Learning in public: Week 2

I've taught at a distance since the mid 1980's. The rhythms of online classes, particularly small ones like this are always fragmented which largely reflects the competing pressures each student has on their time. Like a classroom teacher, the constant problem of knowing or deciding when to step in and intervene looms large.

What I enjoy most about teaching a course like this is getting to know the professional interests and passions of the folk who are prepared to share them with me. The odd personal sharing like a taste for red wine or good surf never goes astray either.

I want to recharge the curiosity of these folk about "the digital". The ways "the digital" is spoken about in most education circles is still largely in slogans and silly claims. "We" have not been good at asking hard questions of the nonsense hype that filters down from vendors. And, while not on the agenda, there are issues that will be difficult to avoid, like the rise and rise of machines, hard and soft. The folk making decisions about what it is that kids ought to learn at school won't have to wear the world these kids will grow up in. In my humble opinion, they don't have the first clue and the reality is that no-one does yet we run systems that operate as if we do.