VWBPE: OMG it worked.

Last week Mr.9 leveled up to be Mr.10 and due to a spot of good fortune we spent the week on Hamilton Island. In case you’re not sure, this is one of those paradise looking places with perfect white sandy beaches and more infinity pools that Gorden Ramsey’s got F-words. Big white yachts, the barrier reef, Nemo and old people clad in garish togas and bling. It’s not a technology zone.

This week was also the annual Best Practices in Virtual World Education extravaganza, at which I was really pleased to be asked to give a talk about gaming.

Hotel internet connectivity is generally expensive and usually rubbish. 3G is your friend – or so I was hoping. The next, more serious problem – this is a family holiday (not an excuse to geek-out in front of a screen).

At the appointed time, I connected my iPony to my Macbook which I placed inside a circle of pure white sea-salt surrounded by several vanilla smelling candles marking the compass points. To my absolute amazement, I logged into Imprudence, rezzed my avatar. Even more amazing, the genius minds at the Centre for Edupunx had hot-wired my podcast back-up recording to halo of virtual butterflies, which floated around my avatar – and the talk rolled out without a hitch.

Feeling very smug and pleased with myself I took a photo, then because I’m addicted to photo apps, give it a kind of Elvis Hawaii look. Then something struck me.

I remember when Mr10 was Mr OMG it’s a boy.

At the time, I had this Apple QuickTake camera, a Blueberry iMac hooked into a modem and a crappy webspace at OzEmail. I spent a day sticking .JPGS on the Internet and attempting to explain what the Internet was to my parents, before giving up.

Back then, most people were still amazed at txting and drooling over the idea that WAP phones could connect us to the Internet (somehow) and few people we’re using the Internet like the IV drip it has become today.

It struck me just how far we can push technology with this kind of cyborg-network today – not just to send and receive, but to be be part of the mechanic itself, because of the people that you are connecting to and through. A podcast, made with GarageBand, uploaded to DropBox and shared into a virtual world, streamed though butterflies to people from around the real world, from a virtual one – by 3G on a tiny island.

How do we even begin to describe this kind of thing to people who are still claiming they are too busy to learn to share something as basic as a Google Document. How are these people possibly going to deal with the next decade inside bricks and mortar caves.

People often say it’s not the tools, its what you do with them

I say its neither anymore – it’s the people who understand the tools your connecting with that creates the most powerful learning practice ever imagined. It seems if we can do all this from a dot of an island – it begs the question, why can’t we do it in places that are supposedly designed for it – and why are we still listening to the yeah-buts.

If the shoe fits #1

DUTY OF CARE, the age old topic that is rolled out whenever the conversation about changing a culture of learning starts to get a little uncomfortable – when something new might disrupt the status-quo once again floated to the top of the turd bowl this week.

Private education has to comply with the same legal duty. Yet public policy sees Bob the Builder banned. More seriously, this potentially creates a second class experience for public schools using technology – some 70% of our children.

Yes we are critical – we have to be because the system is in a nice safe orbit. Failure to adequately address local policy adaptation and provide local school autonomy in ICT over a long period of time, though successive governments has resulted in a lock-stepped public system that is unable to cope.

Its a cultural problem! – bureaucrats unwilling and unable to create effective public policy, waving the ‘duty of care’ banner on any occasion that feels uncomfortable. The internet brings a macro level of scrutiny that has simply got out of hand. School leaders do not check every book or resource that a teacher brings to class or get it ratified by some faceless womble in head office. Yet the internet does.
I think I might move to Sweden – where I could either choose a school that will work for my kids (not against them), or I could set up my own, with 100% government funding. Could I do that here – absolutely – would I need to talk to DET, probably not – I need to talk to DET teachers – as our school would be different and better.
Now there’s an idea – a Free Virtual School for all Australian Kids online. Jeez why didn’t I think of that and tell someone earlier this year. Oh wait … you get the point – DET is not the only scenario on offer – and there is global research and evidence to suggest that the patriarchal model we have – is not guaranteed to continue. *Puts hand up for Virtual School! A school needs community – and that does not mean locking kids in a room day in and day out for several years anymore.

Creativity Strikes Back

THANKS to Lauren O’Grady via Twitter for this tip-off about the creative use of familiar favourites in new context – to sell a message. An image from the promotion of the Star Wars Weekends at Disney, Florida. What this got to do with ‘teachers’ – plenty.

