How litigious is Alan Bennett when it comes to pedagogic monologues?
00:00 / 40:14
In yet another weird and wonderful special, Mark Childs, Mark Williams and Mike Collins each present a silly pedagogic monologue in the style of everyone’s favourite northern playwright. Hopefully he won’t take us to court over our dreadful impersonations.
We’ll use these carefully crafted dramatic masterpieces to discuss:
Vampiric Learning Styles.
Magical journeys through virtual learning spaces without enough biscuits.
The pedagogic fuzz in constructive alignment busts.
Oh yeah, the format we’re riffing on is loosely Alan Bennett’s Talking Heads by the way. Great show. Mike misses the point though and just writes a straight up dramatic monologue. Whoopsiedoodle.
If you enjoy the episode, then hit us up on the Twitters and let us know. If you didn’t enjoy the episode then why not try Terry Green’s Gettin’ Air? He has all sorts of fancy pedagogic peeps on his show. It’s very profesh and much less likely to be sued by a national treasure.
How does Julie Andrews escape Nazis with Active Learning?
00:00 / 36:33
The hills are aliiiiive with the sooooound of lectuuuuures. And that’s why Active Learning is so gosh darned important.
In this episode we’ll be answering the bloody stupid question, ‘How does Julie Andrews escape nazis with active learning?’. To do so we’ll look back to the veil of time to the pre-on demand media era, to the 1965 Rogers and Hammerstein classic ‘The Sound of Music’.
If you’re less than thirty years old and have no idea what it is, it’s that thing that’s been parodied a million times. Think doe-ray-me, getting buzzed by a helicopter on a mountain, and escaping from zer nazis by getting a standing ovation.
Mailbox Magic – How do Ontology and Epistomology help you kill JarJar Binks with headcannons?
00:00 / 44:48
This is a special mailbox episode, at the request of Scott R. Cowan who asked us to demystify Ontology, Epistomology, Positivism and Interpretivism. Not only will we lift the veil on the terms and show you how they fit together, but we’ll also give you the mental equipment you need to erase poorly written CG monsters from your sci-fi canon of choice.
‘Another Star Wars episode?!’ I hear you cry over the internet. Well pish and pertiddle I say, there’s so much learning and teaching in those movies (and they’re so ubiquitous that they make a great accessible schema to frame things against) that we could genuinely smash it against a pedagogy every single episode. We go against that base instinct for your sake though listeners, because we love you.
And because as geeks we’re at the buffet table of nerdism, as opposed to the set menu.
On that subject, we were infiltrated by a non-geek in this episode! We’re joined by Olivia who has a special interest in the subject, but has only ever seen one Star Wars movie. And it was one of the prequels. Egad.
Mark wrote a smashing blog on the subject of this episode. You can find it on his site here.
If you’ve got something you’re particularly interested in us covering in the old pedagogical world, then do let us know. You can hit us up via the twitters @pedagodzilla.
Mark’s third dip into pandemic pedagogy is with Professor Peter Hartley. This came about because Mark and Peter are invited every year to do a presentation at the SOLSTICE conference at Edge Hill University. Because of lockdown they were asked to do a video or narrated PowerPoint on the impact of Covid-19 instead. This looked at the tendency of many people who did the pivot to online to behave as if online learning wasn’t just new to them, but new to everyone.
There’s speculation about what mechanisms could have led to this lack of awareness, and why online pedagogy principles hadn’t previously permeated practice. Though without the alliteration. They also took apart the number of bad takes on online learning in newspapers, including those that are for the teaching profession. And they did all these discussions about the pandemic and what happened after as if looking back on it from 2045.
Dave Lister, Modern Day Socrates? Can we smash the 2020 Innovating Pedagogy report in to Red Dwarf?
00:00 / 45:03
In the third and final part of our lockdown schedule ruining miniseries, ‘WHERE’S MY HOVERBOARD?!’, we pick through some of our favourite articles from the 2020 Innovating Pedagogy Report , exploring Posthumanism, Esports in education – and most importantly how gosh darned much we love Red Dwarf.
I’m not kidding. I easily trimmed twenty straight minutes of us chatting about our favourite bits, and there’s still so much there.
Mark mentions a Foxdrop in the family near the end of the show. You can find the video he’s referring to here.
We’re back to our semi-normal output after this, but if you’ve enjoyed it – or have a particular bit of pointy pedagogy you want us to poke, then do let us know via the twitters.
My (Mike’s) audio went a bit funny in this episode, and I had to revert to the backup – so apologies to those with particularly keen ears who notice the extra compression.
School’s out forever! How does Problem based learning help Buffy the Vampire Slayer? (Ft.Computational thinking)
00:00 / 47:15
Now here’s a Brucie bonus for you – it’s a pedagogy 2 for the price of 1 special!
We’ve got Rebecca Ferguson, innovator of pedagogy and watcher of Buffy joining us to figure out the classroom conundrum of problem based learning, and the metacognitive monster of computational thinking.
