Live Stream and Social Media. NAP Members Area: EDEN Secretariat's blog: The Battle for Openness - Pre-#EDEN15 Conference Interview with Martin Weller. Steve Wheeler's interview with Martin Weller Now and then, I have the privilege to interview some great thought leaders in the field of education.
I usually feature them on this blog under the banner of 10Q - ten questions. This time, I'm very happy to interview two of the keynote speakers for the EDEN 2015 conference, which will be held in Barcelona. In a few days I'll post my interview with Jim Groom, but first, here's the conversation that ensued when I caught up with The British Open University's Martin Weller. 1) You’re currently professor of educational technology at the British Open University.
I joined the OU in 1995 just as the web was taking off. 2) You wrote a book on being a digital scholar in 2011. I see digital scholarship as a shorthand really for the intersection between digital technology, the internet and open practice. 3) In your experience, how has education changed over the last ten years – and have those changes been good? I think it's a good news, bad news story. Education: 5.5 Rhizomatic learning - OpenLearn - Open University - H817_1. Embracing Uncertainty: Rhizomatic Learning in Formal Education Dave Cormier Embracing uncertainty was a presentation that I gave in New Delhi a couple of weeks ago.
I thought it might be useful for me at least to go back right now and to take a look at what some of the ideas were inside of that, and see if I can pull them together in a ten minute piece to give to you guys, and see if I can’t get some feedback. So, Embracing Uncertainty, Rhizomatic Learning in Formal Education– it’s an attempt at trying to envision how to answer the question, ‘Why do we teach?’ And that presentation was really about pulling together five things that I thought, I think, about how to answer that question, and how rhizomatical learning in some ways can be an answer to that question. Why New Teachers Need Mentors. I'm 23, almost fresh out of graduate school when I move to Miami to teach American history at Palmer Trinity, an independent school in Palmetto Bay.
I have no friends or family nearby, and I'm completely unfamiliar with my surroundings. I'm also feverishly trying to get a firmer handle on my curriculum, and on making my lessons more relevant and engaging. Today, my success as a teacher -- not to mention the lives of all the students I hope I have inspired and changed in my seven years in the classroom -- is directly related to the caring, high-quality mentorship I received during my first year of teaching.
Without it, I would have become another statistic, quitting after my first few years on the job. The Mentor as Confidant I kept my own experience in mind when reading Mentoring New Teachers by Hal Portner, who argues that trust is crucial to the mentor-mentee relationship. "If you know a person is going to be evaluating you, it really puts a little damper on things," Portner tells me.
Rowley Can you name a person who had a positive and enduring impact on your personal or professional life, someone worthy of being called your mentor? Had he or she been trained to serve in such a role or been formally assigned to help you? I frequently ask veteran teachers these questions. As you might guess, most teachers with 10 or more years of experience were typically not assigned a mentor, but instead found informal support from a caring colleague. Much has changed in the past decade, however, because many school districts have established entry-year programs that pair beginning teachers with veteran, mentor teachers. During the past decade, I have helped school districts design mentor-based, entry-year programs. The good mentor is committed to the role of mentoring. What can be done to increase the odds that mentor teachers possess the commitment fundamental to delivering effective support?
The good mentor is accepting of the beginning teacher. References James B.