Honouring those with word power

Poetic justice has lavished its rewards on South Devon youngsters with a ear for the spoken word.

Twelve students of the Marilyn Stewart School of Speech and Dramatic Art in Paignton have sailed through a set of exams set by the Poetry Society with flying colours.

“They’ve all done extremely well,” said their Marilyn Stewart.

Six-year-olds Sophie Downs, Christopher McGowan and Scott Kilpatrick won credits for primary certificates in spoken poetry, reciting Mr Tickle and On The Farm.

Seven-year-old Sarah-Jane Bassett also gained credit in spoken poetry for the primary advanced certificate.

Darren Lees, nine, and Michael Baxter, ten, landed credits in junior advanced certificates while Rebecca Bennett, 11, gained a certificate in spoken poetry.

Christopher Cassidy, 12, and Katy Dowell, 13, achieved credits in the Intermediate Advanced Poetry Exams.

Brigette Harvey, 17, gained a credit for the senior advanced acting exam, performing scenes from two different works – Hamlet and Educating Rita.

And Stuart Lock, 18, and Jonathan Bishop, 14, achieved a credit and good pass for their acting performance in a comedy scene.

Holidays and purposeful days

Tuesday

Tuesday is the first day of the week. It is for feasting and planning, in preparation for the week ahead. One should seek to be with others today, but not for what one can offer them, but for appreciating what they can offer.

Wednesday

Wednesday is the day of personal development. One should use it to learn more about the world; to meet with traders and friends, to debate and hear fellow countrymen’s beliefs, and to engage in sport and exercise.

Thursday

Thursday is the day to make decisions. Forget to decide on this day and one may be subject to the will of others indefinitely. If one procrastinates or makes the wrong decision on this day, then they risk giving up everything they have in future days.

Friday

Friday is a day to think of others. Whether it is the family you wish to return to, the people whose beliefs are different from your own, or the people you are yet to meet. Friday should be celebrated as a day of peace, as a day of tolerance, and a day of solidarity.

Saturday

Saturday is a day of feasting. It is the Sabbath day to remember Adam and Eve. One should seek to eat the ribs on an animal on this day is the remembrance of the creation of Eve from Adam, preferable made from pork as it is pigs who through Christ provide good mental health. One should eat this with rice, and remember; one should eat rice not for one’s own interest of avoiding hunger, but for the knowledge one will produce from its nutrients.

Sunday

Sunday is the day for remembering Jesus Christ as it is the day God sleeps. One should prepare one’s accounts on a Sunday, remembering how Christ turned the tables on the unethical businessmen. One should as often as is possible feast on lamb this day, with bread and wine in remembrance of Jesus himself.

Monday

Monday is the last day of the week. It should be used to rest for the week ahead; to finalise anything one ought to have done but did not do in the previous week. One should use Monday to prepare intellectually and physically for the gaining of knowledge that is ahead in the week to come.

Royal Days

One should never mark a day associated with a Monarch as if it were a holy day. There is only one true King and that is King Solomon. Any monarch or statesperson who uses Solomon or his descendents, Christ and Mohammed, in the name of peace will have to justify this on the Day of Judgement. The true defender of the faith is the person who seeks the truth for themselves, as the truth cannot be imposed only learned through one’s own senses.

 

Clothing and Jewellery

Clothing

The Disciple Einstein, who was a student of the Prophet Newton, knew that the route to knowing all that God knows was simplicity and adaptability.

Those of fashion idolise those who seek complexity in their choice of garments, to offset their unwillingness to seek the truth where money and glamour are secondary. While such fashion may secure one favour with another, it does little to further science.

It is only by following the Disciple Einstein, by keeping a simple wardrobe, and always wearing a jacket for all weathers that one can balance the need for protection from the elements with professionalism in dress.

So when other make insults about wearing a jacket in all weathers, it is them that are truly unclothed, as unaware of reality, as the pre-knowing Adam and Eve.

Jewellery

It was Adam, through the intervention of Eve, that started the evolutionary flow so than one day humans would have the knowledge of God, and know more than him. To mark Adam’s gift to the scientists of the future who will be as knowing and as powerful as God, one should wear on ones right digitus medicinalis a symbol of knowledge using the powers invested in humans by the Prophet Vygotsky to remind one that the search for the truth and to know as much as God will never end so long as you wear it, for the day that humans know as much as God they are certain to destroy themselves.

 

 

My Six Deadly Sins

1. Denying opportunity

It is sinful for others to deny me opportunities by applying dissimilar conditions to me compared to others or by not making adjustments for me in order to be treated equally to others

2. Denying understanding
It is sinful for others to assume bad faith in me, or otherwise not make an effort to understand me or help me understand them, especially if they wrongfully suggest I should harm or have harmed myself or others through action or inaction by either one of us at any point in time.

3. Denying relevance
It is sinful for others not to respect that I may be different from them and hold different interests or goals to them or to question my choice of persons I associate, the places I assemble, or the topics with which I engage.

4. Denying aspiration
It is sinful for others to not accept my aspirations to achieve a particular profession or occupation, any qualification that may lead to such, or any social or other status. To deny me rights in order to prevent me from achieving my aspirations is also sinful.