Star Was fanbois aside, this image I thought was the strongest amongst the set. The representation of wonderment that kids display at airports gazing out the obligatory giant windows, is one of those ‘moments’ everyone remembers. Add to this the use of a familiar, but out of content image – and the art director has captured the essence of the message ‘revisit wonder and introduce new wonder’. You want to get on that Fighter!How long did this ad take to make – decades. Conceptually drawn from experience – both intellectual and emotional flows along side the art directors understanding of empathy with the audience. I wonder how damaged the craft has become in the race to capture diminished returns of the once all conquering ‘Ad-men’.

This ad message makes you want that ‘feeling’. It appeals to you in ways the words could never do. It takes the past and recycles it for both a new purpose and to re-ignite interest in adults. This image to me, represents what can be archived, when we creatively use ‘old ideas’ in ways that apply to ‘new ideas’. Great art direction is timeless. yet seems out of fashion in the brawl to ‘be noticed’. Mixed quality, mixed messages, mixed returns in an ever shifting landscape has cause siesmic shifts in required repertoire and understanding of art directors. But a great idea always sells a great idea.

But if all you see in this is Star Wars, then I’ve lost you.

These posters are NOT even seen by the public – they have been designed to be shown ‘internally’ at Disney and the Park – to raise internal emotional interest and motivation in what will probably be ‘more work’ for staff. That is what makes them really clever.

How do we do this in education? What are the icons and capstones of our past, that we can use to enthuse the future? – Do we even want it?

An Intro to Social Media in Education

This is probably a fairly unremarkable ‘power point’ … as an introduction to social media I gave to general staff and students this week. I find it really hard to pitch social media in education as a dry – theory, so have tried to liven it up by having people leave comments during the presentation. I am much more comfortable with learning frameworks and nitty gritty stuff. Part of the process of delivering this kind of message, which is not ‘my’ lens – was to try get them to engage with the idea of a two-way interchange, in what is a passive presentation. I have used Etherpad, and created a live document to accompany the presentation. Sessions like these I think tend to attract ‘digital tourists’, so I am hoping to capture two voices – those attending, and perhaps some more experienced educators. It would be great if you could leave a comment on the Etherpad, to give the ‘next’ bus load of tourists some sense of conversation, as this will be a repeating session. I’ll also be giving this presentation online via Live Classroom next week … May13, 10-11am, you can register FREE here for that. I hope that you can spare some time to participate.

Half the trouble with classroom 2.0

picture-6A year or two ago, listening to anyone talk about ‘Second Life’ was more about ideology and futurism than curriculum. Consoles were still un-wired and online play was still the domain of the PC, not hand-held or mobile. In the same time period teachers have been launching new ICTs in classrooms, and orbiting the ‘Web2.o’ toolbox. The conversation still largely revolves around ‘activities’ using these tools, which is seeing classrooms move (slowly) away from the idea that students need to learn office automation processes and searching. Implementing more open ended classroom approaches and scaling renewed curricula remains challenging for school leaders – but progress is being made in many schools. Teachers who talk about and use second life, still face negativity and suspicion.Voices from the quarter who are advocating current, relevant technologies (other teachers) still largely regard virtual worlds and games as ‘interesting’, but not as important or as relevant as blogs and wikis.

A recent report from Pew says “By a large margin, teen internet users’ favorite online activity is game playing; 78% of 12-17 year-old internet users play games online, compared with 73% of online teens who email, the second most popular activity for this age group. Online teens are also significantly more likely to play games than any other generation, including Generation Y, only half (50%) of whom play online games.”

There are hundreds of virtual worlds, with millions of users and subscribers . Much of the ‘edu’ debate is still around safety and security in Second Life, which seems facile in contrast to the ease and access students have online to spaces such as Disney’s Club Penguin (though Disney does have a lot of safety advice online) It is better to teach them, as you can’t prevent them – and in many cases what looks to a parent like a ‘game’ is in fact a 3D social network – and requires a whole new understanding.

There is a depth of professional detail on how to teach with MMOs, much the same as there is in ‘Web2.0’. There are options to run a virtual world over your school LAN, or use a browser based world such as Metaplace. There simply is something to everyone in MMOs – and at the heart of it is the game industries ability to embed new learning processes and motivation into their product offerings.

