JJFBbennett

Went out Pokemon hunting with my android cell phone. In case of accident I always take some friends. Then it occurred to me this, was something I really enjoy. This urge has been around for years. I need to get out and about and discover our environment. Our children are locked within the boundaries of school. They are all locked in and hard skill assessed. Placed on a conveyor belt and sorted into hierarchical pathways. Public school stripped of all that is creative. Even the arts are disciplined. In school -where is the sense of fun and play and being part of it all. What if formal learning was stationed like Pokemon go. Where youth could congregated and learn in multiple locations. Where learning encouraged youth to collectively gather and play. Where unstructured activity blended with formal knowledge. Where youth gained freedoms to self-govern, create rules, problem-solve and resolve social conflicts. The employment skills of tomorrow require youth who ca...

Assessment vs Learning Expectations Question: Does the learner have a voice in what s/he needs to learn?

Ass essment - the tail that wags the dog Sergiovanni and Starratt (2007), assert that assessment has often been looked upon as, “the tail that wags the dog”, meaning, “what is assessed is what gets taught, which becomes or defines the curriculum” (pg. 127).  Assessment should not be something that happens after the instruction takes place for the purpose of assigning a grade, but it should be a relevant part of the teaching and learning process. Sergiovanni, T., Starratt, R. (2007).  Supervision: A Redefinition.  Boston: McGraw Hill We no longer have to sort Let Universities do their own dirty work

Schools are the engine house of the future however there is disconnect between workplace expectations, and students' in-school and out-of-school learning experiences. This discussion is about 'cultures of learning' and engaging 21st century students through innovative programs. A personal story. Video Slides from video

Life-long Learning - Transformational eLearning ‘ The concept of getting and holding a job in one industry for decades is outmoded, a byproduct of the industrial mindset ’ ( Tom Peters June 2014) . It is important to view school based eLearning within the continuum of lifelong learning. In other words, eLearning structures should be considered within a life-long adventure and a natural part of personal transformation rather than a segmented fix satisfying the needs of a specific period of time. Presently, eLearning services are overwhelmingly rooted to the industrial mindset which is primarily focussed on content and assessment. Whilst, content and assessment remain important elements they should no longer be perceived as a finite identifier of a good eLearning service. Learning is far more complex. To enable lifelong learning skills, contemporary eLearning systems need to address disconnection, work conditions and behavioural learning skills. Disconnection : The m...

Topic Theme: eLearning and Global Learning Table of Contents Executive Statement Summary Overview 21st Century Global Learning Service Contextual problem Opportunity Final Statement Introduction: Call for a Quality Global Education Service  Discussion Paper Relevance Penal Colony: Education and Internal Threat Quality Education: Private Secondary Schooling Secondary Schooling Cultural mind-set Global World: Restructure International Achievement Data and Quality Teaching Free Trade and Protectionism Free Trade since 1957 Communities of Global Inclusivity eLearning Recommendations Bibliography Executive Statement Summary This Executive Statement summarises  Key concepts in Global Learning discussion paper . It succinctly identifies the essential key issues associated with global competitive education markets, global work skills, past and present protectionist and free trade endeavors, the shaping of Australian education, and requ...