-
Factors Which Influence How a Person Perceives Objects Represented in a Two-dimensional Picture
-
The work referenced was a presentation at the Computers in the Curriculum project conference held on 7th-9th Nov 1983 at Avery Hill College, Eltham, London, as reported by Mark deWolf in the project newsletter in July 1984: "The last speaker of the conference was Dr Steve Scrivener who is Head of Graphics at Leicester Polytechnic's Human-Computer Interface Research Unit. His talk proved to be very stimulating indeed, as he used slides of selected works of art to illustrate his points on the factors which influence how a person perceives objects represented in a two-dimensional picture. It was noted that many programmers already follow those principles of perceptual psychology which he outlined (continuation, illusions of depth, colour use, etc) but they do it instinctively in most cases, and it was generally agreed that having these principles made clear in this way would be extremely useful."
Located in
References
-
100,000 heads are better than one
-
"Lessons from the world’s largest online learning community for school leaders" Since its launch in 2000, the National College for School Leadership (NCSL) made a significant investment in online learning communities and brought thousands of school leaders together to learn in talk2learn, its bespoke online learning environment. It shared much of that experience with others in this book.
Located in
References
-
Strong community, deep learning: exploring the link
-
This explores the constructivist understanding that shared practitioner research in collaborative online spaces leads to deeper learning. The research was developed within the context of building the National College of School Leadership's (NCSL's) online learning communities. A community and a learning scale, both emerging through grounded analysis, are applied to six conversations across both formal and informal learning contexts. When representing the findings, a strong similarity in the community and learning graphs suggests an association between the two. Recommendations point to the importance of building collaboration and community, integrating formative assessment, and freeing the learning-facilitator from tasks that the community can fulfil, so that they can focus on their primary role of facilitating quality learning.
Located in
References
-
Input CBBC - CBBC User-generated content Project 2002/3
-
Input CBBC was a research pilot project which ran from October 2002 to February 2003, developed by CBBC, in collaboration with Ultralab, a research centre of Anglia Polytechnic University. It encouraged a group of children who’d never made a film before to produce their own output. It attempted to give children control at every stage of the process - from idea through editing to screen. It aimed to investigate the best ways to encourage such output, thinking ahead to a future where these methods could potentially be used on projects with bigger scale. Further pilots could also test the viability of children constructing whole magazines for themselves on broadband, with some content produced by them, other content being professional items. It was known from the start that Input CBBC would be a tall order - the aim was to test its ideas harshly - to see if any child, with no special ability or ambition, could succeed at filmmaking with little guidance. Forty children in Sheffield and twenty four in Hull, aged ten to fourteen, took part, working in groups of around four. The pilot was conducted “at arm’s length”, through established institutions, such as schools, community groups and City Learning Centres, with each group of children supervised by an approved responsible adult. The adult’s role was to organise film-making sessions, keep children safe, provide limited technological help if the children got stuck - but not to interfere in the creative process. The children were introduced to digital cameras and to the editing package called iMovie by CBBC and Ultralab, then encouraged to learn through play and experimentation. They were made aware of important aspects about making a film, such as safety, copyright and editorial considerations. Amongst other methods of support available, Ultralab developed a prototype website, which also acted as a base for information and contact.
Located in
References
-
My Pedagogic Creed
-
John Dewey's declaration of 73 beliefs about education listed under five article headings: Article One. What Education Is Article Two. What The School Is Article Three. The Subject-Matter Of Education Article Four. The Nature Of Method Article Five. The School And Social Progress
Located in
References
-
The origin of intelligence in the child
-
Located in
References
-
A Dialogical Framework for Researching Peer Talk
-
Rupert Wegerif and Neil Mercer question the relevance of neo-Vygotskian theory to the study of peer talk and propose a framework for the study of peer talk which, they claim, goes beyond some of the limitations of neo-Vygotskian theory. This framework is called 'dialogical' because it is based on a characterisation of types of interactive dialogue. The schema of three types of talk introduced by Eunice Fisher is taken up and elaborated, in order to argue that these three types of talk reflect basic possibilities in the ways in which speakers of similar social and educational status can relate to each other in dialogue. Finally Wegerif and Mercer offer an analysis of the types of talk, using four distinct levels of description running from the interpretation of the fundamental orientation of the talk through to the level of surface language features such as key words.
