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Aisha Walker

Thinking onscreen

28 December 2013
by Aisha
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Twelve days of giving: Marie Curie Cancer Care

My friend Sylvia is a Marie Curie nurse. Sylvia works night shifts and her job is to sit with people who are in the terminal stages of illness.  Marie Curie nurses such as Sylvia make it easy for for people to spend their final days at home and also enable caring family members to get some rest knowing that the patient is in good hands.

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27 December 2013
by Aisha
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Twelve days of giving: Inn Churches

Inn Churches is a local organisation which opens churches to provide accomodation for homeless people over the  Christmas period.  Hall Royd Band plays each year for the carol service at Bolton Villas Church and the collection from that service always goes to Inn Churches.  Although the main work of Inn Churches is over Christmas, they also work with homeless people throughout the year.  Donations of money are always welcome but they can also use contributions of food, toiletries, bedding and clothing.

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26 December 2013
by Aisha
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Twelve days of giving: Macmillan Cancer Support

After my friend Dinah received the news that her cancer was no longer treatable Macmillan Cancer Support was one of the main sources of help and advice.  Macmillan nurses enabled Dinah to have a hospital bed in her living room so that she was able to end her days in the peace of the home that she and her husband had created with love.  Macmillan Cancer Support also provides practical nursing care and advisors who help  people to claim the benefits to which they are entitled.  There are also local support groups, an online support community and a website full of information. For anyone with a cancer diagnosis, Macmillan Cancer Support should be one of the first destinations.

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20 December 2013
by Aisha
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Graduation

New MA ICT and Education Graduates December 2013 The Great Hall at the University  of Leeds is actually pretty small and so we do not have huge graduation ceremonies.  Instead we have a week (winter) or two (summer) of back-to-back small ceremonies each lasting about 45 minutes.  For the entire graduation period the campus is full of happily robed people proudly accompanied by their families.  Our December ceremony is when the majority of our MA students graduate and because I work with distance students this is a particularly special moment for me.  Often I meet my students in person for the first time when they graduate and, in this photograph, I am with people that I have never seen before.  These students have travelled from the Cayman Islands, from Malta and from various parts of the UK.   However, although we have never before been in the same physical space I feel that I know my students.  We have been chatting and sharing work for at least two years and it is truly wonderful to be able to shake their hands and congratulate them in person.  Students, I know that you don’t come to your ceremony especially to meet me but I really to appreciate your coming to Leeds.  It is a privilege to meet you at last!

It’s not easy to study by distance.  We do our best to support our students with weekly online seminars and with regular one-to-one tutorials.  Our students also do a lot to support each other, for example, with Facebook groups.  However, studying by distance still involves juggling study needs alongside personal and professional commitments.  In addition, our students live in different time zones so the online seminars make take place at challenging times of the day.  Lack of campus contact means thatmay take longer to become accustomed to routine tasks such as browsing and searching for source materials and uploading assignments is more scary when you are several thousand miles away from the university.  Nevertheless,  we can be sure that, barring exceptional circumstances, the students who started the MA this semester will be able to don their gowns in two or three years time.  Completing a master’s degree by distance requires dedication and that is something that our students really demonstrate.  When I sit on the stage to watch the students collect their degrees I feel immense pride in their achievements.  Very well done, all of you!

This degree ceremony was especially full of pride because it was the graduation of a wonderful doctoral student, Moses Odongo.  For his PhD Moses developed a talk and technology intervention for secondary school chemistry teaching in Uganda.  The teachers and students used a digital simulation of chemical rates of reaction and this was supported by dialogic framework developed from the work of Mortimer and Scott (2003).  The results of the intervention were extremely impressive, not only in terms of the post-test results but also in the way that teachers and students engaged in dialogue about the scientific ideas.  It is clear that Moses will be able to make real contribution to the teaching of science in Uganda and, hopefully, elsewhere in Africa.  Phil Scott sadly passed away two and a half years ago but he would have been very proud of Moses and his achievements.  Congratulations Moses!

Thanks to Richard Badger for the photograph.

15 December 2013
by Aisha
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Moving to WordPress

I am in the process of moving my blog (now at www.aishawalker.weebly.com) from Weebly to WordPress.  So far I have set up the pages and moved some posts but this is still work in progress.  In particular, some image links may not work properly at first.

Update 16th December: all academic posts have now been transferred and the domain name should resolve sometime in the next few hours.  Personal posts will moved as and when time permits. If you are looking for my post about Dinah it is currently at http://aishawalker.weebly.com/1/post/2013/09/before-its-too-late-dinah-queen-of-everything.html.

 

12 December 2013
by Aisha
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Digital Naïves?

About a month ago there were a few news reports about young people and online privacy such and “Children’s internet use survey offers warning to parents” from the Guardian; “Young net users engage in ‘risky’ behaviour” from BBC News or “Unsupervised Brit kids are meeting STRANGERS from the INTERNET” written in typical Register style.  There was also an opinion/questioning article in the Guardian “Are teenagers really careless about online privacy?”  Children putting themselves at risk through oversharing and underuse of privacy controls is a recurring theme in the media and is often accompanied by an assumption that 21st Century young people are happy to live their lives in public.  A further assumption is that, in this respect, children and young people are significantly different from those who grew up in the pre-digital era. However, a characteristic of new internet users is that they tend to believe that a) they have nothing to hide and/or b) whatever they post is only seen/read/heard by friends.  It can sometimes take years to break out of these assumptions and realise that online communication should be considered public by default.

