Tag Archives: change

Free Learning

Free LearningFree running* invites participants to use creativity, skill and strength to find new ways to navigate a landscape. It is fun, engaging and highly motivating for those who participate. It takes a space (urban or otherwise) and turns it on its head, drawing new function from an existing, very fixed, form.

In much the same way, Free Learning aims to provide students with an intellectual landscape through which they can playfully discover their own path. It promotes creativity, individuality, team work, freedom and taking responsibility.

* In its spirit what we are talking about is slightly more like parkour, than free running. I thought they were the same, but as @isaacklw taught me, they are slightly different. Read here for more.

Free Learning Map Interface
A view of content in Free Learning. Click for a larger image.

Tell Me More

Free Learning developed in response to my own experiences teaching ICT at International College Hong Kong, where I found myself slowly running out of steam as a classroom teacher. My experience was that as a teacher, working in the traditional school paradigm, I could construct teaching and learning opportunities that focused on all students, and that reached a minimum standard for most. However, to make these engaging and motivating, I had to work myself ragged, and in time, teaching and learning became rote and sterile. We (my students and myself) jumped through hoops together, to achieve things many kids were simply not interested in, or were encountering at the wrong time. Those who were engaged soared, a mass in the middle pushed on through in spite of it all, and the remainder suffered my terrible jokes for 3 years of ICT classes.

In this model, motivation is predominantly extrinsic, hinging largely on the energy and charisma of the teacher.

Free Learning dispenses with the pretense that students need to follow a set path as a group, by simply:

  1. Offering a large online menu of learning choices for students to learn from (we call these units, and they look like this).
  2. Allowing individuals and small ad hoc groups to chose their own path and pace through the units on offer.
  3. Providing a way for students to record which units they have chosen as they progress, and then to submit evidence (e.g. photos, work itself, text) for each unit. This can be done via our Free Learning Gibbon module, or some other method.
  4. Providing a way to map learning outcomes to units, and ways to see what students are currently working on, where they have already traveled, and what outcomes they have covered (or not)
  5. Assessing learning formatively based on observation and discussion, with aspects of summative assessment based on student submitted work and other evidence.

In this way, we can provide more choice, more personalised pathways and more motivation for students to learn. Students spend less time sitting and listening to the teacher, and more time working hands on in ways they enjoy.

By asking students to cover a range of outcomes, we can still help them cover broad swathes of content, but this need not be a focus (and for me it no longer is). If we can free ourselves of the delusions that kids currently cover everything (which they don’t, in any meaningful way) and that we can meaningfully measure learning (which we can’t, in any meaningful way), then we can be comfortable with something less regimented and less like an assembly line. Do all students really need the exact same experience? No.

Free learning, as a model, affords us a chance to set the classroom up for success by throwing out baggage brought along from industrial, conformity-driven, pre-Internet education. It represents the use of technology to finally revolutionise classroom practice.

Have A Go

As a teacher, you can experience Free Learning as a professional development tool using GorillaPD, which gives you roughly the experience of a student. This is a free-to-the-public installation of Gibbon, with Free Learning installed on it, and a growing range of units to help teachers become better at what they do.

Real World Progress

We have now (as of April 2017) been running Free Learning at ICHK Secondary for two years, for a minimum of 50% of student contact time in ICT, and the result is more student engagement, improved classroom energy and zero focus on grades. I learn more and have more fun, and all the evidence suggests that my students do to. Learning new, interesting and useful things is now the prime concern. The proof, so they say, is in the pudding, which you can see via our Free Learning Showcase.

Excitingly, I have been in a position to ask some current and former students to write units, a couple of which are already under way.

For those units involving gear not available in school, students can negotiate with parents to purchase what is needed (this is already common practice in Year 9 where students do an independent unit).

Learning Outcomes

As well as the assessment tools provided in Gibbon’s Free Learning module, I have also been using the Visual Assessment Guide with my Year 7-9 ICT, to enable longitudinal tracking.

Professional Development

Free Learning has featured as a presentation at the Hong Kong Institute of Education, 2015 Asia Pacific International Schools Conference, the 8th 21C Learning Hong Kong and RCHK Transform. If you are interested in running Free Learning in your classroom, school or organisation, please do get in touch. If you are looking for the slides used in a presentation you have seen, download them here, or browse it using the embed below:

Testimonials

“You had the presentation of the conference man. Your ideas resonate with me more than anyone else’s. You are a true inspiration to all educators. Keep spreading your message to the masses!” – Ryan Krakofsky, ICT Coordinator, Kingston Internal School

“I attended your free learning session at RCHK and I decided to use a modified version for our current media unit.  I wanted to thank you for the inspiration for this…it has inspired me to see how I can use this type of workflow more often. I am certain that it has met my students needs much better.” – Patricia Thomson, PYP Teacher, RCHK

“It is less stressful without peer comparisons and deadlines. You can choose the subject you want to focus on, it makes the lessons all the more interesting.” – Student, ICHK

“For me it’s fun but hard ; )” – Student, ICHK

“I feel like it is great to let students study what they want to, but still have to complete certain units to be able to move on to the next one, that sort of makes it like a game with levels and different paths.” – Student, ICHK

“It is AWESOME!!!” – Student, ICHK

Acknowledgements

Some of the ideas here are based on the work of Sugatra Mitra and the related work shown in Good’s Future Learning video. Others have emerged from Toby Newton’s work on independent student learning in Human Technology at ICHK. This work is very much an extension of the work already being done by students at ICHK in their Year 7-9 ICT studies.

