Extreme Learning Project

Notes of Meeting with Duncan Smeed – 3/7/2002

Duncan and I continued our refinement of the Extreme Learning Project.

We explored some additional aims for the project these aims were as follows:

1. To develop methodologies for incorporating web-logging into the teaching and learning environment. 2. To produce a report/templates for other schools. 3. To provide a relevant context for students to develop writing skills.

Issues arising from the project

We identified a number of issues which will require resolution prior to commencing the project. These issues were as follows:

1. Privacy. 2. Permissions. 3. Public access.

It will be critically important that we ensure that students or any other party cannot access the personal portals without a password and a user account.

Other thoughts

1. In addition to the S2 Extreme Learning projects we should explore a range of parallel projects which would allow us to explore weblogging with members of staff, students and possibly parents. We discussed the potential for probationary teachers to keep a web log of their years practice at Dunbar Grammar School. D Ledingham also expressed his interest in keeping a web log of his work for the coming year.

2. We also felt if senior students could develop study folders, which could be available for public access, that it might help raise attainment within the school.

3. Continuing with the theme of developing a writing culture within the school Duncan referred to the notion of “surfing with a purpose” by annotating the web in such a manner as required by web logging that students will hopefully become comfortable in writing for a public audience.

4. We discussed the possibility of setting up an overview of the web logging process within Dunbar Grammar School under the banner title of ‘Headliner.’ This would direct people to web log of the day within Dunbar Grammar School and would also enable Duncan and myself and others to make comments on web-sites and provide a variety of advice.

5. The difference between web logs and other web publishing systems is that it is similar to that of a car radio which can pick up traffic news flashes automatically without having to tune into that particular station. It is this ability to receive news flashes from other web loggers that makes web logging a powerful tool in the teaching and learning process - this metaphor needs to be refined!

6. Web logging can create a dynamic learning environment and allows people who have a passion or specific interest in a particular topic to become specialists in their field. This can have a combined effect of raising the self esteem of these individuals but also providing other students and learners throughout the world with people with whom they can communicate.