Some of the most prolific over-sharers are parents who are often willing to post quite personal details (and pictures) of their children on the assumption that only friends and family will see them.  Sometimes oversharing parents can receive an unpleasant shock when they learn that their blog or forum posts are open to the world and that occasionally the world will talk back.  For example, in September 2013, a Christian mother in Texas, Kim Hall, wrote an open letter to female friends of her sons (http://givenbreath.com/2013/09/03/fyi-if-youre-a-teenage-girl/).  Mrs Hall criticised girls who posted sexy selfies on their Facebook pages but she illustrated the piece with a photograph of her own teenage sons posing at the beach in their swimwear. Mrs Hall did not realise that these pictures would be perceived as sexy shots but, in any case, she thought that only friends and family read her blog.  Unfortunately, the post went viral and the blog was inundated with critical comments.  The story spawned a large number of responses on blogs and forums and hit the national and international press (for example, the UK Daily Mail).  Some responses were supportive but most were critical either of Mrs Hall’s view that girls were leading her sons into temptation or of the photographs that she had used.

Mrs Hall is not a child.  She probably thought that she was quite careful of her privacy and taking care of the privacy of her children by overseeing their Facebook interactions.  She thought that when she did post personal information and pictures they were effectively private due to lack of public awareness and interest.  Whilst this naïve belief was generally true, Mrs Hall learned the hard way that the internet is a public space and even material that you thought was private may escape.An interesting aspect of the responses to Mrs Hall was that none of them took her post as an example of risky online behaviour.  Those responses which used the post as an introduction to a wider issue tended to look at gender relations. If the photograph of the beachy boys had gone viral through a post made by one of her teenage sons, however, this would almost certainly have led to a discussion about young people’s lack of care for privacy online.

Children and young people are, by definition, fairly new users of online communications.  Facebook has a lower age-limit of 13 and, although a number of children have Facebook accounts at younger ages, a fourteen-year old is likely to have been engaging in unsupervised online interactions for only a few years, perhaps four, remembering that online environments for younger children (such as Club Penguin) tend to be monitored.  Mrs Hall’s blog archive dates back to 2011 although she is likely to have been using the internet for longer than two years which means that she has a similar level of experience and expectations to a fourteen-year old who began a blog at the age of twelve. Instead of categorising young people as ‘digital natives’ who believe that it is normal and acceptable to broadcast their personal lives to the world they should be seen as ‘digital naïves’ who, like many adults, have yet to learn the sometimes harsh lessons of online privacy.

9 December 2013
by Aisha
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Our amazing students

This video features a graduate of our distance learning MA ICT in Education (now MA Technology, Education and Learning).  Since completing her MA, the student has been promoted and is now working to use the blended learning skills developed through the MA to deliver the Syrian curriculum to refugee children from Syria.  One of the benefits of digital tools in this context is that they can continue to support children’s learning even when they move school or are away from the classroom (as long as they have internet access, of course).  Clearly, this is invaluable for children in contexts where a disrupted education is inevitable.
I don’t often see what the students I teach do in their professional lives.  Sometimes it can be really humbling.

6 December 2013
by Aisha
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The ‘PowerPoint’ paradigm

 At a recent conference I asked casually “how can we escape the tyranny of PowerPoint?” and the answer I received was “Well, you tried… with Prezi”.  However, the question wasn’t about PowerPoint per se but about the ubiquity of presentation software.  Prezi is different from PowerPoint and less commonly used which gives it a certain freshness and impact but as Prezi becomes more popular then that impact diminishes.  Some people try to escape the convention of bullet lists by using only images in an attempt to capture audience attention.  The problem that I see, however, is that presentation software of any kind and no matter how imaginatively it is used, provides an external structure for a presentation.  The speaker has to ‘speak to the slides’ (or frames) and the audience tends to equate the ‘PowerPoint’ with the presentation. It can be difficult for the speaker to adapt the performance ‘in the moment’ because the dominant factor is the slides/frames rather than the audience.It’s now ten years since Tufte (2003a, 2003b) wrote his critiques of PowerPoint and we talk blithely of ‘death by PowerPoint’ and yet the PowerPoint paradigm is still pervasive.  As a university lecturer I receive statements of need from Disability Services that ask me to provide copies of slides to dyslexic students in advance of a lecture.  These requests never come with the rider “if you plan to use slides” but always with the assumption that slides will be used.  Lecturers who try to break away from using text-heavy slides may receive complaints from students that the slides do not contain enough information; students expect lecture content to be on the slides rather than in the spoken text (from which they have to make their own notes). However, when I am speaking I want my audience to listen to me rather than read text from a screen behind me.  I want to be able to digress from my plan if the audience reaction indicates it would b appropriate to do so.  I also want to attend talks/presentations where speakers are not tied to their slides.  Why is it so hard?

Note: I have used quotation marks around ‘PowerPoint’ because I am using it as an umbrella term for all presentation software.