my itec_2013 rant (that never was)

12 07 2013

This was to be my presentation at the ITEC_2013 conference this week held at Sydney Opera House , although in the way that things sometimes go, the preso didn’t quite work out as planned. Still, I enjoyed collecting my thoughts.

Peter at ITEC

(photo: Stephen Bancroft)

Notes: What is the museum about? or perhaps rather… Who is the museum about?

One challenge is how to wean ourselves off our addiction to sharing our expertise.

Visible Learning. Hattie. What actually make a positive impacts on achievement? (amongst other things) Teachers seen in role of learners, learners seen in role of teachers.

Make just one change: Teach students to ask their own questions. Education can be transformed if students, rather than teachers, assume responsibility for posing questions.

Is our school safe? Why can’t I have a dinosaur as a pet? What makes a good sneaker? Can robots write poetry? Are laws fair? Does free speech mean you can say anything? How does discrimination impact me? What are the ingredients for a successful business? Why do people migrate from one place to another? What impression did Impressionism leave? Is our drinking water safe? What makes a good proof? How do wars start? Are we alone in the universe?

Human ingenuity. Applied Art & Science.
Thomas Edison. There are no rules here, we’re trying to accomplish something.

STEaM. Gee.
Imagine what a society would be like that said it liked science, but disdained it in the name of greed, and thought humanities and ethics were a waste of taxpayer money. You do not have to imagine that society. You live in it.

Cheng. Papert & Turkle.
Here we address sources of exclusion determined not by rules that keep women out, but by ways of thinking that make them reluctant to join in.

Transforming the classroom.
Gee “school today is, for many young people, still a necessary but no longer sufficient, condition for success in society.”

Fear of the future, leads organisational culture to believe many things about the present….So much effort is made towards establishing what is in decline [that organisations lack] even the barest insight into the future – which by and large they avoid or simply dismiss.The best technology ever invented is a head-sized box of sand. Dean Groom’s blog.
Passionate Affinity Spaces. Gee.
Internet or “real life” sites where people organize their own active participation and production around a shared endeavor, interest, or passion and shared goals, norms and values.
In passionate affinity spaces age does not matter. Time does not matter. What matters is
interest, passion, practice, mastery, talk, shared experiences, feedback, mentoring, production
and not just consumption. Leadership is porous, on some days a person leads or mentors and on other days he or she follows or gets mentored. People construct tutorials and learning for each other and they discuss, negotiate and set high standards. They pick up 21st century skills—skills like the ability to design and innovate, to collaborate, and to deal with complexity, technical information, and new technologies—in the context of clear actions and clear goals fueled by interest or passion.

Pedagogy of Collegiality. Chávez and Soep. Co-learners, co-conspirators.
Public institutions not only providing the basic access to technology tools and skills training but also filling a gap in the broader ecology of social, cultural, and technical resources to enable participation in the more informal and social dimensions of networked public life.

3rd spaces. Elaine. Nina. (Sir) Nicholas.
Museums, like schools, will have to reassess their content driven offerings if they wish to add deliberate opportunities for “critical thinking and problem solving, collaboration, communication and creativity and innovation”. While museums may think that their current classes can be used to fulfill these alternative curriculum requirements, these types of classes require new roles for the teacher as experimental examples from the Getty and the Gardner have shown.

The primary attraction of a third place is the patrons, not the décor, the hosts, or the activities provided by management. The primary activity in third places is conversation among patrons.
The stewards of third places are regular patrons, not staff. Third places are defined by their accessibility.

Finding the thinking playing space in the credibility gap between contemporary pedagogies, PBL, on-line labs, social informal learning and (the status quo), the closed (my) classroom, transmission, standardised teaching and testing, etc etc.

NBN Mars Lab
How is the planet Mars relevant to the question “Are we alone in the universe”?
A place for inspirations, interactions, experiments and for sharing explorations.

Using playful cleverness to achieve a goal.

[if you’re still here you can keep scrolling down for even more stuff…]
Berger, R. (2003). An Ethic of Excellence: Building a culture of craftsmanship with students. Portsmouth, NH: Heinmann: Working towards excellence with critique & feedback
The example of Austin’s Butterfly.

Cheng, M., (2011) The Nancy Fairfax Churchill Fellowship to study strategies used to most effectively engage female schoolgirls in science, engineering and technology – USA, Jamaica, Germany, UK.

Gee, J.P. (2013). The Anti-education Era: Creating smarter students through digital learning. New York: Palgrave/Macmillan

Gee, J.P. (2013). Blog post. Humans learn from experience.

Gee, J.P. (2013). Blog post. Stem steams me. “Imagine what a society would be like that said it liked science, but disdained it in the name of greed, and thought humanities and ethics were a waste of taxpayer money. You do not have to imagine that society. You live in it.”

Gurian, E. H. (2006). Expanding the Known.
3rd spaces.

IdeasLab. (2011). Understanding Virtual Pedagogies for Collective Knowledge Construction.

Ito, M., Baumer, S., Bittani, M., Boyd, D., Cody, R., et al. (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, MA: MIT Press.

Mitra, S. (2013). Self Organised Learning Environments refers to the adaptation of a school space to facilitate Enquiry Based Learning. A teacher encourages their class to work as a community to answer questions using computers with internet access.

Nielson, M. (2012). Chapter 7: “Democratizing Science.” In Reinventing discovery: The new era of networked science. Princeton, NJ: Princeton University Press

Rothstein, D., and Santana, L. (2011). Make Just One Change: Teach Students to Ask Their Own Questions. Harvard Education Press.

Serota, N.,(2009) Museums and young people: Where are we now? in Bellamy, K., and Oppenheim, C. (eds) Learning to Live: Museums, young people and education. Institute for Public Policy Research and National Museum Directors’ Conference. UK.

Stager, G., & Martinez, S., Invent to Learn: Making, Tinkering and Engineering in the Classroom.‎

Greg Whitby’s (CEO Catholic Education, Parramatta Diocese) blog – Bluyonder

Tait Coles’ (Punk-inspired British public high school science teacher) blog – Totally Wired 77

Turkle, S and Papert, S., (1990) Epistemological Pluralism and the Revaluation of the Concrete.

Nina Simons’ blog.

Dean Groom’s blog.

Marita Cheng’s blog.


thinkspaceAR link

ThinkspaceAR displays 3D Minecraft objects in Augmented Reality.
Explore and manipulate awesome objects, created by young experts participating in creative digital media workshops.
ThinkspaceAR is FREE.

How to use ThinkspaceAR.
Point camera at a custom graphic target to reveal the 3D object.
Touch screen to discover secret dimensions and special FX.
Touch the on-screen red button to take a photo of you with the virtual object.

At the Powerhouse Museum.
Point the camera at one of the custom graphic targets to reveal the hidden object.
Touch the screen to discover secret dimensions and special FX.

To re-create the gallery experience at your place.
Print out the custom graphic targets.
Post them up on walls and tables.
Big targets make it easy to view and explore the AR objects.

About ThinkspaceAR.
ThinkspaceAR was coded by James Oliver with input from the Museum’s Thinkspace and Web teams.
Original artwork in graphic targets by James Oliver and Chelsea Carter.
All sounds licenced creative commons_0.




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