Simon Grant of CETIS

I’m exercised by this post in Scott’s Workblog

It refers to a large diagram (not Scott’s I hasten to add) which purports to give some idea of people’s digital identity, but does it? To me it is more of a mish-mash - anyone can sit down, think about what electronic traces they leave in the world, and roughly categorise that into something with a little visual appeal. But on deeper analysis, what is there? What is it actually saying?

It’s a phenomenon I think of as the triumph of presentation over content. I see it as what politicians are good at - giving the impression of being not only terribly concerned about whatever problem might be salient, but with some good policies to tackle it. Or so it seems at first glance, which is all voters often give.

And people who go in for this strategy seem averse to any real critique. They don’t offer much, and they brush off any they receive. What they criticise is only things that are easy to demonise. Straw men proliferate, as long as people don’t recognise them as straw men.

I’ve seen this too many times now. No, I’m not going to name names. I just invite readers to use their critical faculties. Think. Reason. Don’t be afraid of criticism: just make it constructive, and kind whenever possible.

I don’t know, but I thought I’d give it a try… see Technorati Profile.
You can add my blog to your Technorati Favorites

I need help here: I can’t see any long-term future for HEIs as they are at present. As education inevitably gets more and more personalised, why put together research with education at all? What researchers need are opportunities to extend knowledge - with the time and money to enable that. What learners need is support, information, advice, guidance, and companionship through the journey of learning. What - if anything - is the connection? And if there is no good reason for a connection, then what is the future of HEIs? Why not have: firstly, research institutions, who may increasingly be able to validate research degrees; secondly, examining bodies extending up to any academic level, if certified summative assessment is required; and thirdly a new breed of education organisations with roots in all fields of education and personal development, which would also serve to put together learners in appropriate groupings for companionship and constructivist learning?