Sorry? Did I say ‘nailed’?

You’re damn right I did; 1st class honours baby, read it and weep at my brilliance!.

Being a direct entrant to the final year of this course at the University of Hertfordshire meant that unlike most of my fellow students who had enrolled in the first year, my final grade was dependant purely upon the work completed in this year; no prior grades to depend on as a backup for any failed module. (So no pressure eh?!)

I had to defer all my semester B modules because of the ME/CFS issues and this resulted in half my grades being in alphanumeric format (semester a modules) and the new numerical format the university had switched to during  the gap between my initial semester B and the retake semester B

As the table below shows – anything with a numeric grade of 80 or above is deemed ‘outstanding’ BUT, as you’ll see from my DES grade,  an A1 which is the highest possible alphanumeric grade available, is only worth 78 numerically – how someone is supposed to achieve an ‘outstanding’ is beyond me; still, guess I can live with an overall descriptor of ‘Excellent’ *grin*

The degree in question is Bsc Information Technology (web based systems) and it comprised of several modules:

Professional Issues in Computing – Core module
This 3 hour exam showed that I have learned:

• To understand the standards expected of a computing professional, and the responsibilities that these place on those occupying these roles;
• To appreciate the legal, professional and ethical issues that can arise during the course of the work of a computing professional; and have an understanding of the impact of computer-based systems on their stakeholders, and on society in general.
•  To be able to recognise legal, professional and ethical issues in the context of professional computing practice, and deal with them appropriately;
•  To be able to articulate a well-informed, up-to-date opinion on legal, professional and ethical issues in the context of interactions with, for example, colleagues in professional computing practice and non-technical colleagues.

Grade achieved: 72 (converted from A3)

Digital Entertainment Systems (Digital Media Production) – Optional module

The required coursework showed that I;

• Understand issues in the development, design, implementation and evaluation of high quality digital media;
• Understand the wider context of digital media, for example culture, research and future trends in digital media, for example audio and video formats;
• Understand usability and Human Computer Interaction as it applies to the development of interactive multimedia systems;
• Developed the range of skills required in order to produce digital media.
•  Demonstrated professional competence in areas such as image, animation, video and audio production and editing;
• Developed scripting and programming skills in order to create interactive digital media systems

Grade achieved: 78 (Converted from A1) <– felt so cheated that I got the highest possible alphanumeric grade and in the conversion it wasn’t even an 80! I was quite gutted to see it drop like that.

Principles and Applications of Web Services (technology) – Core module

The 3 hour exam showed that I have learned to

• Understand the different components of typical web service architectures including data representations, messaging protocols and service description based on XML
• Understand the different approaches to implementing web services across a range of application such as mash-ups and enterprise services
• Generate requests to a web service using appropriately formatted requests, and process or display the returned XML data
• Create a web service using appropriate standards, protocols and tools to enable third parties to access particular data or functionality

Grade achieved: 72 (converted from A3)

Principles and Applications of Web Services (architecture) – Core module

Another 3 hour exam which demonstrated my knowledge of

• Different approaches to web service architecture including mash-ups, RESTful services, and Enterprise Web Services;
• The role of XML standards in developing service oriented architectures such as XML Schemas, BPEL, and WS Policy/Addressing/Security.
• How to use XML schemas and data in the specification and configuration of web services;
• How to evaluate the applicability of different web service architectures in a given situation.

Grade achieved: 71

Web Application Development (Design) – Core module
The 2 hour exam and additional coursework portfolio showed that I have learned

• To understand and explain the importance of separating style from content;
• To discuss principles and practices of good web site design and the standards that web design should comply with.
• To participate in the planning, design and development of a web site, selecting suitable tools and technologies for the task;
• To evaluate and improve existing web designs to make them more accessible or effective.

Grade achieved: 72 (converted from A3)

Web Application Development (enhancement) – Core module
This was another 3 hour exam which showed that I’ve learned

• To describe the document object model;
• To discuss the capabilities and pitfalls of using client side scripting in web sites.
• To create or interpret state charts of the interface;
• To add client side scripting to web sites using standards compliant instructions;
• To incorporate visual or time-based media to a web site that does not affect the function or accessibility of the site.

