Clyde Street

Learning, Teaching, Performing


Leave a comment

Drupal at the National Library

DSCF7619I am attending a Drupal training day today as part of a global initiative (there are twelve of these Drupal sessions in Australia today). The venue is the delightful National Library of Australia.

Drupal is a free software package (distributed under the terms of the GNU General Public License) that makes it possible to organise, manage and publish  content on the web.

Justin Freeman of Agileware will facilitate two sessions:

  • The morning session introduces Drupal fundamentals.
  • The afternoon session provides hands-on experience of building a working Drupal website.

The training outcomes for the day are:

  • Understand Drupal basics and terminology.
  • Explore case studies where organisations have used Drupal.
  • Learn the benefits of building websites in Drupal.
  • Explore and use a real Drupal website.
  • Understand how Drupal can help your work.
  • Explore the building blocks of a Drupal website.

 


Leave a comment

Connected through discoverability: Zeitgeist 2012

Zgrab

I am fortunate to receive regular news feeds from John Kessel (Director, Sport Development at USA Basketball).

John and his network have shared some remarkable resources with me this year.

This one arrived today and i thought I would share it too. It is the Zeitgeist year in review (1.2 trillion searches in 146 languages).


Leave a comment

Online Resources for Coaches

4344268766_1ae903c997_bIn the early days of public Internet access I found my way to Brent Rushall’s Coaching Science Abstracts. In the mid and late 1990s I found it a revelation to be able to access curated resources that saved me time and introduced me to a range of topics I may not have considered.

Volume 1(1), Training Principles, was my induction to online sharing. Between 1995 and 2002 I monitored Brent’s summaries with great interest. On the current welcome page to the Abstracts, Brent notes:

These abstracts interpret research articles for practicing coaches and others interested in applied sport science. They are drawn from the personal files of Professor Rushall. Some dated articles are included because their content is still current. Most articles are interpreted for coaches of elite athletes and programs. The contents are changed monthly and may or may not be thematic. Usually six issues per year will be provided.

Since Brent’s retirement from San Diego State University in 2004, abstracts included in Coaching Science Abstracts:

have increasingly come from the annual ACSM conference. The scope of other reading sources has diminished. ACSM contributions represent a wide variety of very recent works. Often they go on to become published articles in formal journals. It is my belief that what is presented now on this web site remains a good cross-section of the current thinking on the many topics covered. The standards for inclusion of referenced works remain high because each is originally supervised by at least one ACSM Fellow and this editor retains high conservative standards for evaluating the scientific rigor of each abstract’s origin.

In 2000, the International Society of Biomechanics in Sports (ISBS) launched the Coaches’ Information Service. I thought this was an outstanding initiative and was particularly impressed by Ross Sanders’s work in sharing information with coaches. The current version of the service, CoachesInfo.com, shares research from sixteen sports.

Back in 2000, the Coaches’ Information Service aimed to present scientifically sound information in an appealing and coach-friendly way. The site had scope for scientific contributions based on research and ideas expressed by coaches and sports participants.

Memories of Brent and Ross’s work came back to me this week when I received an alert to the International Rugby Board’s Coaching platform. This online resource “designed to help coaches and match officials get their hands on essential and up-to-date information for improving their coaching and officiating”. The site provides opportunities to:

  • listen to and watch coaches explaining their practices
  • plan sessions on-line and share them with fellow coaches and players

The resources on the site are available in English, Spanish and Cantonese.

IndexMy memories were stirred further by the work Stephen Mellalieu, Keith Stokes and Grant Trewartha are doing as Network Editors of the IRB Rugby Science Network. The Network is “a global network of researchers who are interested in the study of the Rugby Football codes”. The Network was launched in November 2012 at the IRB Medical Conference.

The aims of the Network are to:

  • Promote the scientific study of the game and the transfer of scientific knowledge into professional practice through international collaboration.
  • Provide an international forum for the interaction between people interested in the science and practice of Rugby Football.
  • Work towards the establishment of a periodical conference and publication for academics and practitioners interested in Rugby Football.

The Network has an application process. Network editors respond within seventy-two hours to an application to join. I was very impressed by the speed of response to my request to join. I was able to acquire an IRB passport to the site within twelve hours.

There are nine Digest Sections available in the Network. I am keen to see how all of them develop and I have a particular interest in the Match Analysis Section edited by Ken Quarrie and Simon Roberts.

It is fascinating to see the seventeen-year evolution of online resources from Brent to the IRB. I think other services like the Clearinghouse for Sport in Australia and the England and Wales Cricket Board’s new Hub Application for high performance coaches will continue this transformation.

Photo Credit

Coaches watching the fight (Michael Heiniger)


1 Comment

Ours is smaller than yours

I read Stephen Downes’ commentary on a Chronicle post on MOOCs.

In his post, Stephen observes:

For me, what’s revolutionary about MOOCs isn’t size, it’s openness – and openness isn’t just about free content, it’s about ownership over the process. And I don’t see anyone who is bored (yet) of talking about open education.

42rdv39p-1353975764I agree with Stephen about ownership. My experience of the small open online course (SOOC) Observing and Analysing Performance in Sport was that the idea of openness is realised when participants own the opportunities to share and learn.

Just as I was finishing Stephen’s commentary I received an alert to Michael Rose’s explainer about fractals in The Conversation.

