Beyond the Tabletop: Solving Solutions, Not Problems

A small group of participants are gathered around a table. The conversation is curious, urgent, and probing. A large piece of paper covers the surface of the table - heavily drawn upon. The participants consult their notes, plans they’ve been making, and various documents. They suggest strategies, and possibilities, and brainstorm ideas. There are flashes of inspiration, realisations, and questions. They’re chewing on a significant challenge that will take all their skill, experience, and resources to resolve. Finally, they come together, having settled on a way forward.

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Grandparent Speed-Dating: A Problem-Based Learning Case-Study

In workshops and training, I have often used the Design Thinking methodology and Problem-Based Learning in conjunction, both in developing workshops and structuring and facilitating them. I have even run workshops that have taught these processes and approaches to teachers and educators which has always proven to be a transformative experience. In those workshops, I’m very often asked to give an example of these at work and so I took some time to write up one of my favourite case studies for Design Thinking and Problem-Based Learning in schools.

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New Forms of Learning: Lessons from the Strandbeest

Skeletal, alien creatures roam wild on the beaches of The Netherlands. Tubular bodies and an array of legs skitter along the sand powered by great sails of white cloth and stomachs of plastic. These creatures have not come from some crashed meteor or alien spacecraft but from the mind of a Dutch inventor, artist, engineer, and creator - Theo Jansen. 

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Teaching like a Lockpicker

We might then ask ourselves, as educators, how can our students approach a challenge, a task, or a puzzle “as if for the first time”? When we set work for students, plan our lessons, and give them assessments, are we teaching them to really pick locks or just to be great at picking one very particular lock? To do this would emphasise skills and tools over memorisation and repetition. We would be looking at a much more holistic approach rather than the targeted learning so many education systems rely on.

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A Year In Books

This year, much of my reading has been led by a desire for comfort, reassurance, and escape as, I suspect, is the case for many avid readers. I have been revisiting favourite authors such as Ursula Le Guin, John Scalzi, and Stanislaw Lem, as well as particular books like The Lord of the Rings, The Tao Te Ching, and The Odyssey. Much of this is well-trodden territory for me and the familiarity offers consolation as well as the usual pleasures of reading. Alongside these favourites, there have been many books new to me, or newly released from authors I already know well, that have particularly struck a chord over the last 12 months.

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Philosophise With a Hammer

A lot of students come to philosophy without ever having studied the subject before, certainly not in any rigorous manner, and I felt it was important to show them what the subject is all about, what is valued and prized in philosophy, and to give a rough idea of the lie of the land that they would be forging out across. Many thanks to all those friends and colleagues who gave comments on this piece.

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A Year in Books 2019

A few years ago I started logging my reading on www.goodreads.com so that I could look back over what I had read, but also so that I could try and keep some sort of handle on my book buying. All too often I was coming back with a new purchase only to find I’d already bought the book weeks, months or years ago – I’m willing to admit that this aspect of things has only been a partial success.

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Why Philosophise?

This one has been hanging around on a bookshelf for a while and whilst I’ve grabbed a page or two I hadn’t sat down and read the whole thing until recently. I’d intended to read it and use it with some students as an unseen text but having gotten to the end I’m not sure it’s quite right for that purpose. Having said that it is a very interesting text and gives an idiosyncratic yet deeply scholarly approach to the title question. 

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Cumulative Gains at BETT

I was fortunate enough to be invited to speak at BETT - the global Education Technology show in London. I was asked to speak on behalf of Google, as one of the educators speaking at Google’s Teaching Theatre. I’ve long been a vocal advocate of Google Apps for Education and have seen its transformational effect in my own teaching practice and in that of my friends and colleagues – at my own institution as well as on-line.

I gave a talk that focused on what might seem like a pretty dull aspect of education technology – being efficient. Being efficient is not exciting. Being efficient isn’t attention grabbing but, I hope I argued, everything that is exciting and attention grabbing becomes possible when you become more efficient.

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The Profile of a Modern Teacher

I saw this great infographic posted on the Wayfaring Path blog, and I think it provides a lot of stimulus for thought and reflection. It covers issues of learning technologies, of course, but also much more within teaching practice. I’m not sure I can hold my hand up proudly and say that I do all of these, certainly not all the time, but they are all things I would say I would hope to do and hope to develop. Some are scarier than others and I imagine different teachers are going to have very different ideas of which are the difficult ones.

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Google Certification

I’ve been working an awful lot lately on the educational technology front. In particular I’ve been working within my institution to manage some of our transition to the use of Google Apps for Education. I’m an enormous fan, advocate and enthusiast of these apps and have been working with them for the best part of a school year now so I was very pleased when I heard that Google were overhauling their entire Certified Educator system.

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