Grade achieved: 69

Web Based Systems Project – Core module
This is the one all the lovely folk in my social networks got sick of hearing about – but I really owe the folk of the web for getting me through it, random questions answered, emotional support and the odd kick up the virtual behind meant that the coursework I submitted and the website I demonstrated proved that I had learned to:

1. Understand a coherent set of Information Technology principles and techniques appropriate to the solution of a practical problem that involves the development, deployment, or management of a Web-Based System;
2. Appreciate when and how to apply those principles and techniques to the solution of problems in Web-Based Systems.
3. Select and resolve a substantial practical task which requires applied knowledge of Information Technology in the context of a Web-Based Systems problem;
4. Plan and conduct a programme of practical work independently of close supervision;
5. Select and apply an appropriate set of criteria against which their own project work and the work of others may be evaluated;
6. Document, report on, and critically evaluate  work in a manner appropriate to the needs of a specified readership.

So, that’s how I got my degree, by learning a lot of rather interesting and hopefully useful ‘stuff’, it involved a lot of hair pulling, several late nights and relapse inducing cram sessions, So I also know how far I can push myself mentally before things go south on the health front.

No, there was very little programming and coding involved in this last year aside from the tweaking to templates and scripts conducted as part of my project; but I have the basic knowledge needed to go away and teach myself how to do all the fancy stuff.

The main thing this course has taught me is what I am not. I am not a web designer, nor am I a web developer; I am a knowledgeable client or at best a hobbyist. But you know what? That’s ok. I don’t really want to be either of those things anyway, I discovered my love of e-learning during this academic journey, I know how to create reusable learning objects, what tools and techniques to use to aid students with their studies and how to explain what is needed to the REAL techies and creatives out there with either a crude prototype or the necessary models.

I can liaise between geeks and normals with ease in a work environment and find the solution to a problem even if I can’t fully implement it myself (yet) I can write reports well, keep (mostly) to deadlines and GET THE JOB DONE – despite health and home issues.

Basically, I ROCK!

So I’m going to stop beating myself up over the job search issue and give myself a well earned break until Bella goes full time to nursery in January, then I should be able to manage 20hrs a week (travel dependent) in some FE/HE institute working on anything to aid in the creation of an inclusive blended learning environment.

If this is so then it’s probably because I’m a mature student with a hidden disability and a toddler.

As a mature student I already have experience of the workplace and know about the unspoken politics at play; I’m aware that I have to work three times as hard as the average student if I want to become employed at the end of my degree – especially in the current economic climate. I’ve experienced homelessness, I’ve experienced poverty to the stage where all I’ve had to eat are porridge oats and cold water (don’t recommend) and I’ve experienced the horror of the benefits process and all the ways they grind you down and try to stop you from trying to claim your due.

The drive and focus mentioned above are easily explained in one word: Fear.

I’m afraid that I’ll never get the chance to work again because:

1. My illnesses dictate that realistically I can only take a part time position
2. Already having a child also means the possibility of more time off work
3. As a woman, what if I get pregnant again? (not something I’d do again through choice I assure you *shudders*

Yes, legally none of this should have any bearing on my fitness do do a job but an employer will have to consider the fact that the nature of my illness could result in a relapse and sick days without warning – which under the disability act they have to cater for; so even a part time employer may stumble a little when considering me.

These are the strikes I have against me even before an employer looks at my ability, so for me to compete in the working arena against able bodied folk younger than me without responsibilities, I have to perform well above average.

So, if I seem to be focussed on doing anything that will make me a more attractive candidate for work, imagine just how much harder I’ll work in an effort to retain that position should someone out there take a punt on me? If I can get a position whereby I can work flexi-time and/ or from home, mainly to my own schedule; I could do wondrous things people – just pray that somebody out there will give me the chance!

SIMPLES! All you need to do is become a student and sign up to social networking site Studyvox.co.uk.

As the lovely lady is the site patron you too could wind up having a cheque or a music award passed into your sweaty grasp – it happened to me; it could happen to you.

This time around there were 3 things each of the winners of the inaugural bursary awards had in common:

1. we were all students
2. we were all female
3. we all thought this was some kind of a hoax or scam.

I kid you not, I mean; C’mon! Kylie Minogue handing out cash for nothing more than signing up to a social networking site?

It sounded insane! So much so that Stef and I even organised a house sitter ‘just in case’ while we travelled down to the event..  *blushes* paranoid much?

It’s taken me a while to recover from the exertion of travelling and being sociable which is why the date of the cheque is 25th of February but this blog post is happening in March – the joys of living with ME/CFS I’m afraid ( but this was an event that was definitely worth the health fall-out!)