I find it difficult to see how ‘web2.0’ teachers can ignore or marginalize the influence of gameplay, and the narritives they offer. They are not 3D Powerpoint, or virtual ‘classrooms’ – but they can be used as part of ‘good practice’. From Maths and Economics (Football Manager), to student conferencing (MeetSee), games and Teen Second Life – there progressive conversation, resources and pedagogical development in virtual worlds is something that teachers should be ‘exploring’ – as Web2.0 includes immersive environments. Omitting them from “Web2.0” is in effect saying ‘I am going to consider using  50% of what you might be interested in’.

2704191125_6587fe9a74I am not saying that ‘games’ become the center of learning – but they must play a role, as teens are clearly ‘learning’ in these spaces and motivated by them.. They too need to be blended into learning – part inquiry, part exploration, part play and part instruction – this is learning centered design, not student or teacher centered.

We are not measuring the 21C-ness of a school, by the number of Nings or Wikis, but by looking at the alignment of activities, outcomes and assessment – and demonstrating that what we are doing makes a positive difference.

There are unique pedagogical reasons to use virtual worlds, just as there are for other Web2.0 tools. Skype is great, but if you are talking about how an Airship works, why use an airship? If you are trying to understand what life is like in an African village school – why not make one and teach there. As our classrooms beging extend beyond the physical, I can’t imagine that being in a class using a ‘skype call’ to another classroom is as engaging as the two classes working together online. Or if designing a new school, students can’t work to create the virtual school. Both ideas that have proven successful in Skoolaborate.

Teachers don’t need to start from ground zero, there are numerous communities and existing projects – with developed curricula and resources. In many ways, virtual worlds are far more mature in their pedagogical offering that a Web2.0 tool that needs adaption – and alignment with effective measurement. Designing curricula for the 21st century must include recognition of the cognitive power that games and virtual worlds offer classrooms. If we are punching through the walls of our classrooms – to connect to other experiences – it seems logical that we include games. I have to thank Keven Jarrett for his great lead in this weekends PLP Network introduction to Virtual Worlds, and talking about the dept of resources available through ISTE – and it was great to see a healthy number interested in exploring what is fast becomming ‘the other half’ of the story. Look forward to seeing you in Jokaydia next weekend.

Realism, Relevance, Retention

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This is a bit of a passion piece, but I think it’s important to say. I listened to some of the audience’s questions during Will Richardson’s presentation in Sydney last Friday. As ever Will was pulling out the main issues that face parents and teachers. As ever, some questions were very specific ‘which blog do I use’ or system-damming ‘but it’s blocked’ and ‘but I don’t have time’.

The Industrialist 3Rs (Reading, Writing and Arithmetic), are still being cited as the capstones of learning –  when learning is cited as ‘failing’-  the call is to go back to basics – as if technology is somehow disconnected from these things. Learning with technology is part of the ‘digitial’ 3Rs – realism, relevance and retention. These are things to strive for in relation to a broader array of classroom activities. They are enhancing the capabilities of gifted teachers, not displacing them. But even motivated teachers find it difficult to access professional learning that is going to allow them to learn to do it. We have the ability to transform learning  and increase motivation though technology, and still address traditional ‘values’.

Imagine a global virtual world in which students have to negotiate through the complex politics surrounding a wildlife habitat construction project in the developing world, making the case for its economic and environmental benefits. Students take on the ‘role’ of diverse stakeholders, and though classroom research – the can role-play, using exploratory and explicit learning to put forward their solution for a negotiated outcome. They interact in a virtual world, develop models and ideas – blended these with reflection and discussion in other online media such as a blog or wiki to collect and justify their collective action.

picture-11We now have 6Rs, Reading; Writing; Arithmetic; Realism; Relevance and Retention. The above experience can be created using a range of technologies; MeetSee, Edublogs; Skype; Google Docs etc., and easily blended into the classroom. Teachers can connect with other schools (see Jenny Luca’s recent presentation), and can easily ‘chat’ using very low bandwidth, low-tech web tools such as Tiny Chat. In primary years, this can be created with Quest Atlantis, or ever the excellent eKidnaworld (an Australian parent developed virtual world – that needs your support!).

What is critical is that teachers have access to ongoing ‘mentors’ that can show them how to create this – though adaptation of existing, readily available technologies.