Credits + License

Free Learning is an original idea by Ross Parker (https://rossparker.org, @rossparker), created in December 2014 whilst working at ICHK. It is shared under a Creative Commons BY-NC-SA 4.0 License.

Free Running thumbnail image by Alexandre Ferreira on Flickr under CC BY.

Assess This Teacher

Gress LessonYesterday I put together an end-of-year survey for my students. Instead of focusing on lots of questions on different aspects of my teaching, I simply asked students to grade me in the same way I grade them: a comment, an attainment score and an effort score. I also asked them to tell me their most and least favourite projects. The response was immediate, with 50 submissions in less than 12 hours (out of a possible 150 students). A quick scan of the data showed a good mix of positive feedback and things I could improve on. Some of these things I already knew, others were revealing.

I really want the kids to know that I am serious about becoming a better teacher, so I acted fast to analyse the data and make a list of things that will be changed come next year. These include the following:

  • My teaching style:
    • Talk less in class, giving students more time to work
    • Give students more time to explore ICT individually (this will most likely take the form of more free time at the end of lessons where students have focused well.
    • Give students more time to work outdoors (we can hold discussions on the lawn, and students can work spread around school).
  • Curriculum design:
    • Introduce a new, improved and less resstrictive visual assessment guide. There will be less self assessment (2x per year instead of 4), and a new chance for peer assessment once a year.
    • Instead of giving attainment grades, I will experiment with just saying whether students are: knowing, doing, understanding, judging or creating. The focus will be on being a better learner, and not obssessing about grades so much.
    • In Year 7 I will seek to make the Tools For Learning unit more interesting.
    • In Year 8 I will get rid of the High Tech Stuff assessment task, and try to make the year more hands on.
    • Year 9 – I will add in a unit on mobile app development, as many students enjoyed the Web Design 101 in Y8 this year and would like to learn more. However, for those who don’t like programming, there will be a choice to do an independent unit if there is something a student would rather learn.

Hopefully my students will see me modelling what I ask of them (try something, assess your performance, find ways to improve, follow through), and understand that I really do want to be a better teacher, and do myself what I expect of them. No one likes a hypocrite, right? In order to try and stick to these goals, I have added the curriculum ideas into my plan for next year, and created the poster below to remind me of what I need to be focusing on:

My Pledge 201415_web

Visual Assessment Guide

What started last year as a Self Assessment Guide, has been reworked into a more general tool for assessment. This new guide is suitable for teacher, peer or self assessment and also offers a visual map of what we want students to learn (with highlighting of which concepts are most important). Although still ICT specific, this guide could be adapted to any subject by changing the attributes and keywords.

Visual Assessment Guide - ICT & Media_web

Printable Version (PDF)

So, what’s changed? Well, after a year of experience with student self assessment using the original guide, I have come to the following conclusions.

  1. Self assessment is great, and students really learn a lot by revisiting concepts learned, and writing about them. However, students get bored of self assessment, so using it more than 3 times a year with one group is not so great. The assessment tool should thus by more general, useful for teachers and peers to use.
  2. The old guide was based around “strands”, which were essentially high level learning outcomes. The new guide focuses on “attributes”, as I really want to be centered around the kind of students I want leaving my course after three years. The two schools I am involved in (ICHK Secondary and ICHK HLY) include formal ICT learning from Years 1 to 9, and we have tentatively decided to use these attributes across the entire age range. Hopefully this will lend consistency to what we are doing, allowing us to be more effective.
  3. In the original guide there was mapping from the ways of learning (a Bloomsian set from knowing through creating), allowing these to be turned into numeric scores. This was never ideal, as it is too reductionist and focuses attention on the grade, not what has been learned. The new version dispenses with the levels, and just focuses on the ways of learning. It has been tentatively agreed that next year I can experiment with reporting the top way of learning achieved in a particular piece of work. Hopefully this will help
  4. The old category of “becoming” connotes a moral element to what is being taught, and means assigning levels based on my own world view. Whilst I might find this appropriate, others may not. This point was raised by Toby Newton, and whilst I was initially hesitant, I can see the value of his point that we need students to be more critical of what we say, not just accepting and applying everything automatically.

I am really keen to get feedback on this style of assessment, and on the ICT content included and omitted from the guide. I don’t doubt that collaboration will make this idea more useful and usable.

