no longer an exclusively vicarious one.

Thursday, March 04, 2010

... but it's not because of the sandstone.

watched a great little doco last night. i say little, because although it went for about 45 minutes without ads on the abc, it actually documented 2 and a bit years of someone's life. it was called 'take a seat' and its a pretty epic tale of a dude cycling from the top of the americas to the bottom on a tandem bike, with the aim of doing the damn thing for the first time ever, and also of meeting assorted strangers and convincing them to help him cycle along. it was amazing to watch 2 years progression of this guy who starts off 25 years old. by the end of it his hair went down past his shoulders and he was as skinny as a marathon cyclist, but you could just tell that he had changed on the inside too. he seemed calmer and less edgy about being alone for long stretches. i wish that he had cut the film longer (there was no one there recording with him - it was all handheld or prepared by him and his new mates with the camera on the ground and stuff) there is so much more that i would have been willing to sit there and watch.

first tutorials in mteach today. or maybe theyre called 'seminars', i dont know. jargon and stuff is half the battle in tertiary education i think. i remember sitting with wikipedia and my intro statistics book open in 1st year psych while reading research papers and trying to get my head around them. sperring mentioned that there is an argument at the moment for developmental psych to be taught to all education students instead of the current case-study program that sydney uses. this interests me, what with my psych background. i remember hating hating hating developmental lectures, but the content in tutes was always pretty fascinating (i mean, aside from the endless gratuitous baby videos). everyone was a child at some point, so its relevant, and the strategies for teaching are always caught up by your theoretical frameworks - how you personally believe the mind works. the reading for ICT funnily enough addresses these theoretical issues and analysis of the justification and explanatory models for ICT design feeds straight into the heart of the matter. with all this emphasis on evidence-based learning, i can't help but think that it is necessary to at least include a basic dev. psych overview to the course.

i got home to the heart-warming but slightly distressing-in-its-potentialities sight of 89 unread items in my rss box. im glad i added some picture-y things. after all that stuff on learning through different modalities, it was the pics of the 'blue marble' and the glassesless 3DTV that made me realise that stories in pictures should never be mocked or underestimated. apparently, i need to think of ways to bring ICT into my teaching areas and i think pictures and internet access are a big part of it.

overhead biosoc discussing club activities outside holme today in the quiet. that gave a warm fuzzy feeling. also, scones.

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