Tag Archives: 1:1

The Tailor – A Parable

I didn’t create the parable below. I just, er, re-tailored it, after spending the entire first quarter of the school year trying to design learning with a bad tool. That tool is called Blackboard. (Details for the gore-lovers below the fold.)

As Jesus says, “Those with ears, let them hear.” And let them choose a good tool — Moodle, for example, is infinitely better — instead.

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The Tailor and the Suit

A man wanted a suit and, being status-conscious and able to afford the best, he chose the tailor used by all his well-to-do and status-conscious compeers. This tailor had the best name in the land.

The man visited the tailor and selected the finest fabric, the most fashionable cut and design. Sparing no cost in his quest for the finest, he even sprang extra for golden buttons and silver zippers. The tailor measured him, promised him a life transformed and worlds new-conquered in his new suit — and, before the man left, pocketed a small fortune as deposit.

The following week, the man returned to the tailor to pick up his suit. He tried it on in the shop, but when he stood before the looking-glass, he was shocked to see that the left sleeve was six inches too long, while the right was six too short. The same was true of the pants, but in reverse.

“There must be some mistake,” the man said. “This suit is horrible. I paid a lot of money to get the best, and you’ve given me worse than the worst.”

“Dear sir,” the tailor clucked, “you know good and well my suits have the best reputation in the land. There’s nothing wrong with the suit.”

“‘Nothing wrong’? ” cried the customer. “When my hairy right forearm and hairy left calf is exposed for all the world to see, while my left hand and right foot are swallowed up inside the sleeves? Nothing wrong?!

Calm as a lily, the tailor repeated, “My dear man, I’m telling you: There’s nothing wrong with the suit. The problem is you: It’s the way you’re standing in it.”

The tailor stood behind the customer, and in one deft motion wrenched the man’s right shoulder down and left shoulder up, both six inches. He did the opposite with the customer’s hip.

Standing that way, the customer felt for all the world like a scarecrow. But looking in the mirror, he had to admit: the suit suddenly looked very, very good.

“See?” the tailor said. “Perfect. I’m not giving you your money back. It’s not the suit, it’s you.”

The customer objected that standing in that posture in the suit would be ridiculously uncomfortable, and walking in it doubly so. He repeated his demand for a refund. The tailor would hear none of it.

Parade of the Misbegotten“Don’t blame the suit. It’s your posture. I’ve got a million other Very Important People who pay good money for my work. Ah!,” he said, pointing out the shop window — “There goes a group of them down the street right now.”

The customer looked at the group and recognized them all. They were, indeed, Very Important People, and sure enough, they all walked with one shoulder six inches higher and one hip six inches lower. And while they looked odd with that gait, the suit did look expensive.

The customer thought to himself, “These are Very Important People. They wouldn’t buy a bad suit. Maybe it is me.”

So the customer asked the tailor to show him how to walk in the suit.

“Ah!,” the tailor said. “How to walk! That’s special training and will cost you more. All my other clients pay for these walking lessons after buying my suits.”

The customer found the price very expensive, but didn’t want to appear any Less Important than the men he saw outside lurching importantly down the street. So he paid the fee.

After several weeks of training sessions costing several thousand more gold coins, the customer succeeded in learning how to walk in such a way that made the suit look good. The tailor gave him a signed, gold-plated certificate: “Successfully completed 5-week workshop: How to Walk in Suit.”

True, he walked like one of the misbegotten, and suffered life-long damage to his skeleton, and never enjoyed working in that suit like he had in so many other suits he used to wear to work — but the suit looked good. And when you pay that much money for a suit, that’s the only thing that matters.

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Bloody details: Continue reading

Open Thread 2: Your Dream Elective Class for a 1:1 High School?

This isn’t theoretical – necessarily. It could be the beginning of a beautiful relationship.casablance by pater-noster

Given a 1:1 MacBook school, a geeky teacher, no bandwidth or filtering or blocking restrictions, how would you design an elective class to showcase 21st century learning possibilities?

I’ve got an elective “writing seminar” beginning next week, with about ten students from age 15-17. Most have MacBooks.

I’m free to structure this class however I want. And it should be obvious I take “writing” in its communicative (and digital) sense – including multimedia, connectivity, project-based learning, the whole nine yards.

I see this as an opportunity to experiment. And to co-teach with anybody out there with an idea needing a classroom – maybe one of the many administrator, librarian, or academic readers out there who wish they still had a classroom to implement some ideas.

How can we seize this opportunity to do things differently and demonstrate the possibilities?

The conditions: class meets every two days for 75 minutes. There are no issues of filters or bandwidth to worry about: you name the site, from Skype to YouTube, from Twitter to eternity, we have access.

Assessment and grading can be as non-traditional as you please.

So there it is. Sketch your vision(s) below*. And let me know, also, if you want a hand in actually playing “teacher” for this class. You don’t have to be a “schoolyteacher.” Heck, you can be a freelance musician or gonzo entrepreneur for all I care. Socrates didn’t go to teacher certification school.

