education should simply be seen as a kind of "vocational training" (skill development in collecting marks towards gaining jobs) rather that "education". This seems educationally tragic - and doubly so in the context of changing employment patterns.

Work patterns in transition

I've been thinking about this for some time.

It came to the fore again in a recent Panorama programme http://www.bbc.co.uk/iplayer/episode/b010808h/Panorama_Finished_at_Fifty/

I've also been discussing the issues with an ex-colleague in her fifties who suffered an industrial injury and is now looking for completely different work.

I am thinking of running some workshops around this topic - probably for people aged 50 plus who have lost professional/managerial posts. The idea is that we'd explore and explode some of the lies about work and worth, and help people to reposition themselves in the emerging post-web world of working, collaborating, and new economies.
I think the ideas behind the workshop would also be valid for younger people, including those whe have yet to experience paid work of any kind, but my preference is to try it out with the fifty plus people first. 
There are a lot or lessons that I have in mind to learn myself, by running such workshops, related to colaborative working in a post-web world - but more on that if it happens.
 

Events from my calendar

As I get in the habit of writing a diary I plan to include events from my calendar. Andy has created a specific place for me to write up events in dadamac.net. So when I get in the habit of doing that I should just be able to refer across to them from my diary. At present events are shared at dadamac's posterous, or stay hidden in my inbox or "future engagements" folder. 

Jargon notes

I need to learn more correct jargon from Andy - I'm wondering if the place where I'm supposed to write up my events is called a "content type" - or if that description refers to something different. He does tell me things as we go along, but it might be a good idea if I set up some kind jargon/glossary note book as part of my Dadamacadamy studies.

Reflections on the diary and developing a learning profile

The diary is helping me to reflect on my learning. If anyone else seriosly starts to be a learner at the Dadamacadamy I'll encourage them to write a diary as part of their personal learning profile. Any Dadamacadamy learner also needs certain basic Internet communication skills. I'm starting to create a list of ones I have - and need to have.

The main learning profile work discussed at CDE are profiles based on Moodle, so I wonder what the practicalities are of getting hold of them, and adapting them, to use for the Dadamacadamy. Given Dadamacadamy's current "organisational status and funding" I think I'll need to ask Philip Butler some questions before I seriously consider trying anything in practice.