5. Denying choice
It is sinful for others to reduce the choices available to me as compared to others or to only present choices which contradict my protocols and commandments. It is sinful to try to impose conditions on me that contradict my choices.

6. Denying expression
It is sinful for others through action or inaction to prevent me from expressing myself at the opportune moment or otherwise to suggest or compel that I should not have the right to say what I wish.

You will be made accountable

Those who commit any of my six deadly sins should bear in mind evidence of their breach could be made available via my publication scheme and/or subject to the Trial by Bishop process.

Seek forgiveness

If you have tresspassed against me by committing the above sins, you can seek forgiveness by completing the form below.

The Prophet Nielsen's Ten Commandments of Information Systems

As part of my religion, I have adopted the ten commandments of the Prophet Nielsen to underpin the way I design, develop and use information systems. References to the ‘system’ may include my operation of that system whether electronic or otherwise, and users may include any person or entity whom I communicate with in that system.

The commandments are as follows:

1. Visibility of system status

The system should always keep users informed about what is going on, through appropriate feedback within reasonable time.

2. Match between system and the real world

The system should speak the users’ language, with words, phrases and concepts familiar to the user, rather than system-oriented terms. Follow real-world conventions, making information appear in a natural and logical order.

3. User control and freedom

Users often choose system functions by mistake and will need a clearly marked “emergency exit” to leave the unwanted state without having to go through an extended dialogue. Support undo and redo.

4. Consistency and standards

Users should not have to wonder whether different words, situations, or actions mean the same thing. Follow platform conventions.

5. Error prevention

Even better than good error messages is a careful design which prevents a problem from occurring in the first place. Either eliminate error-prone conditions or check for them and present users with a confirmation option before they commit to the action.

6. Recognition rather than recall

Minimize the user’s memory load by making objects, actions, and options visible. The user should not have to remember information from one part of the dialogue to another. Instructions for use of the system should be visible or easily retrievable whenever appropriate.

7. Flexibility and efficiency of use

Accelerators — unseen by the novice user — may often speed up the interaction for the expert user such that the system can cater to both inexperienced and experienced users. Allow users to tailor frequent actions.

8. Aesthetic and minimalist design

Dialogues should not contain information which is irrelevant or rarely needed. Every extra unit of information in a dialogue competes with the relevant units of information and diminishes their relative visibility.

9. Help users recognize, diagnose, and recover from errors

Error messages should be expressed in plain language (no codes), precisely indicate the problem, and constructively suggest a solution.

10. Help and documentation

Even though it is better if the system can be used without documentation, it may be necessary to provide help and documentation. Any such information should be easy to search, focused on the user’s task, list concrete steps to be carried out, and not be too large.

 

Compatibility with my Protocols, Commandments and Six Deadly Sins

Where exercising one of these commandments could bring into question my performance under my 6 protocols and 12 commandments, I shall do so only where derogation from these does not affect the Rights of Third Parties outside of the Network of Practice in which the above commandments are exercised. Where in exercising the above commandments others happen to commit one of my six deadly sins against me, I shall work within the rules and norms of that Network of Practice to resolve them.

The Psychology of How Christ Created Faith and Social Change – Implications for the Design of E-Learning Systems

Firstly I would like to thank the organisers for inviting me to speak today. This is my second time attending this conference, and the paper I’m presenting today builds on the concepts I put forward to the conference last year, which were well received.

My name is Jonathan Bishop. I am the Chair of the Centre for Research into Online Communities and E-Learning Systems, at Glamorgan Blended Learning, which is part of the GTi Business Network Supported by the University of Glamorgan. Education and in particular E-Learning is very much part of my life, I take the truism that everyone is a full-time learner and part-time teacher very seriously. A supporter of the Welsh Assembly, I have backed the Welsh Assembly Government’s vision of a Learning Country framework since it was published, which has seen 82% of primary schools and 76% of secondary schools rated as having good or very good quality of teaching and 1,700 more teachers and 5,700 more classroom assistants than in 1998.

As a director of GBL I support the vision of a country where every individual is given equal opportunities to fulfil their potential, maximise their earning potential and contribute fully and effectively to society, including its aim of creating a society where knowledge is valued in its own right, as well as for the benefits of its application where there is an economy that competes with the strongest in the world.

I don’t believe this vision is achievable without recognising the importance of information technology in the learning process, and for me as a director of GBL, e-learning can be an effective means of bring about the sort of social change this coference aims to explore. Like many of you the beliefs and values I hold are influenced by my faith, and my faith is informed through practice. Many religions have specific figures that have been influential in that faith and most obviously in Christianity is Jesus of Nazareth, who I will refer to as Christ.

All of us have a teacher we remember, perhaps one who enlightened us by opening our mind to new lines of thinking. Well the teacher that enlightened me in how to develop effective e-learning systems was not one I met at school or at university, but one I encountered in the New Testament.

Christ’s disciples called him ‘Teacher’ and his teachings according to Matthew 4:23 were to promote the good news of God’s kingdom and which according to John 7:16 came from God himself.

