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Richard Jones-Nerzic

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About Richard Jones-Nerzic

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  1. I was inspired by Peter's presentation to have a go myself. I had the idea of producing digital stories of a school trip. http://uk.youtube.com/watch?v=X_tfjHWprhg The students pooled their hundreds of still images of the day and then produced their own digital account. The point of the activity was to demonstrate how interpretations of the same event could differ significantly even when produced by similar types of eyewitness.
  2. Yes, I agree and once again in Bratislava, Janos was full of good ideas and recommendations. I have been uploading the original Toulouse presentations and as a result had cause to watch Janos's presenentation again. One of the best we had I think. http://www.vimeo.com/1982805
  3. And of course the same was argued by the ancients in their opposition to written communication. And of course it is true. This is one of those interesting indirect consequences of technological development that we can only just begin to appreciate. Teleprompts that mean that potential presidents and singers alike no longer need to learn their lines, mobile phones that memorize numbers and addresses, and pocket organisers that do everything else, what happens when we don't have to remember any more? Should we be worried about this?
  4. After the distractions of the last 12 months, I finally got around to doing some sorting and clearing out of my old website which I am turning into an archive. Because I am currently working with my new IB students on their coursework, I had cause to read Zhenia's work on school history textbooks. I realised I had never shared her work with many of the people who made it possible. If you contributed, once again thanks. You may find yourself quoted (esp. in the appendices) and hopefully you approve. Zhenia achieved maximum marks for the work and a seven (the IB maximum) in history. She was a
  5. For lots of reasons I have only just noticed this thread. I'd like to add my thanks to Dalibor for inviting me to join the VS and the Swedish ministry of Education for funding my participation. The more I think about it and the time I spent at various VS meetings, the more I realise this was quite a remarkable organisation. Thanks.
  6. Sounds good to me but I might be otherwise indisposed. We are expecting Inessa Jones-Nerzic to arrive on Thursday so I am either likely to be Oliver watching or at the hospital with mother and baby...
  7. I actually captured this video (90 minutes) yesterday. The quality is not as good as in the Toulouse meeting (largely a sound issue) but it is certaily good enough. I will be sending Donald a DVD and Windows Movie File copy of the video in the next few days. He has hinted that he is willing to edit some of the key aspects for us.
  8. Yes, this aspect struck a chord with me also. Oral history can be a fantastic experience for students and a wonderful way of bridging generational gaps particularly within a family. But oral history can also be a bit onesided and tends to be one-off. The idea of scripting and performing a documentary together over a series of meetings, could be a wonderfully challenging experience. I have already thought of getting some of my students to have a go next summer. The other idea I picked up from the seminar was storytelling of the school trip. What a brilliantly simple way of getting students to
  9. The title of our Comenius project - e-Help (European History e-Learning Project) - has even caused confusion amongst some of our members, who for sometime assumed that is was all about using the Internet to teach and learn history. I have always embraced this wider understanding of e-learning. On the question of the relative ICT abilities of teachers and students, I agree that teachers are generally more clued up now. But it is always helped my teaching to assume that 5% of my class is more intelligent than me. I do the same with ICT. Even with my intensive exposure to ICT (I teach in a lapt
  10. As the teacher who proposed and is supervising Zhenia's work, I'd very much like to thank everyone for their contributions to this thread so far. I'd particularly like to thank John for starting this and Ben for (unprompted) mentioning Keith Jenkins and the post-modern critique! I sometimes get the impression from my students that they feel I've lost the plot entirely when I do my IB Theory of Knowledge (TOK) sessions on Hayden White et al. Zhenia is one of a number of excellent students I have been trying to push in this direction over the years. She might take my suggestions more serious
  11. What has happened seems to be a very common problem. http://www.google.com/search?hl=en&lr=&saf...+adsense+google This website claims it is possible to get AdSense banned by clicking on the links twice! http://www.the-affiliate-directory.com/art...t-2-clicks.html Some webmasters use Google Adsense to generate 100% of their website income and the account may hold many different websites. In that case, every website is disabled at one time. An automatic disqualification can be devastating, especially when Google has no obligation to explain its decision in detail. Not only does the ac
  12. I have been thinking further about this idea of template, perticularly from a practical and use of dv camera perspective. Came across this excellent advice sheet for doing oral history on the US History Channel site. Preparing for the Interview Background Reading: What have you found out about your interview topic? “Just the Facts”: Taking Notes After doing some background reading, one of the best ways to begin sorting through the information that you have just learned about your focus topic is to fill in answers for the five “w’s:” who, what, when, where and why. Start by writing you
  13. Perhaps this has been mentioned before, but I found this flash movie, dystopian future of media the sort of thing I'd love to use in the classroolm if I had a chance. http://oak.psych.gatech.edu/~epic/
  14. I thought this list from the British Film Intstitute an interesting starting point about suitable films to teach citizenship issues: A is for Autism UK 1992 Tim Webb E Antz USA 1998 Eric Darnell and Tim Johnson PG Bend it Like Beckham UK/Germany 2002 Gurindher Chadha PG Boyz N the Hood USA 1991 John Singleton 15 Edward Scissorhands USA 1990 Tim Burton PG Hoop Dreams USA 1994 Steve James 15 Hush-a-bye Baby UK 1990 Margot Harkin 15 In the Name of the Father USA 1993 Jim Sheridan 15 La Haine France 1995 M
  15. The British Film Institute has an excellent website that includes these resources that advise on how film might be used in the teaching of citizenship: A major theme in citizenship education is the role of the media in society. While most citizenship teaching tends to focus very much on the news and how the news is produced, films provide a rich source of material with which to deepen and extend students understanding of issue that are raised in the news. Furthermore, examining the way films represent the world to us can enhance young people's understanding of the role of the media in societ
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