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PGDIPHE Assignments (30th July 2012)
Click on the coloured circles above to view assignments. There is loads more published on this blog than just assignments so please make sure to have a good look around.
Kind regards
Alcwyn Parker
Observations
info
HET203 – CPD for Advanced Practice Assignment 6
What the term ‘professional’ mean to me?
I think the best way to start talking about what the term professional means to me is to scope how others have defined it. Being professional is to be trusted and to deliver on that trust. Ron Brandt makes the comparison between the levels of professionalism expected by educators with that of medical staff (Ron, B., 1993). I strongly agree with this comparison, although education is not a life and death situation, this is someone’s future we are dealing with.
Professionalism is not a one sided struggle, institutions should provide the scaffolding to facilitate a professional staff cohort. "Continuing education on the job, desirable working conditions - including adequate supplies and equipment, opportunities to interact with colleagues, and reasonable latitude in making decisions" all play apart in the over professionalism of a department (Ron, B., 1993.).
Professional means different things to different people, especially in terms of digital migrant vs. digital Native. Allison fine believes the older generation stereotype professional with notions of "wearing a uniform of some kind, talking in a certain language, carrying a brief case (or more recently a Blackberry or iPhone)" where as younger generations see professionalism as a mind-set (Fine, A., 2012). I agree with the latter, it is no longer OK to presume someone is unprofessional because they do not conform to a certain stereotype. We live in a world where the likes of Mark Zuckerberg can become millionaires over night and yet their overall attitude and appearance hardly change at all.
I believe that the term "professional" has a lot to do with striving to be your very best, looking for ways to improve, listening to advice from others and setting goals. "Watch a video of yourself teaching without sound, now listen to the sound track only. Ask a teacher with real expertise in performance to give you a private critique", these are all suggestion by Paul Dix on how to go from "good" to "outstanding". Incidentally, professionalism in some respects could be summarised as the quest for "outstanding". In order to maintain a professional level it is important to reflect on past performances and adjust future plans, to improve the value of your endeavours.
Personally, I try to maintain an up to date skill set which is driven by a thirst for knowledge, and a passion to share what I learn. I do my best to remain approachable, honest and reasonably tidy in appearance (sometimes a little scruffy). I throw myself into everything I do empathise with others who show enthusiasm to the point that it drives me to work harder. I am on the cusp of digital native, though to me professionalism is definitely a mind set and not an appearance.
References:
Ron, B., 1993. What do you mean, “professional”? ASCD. Available at: http://www.ascd.org/publications/educational-leadership/mar93/vol50/num06/What-Do-You-Mean,-%E2%80%9CProfessional%E2%80%9D%C2%A2.aspx.
Fine, A., 2012. What does “Professional” Look like today? Harvard Business review, pp.5-9. Available at: http://blogs.hbr.org/cs/2012/05/the_new_professional.html.
Paul, D., 2012. How to go from “good” to “outstanding.” The Guardian, pp.3-8. Available at: http://www.guardian.co.uk/teacher-network/teacher-blog/2012/apr/23/good-to-outstanding-ofsted.
HET202 Online activities - broad topic of research
Research proposal
Annotated literacy review
Open publication - Free publishing - More digital divide
Research Proposal
Open publication - Free publishing - More proposal
HET202 Scholarship and Research in HE Assignment 1 - On-line activities
Activity 5
Open publication - Free publishing - More assignment
Presentation Qualitative vs Quantitative
Qualitative and quantitative methods of research from Jordan Cruz
Linking the technical with the practical
the central sphere represents the interpersonal space created in the communication between teachers and students, both within an individual classroom and in online exchanges. Activities that provide maximum opportunities for both cognitive engagement and identity investment are chosen by teachers, and within these activi- ties, teachers guide students in focusing on three aspects of language: meaning, form, and use.
And we must choose pedagogical approaches that combine cognitive engagement, identity investment, and a focus on language meaning, use, and form. Project
Warschauer, M., 2007. A teacher’s place in the digital divide. Yearbook of the National Society for the Study. Available at: http://onlinelibrary.wiley.com/doi/10.1111/j.1744-7984.2007.00118.x/full [Accessed July 4, 2012].
Kirsty Toppings - Give children tablets to conquer the “digital divide”
LINK
Purvis said there was a “digital divide” opening up in society between those who have access to computers and the internet and those who do not.
Fraser Speirs, head of computing and IT at the Cedars School of Excellence said pupils used their iPad for everything from art classes to science experiments, and were leased at a cost of £12.50 a month.
Stop the noise
If you are anything like me then the internet is a source of great distraction and procrastination. Attention seeking adverts engage in epic battles with self indulgent header text and overly enthusiastic social media bait. Sometimes, I wish I could just take marker pen to the screen and block out any of those distractions. I recently stumbled across an on-line service called viewText which will save me from having to take such drastic measures.
LINK
Just paste the link of the article or webpage you are trying to concentrate on into the text field at the top of the viewText website and click "view text" and you will receive a plain text version of that article with none of the distractions.
Example result:
Michael Drennan (The Guardian) - On blogging in the classroom
Link to article
I really love the idea of blogging in the classroom. So much so, I am considering using this as one of the activities I take in to schools for my research next year.