In the explainer, Michael quotes Benoit Mandelbrot “Bottomless wonders spring from simple rules which are repeated without end“. It seems to me that open education has this potential. Like fractals I do think open courses are scalable.

As with our SOOC it seems entirely legitimate to laud smallness … if it empowers ownership through self-organisation.

Photo Credit

The Mandelbrot Set (from Wikimedia Commons)


Leave a comment

Cowbird, Alex and Zadie

BCEach morning, I receive a Cowbird Story.

I have read a story a day since I my invitation to join Cowbird arrived earlier this year.

I think it is a great way to share stories within a community dedicated to personal stories.

Today’s story is from Alex Smith.

Her What is a life? story is about her grandfather, Zadie. In a short story, Alex has time to write this:

So what is it? This life. What is it when we leave this world behind? I thought about this over and over and a quote I’d come across just before I found out Zadie had passed. Words about living the width of life, not just the length. In Zadie’s case, his life is now breathing in and out in me, my brothers and sister, my cousins. We each have slices of him. Some of us givers. Others hard workers (sometimes too hard). Others too humble. There are his blue eyes in my brother. The thick glasses in a few of us. The ladies man is there. The adventurers and the gardeners are also thriving. And I definitely got the ‘talking to strangers’ gene.

Fresh from the weight of the weekend, I came back to Colorado and hung a windchime of Zadie’s on my porch. When the wind blows through it, it’s a reminder that each and every life we touch is the legacy we leave. Each story we take the time to hear. Each hug we give. Song we write. The story we create is our life… and it endures in those who are woven into it.

I like the idea that “each and every life we touch is the legacy we leave”. It makes each touch of each life very important.

Photo Credit

Bennett the Cleanser


Leave a comment

Making Connections

8104702951_b3c9388a4f_b
I am mindful of the saying “when you have a hammer everything looks like a nail”,  but …

… there are some excellent discussions going on about open learning at the moment. Even with my limited number of feeds, I have noticed a surge in discussion and sharing of practice.

This morning, I viewed Stephen Downes’ presentation The Virtual Learning Organization. I was interested in Stephen’s discussion of cooperation (slide 22), self-organisation (slide 24) and learning as immersion (slide 27) in the context of open learning.

I found David Worlick’s recent post on Cultivating Your Personal Learning Network 2.0 a fascinating read. It gave me renewed enthusiasm to engage with Apple’s iBooks Author (iBA).

I had the same feeling about the announcement of the launch of the Sketchnote Handbook. I wondered if Mike Rohde’s insights might help me develop my aesthetics of sharing. Today was the first time I accessed Sketchnote Army (courtesy of a Paper.Li feed).

I liked Dave Cormier’s discussion of Open courses and content creation. I have spent some time thinking about multiplicity mentioned in the post:

When all participants create content, you have the potential for multiplicity. You can have a discussion from multiple viewpoints, from different contexts, from different life experiences. When different contextual beliefs are combined with difference in ability, race, gender, culture, race etc… a myriad of possibilities and viewpoints can come to the fore. When the course is opened up to the world, your chance for this increases manyfold.

I followed up on Deleuze and Guattari’s work as a result of Dave’s discussion.

I had an opportunity to read John Daniel’s Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility too.

All of which took me back to Stephen’s presentation and the attraction of cMOOCs:

Slide 10

Photo Credit

Sketchnote of Tina Seelig’s TEDxStanford Talk on Creativity, (Stephen Collins)


2 Comments

Open By Design

Art

My involvement with the small open online course (SOOC) Observing and Analysing Performance in Sport has encouraged me to think a great deal about facilitating open access and supporting disparate learning expectations.

I saw the SOOC as a modest approach to the educational issues raised by cMOOCs.

There is a growing (daily) discussion of the structure of massive open online courses (MOOCs). Yesterday I linked to posts by Alan Levine and Ryan Stacey. Today I was interested to read Dave Cormier’s post Why I think open courses should be about content creation.

In the post Dave observes:

There are many good reasons for creating content when we are learning. It provides an excellent method of personal curation of ideas, of being able to keep track of your work. It allows for others (beyond an educator) to be able to see and respond to your work. For some it provides encouragement to work a little harder, to polish a little more. It could also provide an excellent opportunity to explore other skills around publishing in numerous formats. These are all quite nice… but not what I’m on about at all.

When all participants create content, you have the potential for multiplicity. You can have a discussion from multiple viewpoints, from different contexts, from different life experiences. When different contextual beliefs are combined with difference in ability, race, gender, culture, race etc… a myriad of possibilities and viewpoints can come to the fore. When the course is opened up to the world, your chance for this increases manyfold.

I think there are language issues in there too.

An alert to Inge Druckrey’s Teaching to See film encouraged me to think about the aesthetic and design possibilities for Dave’s multiplicity (note Dave’s comment on this post about Deleuze and Guattari’s work). I was delighted to learn that Edward Tufte was the Executive Producer of the film.

Once again a combination of disparate elements freely available has taken me off to think about re-presentation. Dave’s conclusion helped me to do this:

We have the capacity to connect with each other, to share experience and perspectives and to learn both from and in spite of each other. I’m certainly not suggesting that we should live in some fantastical utopia where everyone’s opinions should be shared and equally valued. Quite the contrary. One of the most difficult thing about learning with shared content is the vast amount of crap you need to sift through. Just like life.

Photo Credit

Frame grab from Teaching to See (3 minutes 20 seconds)