I started school in 1980. My p1 teacher’s name was Mrs Tullock. I though she was lovely. At the end of p1 I placed a penny in a tictac box to remember her.
I only remember 5 things about primary 1.
1. I remember getting a gold star for the neatest colouring in of a circle. It was the most perfectly coloured in circle in the history of that forgotten sport.
2. I was the only person to get an orange snow plough tractor when Santa visited. The rest of the boys got a bus but I was the only one to get a snow plough. Chosen one. Special.
3. Alistair Broadley pooped his pants sitting next to me in class. It was nearly 3 o’ clock. Apparently he couldn’t hold it in and apparently neither did he wish to ask to go to the toilet. So he let it go. The stench and the expression on his face (a mixture of shame and relief) are vividly engraved on my memory to this day.
4. I missed my first ever school trip (to Arbroath) because I had the mumps. Wearing my medical balaclava I stood at the window and waved slowly to my classmates as the bus passed my house. Mrs Tullock even started crying when she saw my sad wee face (or so the legend goes).
5. Mrs Tullock had a Lochgelly tawse in her desk drawer. The tawse was the Scottish education system’s corporal punishment weapon of choice. The Lochgelly tawse is a leather belt with a fringed end. A bit like a bastardised bookmark. Lochgelly is the town in Fife where it was made. And Mrs Tullock had one in her drawer.
How do I know this? Well, whenever the class got too noisy or chatty she would resort to the one classroom management strategy that she knew worked. In the manner of a benevolent despot, she would slowly open the desk drawer, extract the tawse and place it supremely carefully across the edge of her desk. Then she would slam the desk drawer shut with a confident BAM. The class became acutely sensitive to this sharp awakening and would turn around on our seats to meet our leather nemesis staring us down from the front of her desk. I never received the belt and don’t actually remember Mrs Tullock using it, but all throughout p1 I remained mortally terrified of that bloody tawse.
The belt was banned in all state schools in 1986, remaining legal in private schools until 1998. Next time you moan about the quality of ITE remind yourself that there was never a class dedicated to corporal punishment for teachers who wielded the tawse and other weapons of mass pupil destruction. Buying a tawse was something you did after graduation. Restorative evil.
You can still buy a tawse from the original leather manufacturer in Lochgelly. www.johndick-leathergoods.co.u…
I wonder if Mrs Tullock still has her tawse? I lost the tictac box years a go.
I recently went along to the first meeting of the Digital Cultural Heritage Research Network here at the University of Edinburgh. The aim of the network is to
“bring together colleagues from across the University to establish a professional network for researchers investigating digital cultural heritage issues, seeking to include perspectives from diverse disciplines including design, education, sociology, law, cultural studies, informatics and business. Partners from the cultural heritage sector will play a key role in the network as advisors and collaborators.”
Anyone who follows this blog will know that I have a bit of a thing about opening access to digital cultural resources so I was pleased to be able to contribute a lightning talk on digital cultural heritage and open education. This was one of an eclectic series of lightning talks that covered a wide range of subjects and topics. I live tweeted the event and Jen Ross has collated tweets from the day in a Storify here: Digital Cultural Heritage Research Network, Workshop 1 and has also written a recap of the workshop here Recap of Workshop 1: Cultural Heritage Sparks.
My EDINA colleague Lisa Otty kicked off the day talking about the Keepers Extra Project which aims to highlight the value of the Keepers Registry of archiving arrangements for electronic journals, to libraries, preservation agencies and publishers through national and international collaboration. Lisa noted that only 17% of journals are archived in the Keepers Registry and asked the very pertinent question “do we trust publishers with the stewardship of electronic journals?” I think we all know the answer to that question.
I confess I rehashed a previous presentation on the comparative dearth of openly license cultural heritage collections in Scotland which allowed me to refer for the millionth time to Andrew Prescott’s classic blog post Dennis the Paywall Menace stalks the Archives. This time however I was able to add a couple of pertinent tweets from the Digging Into Data Round Three Conference that took place in Glasgow earlier in the week.