While the term, ‘communities of practice’ is relatively new it is quite clear that Christ knew what one was, and how to create a community where learning occurred in order to bring about social change.  Regan (2002) argues that it is important to foster genuine Christian learning communities not only as a practical way of effectively addressing rapid change but also because of the defining conviction that the Spirit is alive and active in all members of the community of faith. It is through the learning environment that social change can occur, so understanding what causes people to learn and behave in these communities is essential to creating the right conditions for learning and is why the motto for Glamorgan Blended Learning, the social enterprise I represent is, ‘The best environment is a learning environment’.

The Ecological Cognition Framework, which I presented to the Post-Cognitivist Psychology Conference in 2005, provides a thorough understanding of how people respond to and influence their environment in order to create social change. The framework, which I call the ECF, suggests that there are three levels that affect an person’s behaviour, connected through arrows that represent the process from them perceiving their environment through to making changes to it.

Through apply the ECF, the paper I am presenting to you today has analysed how Christ created faith in those that listened to him, and how he allowed them to bring about social change, and explores how the educational techniques used by Christ could be used in e-learning systems to better educate those that use them.

Through analysing how Christ taught I identified five effects a teacher has to create within a learner, which are; creating the belonging effect, creating the demonstration effect, creating the inspiration effect, creating the mobilisation effect and creating the confirmation effect. Through understanding these stages I have re-evaluated how I design e-learning systems and will present to you today the changes that can be made to them so that learners learn as well as Christ taught.

Two things are known about Christ that are beyond historical doubt, those being that he was crucified in the 1st century, and the other that he taught in parables. The parables, as taught by Christ provided social stimuli to the listeners, resonating with their memories and cognitions. Through telling stories that his listeners can relate to, Christ causes his listeners to experience the belonging effect, which increased the faith people had in him.

Creating the belonging effect is essential to the source being able to provide messages that are more deeply processed by the listener. It can be seen that having this credibility is important for Christ to spread God’s new message to the world, through evoking and provoke cognitions. In an e-learning system, the belonging effect can be created through activities such as ice-breakers, which are short games or activities that create a bond between the educator and learner utilising the bonding process.

After the belonging effect is created, the next stage is to impart values and beliefs to the learner, through utilising the Subconscious Encoding Process identified by Peter Thomson in order to create the demonstration effect. Matthew 5 highlights several examples of Christ doing this, where he starts his sentence with “you have heard that it was said” or something similar, which will lead to the words following it resonating with the listener and evoking beliefs and values that they hold. Through this process, Christ was able to provoke new cognitions, which created the demonstration effect, which is where someone will develop beliefs and values inline with someone in a similar situation to themselves.

The demonstration effect can be created in an e-learning system through the system knowing what the learner knows and customising the materials based on that. An e-learning system can create the demonstration effect in a learner through providing learning materials customised to them so that they can be encouraged to build on what they already know and through the sub-conscious encoding process develop beliefs and values that are in their interests.

Whilst Christ created a sense of belonging with his parables, he also inspired others with his eight beatitudes, which through utilising the goal-setting process, Christ was able to provide the listener with Social Stimuli that creates related goals in them, which is referred to as the inspiration effect. The inspiration effect can be created in e-learning systems through utilising Animated Pedagogical Agents through the encouragement process.

With the necessary goals, beliefs and values in place, an actor can put these into action by experiencing the mobilisation effect, which Christ created in his disciples to allow them to create social change, and which can be created in e-learning systems through the interaction process, such as utilising discussion platforms.

Following an action that occurred as a result of the mobilisation effect, actors will reflect on the actions they have taken through what is referred to as the reflection process, which will lead them to interpret what they have done and in doing so will attempt to avoid any dissonance and confirm their active cognitions, such as goals, plans, values, beliefs and interests, something which creates the confirmation effect. This effect leads an actor to believe that the actions they have carried out and the beliefs and values that they hold are valid. They may then develop a belief that the plan is effective, which may result in them utilising it to form other plans. If however the plan they carried out turns out not to be consonant with their existing cognitions, they may develop a belief about it that will influence future plans not to be like it. The reflection process can be undertaken in e-learning systems through the use of weblogs, whereby the learner will write about an experience they have had as a result of the mobilisation effect, which should create the confirmation effect, which is the final stage of learning and social change.

The new understanding gained from analysing how Christ taught leads to the model presented in my paper proposing an Ecological Cognitive Learning Theory. This model proposes there are five stages to learning and there are techniques that can be used by e-learning systems designers to take account of them. While I have identified some techniques, such as utilising Animated Pedagogical Agents and weblogs, more research is necessary to explore the methods that can be used to enhance the learning experience in e-learning systems or blended learning environments.  I have presented to you a learning theory based on the Ecological Cognition Framework, which contains representations of the various levels and links between the levels of the ECF and applies the five stages needed to create the five effects that were apparent in Christ’s teachings.

This model can explain why some educators get it right and others get it wrong. It can show why educator that use ice-breakers develop a better relationship with their learners in the same way Christ bonded with people through his parables. It can show how educators that build on a learner’s existing knowledge are more successful. And it can show how educators can encourage, facilitate, and assess learning through interactive and reflective activities.