Should We Stop Teaching Handwriting?

FloppyWhilst I am no fanboy, there is one thing that I think Apple does well: phasing out obsolete technology. Whether it was floppy drives in the 90s or DVD drives and Ethernet ports in the 10s, there is no place in Apple machines for old technology. And it’s not just hardware, but software too: remember when they ended OS 9 app support in Lion?

Some would argue that Apple move too fast on this front, causing difficulties for those consumers who need to keep these legacy technologies in use for reasons beyond their control. However, many others would argue that in expunging the old, we make way for the new, giving space for innovative new technologies to flourish. Of course, there is no right or wrong answer here, just multitudinous levels of positive and negative effects on individuals, aggregated to tell us something about the overall cost or benefit.

To me it seems like the classical art of hand writing is today where floppies were in the mid 1990s: still useful, still in active use, but on the verge of a precipitous decrease in utility. Of course, hand writing is still an amazingly useful technology to master: it lets you write quick notes, fill out archaic government forms, sit archaic exams and operate when the power goes down. However, there is another way to look at this, and it revolves around a key question:

Can we justify the expense, in terms of learning time and energy, of teaching 5 year-olds to write today, when more than likely their adult lives will most likely not involve much handwriting?

Again, there is of course no right or wrong here, just a range of options with a variety of probable outcomes. On the positive side, time not given over to rote learning of hand forming letters could be used to improve any number of other skills, values or outcomes. On the negative side, students would become dependent on electronic aides (but aren’t we all already?), and might lose out on some fine motor skill development. I am sure experts could weigh in here with plenty more points on either side.

Perhaps we could take a middle ground and teach students to print legibly in block capitals, whilst not insisting they learn to write lengthy scripts in formal hand writing? Would this solution offer the best of both worlds? Perhaps.

I can imagine this same scene played out repeatedly through history as we moved through a long series of different writing technologies. Should our young scholars continue to learn to carve, or should we allow them to use this infernal, unreliable and ethereal new ink? Think of the children!

At some point educationalists, most likely those in primary schools, will need to start grappling with this question. With ever increasing lists of skills, values and outcomes to teach students we need all the classroom time we can get. On the other hand, perhaps we could just overthrow the whole system. At any rate, I would love to see some further research done into this, perhaps with an effort to judge when exactly is the right time to stop teaching children to write in the way we currently do.

Credit: Dysan disk image by Farmer Jan on Wikipedia, shared under PD.

The Namoa Pirates

Kowloon Namoa Pirate Behading_tuhmHaving grown up in Hong Kong, thinking about colonialism and imperialism quickly gives me a headache. At the root of this is an unbridgeable sense of cognitive dissonance: on the one hand these two forces created an amazing city which I love as my home, and on the other I know that using force against others for your own gain is morally reprehensible.

Certain British historians have tried in the past to get around this by claiming that the British Empire was less brutish and more beneficial than other contemporary empires, but this seems to be skirting the issues to reduce collective guilt.

With this personal context in mind, I am immediately interested in any historical images of Hong Kong, especially older ones which might offer insight into what life was like under imperial rule. And so it was that the following image really caught my eye:

Kowloon Namoa Pirate Behading
Image via Historical Times, under Public Domain

Viewing only the top half of the image it seems like some kindly old gentlemen on a rural day out, posing for a photo. Look then at the bottom half and witness beheaded humans lying in the dirt. Should we feel for the “pirates” who have been executed? Did they deserve their fate through wrong deeds, or did they simply upset the wrong imperialists? What are passers-by thinking: are they relieved that justice has been dealt, abhorred by the brutishness of these gwai lo (foreign devils), or fatalistically indifferent?

Of course, we will never really know the answers to these questions, but they are worth discussing all the same. I duly filed the image away for later use, shared it on Twitter and moved on. Much to my surprise, a couple of teachers (@vanweringh and @PaulGrace9) who are now in my PLN saw the image and started sharing and researching  ideas on it.

Reading these articles is revealing. It seems like the pirates were genuinely dastardly, but they make up only 6 of the 15 beheadings. Also of interest is that some of the beheadings were carried out by a 15-year old boy. How times have changed.

Our collaboration finished up with suggestions to use HistoryPin and the image below to further explore this area. As was mentioned in our discussions, the topics of piracy and imperialism are so interesting to study as they are still relevant today.

 

Friends Without Benefits

Holding HandsWhat Facebook, Twitter, Tinder, Instagram, and Internet Porn Are Doing to America’s Teenage Girls

This is an abridged version of the full article from Vanity Fair. It has been prepared for educational use with students in lower secondary school (ages 11-14). Inserted at times are (hopefully provocative, discussion-inducing) questions for consideration by teachers and students. Some educators may find this material too risqué or difficult to approach, and in some places teachers may face strong pressure to not discuss such material. However, if teachers are not tackling such issues, then who is?


