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My Pedagogic Creed
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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
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Input CBBC - CBBC User-generated content Project 2002/3
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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.
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Strong community, deep learning: exploring the link
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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.
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100,000 heads are better than one
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"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.
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Factors Which Influence How a Person Perceives Objects Represented in a Two-dimensional Picture
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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."
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