Merry Christmas from Mike and Mark at Pedagodzilla! In this extra festive episode we explore Jack Mezirow’s transformative learning, through the lens of the greatest Christmas movie of all time (and by gum we’ll die on that hill) The Muppets Christmas Carol.
Also Mike had to edit out around 20 minutes of ranting about the need for rationalism in society. It was great stuff though, do let us know if you’d like an unedited copy. Spoiler alert, anti-vaxxers, COVID deniers and holistic medicine purveyors.
If you want to wish us a merry Christmas, or just lay a lump of coal in our stockings for misrepresenting Mezirow, then hit us up on the Twitters.
Join a band of starry eyed adventurers, Mike Collins (Learning Designer at the Open University, Bard), Chris Cox, (Learning Designer at Cranfield University, Paladin) and Mark Childs (Senior Learning Designer at Durham University, Rogue), as they battle through concepts and goblins, in search of the thrice edged blade!
We explore narrative in narrative, narrative in education, and narrative in your pocket to add to both you and your students toolkits.
It’s a belter, and we had a lot of fun with it. If you enjoy it, then do let us know and hit us up on the Twitters.
And while you’re reading episode descriptions, why not check out Chris’s art over at his website mrchriscox.com? You can contact him about his fabulous book there.
(Props to Mark, who did the second, third, fourth and fifth pass of the edit – reducing it to less than an hour.)
(Original artwork for this episode by Chris Cox)
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.
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.
Active learning is an umbrella term for a load of stuff. You can find Olivia’s cracking article on the subject over here at the OU Learning Design blog.
If you enjoy the episode, then hit us up on the Twitters and let us know. If you didn’t enjoy the episode then I hear Joe Rogan is pretty popular.
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.
We’ll be talking about:
- Adaptive learning
- Second Life
- iTunes U
- ITAs (Intelligent teaching assistants)
- Next generation digital learning environments
Mark references a great article by Audrey Watters as well that we’d encourage you to check out: The 100 Worst Ed-Tech Debacles of the Decade by Audrey Watters
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.
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.
If you’d like to try and run a similar session yourself, then Mark’s made a shareable version of the PowerPoint presentation with all the slides on the models you could need, and the guide for how to run the workshop. The main focuses are:
- Bloom’s taxonomy
- Krathwohl and Dettmer’s domains
- Which Ninja Turtle weirdly owns a pet turtle.
Mark mentions Andrew Churches model, applying Krathwohl in a digital context – that’s here – https://learn.canvas.net/courses/942/pages/blooms-taxonomy-and-digital-tasks
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
Additional resource on safeguarding is From safe spaces to brave spaces by Brian Arao and Kristi Clemens https://www.gvsu.edu/cms4/asset/843249C9-B1E5-BD47-A25EDBC68363B726/from-safe-spaces-to-brave-spaces.pdf
- Supporting different types of students’
inclusivity / accessibility
- Supporting collaboration, dos and don’ts
- Health and digital wellbeing – staying offline
WHERE’S MY HOVERBOARD?!
This episode, Mike, Clare and Mark kick off a 3 part miniseries on predicting the future of ed-tech, by looking at the kooky predictions of the Jetsons!
We’ll be nailing down our future prediction principles in this episode, which we’ll then be taking forwards to episode 2, where we look at the futures of ed-tech that were and weren’t, and finally give them a good kicking with the Innovating Pedagogy report in episode 3
The list we refer to in this episode was handily curated by ScreenRant, and can be found here: https://screenrant.com/times-the-jetsons-predicted-the-future/
Oh yeah, and as this was episode 13 we got struck by the combined horrid curses of full memory cards, production incompetence (meeee!) and of course, the move to WFH thanks to COVID-19. On behalf of both this podcast, and the human race in general – I would like to encourage Coronavirus to sod off.
If you’ve got a bit of CPU or Graphics Card capacity you’re not using on your PC, then why not get involved with Folding@Home? Those clever boffins can put your unused computing grunt in to running simulations that help them fight smelly diseases. Also there’s so many people doing it that it now has more combined computing power than the world’s top supercomputers, which is pretty flash.
This episode we answer the bloody stupid question, how could Ashton Kutcher have used Systems Thinking to avoid getting bitten in the Butt(erfly Effect)? You’ll notice a hilarious pun here, and that’s because the pop culture nugget is the nearly well known critical flop and movie, the Butterfly Effect, and systems thinking is the thingy we’re looking at it with innit.
Is it pedagogy? Or is it a way of considering all aspects of life? Who can say? Well Jitse probably can.
Features a surprise appearance from Mark, who forgot we were recording and bursts in halfway through in a whirlwind of quantum mechanics.