 

This year, 81 percent of Internet-using teenagers in America reported that they are active on social-networking sites, more than ever before. Facebook, Twitter, Instagram, and new dating apps like Tinder, Grindr, and Blendr have increasingly become key players in social interactions, both online and IRL (in real life). Combined with unprecedented easy access to the unreal world of Internet porn, the result is a situation that has drastically affected gender roles for young people. Speaking to a variety of teenaged boys and girls across the country, Nancy Jo Sales uncovers a world where boys are taught they have the right to expect everything from social submission to outright sex from their female peers. What is this doing to America’s young women?

Questions: To what extent is this an American phenomenon? If social networking is less popular where you are, why? And how long, if ever, until things change?

The Tinder Guy

She wanted it to be like the scene in the Lana Del Rey video for “Blue Jeans”—“hot and slow and epic.” The scene where strangers meet and fall into an easy intimacy, making love in a pool—“and they look so hot and it’s just, like, totally epic.” A boy at her school—she didn’t want to talk about him now; he’d broken her heart; but “like, whatever.” She’d “deleted him” from her phone. “I was stalking him too much, seeing him doing fun things on Instagram, and it hurt.”

They’d been instant-messaging on Facebook, and one night he told her he loved her. And then “I found out he was talking to, like, four other girls.” And now she wanted to do something to get over it, maybe to get back at him. “I mean, I should have known. All men are basically whores.” When he didn’t turn out to be her “true love”—“like Bella and Edward, or Bella and Jacob, you know?”—she decided she had to “lose it to someone,” so why not with someone she would never have to see again? And yet, she hoped it would somehow be like the Lana Del Rey song. “I will love you till the end of time,” it goes.

The guy she was supposed to meet that day—the guy from Tinder, the dating app kids were using to hook up—“I know, like, five guys who’ve done it; girls use it too, but they pretend like they don’t”—he was cute and had tattoos on his arms. He looked “James Franco–ish,” but younger. On Tinder you could meet people in your age group. She was 16; he was 17.

Alone in her room, the night before, reading her friends’ Twitter feeds and watching YouTube videos (Selena Gomez and “baby animals being cute”), she’d started feeling lonely, restless, and bored. “Sometimes I just want to talk to a guy so bad.” So she downloaded the app and started swiping through the pictures of boys in her area. She “hearted” his picture, and within a few minutes he had hearted hers, and then they were instantly texting.

“Ur hot,” he wrote. “U wanna meet?”

“When?”

They arranged to rendezvous at a shopping mall in Los Angeles not far from the neighborhood where they lived. “Of course it was going to be a public place. And if it turned out he was really some gross old man, I’d just run away.” But there he was, standing by his car, looking almost like his picture. . . . Almost. There was something different about his face—it was “squishier. Like, he was almost fat.” But now here they were, and she didn’t know quite how to get out of it.

He smiled and kissed her on the cheek. He smelled of Axe Body Spray. She was sorry she’d spent so much time getting ready for this. “I even waxed,” she said. He wanted her to get in his car, but she knew she shouldn’t. They started walking around the mall, “talking about nothing, nothing. It was awkward, totally weird.” He asked if she wanted to sit down, but there was nowhere to sit except in restaurants, so they wound up going inside a Pottery Barn and making out on a couch. Later she posted something on her Tumblr blog about the difficulty of finding love.

Wheeling In The Bitches

“Gotta wheel the bitches in. Gotta wheel the bitches in,” said the teenage boy on a city bus in New York. “Nowadays you can do it so easy. There are so many apps and shit that just, like, hand you the girls. They don’t even know that’s what they’re doing, but really they’re just giving teenagers ways to have sex.”

This year, 81 percent of Internet-using teenagers in America reported that they’re active on social-networking sites, one of which is Tinder, a mobile dating app that teens use to hook up.

Questions: Were the girl and boy in the above stories looking for the same thing, or something different? How are boys and girls depicted differently? In your experience, is this a realistic representation of males and females?

Sex, Lies & Social Media

If you’re between 8 and 18, you spend more than 11 hours a day plugged into an electronic device. The average American teen now spends nearly every waking moment on a smart phone or computer or watching TV. This seismic shift in how kids spend their time is having a profound effect on the way they make friends, the way they date, and their introduction to the world of sex.

Kids have always been interested in sex, of course; but there have never been more ways for them to express that to one another, at any moment of the day, no matter where they are. They don’t even have to be together, and often they are not. “You can be sitting in class getting a boner ’cause some girl is texting you” said a boy in L.A. “It’s kind of distracting.”

As quickly as new social media appears, teens seem to find ways to use it to have sex, often sex devoid of even any pretense of emotional intimacy. There’s sexting, and there’s Snapchat, where teenagers share pictures of their bodies or body parts; on Skype, sometimes they strip for each other or masturbate together. On Omegle, they can talk to strangers, and sometimes the talk turns sexual. And then there is Tinder, where kids can meet each other on their phones. “It’s like Grindr used to be for gay guys, but now kids are doing it,” said a girl in L.A. “No one cares about anything but how you look.”

