Exclusion

Exclusion is a terrible evil. It is terrible as an act and terrible as a state of being. It isolates both perpetrator and victim.

Deprivation and disadvantages in early life have strong implications for future life chances. There is also the pattern of perpetuation -- deprivation in one generation is usually passed on to the next.

Here in the UK, the Social Exclusion Unit has prepared an Action Plan on Social Exclusion. It is recognised "that social exclusion and the subsequent waste of human potential is bad for the whole country, as well as for those individuals suffering from it.....Tackling social exclusion also matters because failing to do so creates a cost for society." This document also recognises that social exclusion cannot be tackled by the government alone. There is a clear role for individuals, and the wider community. Further, "people who are suffering social exclusion must want progress for themselves and those around them. By working together we can ensure that even the most excluded have a stake in the society and economy of tomorrow by seizing the opportunities that life...offers today."

Read the Executive Summary of this Action Plan at:
http://www.cabinetoffice.gov.uk/social_exclusion_task_force/publications/reaching_out/

Stop. Think. Act. Let's never participate in exclusion. And for that, we must consciously implement and work toward Inclusion.

Learning Snippets

Take a look at these beautiful samples of effective and engaging learning design! A must see -- not only for the technologically challenged, but for all those interested in creating learning. Racy style, simple, elegant! This is what reuseable learning objects are all about!

Wikis in Plain English
http://www.commoncraft.com/video-wikis-plain-english

RSS in Plain English
http://www.commoncraft.com/rss_plain_english

Designing for Usability

Not everyone knows what an Instructional Designer does. I am often asked to clarify. People rarely guess it's anything to do with learning or even E-learning. I also often trip on the word 'instructional'. So now, I've started using the term E-learning Architect. Sounds much better, and at least they know it's about E-learning! Of course, Learning Designer sums it all up rather nicely as well. Content specialist is rather drab. It is a lot more than just content! Then what about Learner Experience Enhancer? Or Learner Journey Coordinator? Or simply Learning Analyst? But it's more than just analysis, it's also about translating that analysis into a real experience.

Well, call it what we will, the design of instruction on the web must always be based on a thorough understanding of learner psychology, and web usability. It's also about layout, graphics, interactivity, navigation and above all, learner engagement. At the end of it all, the experience must add to or change the learner in some way. Rule number one: Understand your audience and their changing needs.

To learn more about design, usability and the user experience visit these links that offer resources and good insights into user testing of Websites:


http://www.big.uk.com/knowledgebase/research/web_user_testing.htm

http://www.gotomedia.com/resources_olia.html

You'll also get some great insights on communicating design, the pathos and ethos of design and richness from Uday Gajendar at:

http://www.boxesandarrows.com/view/what-does-rich-mean

Chief Justice

Leila Seth is the "first woman chief justice of a high court in India, first woman judge of Delhi High Court and first woman to top the Bar exams in London " (Times News Network, June 24, 2007, Pioneer in the courtroom).

Women's achievements still make the headlines as though it's extraordinary and amazing for a woman to be achieving like this. Let's now cross over from a decade of firsts to a decade of regular and always and but of course it's got to be a woman and who else could do it?! Kudos to Leila Seth, and all who strive for the cause! And I know quite a few.

As I think more, women have always flourished in the business of justice. Famous women and less famous women and even some infamous women have had opportunities to grace the bench. Mothers must mete out justice when their children fight. Teachers must ensure justice in class and between students. When children see justice being done, they implicitly learn the ways of justice. That is how a fair and just society is built brick by brick -- by example.

You and I are often faced with situations everyday where a decision must be made about right and wrong and what is fair and what is unfair. We may not always be conscious that we are members of an Honourable Bench, but yes we are. And justice must not only be done, it must be seen to be done. Does this apply to you?

11 Dimensions

There's an excellent teaching and learning resource that many may find useful - Nova - The Elegant Universe offers amazingly elegant explanations about science, the universe and quantum physics - a must for all those interested in science, teachers, learning designers and everyone in between.

I especially loved the explanations of The String Theory, Resonance in Strings, and the interactive mathematical exercise exploring a world of ten dimensions. The site also offers teachers guides and online viewing of the program The Elegant Universe.

Potential and The Field of Infinite Possibilities

A million ups and downs and detours and retreats and recoupings bring me to this blog. Six Degrees of Potential stems from the idea that human potential is limitless and takes a bit of nurturing in order to translate into six degrees of freedom.

Here, I will explore and park thoughts related to learning, teaching, education systems, and the achievement of human potential. Most people dont even come close to achieving their amazing, innate potential. Environment, education, and mentoring and motivation have a lot to do with it. I'm interested in learning, how it happens, why it doesn't happen, how we inadvertently build and how we can break down barriers to learning. How learning happens all the time, learning without boundaries, and learning in all dimensions.