One lightning talk that was particularly close to my heart was by Glyn Davis who spoke about the ‘openness’, or lack thereof, of gallery and museum content, and reflected on his experience of running the Warhol MOOC. Glyn noted that license restrictions often prevent copyright images from being used in online teaching and learning, however many of the students who participated in the Warhol MOOC understood little about copyright restrictions and simply expected to be able to find and reuse images via google, so lots of discussion about open access was required as part of the course.
Other highlights included Jen Ross‘ talk on Artcasting a project which is exploring how digital methods can be used inventively and critically to reimagine complex issues. The project has built an app which engages audiences by allowing them to capture images and decide where to send them in time and space and time, while also retrieving data for evaluation. Bea Alex introduced the impressive range of projects from the Language Technology Group, including historical text projects, which aim to use text mining to enrich textual metadata with geodata from the Edinburgh Geo Parser. Stephen Allen spoke about the MOOC the National Museums of Scotland created to run in parallel with their Photography – A Victorian Sensation exhibition. The museum now hopes to reuse content from future exhibitions for more MOOCs. Rebecca Sinker presented a fascinating keynote on Tate’s research-led approach to digital programming which prompted an interesting discussion on how people engage with art now that so much of it is available online. Angelica Thumala spoke all too briefly about her research exploring emotional attachment and experience of books in different modalities, and left us with one of the loveliest quotes of the day
“Books are constant companions, people carry them around and develop physical and emotional attachments to them.”
The workshop ended with four group discussions focussing on issues raised by participants; openness and preservation; participation and interpretation; semantic web and curation; and how can DCHRN create a sustainable interdisciplinary network. These and other issues will be picked up in the next workshop Research that matters – playing with method, planning for impact takes place in March
DCHRN is coordinated by
- Dr Jen Ross, Digital Education
- Dr Claire Sowton, Digital Education
- Professor Sian Bayne, Digital Education
- Professor James Loxley, Literatures Languages and Culture
- Professor Chris Speed, Design Informatics
On a side note, it’s a while since I’ve done a lightning talk and I’d forgotten how difficult it is to put together such a short presentation. Seriously, it took me most of an afternoon to put together a 5 minute talk which really is a bit ridiculous! Seems like I’m not the only one who struggles with short presentations though, when I mentioned this on twitter, a lot of people replied to say that the shorter the presentation, the more preparation was required. Martin Weller reminded me of the quote “If I had more time, I would have written a shorter letter”, while Kevin Ashley invoked Jeremy Bentham who was allegedly happy to give two hour speech on the spot, but a fifteen minute talk required three weeks notice. I’m with Bentham on that one!
It’s a whole world of learning to explore and characters to meet
Made for Schools – Made for Teachers – Made for Students
You can add this free tile to your ‘My Launchpad’ for easy access to it at all times. To add an app or tile to your Launchpad(s) you may find the following video useful – Adding a Tile to your Launchpad.
We are delighted to be hosting the only Scottish event for author Pierce Brown.
Join us at 6.30pm on Wednesday 24th February to hear about the science fiction trilogy as epic as a Star Wars and Hunger Games.
Pierce will be chatting about his writing, the up-and-coming film, and signing books afterwards.
This event takes place at The Edinburgh Academy, 42 Henderson Row. Tickets are free but should be booked on 0131 447 1917 or email@example.com or book though Eventbrite.
This event is suitable for secondary aged pupils.
About the books:
Darrow is a Red, a member of the lowest caste in the color-coded society of the future. Like his fellow Reds, he works all day, believing that he and his people are making the surface of Mars livable for future generations.
Yet he spends his life willingly, knowing that his blood and sweat will one day result in a better world for his children.
But Darrow and his kind have been betrayed. Soon he discovers that humanity already reached the surface generations ago. Vast cities and sprawling parks spread across the planet. Darrow—and Reds like him—are nothing more than slaves to a decadent ruling class.