Questions: Is the sentiment expressed in the line “No one cares about anything but how you look.” heightened by social networking? Is it a good thing?

“We don’t date; we just hook up,” another girl in L.A. told me. “Even people who get in a relationship, it usually starts with a hookup.” Which can mean anything from making out to having sex. “When you have sex with a guy, they want it to be like a porno,” said a 19-year-old girl in New York.

Questions: What happens when young boys learn about sex predominantly through online pornography? Consider the idea that “learning about sex from porn is like learning history from Hollywood movies”.

The Girls At The Grove

“Social media is destroying our lives,” said the girl at the Grove.

“So why don’t you go off it?” I asked.

“Because then we would have no life,” said her friend.

The girls had been celebrating a birthday at the busy L.A. mall, and now they were on their way home; they carried bags of leftovers from the Cheesecake Factory. There were four of them: Melissa, Zoe, Padma, and Greta. They stopped to sit down and talk awhile at an outdoor table.

They were pretty girls with long straight hair—two blonde, two brunette, all aged 16. They wore sleeveless summer dresses and looked fresh and sweet. Greta, they said, was famous—or Instafamous, having thousands of followers on Instagram. She showed me a gallery of her Instapics; some were of her dog and some were of Greta pouting and wearing “the duck face.” Some of her followers, she said, were “random dudes in Italy and Arabia.”

Melissa said, “I have Facebook, a YouTube account. I’ve used Twitter, Instagram, Snapchat, Vine . . . ”

“Path, Skype,” Zoe said.

“Tumblr,” said Padma.

“I have a Twitter, but I don’t use it except for stalking other people,” said Greta.

They all laughed knowingly.

“I think everyone does it,” Greta said. “Everyone looks through other people’s profiles, but especially being teenage girls, we look at the profiles of the males we find attractive and we stalk the females the males find attractive.”
“It’s a way to get to know them without the awkward ‘Oh, what do you like to do?’ You already know,” said Padma.

“You can know their likes and dislikes,” Greta said. “‘Oh, they like this band.’ So you can, like, casually wear that band’s T-shirt and have them, like, fall in love with you or something. Or you can be like, ‘Oh, they listen to that music? Ew. Go away.’”

I asked them how they knew when a boy liked them.

“When a boy likes your [Facebook] profile pic or almost anything you post, it means that they’re stalking you, too. Which means they have interest in you,” said Zoe.

I asked them how they made the transition from social-media interaction to real-world interaction.

They blinked.

Questions: Does it matter if social skills online do not transfer to the real world? Are real world social skills still relevant?

I asked if they had boyfriends.

“There’s this boy Seth,” said Greta, “and when he liked my profile picture, I knew it was like, ‘Hey, ’sup, you cute.’ Then we held hands at a party. We were cute. But the one thing I didn’t like about him was he didn’t follow me back on Instagram. Social media causes soooooo much anxiety.”

They all agreed on that.

“The thing with social media is, if a guy doesn’t respond to you or doesn’t, like, stalk you back, then you’re gonna feel rejected,” said Melissa.

“And rejection hurts,” said Padma.

“And then you’re gonna go, like, look for another person to fill that void and you’re gonna move on to stalking someone else,” Melissa said.

“That’s how men become such whores,” said Greta.

“Guys actually take the Facebook-talking situation way too far,” meaning sexually, said Zoe.

They were nodding their heads.

“Like, when guys start a Facebook thing, they want too much,” said Padma. “They want to get some. They try with different girls to see who would give more of themselves.”

“It leads to major man-whoring,” Greta said.

“They’re definitely more forward to us online than in person,” said Zoe. “Because they’re not saying it to our faces.”

“This guy Seth, who is normally timid in real life,” said Greta, “sends girls messages asking for nudes.”

Questions: Why are people less inhibited online? To what degree should our online behaviour match our real world behaviour? Should we tolerate people who are too forward online?

“My friend, she was VC-ing,” or video chatting, “this guy she was kind of dating,” Melissa said. “He sent so many nudes to her, but she wasn’t trusting that he wouldn’t show the pictures to other people. So she Skyped him and showed him nudes that way. He took a screenshot without her knowing it. He sent it to so many people and the entire baseball team. She was whispered about and called names. It’s never gone away. He still has it and won’t delete it.”

Questions: Will those photos ever go away? Is there any way to share such private pictures safely online? Will someone you trust today be trustworthy tomorrow?

I asked if they knew girls who posted provocative pictures of themselves. They all said yes.

“More provocative equals more likes,” said Greta.

“It attracts more guys and then it makes other girls think about doing it just for the attention. They’re attention whores,” said Padma, frowning.

“My father thinks all my photos are provocative,” Greta mused.

“I think some girls post slutty pictures of themselves to show guys the side to them that guys want to see,” said Zoe. “It’s annoying.”

