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 | last modified: 2003 04 10 14:08:59 GMT |
 | What |
 | ISAW |
 | Internet Studies |
 | deals with standard topics to varying degrees of depth, such as |
 | network protocols |
 | security/privacy |
 | web accessibility/usability |
 | web design and information architecture |
 | CMSs |
 | deals with non-standard, live topics to varying degrees of depth, such as |
 | web writing |
 | current awareness issues |
 | And (Advanced) Webportfolio |
 | Embraces the current Scottish Qualifications Authority's top of the tree Internet Qualification: The Internet National Unit Specification D01 N12 |
 | Goes beyond SQA's current provisions (dated December 1998) |
 | by pulling together and integrating interdisciplinary skills |
 | by dealing with the present state of affairs |
 | by scouting and utilising affordable state-of-the-art Internet technologies and publication mechanisms |
 | in order to provide our pupils with an edge in interview situations with prospective employers and/or universities or colleges |
 | by enabling our pupils to create their own individual web portfolio, allowing them to speak for themselves |
 | consists of |
 | Assignments |
 | mandatory course work |
 | optional topics up for grabs |
 | Projects |
 | personally chosen topics, reflecting an individual's spectrum of interests, skills, explorations, experiences and unique paths of learning |
 | is published and reviewed |
 | on the community server and/or as a static website |
 | creates |
 | a dynamic, interactive webportfolio on the net |
 | the option of a snapshot take-away, static webportfolio on CD |
 | a contribution to the community of knowledge |
 | is a live project, being cultivated at St. Maurice's High School, in North Lanarkshire, Scotland |
 | How |
 | endeavours |
 | to support organic, creative and holistic learning & teaching |
 | by utilising, weeding, embedding and cultivating "digital seeds" |
 | in order to grow live understanding and knowledge |
 | by encouraging the complex interplay of |
 | the "What" (subject matter) |
 | the "How" (ways of doing) |
 | in, through and by virtue of the "Who" (unique individual) |
 | by means of affordable, current Internet tools which enhance and sustain humane education |
 | The Three R's |
 | Radio Instant Outliner |
 | provides a logical writing tool |
 | requires hierarchical structuring |
 | facilitates dynamic restructuring of ideas |
 | Radio Userland |
 | provides an affordable CMS |
 | allows under the hood explorations to drill deep |
 | Radio Community Server |
 | provides a medium for publication and exchange |
 | postings |
 | string up the pearls into an individual necklace, facilitated by the weblog structure |
 | hone the skill of writing, and thus articulate thinking |
 | invite peer review, via its comments and rankings |
 | Apache |
 | host for intranet test-bed websites |
 | Why |
 | Many a Mainstream Educational Habitat |
 | appears |
 | to be turning itself retrogressively into a mechanistic, reductionist and dehumanising technostructure |
 | to homogenise heterogeneity, i. e. seems to favour an industrialised educational monoculture of the least common denominator |
 | to be susceptible to infection by PCs (Political Correctnesses) |
 | Microhabitats |
 | may |
 | somehow, somewhere, for some time |
 | sustain ecological niches for diversity of life and creativity, necessary for viable evolving ecosystems |
 | Inspirational Wells |
 | Among Others |
 | Esoterics |
 | J.W. Goethe |
 | Rudolf Steiner |
 | Jiddu Krishnamurti |
 | David Bohm |
 | Georg Kuehlewind |
 | Harald Wohlrapp |
 | John Alexandra |
 | Steve Talbott |
 | Techies |
 | xml.apache |
 | Mark Pilgram |
 | Marc Barrot |
 | for making opml to html rendering a doddle |
 | and for his patience and preparedness to help with technical inquiries |
 | the RadioUserland Community |
 | Last, but not the Least |
 | my pupils |
 | past, present, and maybe in the future |
 | James McCready |
 | The Others |
 | the treasured authors in my library |
 | the imponderabilities |
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© copyright 2003 by ajgB.
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