newblog form November 1st 2007

October 16, 2007

diffeng3label2.jpg


I know this is stretching it but…

March 29, 2007

I was just thinking that the BBC got itself in to such a state over Jam in part because while the BBC was trying to become web… the web had changed direction and had become the BBC.

So in a short space of time (and subject to litigation) I can now browse for clips on any historical subject, watch Andy Pandy or find my favourite film clips on YouTube but I can’t on the BBC – they might treat me to a slideshow if I’m lucky and they’ll wrap their radio up with RealPlayer which I don’t wish to download.

Perhaps there is also an analogy to be drawn between the BBC and Microsoft at the time the Internet arrived – Microsoft didn’t really get it..(still don’t some would say) and it took them a long time to turn the tanker around. The BBC have never really got the web and now I fear it may be too late.


BBC Jam time to do the maths

March 28, 2007

After reading Lord Puttnam’s account on BBC Jam I decided to carry out the obvious calculation 173,000 users for a final proposed spend of 150 million would work out at 867 pounds each!

I get the feeling I’m out of kilter with the general view but I thought that Jam went off in the wrong direction from its earliest days. For an organisation like the BBC with such a unique set of resources and archive to start making content afresh a la mode was always going to be the disappointment it proved – whatever happened to the digital curriculum? I know the BBC were hamstrung by the technocrats BECTA seem to be playing the role of poacher and gamekeeper here – but even more worrying that they went for that ground – a big strategic mistake in retrospect.

I agree that the last thing we want is the likes of the commercial offerings to gain any market ascendancy as a result creative commons and open source need proactive recommendation from the likes of BECTA now and schools need regular updater content banks and links perhaps shock horror even on CD-ROM or DVD. eLCs what a disaster.. are they scrapped yet? Scrap them now if not. A bit like NOF and Whiteboards really in education the centre keeps making mistakes and ignoring the wisdom of the chalkface

The BBC content should have been chunked, tagged media rich and downloadable and it should have been able to have been used in ways the BBC (even in their infinite wisdom) never imagine for. Instead they went after the middle ground of fatuous flash “interactive learning” in imagined zany so 1990s formats and in part as a result paid the price.

I think the BBC should use this experience to really engage with teachers, learners parents and others about the unique work they could do.


cognoscenti curve draft 1.1

January 15, 2007


cognoscenti curve draft 1.1, originally uploaded by john.davitt.

As promised at the BETT show in London 13th January 2007. Several more illustrations to follow, click on the picture to open the image in Flickr and make use of the interactive tools and podcast links


toolkit launch

December 12, 2006


global, originally uploaded by john.davitt.

Can you find notes on the first three tools in the picture? Click on the image to open it as an interactive picture in Flickr


Toolkit Update.. we name ten thinking tools for January 07

December 12, 2006

The first ten tools in the toolkit
For January 07 Release
Get your pocket guide at BETT

Riding the cognoscenti curve
The evidence Olympics
The Pointer sisters – telling stories and making things
Beyond the 10 pence curriculum?
Fostering the community within
The story of string and stone
Making your own zeitgeist harvest
Switching on the difference engine
Building the modality motorway
The S&N orchestra


The Evidence Olympics… another tool for the toolkit

December 4, 2006

Are you ready for the Evidence Olympics..where classroom tools and approaches get to test themselves on the running track of real life. Eliza asks John about how this might work in Schools.
John talks about some ideas from the Trust Yourself Toolkit on using action research as a tool to learn from the past and decide on future priorities…Exploring the role of students and teachers as researchers learning from the past for the future.

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