“Girls call them sluts. Boys call it hot,” said Padma.

Questions: How far are you willing to go to get attention online? At what point are you going too far in terms of what you share and how you portray yourself?

Mirror, Mirror

In the video for ”We Can’t Stop,“ Miley Cyrus writhes around on a bed, sticking her ass up in the air. She grinds her ass into the crotch of a woman twerking. She writhes around in an empty bathtub, sticking her ass in the air some more. She appears at the V.M.A.’s twerking into the crotch of Robin Thicke, causing an international sensation.

In the video for ”Summer Fling,“ Willow Smith stares at the nipple of a teenage boy while offering him her phone number. Willow’s 12. She sings about having a summer fling: “It’s just a couple nights, but we do it anyway.” A boy shoots water into a pool party at which Willow and her bikini-clad friends jump on a trampoline, spreading their legs.

“Of course girls want to emulate this stuff,” Kim Goldman said one afternoon at her home. Goldman is the director of the Santa Clarita Valley Youth Project, a counseling service for teens. “Girls talk about feeling like they have to be like what they see on TV,” she said. “They talk about body-image issues and not having any role models. They all want to be like the Kardashians. Kendall Jenner posts bikini shots when she’s 16 and gets 10,000 likes, and girls see that’s what you do to get attention.”

“We’re seeing depression, anxiety, feelings of isolation,” said Goldman. “I think social media is contributing to these things. We have kids who’ve had sex with people they meet on Chat Roulette. At one of the junior highs we work with, we found out there were a few kids engaging in an online orgy. They all signed into a video chat room.” One of their parents walked in on it. “Sex is everywhere. Everything is sexualized.”

Questions: To what extent do students feel that they are influenced by popular culture role models? Do students understand that fame does not equal happiness?

Selfies

“I first started seeing people doing selfies in sixth grade,” said Emily, a senior at a private school in L.A. “Back then everybody was on MySpace. In sixth grade everybody started getting phones and they started posting pictures of themselves, and it was weird, ’cause, like, a lot of the pictures were supposed to look sexy and they had the duck face and we were all, like, 11.”

“Guys do selfies, too,” said Alexandra, a girl at a public high school in L.A. “They post pictures of themselves smoking, like, ‘Look how boss I am, look how gangster.’ They think that makes them hot. If a guy posts a picture in his boxer shorts, people say that’s funny, but if a girl does it, they say she’s a slut. It’s a double standard, but girls still do it ’cause it gets them more likes on Facebook.”

“My little cousin, she’s 13, and she posts such inappropriate pictures on Instagram, and boys post sexual comments, and she’s like, ‘Thank you,’” said Marley, a New York public-school girl. “It’s child pornography, and everyone’s looking at it on their iPhones in the cafeteria.”

Porn & Feminism

Jill Bauer and Ronna Gradus are the co-directors of Sexy Baby (2012), a documentary about girls and women in the age of porn. They went on a research mission to a porn convention in Miami where “they were selling stripper poles to college girls and housewives,” said Bauer. “There were so many mainstream women idolizing the porn stars and running after them to take pictures, and we were like, ‘Whoa, this exists?’”.

“We saw these girls embracing this idea that ‘If I want to be like a porn star, it’s so liberating,’” Gradus said. “We asked, ‘What is this shift in our sexual attitudes, and how do we define this?’ I guess the common thread we saw that is creating this is technology.

“Technology being so available made every girl or woman capable of being a porn star, or thinking they’re a porn star,” said Gradus.

Porn is more available now than at any time in history—especially to kids. Ninety-three percent of boys and 62 percent of girls have seen Internet porn before they turn 18, according to a 2008 study in CyberPsychology & Behavior. Seventy percent of boys have spent more than 30 minutes looking at porn, as have 23 percent of girls. Eighty-three percent of boys and 57 percent of girls have seen group sex online. Eighteen percent of boys and 10 percent of girls have seen rape or sexual violence.

“When it comes to children, there is really nothing to argue about,” Alliston went on. “Kids are defined by our laws as not being able to consent to sex or to using pornography. There are few protections against them seeing it, and some people take the attitude that it’s inevitable and benign. I think a lot of people who make this argument don’t realize what porn today really looks like in terms of how the women are treated.”

Questions: In past decades, pornography was seen as empowering to women, but much of the pornography on the Internet today is very degrading to women. What effect does this have on how girls and women view themselves in relation to sex? What effect does this have on how boys and men expect women to behave in terms of sex?

The Anti-Daphne Movement

“In the eighth grade, I had friend—it was a toxic friendship,” said Daphne, now 19 and in college in L.A. “We got into a fight. I can’t even remember what it was about—probably I had bought the same shoes as her or something. It got really bad, and one of her friends, a guy, decided to make a YouTube video starting an ‘Anti-Daphne Movement.’

“Their goal was to get me to kill myself.