To be effective, teachers need to learn about more than Bloom’s taxonomy, but to learn how to develop learning frameworks that contructively align outcomes (what do we want them to learn), activities (how to be create motivating classrooms) and assessment (how to we know they did it). Teachers also need to learn about ‘communication’ with digital media. More often that not, they focus on ‘marking’, and not ‘talking with’ students using more informal strategies.

So before teachers begin to utilize new laptops and faster networks, there remains a huge need to help schools develop goal-orientated, achievable learning frameworks to renew curricula, and will place valid, relevant arguments to the Department of Education as to why students need to access curricula that motivates. Duty of care relates to a physical state, not a virtual one.

The current policy of ‘banning’ sites is at best inconsistent. Are schools breaching Google’s AUP in schools?. If a child is bullied on their way home on a mobile phone – does the school breach it’s duty of care? If someone complains about a ‘blog’ then, despite following policy,are teachers are left at the mercy of the legal system? In short, unless ‘we’ move to a  position where we have effective policy, effective leadership, professional learning and on the ground ‘help’ for teachers, we might as well return to the 3Rs of the 1950s. We will fail and continue to orbit the issues and not end the digital winter. The best professional learning is happening inside personal networks, not systemic ones – and I don’t see any movement forward in public schools.

The DET needs to be brave, it needs to release teachers to mentor based professional learning, and link that with clear assessment via the NSW Institute of Teachers, in co-operation with the Teaching Unions to ensure equity. Instead we find Queensland and Western Australia blocking Quest Atlantis (as the data is held off-shore) and the DET using Twitter to make announcements, but blocks it in school. In short it is a mess and the debate over laptops and school intrastructure is meaningless unless clear policy and action is taken at DET level. I’d love to have that conversation.

Will’s session was another demonstration that teachers want to learn, but lack access to people who can help curriculum leaders, libraries and classroom teachers renew curricula and develop 21st Century pedagogy. There is no preparation for the introduction of fibre connectivity or laptops in the classroom, and well over a decade since the DET ‘re-trained’ teachers.

Realism is not present; what we are doing is no longer realistic. Relevance; current professional learning is limited to policy implementation. Retention; motivated teachers are ‘expelled’ by systems unable to recognise the significance of what they are trying to do. In our desire to be equitable, we fail students. Access to powerful professional learning and therefore powerful schools is increasingly limited by geography and social capital. Bringing any scale to what is a massive problem is difficult in Australia, imagine how much more complex it is in the UK or USA.

However, I wonder at what point someone (maybe me?) form some organisation to deliver 21st Century Learning in whole school, public access level in Australia. PLNs are great, but I think that we need to start something far more significant, that is recognised as professional learning and in some way aligned to recognition and motivation, and in such a way that it transcends the organic and provides constructive advice, policy and lobby for change.

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Tech savvy pre-schoolers

picture-13This Christmas has seen an explosion in pre-school and ‘just in school’ online offerings in 2008 and is significant I think.

Perhaps one of the most high profile playgrounds is from Jumpstart. Plenty of people remember them as developing some of the better CD-Rom pre-school and early learning titles, the types of ICTs that many of today’s high school students started with. Jumpstart has moved online, with a very clever and engaing ‘virtual world’, where kids learn and play as ‘Jumpies’. Then there are commercial offerings such as Build-A-Bear-Ville – a half decent virtual world marred by predicable product up sell. Pre-schoolers are busy enabling their Webkins, looking after their virtual plushy, playing games and dealing in a basic building and financial system. Away from commercial sell are offerings such as Secret Builders – another world of multi-user interaction. These are just three examples of many that my 5 and 3 year old have been giving a workout in the holiday.

While 2008 saw a lot of (mute) debate around MySpace, FaceBook et al in schools, it’s significant that tech-savvy parents are more than happy to have their children extending traditional ‘play’ with virtual ‘play’. While they like to play ‘games’ online – they are increasingly using multi-user environments, and these are getting quite astute in their safety, services and parental feedback mechanisms. The most popular console this Christmas was Nintendo’s Wii – which is again, enabled for multi-player over the internet. Playing with others online is just part of the territory – and not limited to the World of Warcraft.

Many, including my own daughter, start kindergarten this year having learned to read online with sites like Reading Eggs. They have built several avatars in Disney/Barbie websites and are quite fussy about their ‘digital representations’. Pre-schoolers have increasing access to read/write technology and therefore potentially more media literate than even a year ago. The ‘shift’ is heading downwards to pre-schoolers.

