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o connect more than one thing to the modem when i get home i discover that i now need another ethernet cable so after another journey out i m all connected simple really except that it took two weeks to do why well my choices weren t made clear to me at the time of sign up it d be quite simple to have a series of questions for the salesperson to ask or even a survey for me to fill in before i spoke to anyone that way the person could have explained exactly what i needed so that i could have made an informed choice at the time of signing up perhaps the logic was that if i d known how complicated it was i wouldn t have agreed so hide it all until after except that it was far more complicated than it needed to be mapping what does this actually mean well basically it means laying out the choices so that we know exactly what they mean if there had been something that explained that i d need an extra couple of devices as well as another ethernet cable the whole process would have been less stressful while firms may wish to hide any extra costs in the hope of making a sale in this case the extra cost wouldn t have been the issue and if i d had some easy way of pulling the plug on the deal halfway through i would have because it just seemed too complicated another example of mapping of where better mapping would be the purchase of a mobile phone while many people wouldn t understand exactly what they need the shop is likely to be advertising extra power or data but do you really know what phone will best suit your needs are you aware of how much data are you likely to use or whether you need 64 or 16gb do you even know what the gb is a series of questions could help you map what you need and lead you to a better choice so how do students make choices at school are choices largely made for them defaults the status quo bias means that any default option will end up with large numbers the difference between an opt in and an opt out is extremely significant a number of australian primary schools have religious instruction classes where parents have the option to opt out compare the number of students taking these at primary school compared to the number of those attending church or sunday school schools have many other default options in many cases they re almost invisible because the very nature of them means that nobody ever opts out or even questions them in fact your local school is itself a default it s where you go when you don t make a conscious decision to go somewhere else electronic roll marking systems are often set up so they default to present meaning that the teacher has to make a conscious decision to mark a student absent another example of a default is the subjects which a student does for many subjects this is not even considered something that anyone has a choice about and it s only when schools are dealing with an atypical student that they may consider that he or she may be given extra help in a particular area instead of doing one of the normal core subjects but defaults don t simply have to be about things that already exist does your school have any areas where you d benefit from creating a default give feedback learning is most likely if people get immediate clear feedback after each try nudge improving decisions about health wealth and happiness richard h thaler and cass sunstein yep i know you spend most of your time correcting things or marking don t you so you ve got this one covered we get feedback when we receive information about what we ve done and it works best when it s immediate teachers often receive immediate feedback from their class and i don t just mean when the students complain body language will usually tell you whether the students are engaged or uninterested understanding or confused you can adjust a lesson according to the feedback you re given however not everything in education is so immediate when you actually look at the sort of work you re correcting and the sort of feedback you re giving you may start to question whether it s worth the time you re spending on it giving effective feedback is important but how much of your time is being wasted by reading student work with the sole aim of checking that they ve actually done it are the demands placed on you leading you to be more concerned with auditing student work than improving it how much of the work you re taking away from the students tells you much about their capabilities to what extent does your feedback improve their future work do they read it avidly or are they more concerned with what mark they received for feedback to be most effective it needs to be as close to immediate as possible how do you help students to improve with timely feedback when you have several classes each with a large number of students of course not everything relies on detailed feedback from a third party if shoot an arrow at a target and miss you receive immediate feedback and you adjust your aim accordingly for the next shot when it comes to your classes it s worth asking could you be using technology to speed up the feedback some tests and quizzes can be done on computer and the results calculated immediately while this won t work for every activity it s worth considering if there s technology that can save you time and effort can the feedback be embedded into the activity itself just as with the bow and arrow example some tasks will have the learning embedded into it and the student knows immediately that what they re doing isn t succeeding can you use peer feedback in any way placing students in pairs for example and asking each student to give written feedback on each other s work before you even look at it can be a help to both as well as the teacher this can structured with specific questions to help students to know what to look out for expect error if i wasn t paying attention it was easy to leave the headlights on in my first car result a flat battery a few years after that i bought a car where i d hear a buzzing if i turned off the ignition and the headlights were still on then my next car simply turned off the headlights when i turned off the ignition the designers of this car really understood that people make errors because the petrol cap was attached by a short chain so it was impossible to drive off and leave it on the roof or the petrol bowser basically good choice architecture understands that people aren t perfect and works toward overcoming their shortcomings think about the birth control pill as example why is there a pill for every day of the month when there s only a need to take them for three weeks out of four while it s still possible for people to forget it s a lot less likely when it s part of a daily habit how does your school plan for error one school rewrote its internet usage policy and sent forms home for students to have their parents sign and return a few weeks later any student who hadn t returned the form was cut off from the internet including their school email account and their access to various learning tasks and resources that had been posted on the school s website this was about thirty percent of the school needless to say if the aim of the person in charge was to discourage teachers from ever using technology again then they were very successful because a number of students still took their time returning the form as it was a great excuse not to do any work in circumstances like that one it s only realistic to expect