“It was, like, a 10-minute video. He showed a picture of me. He said my name. He recounted all the details of the fight. He said I was ugly and that I should kill myself. He told everyone on Facebook, ‘I’m a member of this movement. If Daphne has ever done anything to you, post about it.’

“It caught on really fast. I had a lot of people writing really mean messages to me and deleting me as a friend [on Facebook]. I had never done anything to these people. At school they would put gross things in my bag, cottage cheese in my binder. It got over all my homework.

“It took three months before I got the courage to tell my dad. My dad got the school to get [the boy] to take the video down. The guy who did it didn’t get in any trouble. The principal was friends with his mom. The principal said I must have done something bad for him to act that way, and I was actually suspended for a few days.

“I didn’t know this boy at all. He was kind of a weird kid. People thought he was quirky and cool. He would say he was ‘brutally honest,’ but mostly he was just rude to people. I had to stay in the same school with him all through eighth grade. I went into therapy for what happened. It’s made me so much more insecure. It’s really hard for me to trust anyone.”

Questions: How often do you stop and think that social media might be used against you? Have you ever considered using social media to target or harm someone else?

Sex & The Soul

What kind of love lives are teenagers headed for after they graduate high school? Sadly, more of the same, according to Donna Freitas, a former professor of religion at Hofstra and Boston Universities. Freitas’s The End of Sex (2013) might as well be called The End of Love. The book studies hook-up culture on college campuses.

But Freitas’s research, conducted over a year on seven college campuses, tells a different story. “Both young women and young men are seriously unhappy with the way things are,” she said. “It’s rare that I find a young woman or a man who says hooking up is the best thing ever.”

She describes the sex life of the average college kid as “Sex is something you’re not to care about. The reason for hooking up is less about pleasure and fun than performance and gossip—it’s being able to update [on social media] about it. Social media is fostering a very unthinking and unfeeling culture. We’re raising our kids to be performers.”

And researchers are now seeing an increase in erectile dysfunction among college-age men—related, Freitas believes, to their performance anxiety from watching pornography: “The mainstreaming of porn is tremendously affecting what’s expected of them.” College kids, both male and female, also routinely rate each other’s sexual performance on social media, often derisively, causing anxiety for everyone.

Questions: What kind of relationships do you want in the future? What kind of relationships do you want now? Is social media something that helps or hinders in getting what you want?

 

Credits: This abridged text utilisies assumed fair-use in presenting this copyrighted material for educational use. The presentation of the material, and the surrounding questions and text are by Ross Parker (https://rossparker.org, @rossparker.org) and shared under a Creative Commons BY-NC-SA license. Hold Hands image by Hilde Skjølberg on Flickr under CC BY-NC-ND.

Hong Kong Railway Museum

KCRThis morning my wife, kids and I took a trip to the Hong Kong Railway Museum, located in Tai Po, just on the edge of the Kowloon-Canton Railway line. Although I pass it twice a day on my way to a from school, it is the kind of place that is easy to overlook and never visit. Mostly outdoors, and lying on and alongside an old segment of track and within an old station, the museum is well worth a visit. By far the best part is getting to board carriages from throughout the 20th century, enjoying a trip back through time to as early as 1911. Looking at how far technology (and our lifestyles as a result) has come in a relatively short space of time is fascinating and would be extremely educational for students of ICT.

Of interest to me from a school point of view are the exhibits on the Fanling-Sha Tau Kok Branch line, a narrow gauge line which ran past the school where I work, ICHK. The green loco in the gallery below is one of the actual trains from this line, and has an interesting life story behind it, having lived outside of HK for 70 years before being returned. Always a remote location, this train line would have brought the outside world to many remote farms and villages, well before a road was built. Some of the images on display (sadly my camera photos were too small to use here) show mountainscapes familiar to me from my daily commute, down to some of the now-abandoned rice terraces.

I would love to see a group of humanities students gather together as much material on this branch line as possible, and find out exactly where it ran in relation to today’s road. Perhaps there are some relics out in the fields and jungle that surround the area.

Continuing this historical theme, it would also be interesting for students to investigate the changing coastline of Hong Kong, and to compare this to previous and current train and road routes. Time Magazine’s Google-powered time lapse satellite imagery could come in handy here, as could some old images, such as the one of Shatin (I believe) below, which seems to show a steam engine at work (top center-right of the image):

shatin1960s

Notes & Credits: I am not a train spotter by any means, but as I get older history is becoming ever more interesting to me. I assume that the image above (one of my personal favorites of old Hong Kong) is out of copyright, and sadly do not have credit for it, as I picked it up from the Internet as a teenager (back when I had little respect for copyright). Hong Kong Railway Museum a first-class compartment of 1964 photo by Mk2010 on Wikimedia Commons shared under CC BY-SA, KCR BS locomotive photo by wyliepoon on Flickr shared under CC BY-NC-SA.

