The past 24 hours have been spent with a load of varied people coming together to play Herbie Hancock’s Chameleon, yes, FOR 24 HOURS without break. My friend, colleague, and head of Jazz at uni, Nick Reynolds had this idea of doing a big performance for International Jazz Day that started as a dream, but then when we were in America, Nick was really moved by the school we worked with and decided to use the occasion to raise funds for the school. (you can read about the event here)
Nick organised the players from the university community and I organised the logistics and the tech side of the event – so we could stream the full 24 hours and make this accessible for people to view and potentially join in. Together we made a good team and the event went off without a hitch. Many thanks go to all who helped from set-up of sound equipment, to the performers, to the student who brought us coffee just after 3am, and the audience – special shout out to our Deputy Vice-Chancellor who came three times during the 24 hours, and stayed until 3am !!! and also to David, the sax player from my community orchestra who came for over 12 hours of the event – was there at the 8am start and came back pre-dawn to play with us to the 8am finish.
What’s so special about this event? Why was it not just another concert?
It is a fairly unique situation and I’ll use an analogy to explain.Read More »Jazz24Live – Reflections
I love this question. It was suggested as part of David Hopkins‘ #OpenBlog19 initiative and the idea is to choose a topic from a curated… Read More »What does innovation in teaching look like?
This session was presented at OEGlobal in Delft and it complimented the article published in the special issue of Open Praxis (full text available here).… Read More »OEGlobal Presentation: Opening the Curriculum
This post covers notes from 80 pages (347-427) in Stephen Downs’ book Toward Personal Learning. I started reading the book and posting about it last summer; it was initially intended as a ‘Summer Book Club‘. I’m still chugging along, and after a few busy months I’ve carved time to do some reading and thinking. I particularly enjoyed reading these pages and what follows are the themes and quotations that stood out to me and a few short thoughts about them. In these pages Downes talks about learning models, understanding of some very core concepts, and really starts to dive into the why and what behind personal learning. (This post is a 6 min read; the book will take you longer – but it’s worth it!)
Let me begin with what should be an axiom painted graffiti style on the side of one of many learning institutions: ‘learning is not remembering’ p.348
Throughout the next 80 pages, Downes takes us on a detailed tour of different aspects of learning, understanding, and perspective.Read More »Knowledge is recognising: Toward personal learning
I am struck by how ideas form. This morning was like waking up under a bucket of cold water with various inputs – all enlightening, some glimmering sparks like stars, while others made me aware of darkness. Over the past few days thoughts have been bubbling about learning, as I read writings of others.
‘Learning is this’, ‘learning is that’. It makes me itch when theorists or educators so firmly define learning as a something. Imagine the teacher standing over the desk, asking the student, ‘What are you doing? Why aren’t you learning?’ really? Who could be expected to answer that? I certainly didn’t know how to answer the substitute teacher, so just turned my face back to the book, in grade school.
Sometimes learning is as etherial, something delicate and almost passive that is woven into our essential everything. I cannot just ‘learn’ just like I can’t just dream, but I can become more receptive to having ideas, and if you know me, I am indeed likely to blurt out with an ‘OH!’, mid conversation, because something popped into my head. Is that step one? It’s probably step 47, but recognising it is a good thing and certainly fits along the path somewhere. It is far less often the thing that happens when someone shoves a book under my nose and says: learn this.
What is learning? -Can anyone put their thumb on it?
Learning happens through experience and is the result of experience, but is not an experience. Thinking existentially: I am learning.Read More »Sowing seeds for learning
Time for another Summer Book Club post! What? You say summer is over?? I am keen to hold on to every ray of sunshine, and as a slow reader, I’ll be posting well into November. This post covers pages 240-347 of Stephen Downes’ (free) ebook: Toward Personal Learning. I wrote about the earlier sections in these posts:
- Toward Personal Learning: Book Club Post 1
- The butterfly, learning, and community: Book Club Post
- Strive less, Share more: Book Club Post 3
My method in writing these posts is to gather the bits that stop me in my tracks, make me think, write them down, and then connect the dots around them. Three themes emerged for me in these hundred pages: the students, the measurements that sometimes bind (as in hold fast, like hands tied) us, and connections. Let’s start with the students.Read More »Students, measurement, & connection: Book Club Post 4