The technology they can use has surpassed that the current teen generation cut their ICT teeth on. CD-Roms are thing you put in the Wii, not a computer. What they learn in Kindy – will be applied to technology at home, the two things are blended learning. Playing with others online is just another thing to do – like reading a book, playing with plush toys or running in the park with friends. Giving your Webkin a virtual life simply extends their imagination and increases their ICT skills.

Of course not all parents and kids can do this. People talk about the digital divide getting wider, but it is also starting earlier. I think that the increase in pre and early school read/write websites is something not to be under-estimated. While I’ve heard primary school teachers say that much of the K12 action is happening at the 7-12 – there’s no reason to think that K6 has any less opportunity to blend ICTs into the classroom.

The rise of the meta-teacher

1410539606_86f47b8e13Has 2008 been a significant juncture in education?. K12 Online was a huge hit, Connectivism ran online and numerous ‘fringe’ edu-events went mainstream. Of course the Australian government has decided it would like to filter the entire internet for us and drop low end laptops in schools.

We wonder why reforming ICT in school is hard … look at the vast differences in what is happening.

Regardless of 2008, it seems obvious that in the last decade – the power of the internet to connect us to things we want to know, buy or with people we want to know or could never meet has changed great parts of our society – of which students and teachers belong. You only have to compare the Australian Bureau of Statitics ‘Internet’ data from 1998 to 2008 to see how powerful the internet has become in our lives. We are not the same as we were.

It is not a ‘digital revolution’ any more than it was an ‘information superhighway’ a decade ago.

I see the rise of the ‘meta-teacher’. A teacher who understands that as information spews out of our desktops, laptops and phones – it sticks to the internet and potentially has to be navigated. These teachers are different. They have skills and understanding that makes them critical in the classroom, and the global ‘edu’ community. They lead, mediate, inspire and collaborate. More importantly they understand how to read, use, integrate, technology, and ‘meta-language’. They understand how ‘things’ get connected to other things. They are aware that ‘tagging’ is significant.

The teacher who thinks that a website address and Google are enough to navigate media and networks of information is gradually becoming media-illiterate – and passing that on to their students.  The ‘universal resource locator stopped working correctly as soon as we stopped hand-writing html and turned on our data-base driven interwebs. The internet is not a level playing field when it comes to content, nor does Google know which is the most relevant site for you. It has a good guess, but without critical literacy skills – how can you tell?

Meta data and meta language are how we tie information, people, ideas, resources and communities together – not links or search engines.

These teachers are power-influences . They can integrate web technology into the curriculum,  interpret, aggregate and organize information to help other’s do it too. Meta-teachers are seen as a ‘problem’ to the incumbents, and despite the enormous goodwill and passion they have – struggle to engage the laggards (who are too busy). When will parents start saying ‘enough’. Is it possible that we could blend face to face with online and rethink schools?

Right now schools are trying to stick a digital clock on a poodle.

Will Richardson recently talked about the school of the future and the discussion that followed was very thought provoking. Will increasing numbers of meta-teachers allow the school of the future – the ‘meta-schools’. Is that how we’ll reform pedagogy and curriculum. How much with Open Education influence this?

Will they appear in the same way ‘charter schools’ appeared. It’s not so crazy and idea as sooner or later someone with money will pay for it – and there will be both parents and teachers who want it. Perhaps the role of meta-teachers is not to  ‘change’ their schools. Maybe they represent an opportunity to create ‘better’ schools – or at least offer an alternative to what we have. It really would be nice to have the choice.

Elastic EdTechs

picture-9Don’t invite me to a meeting, invite me to a conversation.

I am now working at Macquarie University. I am also working with some amazingly insightful and diverse people. The depth of understanding of learning and teaching can at times be a little daunting. One of priorities that the Learning and Teaching Centre is seeing as critical, is the ability to build increase capacity to renew curriculum through greater integration of technology.

One issue in achieving progression, is that educational technology is a little like an elastic band. As it tries to stretch out further, to incorporate more approaches and tools, it is not only a greater distance between entry-level users and transformational users, but there is more tension. So what do we do, relieve some of that tension by reducing the scope? The Educational Developers are few, and the audience is massive.

I think this is something at all ICT based education struggles to deal with. There are some educators barely literate in using technology, let alone understanding how transforming it can be for students.