 

 

Dvorak

DvorakI am writing this post on a Dvorak keyboard, and it is slow going. For most of my life, I, like most other people, have used a standard QWERTY keyboard. Despite knowing that this type of keyboard is not optimal for typing fast (many believe that it was designed to slow typists down), I somehow never got around to learning anything better. I first encountered Dvorak whilst volunteering in the computer department at Crossroads in 2001, and I remember the bewildering feeling of typing and making no sense. I am sure it was the manager’s way of keeping pesky volunteers off his computer (thanks, Greg). It intrigued me, and I kept an eye out for one to buy for some time. Never finding on in a shop, I had some students hack one together out of an old iMac keyboard. Despite not using it much myself, it has become a bit of a novelty in the ICT room, and some students seem to really enjoy using it.

What finally made me take the plunge was a student challenging me to a very addictive online speed typing test. More than losing, it was a curiosity about just how fast I could type that really got me going.  So, I ordered a KB Covers keyboard sheath from Amazon, and here I am. The sense of becoming a beginner again is enlightening but incredibly frustrating. My neck is sore and my brain hurts from constantly scanning for the right key. Worst of all, I keep losing the “F” key. A few times to today (like right now, in fact), I have had to rip the cover off, switch input modes, and blast out a bunch of text. The frustration just gets to be a little too much.

However, even within just a few hours, I can already feel my speed and confidence creeping up. Despite the doubts (will I still be able to type on a QWERTY after I master Dvorak?), I am set on sticking it out, to see what it is possible. What this has all driven home, though, is how much an activity can vary by person and circumstance. This has given me a new level of empathy for students who take longer to understand things than their classmates: how deeply frustrating they must find it to not be able to achieve what they want.

This is an experiment I would definitely recommend.

Self Assessment Guide

Note: after a year of use, the Self Assessment Guide has now been superseded by the Visual Assessment Guide.

Last year I completed my Unified ICT Rubric for KS3, and even before it was finished I hated it. It was too big, too complex and too restrictive. I have spent the last year slowly thinking of a better way, looking around at what others are doing, and trying to roll disparate ideas into something simple, cohesive and, gasp, even fun. The result is the document and process you see below. It is a system of student self assessment, where the teacher is there to verifying and adjudicate student’s own assessments of themselves. But, it is more than simply an assessment guide, it is also a way for students to understand a whole course, and to map their progress.

ICT & Media Assessment Guide_web

Large version (PNG) | A3 printable version (PDF) | Editable student version w/ log (Pages)

The Teaching & Assessment Process

This document can be used in numerous ways to support teaching and learning. The description below is the way I am currently planning to use it:

  • The first step has been to reduce the number of units in each year, to free up 5 lessons for students to work on self assessment. You can see my draft KS3 ICT & Media Plan, to look at what exactly is covered.
  • Students will be introduced to the guide during the first lesson of the year, and we will work through the instructions (top right of the guide) together.
  • For each unit of study, students will reflect on roughly 5 strand+keyword pairs (e.g. Intellectual Property+Creative Commons). At first, I will select these for them, after some practice they should be able to select them themselves.
  • Students will study as per usual, creating an artifact which they will submit for assessment.
  • Students will then write their reflection, showing clearly how they have achieved each level, going as high as they can. They will assign themselves a grade using the average of their layers. This reflection, plus grade, will be submitted as well.
  • Using both the submitted work, as well as the reflection, I will vet their self assessment, and determine whether it is accurate. Any adjustments (up or down), will be made before the final grade is recorded.
  • Finally, students will highlight the keywords they have reflected on, using the header colour from the highest level they have achieved. As students progress through the course, they should end up with an ongoing map of their achievement:

ICT & Media Assessment Guide_highlights

I would love to get some input on this idea. How does it compare with your own assessments? Do you think it will work? Is it suitable to subjects other than ICT & Media?

Acknowledgements: this work has not been created in isolation, but rather has been influenced by many other teachers and their approaches to assessment and education in general. I would like to acknowledge Jennifer Goldthorpe’s work on self assessment, Mark Roper & Kevin Lester’s IEA work on a clear lexis for assessment and Chris Leach for tipping me over the edge.

Old Hong Kong

Causeway Bay 1955The older I get the more interested I seem to become in the history of the place where I grew up: Hong Kong. Having read a few books on the subject (Hong Kong, History of Hong Kong, Diamond Hill and Gweilo), I am always delighted to find video footage to put images to text. Despite not being born until 1980, I feel a strange affinity for images and footage from the 1950s and before. Recently, my father-in-law (a Hong Konger from way back) shared the presentation below with me, and I thought it was worth sharing:

Whilst searching for an embeddable version of this file online, I also found the videos below, which are very interesting. Sadly, the two best videos, could not be embedded, but you can watch them here and here.

Credits: a big thank you to Michael Rogge for curating and sharing this amazing archival footage. Thumbnail image of Hong Kong by Shizhao on Wikipedia, under Public Domain