Student bloggers are not meant to be the finished article (I'm not sure most professional bloggers are!)
Use of strong language is moot. A2 sociologists this year persuaded me to allow them to use it in political/satirical posts; tellingly, they did so freely early on, but then it fell away - its casual use disempowers it and makes writing appear lazy.
Remember what schools are for: preparation to enter a wide world of possibility. Durrenmatt said: "A writer doesn't solve problems. He allows them to emerge." Who wouldn't want their classroom to look like that?
HET202 Scholarship and Research in HE Assignment 1 - On-line activities
Advantages and disadvantages of two research tools
Open publication - Free publishing - More assignment
HET202 Scholarship and Research in HE Assignment 1 - On-line activities
HET202 Scholarship and Research in HE - Assignment 1
250 word abstract/outline of your research proposal.
New Media is an interesting area of pedagogy, which encompasses most of the digital ether, an amoebic shape shifter with an inability to sit still. It’s the fast moving pace of the subject that makes teaching it a satisfying and rewarding challenge. The digital divide is a curious classmate; seated next to even the most intelligent of students it becomes a great distraction. The digital divide presents itself in an array of forms, class, geo-location, gender and age, to name a few. I am particularly interested in the gender incarnation of the digital divide. I have been a technical instructor for new media at University College Falmouth for three years now and in that time I have noticed a slight shift in the gender digital divide. The academic year just gone is the first year where the majority of classes I teach have felt balanced in terms gender and technical, IT know how.
I intend to try and observe the gender digital divide in a variety of teaching environment’s, age groups and institutions to better understand its impact. I am intrigued by the masculine nature of computing and intend to converse anecdotally with people of different age groups about their technological edification. Through widening participation with schools in the area, I will conduct surveys and run workshops to monitor how 15-16 year olds are engaging with technology. I also have the benefit of teaching at a university so I will use UCF a lot in my research as well.
Some of the questions that I hope to answer are:
Does a gender digital divide still exist in the classroom and if so, how much of an impact does it have and at what age does it begin to show?
If the digital divide has been reduced, how much has ubiquitous computing, affordable technology and the Internet helped or hindered the progress?
Is the global view of computing becoming less masculine?
Testing the thinglink tumblr plugin ready for PGDIPHE hand in
I am planning to use the thinglink.com service to embed all of my PGDIPHE assignments into one image. The image below is an example of the technique.
HET202 Scholarship and Research in HE Assignment 1 - On-line activities
HET202 Scholarship and Research in HE
Assignment 1 - On-line activities
Article review
The two articles I have chosen to review are:
ARTICLE ONE:
The Construction of Gender at UBC Computing Services (UCS)
By Diane Currie
University of British Columbia November 16, 1993
ARTICLE TWO:
Masculinity and the Machine Man: Gender in the History of Data Processing
Chapter for Gender Codes, ed. Tom Misa, IEEE Press 2010
By Thomas Haigh
University of Wisconsin, Milwaukee
The best introduction to this article review is to point out the startlingly obvious. Article two consumes a vast amount more page real estate and digital ink. I believe this is a consequence of article one’s more qualitive nature vs. article two’s more historic, quantitive approach. Article one pronounces the personal experience in the work place of the author and draws conclusions from them in a particularly poetic and speculative manner. An example of this can be seen in this quote:
“It’s not how well you made the computer work, or how much you helped someone figure out something, it’s how fast and powerful the computer is that seems to be the point of many of the office conversations. I think that reflects a masculine, competitive construction, that many women, including myself, just aren’t inclined to partake in.”
Where as article two is best described as an articulated timeline of the gender differences in IT/computer science from the 1950’s to present day.
In balance with the factual and historical nature of article two, article one seems to give the impression of a bias viewpoint. This in turn engenders a feeling of isolation within article one. There are no attempts to research other IT departments or investigate the viewpoints of colleagues. The integrity of the article diminishes some what when the question is asked; is this a shared sense of gender isolation in the department or just one persons experience which could be misconstrued as a result of personality?
There is a definite harmony or correlation between the two articles. This is apparent in their agreement that the history of computing is steeped with a masculine authority using technical jargon, the acceptable level of sex discrimination in the work place to impose a gender divide. Haigh used a quote from James Moore to show, in no uncertainty the intent behind creating a divide.
“Electronic boom” they “seem to have a new hairdo, and some mighty attractive clothes which virtually obliterate any of the blue hues” but suggested that to succeed in “up-grading their own status andGender Codes Haigh – Masculinity and the Machine Manrealizing their own aspirations to management” they would have to “divest themselves extensively of the aura of technical mystery with which they like to surround themselves.”
In concurrence, Currie observes that the computing work place is saturated with:
‘“Privileged discourse” of technical jargon and how it serves to exclude the “other” and maintain control.’
I thought it was really interesting to hear in the James Moore speech that computer engineering started out “blue collar” (factory based engineering) but was intentionally guided towards a “white collar” mentality to associate the vocation with higher-level jobs such as accountancy.
I would love to hear Diana’s thoughts on the advertising campaign that Haigh mentions which has the slogan:
“We taught our data entry system to speak a new language: Dumb Blond.”
Link to advert
Assignment 4 - Key Policy Review
View on google HERE
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