Aha... therein lies the problem....
If 'they' had produced the cup properly in the first place.. then it
would not be possible to stack them so high in a smaller and smaller
space, and sell them cheap (hmm, often they forget the last
qualifier..)
Think of yourself as the second inventors results... you take the
highly stacked goods and make them into something useful !!
The day has begun...
PS, those of you going away for the summer......... PLEEEEEEEEEEEEASE
remember to take the mailing list out of your AutoReply facility on your
email...
- as usual, my thoughts and not those of my employer etc etc -
Kind regards,
Colin Seabrook
Area Head - Design Technology
Havering College of F&HE
Ardleigh Green Rd
Hornchurch
Essex
RM11 2LL
01708 455011
Ext 2006
>>> [log in to unmask] 02/07/2004 09:19:33 >>>
RE: "Oh no, I've wasted my life"
Well, since we're getting illustrative, how about this?
When considering how many struggle with the constraints inherent in
out-the-box VLE solutions, like HomogonousBoard and PotatoPrintCT, one
finds
evidence of frustrated, committed and deeply talented individuals
bending
and twisting code, hacking through the thickets of proprietary
programming
("Yes, its interoperable, so long as you use THIS tool, damnit!"), in
order
to try and make the thing offer something new, something particular to
a
unique context, something singular, something representative.
It makes me think of polystyrene coffee cups that are too hot to
handle, and
some some bright spark had to invent the cardboard hoop to sit the cup
in.
Simple. Brilliant - and there would have been no need to make the damn
thing
if the cup had been properly thought out in the first place! This
inventor
is clearly bright as a pin- just think what he/she could have come up
with
if they didn't have to waste all that time adapting someone else's mess
into
something that works!
Rant over - let the day begin :-)
All Good Things,
Michael
=======================
Michael Begg
Special Projects Manager
Learning Technology Section
College of Medicine and Veterinary Medicine
University of Edinburgh
HRLB
15 George Square
Edinburgh
EH8 9XD
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]] On
Behalf Of
STILES Mark J
Sent: 02 July 2004 08:48
To: [log in to unmask]
Subject: Re: [VLES] WHAT HAPPENED TO E-LEARNING? - A fascinating read
The current round of reports and papers is most thought-provoking, and
concerning. Can I (with modesty) throw in a couple of things I wrote
over the last couple of years which have some interesting resonances
with the current stuff?
See:
Stiles, M.J., "Embedding eLearning in a Higher Education Institution",
http://www.staffs.ac.uk/COSE/cosenew/ati2stilesrev.pdf
and
Stiles, M.J., "Strategic and Pedagogic Requirements for Virtual
Learning
in the Context of Widening Participation",
http://www.inter-disciplinary.net/Stiles%20Paper.pdf
and lastly, as my own immediate contribution, here is a quote from the
transcript of a talk I gave for the JISC Infonet "When Worlds Collide"
Conference earlier this year called "Attack of the Clones":
"The other day I had what I can't call a vision - it was more like a
nightmare. I thought: what happens when we upload all of our lecture
notes and powerpoint slides into BlackCT and tell the students to
write
some essays and do some multiple choice tests and all of our courses
at
all of our institutions look the same again? How do we differentiate
each other? What will make us distinctive? What's my market
advantage?
We'll all look the same.
I thought about this on Monday at a CETIS Pedagogy Forum and was
reminded of an episode of 'The Simpsons' where the French launch a
nuclear strike on Springfield. The fat guy that runs the comic book
shop is walking down the road reading a comic and he looks up and
there
is a missile coming horizontally down the road towards him and he says
"Oh no, I've wasted my life!". And I thought Mmmmm, this is what I'm
frightened of. All of this "clone" stuff is really high tech but is
this really what we're letting ourselves in for?"
all the best
Mark
-----Original Message-----
From: John Konrad [mailto:[log in to unmask]]
Sent: Fri 7/2/2004 6:37 AM
To: [log in to unmask]
Cc:
Subject: [VLES] WHAT HAPPENED TO E-LEARNING? - A fascinating
read
A thoughtful and timely study, which will pay further analysis of teh
implications for
the UK.
Professor John Konrad
Visiting Fellow, School of Education & Lifelong Learning, University
of East Anglia
[log in to unmask]
http://www.uea.ac.uk/care/people/peepjk.html
====================================
"Thwarted Innovation: What Happened to E-learning and Why" presents
the
results of the Weatherstation Project of The Learning Alliance at the
University of Pennsylvania. This study sought to answer the question
"Why did the boom in e-learning go bust?" Over an eighteen-month
period
authors Robert Zemsky, an education professor at the University of
Pennsylvania, and William F. Massy, professor emeritus of education
and
business administration at Stanford University, tracked faculty and
staff attitudes towards e-learning at six colleges and universities.
Their findings challenged three prevalent e-learning assumptions:
-- If we build it they will come -- not so;
-- The kids will take to e-learning like ducks to water -- not quite;
-- E-learning will force a change in the way we teach -- not by a long
shot.
The complete report is available online, at no cost, in PDF format at
http://www.irhe.upenn.edu/Docs/Jun2004/ThwartedInnovation.pdf.
The Learning Alliance is "a provider of educational research and
leadership support services to presidents of accredited, non-profit
two- and four-year colleges and universities. The Learning Alliance
serves the mission of higher education institutions by providing its
senior administrators with timely access to expertise, current
research, and market data." For more information, contact: The
Learning
Alliance, 1398 Wilmington Pike, West Chester, PA 19382 USA; tel:
610-399-6601; fax: 815-550-8892; Web:
http://www.irhe.upenn.edu/index.php.
The Weatherstation Project was conceived as "an antidote to those
first
descriptions of the market for e-learning, which were often warped by
missing data and overly hopeful assumptions about how quickly new
products would come to market and how receptive learners and
instructors were likely to be."
=======================================================
Copyright 2004, The University of North Carolina at Chapel Hill Center
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