We mention the Innovating Pedagogy report in here, which is great (the report more so than the mention)! You can access it here, as well as some handy dandy resources for the hip and trendy educator in a hurry.
Trying something a little different in the shownotes by the way, here’s a cheeky cheat sheet on the bones of one of the episode’s pedagogies:
As ever – if you want to get in touch or call us out on our nonsense then do let us know via the twitters @pedagodzilla.
Minority report or majority thought? The didn’ts and mightses of the future of ed-tech
00:00 / 53:22
It’s the second in our three part miniseries, WHERE’S MY HOVERBOARD?! Where we take some of our future prediction principles from part 1 and then bash them up against some of the big things that were supposed to transform education…but didn’t, and then look ahead to things that might actually have a fighting chance.
And because we’re PGZ, we’ll be doing it with a bit of Minority Report slapped over the top, because why the heck not.
Where Krathwohl meets Krang – Applying taxonomies through Teenage Mutant Ninja Turtle course design
00:00 / 52:54
Another weird and wonderful episode in our current run of weird and wonderful episodes! Mike and Mark reflect on a fun and funky learning design session, where we tried to learn and apply Krathwohl’s take on Bloom’s taxonomy using the Teenage Mutant Ninja Turtles with a roomful of colleagues.
Mark’s second chat with Diane on the hop skip and jump to distance learning – once again he’s helpfully included a breakdown of the episode if you’d like to hop to a specific section.Really interesting chat, and a great primer for educators finding themselves lost at sea in these strange times.
0:35 Mark and Di introduce episode 2 briefly covering the four things they’ll discuss this time. These are:
Inclusivity and accessibility in the
Inclusivity and accessibility in the ability/disability
Tips for supporting collaborative learning
Health and wellbeing in moving online
Health and wellbeing in dealing with lockdown
2:20 Inclusivity online. Mark talks about how the patterns
and disadvantage change within an online environment. Mark talks about the
issues with some things you can do to make your teaching more accessible. And
it all comes down to how you design your assessments anyway. Also, Mark does
his “one more thing” again.
12:00 Collaborative learning – some dos and don’ts. Well
mainly dos. This is Mark’s specialism, so we had to cut a lot of this out
because he goes on a lot about it. Mainly plugging his books.
17:45 Health and wellbeing in moving online – Mark talks
about how it’s important to switch off. The key message is figure out what
needs to be done synchronously, what can be done asynchronously and don’t feel
pressurised to do one when you are better off doing the other. Mark
accidentally lets slip that he often wanders off for a walk when he should be
working. Di identifies the problem with flipped learning and also how to fix
27:30 Staying healthy during lockdown and outro – taking the
current situation into account when we are teaching and being compassionate
with our students. Di thanks Mark for his time.
What do you do if you’re a drama teacher at a high school, your country is in lockdown and you are now having to teach all of your students online? If you have any sense you ask your best bud who also happens to be a lecturer in Technology-Enabled Learning for advice. If you’re really sensible you record it and share it with other drama teachers. That’s the scenario that faced Diane Dupres (Google her, her plays have won stuff!) recently.
What we talked about is probably helpful for a lot of other teachers in the pivot to online, so I’m making it more widely available, using the Pedagodzilla platform. Mike did some post-editing finesse on the files I gave him, but any remaining audio quality issues are down to me (and the fact we were 19 Megametres apart when we recorded them).
We originally planned this as a series of 5 to 10 minute snippets for teachers to pick and choose from, hence the “musical” interludes. If you want to do that, the timings, and the content for each section, are listed below.
Di and I only did two of these, we planned to leave the third for answering listeners’ questions. If you want there to be a third part, then send me a tweet @markchilds and we’ll answer them.
Part one (1:10) Mark and Di introduce themselves and reflect on their different perspective and experience of online learning and how drama specifically can be taught on some platforms. Mark relates the idea of switching from face-to-face to online to the same sort of change in context as from switching from site to site when designing drama.
Part two (9:20) Di discusses her method of having lots of spontaneity in small groups and how this can translate to an online environment. Mark talks about the difficulties of having fast-paced interactions online, but promotes the idea of having students work in canon in order to compensate for difficulties in using the technology.
Part three (13:10) Di raises a lot of issues all at once about running classes online; about the proliferation of platforms, about students being far more knowledgeable about the different platforms available, about how to see all of her class all at once and about issues of safety. Basically, these answers are: don’t fret it (the first two), and don’t try it (the third). He doesn’t get round to the fourth. Both express their love of The Ballad of Halo Jones (Moore and Gibson).
Part four (20:40) Di raises the issue of safety, safeguarding both students and teachers. Mark makes the point that actually getting students to use social media and videoconferencing improves students’ safety. They talk about Goffman’s Presentation of Self in Everyday Life, though neither of them get the name right.
Part five (29:45) Mark picks up on the thing he was going to talk about back in part two, which is that students need time to become used to a technology, before they are ready to learn in it. Mark refers to Gilly Salmon’s 5-stage model. https://www.gillysalmon.com/five-stage-model.html