that a large number of students won t have returned the form so would there have been a better way to have encouraged students to return the forms many teachers are in the habit of taking extra resources into class because they expect that some students will have forgotten or lost theirs while supplying a student with a pen may not be teaching self reliance it s a good example of the expect error concept similarly having a back up plan for when the overhead projector doesn t work or the sound won t play on a film is something that most teachers do so where could you or your school improve in this area are there errors that constantly happen and each time it s as though nobody expected it for example do you leave space near the entrance when running an assembly so that any latecomers can enter quickly without creating a distraction does your electronic roll marking system fail to work one morning in ten and paper rolls aren t readily available does the system for late passes break down when person x is away because nobody is ever assigned to replace them do students have clear instructions for what to do if a teacher fails to show for a lesson or do they all believe the urban myth that after fifteen minutes they re allowed to go creative commons ok it s not clickbait but if you don t know what it is you probably should read this january 22 2017 rossleighbrisbane 1 comment widespread adoption of the share friendly copyright license known as creative commons encourages people to legally allow their own images text or music to be used and improved by others without the need for additional permission in other words sharing and sampling content is the new default there were more than one billion instances of creative commons permissions in use in 2015 the inevitable u nderstanding the 12 technological forces that will shape our future by kevin kelly basically creative commons is a way for students to access things like music or images for use with their projects without breaching anyone s copyright while schools are permitted to use certain things in relation to education the rules surrounding copyright aren t always clear and the subtleties aren t always easy for a student 0r a teacher to understand as the website creativecommons org tells us creative commons helps you legally share your knowledge and creativity to build a more equitable accessible and innovative world we unlock the full potential of the internet to drive a new era of development growth and productivity with a network of staff board and affiliates around the world creative commons provides free easy to use copyright licenses to make a simple and standardized way to give the public permission to share and use your creative work on conditions of your choice another website worth bringing to the attention of kids is the australian one http creativecommons org au the websites themselves explain about the licences depending on the level you re using this with you may use these sites to develop students understanding of such things as copyright and plagiarism it s not as someone once said copy from one source and it s plagiarism copy from many sources and it s research and let s not forget the whole thrust toward colloboration that many schools are embracing colloboration is not simply putting kids in groups and trying to ensure that jason doesn t let jade do all the research work while he operates the slides when they present in the future colloboration will include working with people you ve never met face to face here s the video from the creative commons website 21st century learning education chaucer or chips january 17 2017 rossleighbrisbane 1 comment there are two sorts of people in the world those who divide everything into two categories and those who don t personally i ve always found it rather useful to remember the words of george e p box who said essentially all models are wrong but some are useful so i m going to ask you to think about schools for a moment and do a massive oversimplification take a particular subject or topic and categorise it according to the following question is it focused on the past or the future yes i m sure that in some cases it s possible to argue either way but what s the main thrust of the learning in learning about scientific discoveries for example is it looking at them as a piece of history or is it about their importance going forward is science presented as a neat collection of what we already know or is it shown to be a messy inefficient process of trial and error where failures contribute to our knowledge are we looking at chaucer as part of our cultural heritage or as an example of the evolution of language yes i suspect that most schools aren t looking at chaucer at all and that s part of the point how much of what we are asking people to learn has no relevance to the future now i m not saying that we should eliminate all attempts to enable students to have some sense of how our society developed but i am suggesting that we may have to do some trimming to allow more time to consider where we re heading and importantly where we want to head whether you re a teacher or a student try the past future categorisation for a few days metadata class sizes and the need for some slow thinking september 19 2016 rossleighbrisbane 2 comments worse in the twenty first century the massive technological changes that have vastly changed our society have had little effect on our schools in too many places the technology is merely being used as the next best filmstrip or worse a better way to quiz and test our students rather than as a way to open up our classroom windows and doors so that students can learn what they need to create what they want and expand the reach of their ideas to almost limitless bounds building schools 2 0 how to create the schools we need by chris lehman and zac chase every time someone releases figures about how australia is performing in the education stakes someone from the coalition government uses it to justify their stance on education so recently when the oecd s snapshot of 46 countries came out recently it showed a number of things but prinicipally it told us that australia proportionally spends more on education than most developed nations it also suggested that australia went backwards on a number of indicators now while going backwards may not necessarily be as disastrous as the media would have you think or an indication of a complete failure i d certainly agree that we need to make sure that money going into education is well spent however it s the idea that you can draw valid conclusions from looking at metadata that i find most frustrating metadata may indicate what you need to look at in more detail but one can t draw definitive conclusions from metadata if we take class sizes as an example then even if the metadata suggests that class sizes make no difference to outcomes we can t make that conclusion by looking at the respective performances of the various countries because we have more than one variable even my year 10 psychology students know that you can only test one variable at a time if you want to make any accurate conclusions you d need to get classes from the same school and create a control group of the usual class size and compare to classes with significantly less and or significantly more students if we really want to determine whether class sizes make no difference then maybe we should organise an experiment where a school puts one group of ...