Inspired by a longing for justice, and driven by the memory of lost love, Darrow sacrifices everything to infiltrate the legendary Institute, a proving ground for the dominant Gold caste, where the next generation of humanity’s overlords struggle for power. He will be forced to compete for his life and the very future of civilization against the best and most brutal of Society’s ruling class. There, he will stop at nothing to bring down his enemies… even if it means he has to become one of them to do so.
Have you made a nomination yet for the Gaelic Education Award? There is still time to apply.
The award is open to all 3-18 provisions doing Gaelic (Learners), Gaelic Medium as well as those that may be doing some learning of Gaelic and about Gaelic as part of the curriculum in English medium education.
Here are some questions which may encourage you to make a nomination:
- Do children and young people enjoy learning Gaelic due to the approaches you are using?
- Do you have a project which has included children and young people learning about Gaelic language and culture or learning some Gaelic?
- Do you have a successful club, trip or an event which is helping children and young people to develop their fluency?
- Does a group, organisation or business support the learning of Gaelic within your curriculum?
- Have you changed the curriculum model with the result that there is an increase in the numbers learning Gaelic?
- Are you using the Advice on Gaelic Education to improve the quality of provision?
- Is there a sense of pride, value and identity with Gaelic within your provision?
- Is there effective practice within a cluster group in implementing the 1+2 policy for language learning?
- Do you have any effective examples of supporting families with Gaelic Education?
Please make a nomination to the Gaelic Education Award by 12 pm, 15 February. For more information, please visit: http://www.scottisheducationawards.org.uk/index.asp
For example, teaching digital skills would include showing students how to download images from the Internet and insert them into PowerPoint slides or webpages. Digital literacy would focus on helping students choose appropriate images, recognize copyright licensing, and cite or get permissions, in addition to reminding students to use alternative text for images to support those with visual disabilities.
Really interesting post by Maha Bali with some great real world examples.
Knowing the Difference Between Digital Skills and Digital Literacies, and Teaching Both
So often we only seem to have time for breezing through the skills and mentioning literacy. In my own work we deliver fewer and fewer daytime CPD opportunities, shorter twilights are delivered more often. Skills then become the main focus.
I’d be interested in knowing how much penetration digital literacy has in classrooms across Scotland?
Especially among staff who do not identify themselves as having digital skills?
An even more challenging read is: Media Literacy: 5 key concepts to teach this year
I am yet to see Microsoft or MinecraftEdu act in a way other than marketing and brand-building (ie scholarly).
Most media messages are organized to gain profit and/or power.
To learn this, kids need to be removed from the kind of dubious activity that ‘brands’ are doing to children with the willing co-operation of teachers. Point 5 – The message that goes with the device you place in the child’s hand was not created, designed or sold to make them more literate – and yet, we call it ‘digital literacy’ to mask the obvious effect of forcing one brand over another into kids education.
I’d like to see this discussed by a group of teachers who belong to different clubs, ADEs, MIEExperts, Google for Education Certified Innovators and the like. How do we deal with our bias when teaching? Do we walk the talk if we claim some sort of balancing act?
The featured image for this post is Public Domain: Image from page 108 of “Argument to errors of thought in science, religion and social life” (1911) | Flickr – Photo Sharing!
GoNoodle is a free online resource bank of action videos and associated activities to support and encourage learners to get active while helping engage with information being learned in the classroom (or anywhere) or prepare for a change of activity, or even set the scene for reflective thinking!
There is a GoNoodle blog which is full of ideas to inspire teachers with learners across any age group, with specific ideas suggested for topical events in the school calendar, or to support learning in a specific curricular area.
A teacher simply signs up for a free account (there is the option for additional premium features) to access the dashboard where the teacher can set up videos for different classes – they can customise their playlist of videos to suit their classroom and needs of their learners.
There are hundreds of movement videos to get young learners dancing, running, stretching, and more. And there are many which seek to help deliver health and wellbeing messages reinforced with rhythmic actions.
Below here you’ll find a some to give a flavour of what to expect.