I think that it is important to stop building ‘passive’ intranets in education, but to develop Social Networks such as Ning. Inside those, we can have conversations. We can co-ordinate our activity and use them to lift some of the anchors.

There are lots of freely available ‘videos’ online to do the basics with technology. It is also relatively easy to create screen-casts specific to common tasks. For example, a basic ‘how to’ in a Learning Management System – How to log-in.

picture-10So while a lot of people focus on extending the skills of teachers, perhaps dropping back and addressing some of the basic ‘anchor’ issues would be a wise investment. Ning can be used really well to address various ‘interest groups’ and to be effective at self-paced professional development. This would also allow EdTechs to measure the improvements in individual practice. Before starting ‘storming’ – having a 101 set of resources, relevant to the curriculum will go a long way to removing tension and to differentiate between those ready to move forward, and those at the entry, or even inactive stage of ICT use.

It will also help you diagnose the areas that you need to focus on, and also allow you to turn some of those at the ‘transformational’ end of technology use, into leaders who can fall back and support people at other stages of development.

In short, you don’t need to be at the front as you end up looking over your shoulder way too often.

What comes after this

picture-4I despair at teacher’s who think that PBL or Instructional is ‘the’ way that teaching will go in the next decade. That is naive to say the least and hardly worth beating your chest over. Learning is blended. I think that no matter what approaches you want to use – effective teaching demands that you are media literate – and so are your students.

This is the to me the most significant issue – not the style of delivery. You can be as passionate as all hell about your ‘method’, but if you are not media literate, online and in the global conversations, you are not going to be as effective as students need you to be.

Sorry if that cuts into your idea of what your ‘teaching job is’ right now. But there it is. It is not enough to do in 2009 what you did in the decade before. It is not enough to only change if the syllabus changes or you need to be compliant.

Technology transformed the possibilities. Now we have to re-think and talk about how to stay on top of it. Connectivism is in effect and that delivers connected, networked new knowledge.

Learning needs to be blended, multi-modal and fluid and connected. Technology is ubiquitous in this process. Learning will be instructional and inquiry based – synchronous and asynchronous. It will be virtual and distance, it will be digital and face to face – because it is already.

That is a BIG problem. Not enough teachers have any understanding of the complexity of that last paragraph. Those that do are often not empowered to deliver it beyond their classroom. Teaching as we have known it is doomed to fail if we don’t gain traction. The Titanic was unsinkable technology, the world economy was stable, and no US President would use a line from Bob The Builder to win office. Change is quick and doesn’t care if you agree anymore.

As a rough rule of thumb, I would suggest that a school’s capacity to renew curriculum and explore alternate approaches to learning is directly proportionate to the amount of people who are ‘media literate’ and active online.

I then wonder, given the limited time everyone who can do that has, how it can be done.

picture-5That was a conversation I have this week with Dr Ian Solomonides, who is the acting Director of the Learning and Teaching Centre at Macquarie University. I asked him how K12 teachers could connect with Higher Education, so that their interventions with technology could be assisted, supported or studied by Higher Education. I thought maybe this would strengthen the recognition that those who work K12 are doing.

I was half expecting not to get a concrete answer, but Ian explained about a global group looking at online learning and collaboration based in Australia, the Omnium Group.

Omnium is a research group of academics, designers, artists, programmers and writers who work collaboratively (and from different countries) to explore the potential the Internet allows for what we term – online collaborative creativity (OCC).

As I start working in Higher Education, I am more aware of people talking about Universities being last to take a seat at the table, but this does not mean that there isn’t progress or interest. They, like K12, have academics and lecturers that are passionate about the changes that technology brings and the laggards. Like K12, the issues of taking change to the people, thousands of people, is a challenge. As Ian said this week,

“we know we have to do this, but we are few and they are many, so we have to be strategic in where we do it, how we do it and then to make sure what we do is significant enough that it is maintained.”

Isn’t this the same dialogue in K12?. Hmm, I thought, same issues – but the terms of reference for a large Institution like Macquarie University – which in itself is under going massive changes are different. In this regard, storming the school Firewall Nazi’s office or flash mobbing un-cooperative curriculum laggards seems easier. But I guess there has to be evolution, not revolution, so I’ll put my stick down.

How important are connections between K12, TAFE and Higher Education – are we are all now in the same orbit when it comes to change?.