If I like the idea – and if the students do – we’ll run with it.

Deadline: Tuesday, 8 January 2008.

*Remember: this is an Open Thread. That means there is no such thing as a comment too long. The thread is the thing. Also: notice your comment is followed by a link, via my CommentLuv plugin, to your last post, by title. [Update: Check out the 30-odd comments on the first Open Thread, "Your Fantasy Alternative School," to see how open threads collect great ideas and invite you to visit the blogs of the contributors.] And finally, if you like your comment that much, of course you can post it on your own blog as well. It’s not an either/or. Both here is better, since the thread adds to conversation, and the posting on your own blog keeps your own developmental archive intact. Thanks!

Photo: peter-noster on Flickr

Web 2.0 Club Students as Technology Trainers

Every week is interesting when you’re launching an all-Apple Laptop high school. This week was no exception.

I run a 40-minute Web 2.0 activity club every Thursday. (That experience, by the way, makes me weep for teachers who teach classes of less than an hour’s duration. I have time for almost nothing in 40 minutes and will, I swear, have a heart attack from the adrenal rush of trying to reach my objectives in that eyeblink of instructional time. We have 77 minute class blocks at my school, which feels just right.)

Last week, our IT Manager configured a Mac Server for class drop-box folders, shared resource folders, and private student folders. We needed to get all 240 students registered on the server – and, oh yeah, their teachers too.

Then some other teachers started asking for a way to train the students in iMovie – everybody and their dog is suddenly using iMovie in the classroom, which raises its own issues. A couple asked me to pull that off.

But the question was, how? How train an entire faculty and student body in the server network, iLife software, and more?

The answer seems wonderful: My Thursday Web 2.0 Club has 23 students. We have our weekly Homeroom during each Friday’s club time – and we have 22 homerooms. You see it: one student is available to teach each homeroom in a weekly cycle. Here’s how it looks on Bubbl.us* (thanks to Patrick Higgins for the Twitter tip about this tool):

[bubbl]http://bubbl.us/view.php?sid=49550&pw=yaVWC.w6Lr12UMzJlY3ladE5ZSFBQLg;500;400;Tech Training;100[/bubbl]

Today was our first run-through, and by all accounts, the students did a great job. Next week they’ll walk through the first “Cutting the Crap from Student Movies” video.

I think we’ve found our system here. And a way to give students experience as presenters and trainers. Pretty cool.

*WordPress users: Bubbl.us requires a WordPress Plugin. I installed it here on WP 2.3, and it works fine.

For more on staff technology development, see these articles:

Create 1:1 Envy and Open Network Envy in Your Admin: Show Them My School’s 1:1 Promo Movie

Here’s an 8-minute promo movie I made for my school over the last few hours. I share it in case anyone wants a resource that talks through a couple of class projects we did last year in my grade 9 history and English classes - and shamelessly boasts about how special my school is for being the first 1:1 Laptop School in Korea.

The first project is “A Broken World,” a student-created wiki textbook and companion whole-class reflective blog about world history from World War I to World War II and the outbreak of the Cold War. (There’s lots of frustration in the sphere right now about blocked sites in schools, so this might be a useful demonstration of how valuable YouTube, wikis, and blogs are for enhancing creativity and learning.)

(By the way, I’ve been scratching my head lately about what to do with that Broken World wiki textbook. It’s really good stuff, and I’m proud of my students for making such an impressive resource. It seems a shame to just abandon it like one of Graham Wegner‘s “learning jalopies” or some piece of digital flotsam. Anybody have any ideas of how to put it to use? I’m open to others fact-checking, extending, editing, using, donating, whatever. I just feel like there’s some experimentation possible here on how to put the “legacy products” we so easily talk about in the theoretical to the much-harder-to-pull-off practical use. In other words: help?)

The second project shown in the video is the first annual 1001 Flat World Tales flat classroom writing workshop on Wikispaces: 130 students at my school, Chris Watson‘s school in Honolulu, and Michele Davis & Karl Fisch‘s school in Denver. The promo walks through not only the wiki, but the (damnably) still-under-construction but worth-a-peek anyway 1001 Flat World Tales blog and website, featuring the prize-winning stories selected by our international student editorial board, plus author profiles, author podcast readings, editor profiles, student testimonials, and more.

Those student testimonials are highlighted in subtitle bars on the movie, which might be effective for persuading your admin to unblock these sites, again.

I really went over the top promoting my 1:1 Apple Laptop School as being “on the 21st century map,” since the point of the thing is to entice parents to send their kids to my school. It might produce a motivating jealousy in your own admin or school board to go 1:1 so they have such bragging rights themselves.

Or maybe the thing’s just a piece of junk. You tell me. (If nothing else, I got some iMovie practice out of it. Still trying to hone those skills.)