Located in
References
-
Computers in the Curriculum Newsletter 6
-
Located in
References
-
Joan Bliss obituary
-
(full text) My wife, Joan Bliss, who has died aged 74, was remarkable for the sheer determination with which she made a successful and happy life out of very dismal early prospects, a story told in her 2009 memoir, A Path Made By Walking. She was born into a working-class family in Fulham, south-west London, who were bombed out in the blitz. Her father caught mumps and died when Joan was six. Despite missing much primary schooling, she won a grammar school place, but her mother then withdrew her at the age of 16. Joan left home and took a few secretarial jobs, but wished to travel and hoped for better opportunities. Aged 19, she went to France with £20 in her pocket, and in one year passed all the exams needed to enter the University of Geneva, where she studied child development with the psychologist Jean Piaget. Piaget appointed Joan to his staff while she was only a second-year undergraduate, and she worked with him until he retired, in 1971. In the late 1960s she also helped to set up the Centre for Child Development and Education in Sri Lanka (then Ceylon), a country she came to love dearly. After Piaget's retirement, she moved back to Britain to work at the centre for science and mathematics education at Chelsea College, south-west London. Her three books, Checking Up I, II and III (published 1971-73) were early examples of "formative assessment" aimed at helping teachers to see what children next needed to do in order to learn. In the 1980s Joan founded the interdisciplinary and inter-institutional London Mental Models Group, bringing together science educators, psychologists, linguists and computer scientists to learn from one another. It was her enthusiasm and fascination with people and ideas that held this unusual group together for more than a decade, and helped it to win funding in the UK and in Europe. In 1996 she became professor and dean of education at Sussex University, retiring in 2005. Joan lectured and taught research methods around the world. It is for her personal qualities that Joan will chiefly be remembered. She combined warmth, joyousness and enthusiasm for life with great directness and strength of character. Always to be found helping someone, she knew exactly what she felt, and never concealed it from anyone. She is survived by me, three stepchildren and her sister.
Located in
References
-
Ultraversity - letter of support
-
(full text) RT HON CHRIS SMITH MP Labour Member of Parliament for Islington South and Finsbury HOUSE OF COMMONS LONDON SW1A QAA Telephone 020-7219 5119 Fax 020-7219 5820 Professor Stephen Heppell Ultralab Anglia Polytechnic University Victoria Road South Chelmsford Essex CM1 1LL 8 April 2002 Dear Stephen, Ultraversity It was a pleasure (as always) to see you again recently, and to hear about your rather exciting plans. I've since had a chance to read through the draft document you kindly left me with, and to think further about the ideas you are putting together. It seems to me that you have included three brilliant ideas in the document. First, the entire focus of the proposal on a teaching/learning vehicle that deliberately sets out to "reach the people that normal residential universities can't". Second, the "exhibition", peer-reviewed, as the final test for students. And third, the use of mentors, many of them part-time or voluntary or with a lifetime of experience to share, as teachers. These are new, and winning, ideas. It also seems to me that there are some parts of the vision set out in the document that still lack clarity. How does the actual learning happen?: will it be by internal discussion, by dialogue/debate between numbers of people, by the presentation of papers, by individual tuition, by testing of some kind during the whole of a course - or by a mixture of methods? It would be good to have some of this spelt out. How can the teaching or learning be guaranteed to be of a sufficiently high standard? Where are the measurements of excellence to come from? It must, after all, be more than just one number of people talking - by however sophisticated their technological means - to another number of people. And how is the whole thing to be financed? These are some initial reactions, meant to be helpful. I‘d be interested to talk further as your plans crystallise. The more I think about it, the more essential a very positive attitude from DfES becomes. With best wishes, Rt Hon Chris Smith MP
Located in
References