Both Stef and I have been converted to the view of the studyvoxfoundation crew, we really want them to make of the studyvox.co.uk site everything they dream of. The people behind the charity are wonderful, caring passionate people not lacking in intelligence and their ideas are ambitious; they want to take on every big social networking site out there and as Kev the CEO put it “we want to take everything they’ve got horribly wrong and do it RIGHT!”

They want to create an online home for students, a place where;

• their profiles will not be held up out of context during a job interview as evidence of lying and debauchery
• they have representation and help with social needs (things supposedly catered for by the NUS)
• where they can talk freely about their courses and the towns in which they live
• a marketplace for them to sell anything from textbooks to clothes and furniture
• a one-stop shop for all their financial needs and concerns
• somewhere safe to upload their music, imagery and video footage

In short they are taking on Facebook, myspace, MP3unsigned, Youtube, directgov and any other site you can think of that can hold some kind of benefit to students.

It’s audacious, it’s ambitious, it’s totally nuts – but they are so passionate about their vision that you cannot help but be swept along by it.

The bursary awards are to be a regular thing, any student who signs up to StudyVox is in with a chance of winning – it’s definitely on the up and up, it’s legit and I have the pictures to prove it. If you don’t believe me then just look at some of the news coverage of the event on the BBC and in the Telegraph and obviously the foundations own news site the StudyVox echo (I have several times just to remind myself that I didn’t dream the whole thing)

They want to ‘put their money where their mouths are’ and show in a real way that they are there to help support the student community.

At present I will admit to a lot of teething problems with the social networking website – but that is less down to the vision of the group and more to do with the company paid to do the coding and design; I think, given time and a lot of tweaking this site could well be a force to contend with, the NUS would be well advised to take note and learn a few things.

1. What is the purpose of education?
2. How can we produce employable students faster?
3. Can 2hr exams really reflect a student’s abilities?
4. What role should parents play in their children’s education?
5. Does making education free and compulsory solve or compound the problem?

Now if you look to the comments of said post you’ll see that my response to #1 was thus:

Education is supposed to help prepare a person for life after education, give ‘em the best start possible

(which is basically what the first definition on dictionary.com says if you check the above link.)

The easiest way of producing employable students at a faster rate is to specialize as soon as possible. This is where the old apprenticeship schemes were invaluable, not only were the students learning, they were actually working as they learned.

We were talking about hospitals during our recent visit to Yogi’s – unsurprising since his mother is a radiographer and I’ve recently experienced the ‘delights’ of hope where she used to work.
She was discussing a student she recently had in her department, apparently they no longer teach these radiography students anatomy.
Now, forgive me.. But if I’m being sent off to x-ray I would like for the person putting me in front of a radioactive device to have the knowledge of where to point said device so I don’t have to go back and have it done over and over again..
And they say there’s no dumbing down *shakes head in disgust*

As for these 2hr exams. It’s ridiculous – there is no falser environment than an exam room, how can you judge a students potential based entirely on that? I know coursework plays a part in the proceedings, but to assign such a large portion of a students final mark to a one off event seems to me a tad unfair.

Now we come to the meat of the matter as far as I’m concerned.
I’ve had a look at what passes for a curriculum designed to prepare a child for life after education. I have to say I’m not impressed.

Gone are the seemingly obvious subjects of home economics and domestic science, in their place we have ‘citizenship‘. My interest was piqued by this title I have to say – It seems quite Orwellian, perhaps even a tad Marxist, alarmingly so for a supposedly democratic society wouldn’t you say?

I had to chuckle when I read the aims of said subject though:

Citizenship education equips children and young people with the knowledge, understanding and skills to play an active part in society as informed and critical citizens who are socially and morally responsible. It aims to give them the confidence and conviction that they can act with others, have influence and make a difference in their communities.

Ooohhh-kay! and from the growing rate and number of youth related crime in this country it’s obviously having a big effect.
Just thinking back to my own schoolday experiences, looking at the curriculum and the current number of idiots streaming from our school gates – I have to say I’m all for homeschooling.
There is a saying that if you want something done properly , do it yourself. Now I’m not saying that if I want a shower fitted properly, or a new boiler installed I’d do it myself – I’d just rather not have anyone employed by the government do it (trust me on this, you should see the pigs ear the council workers made of our re-wiring and boiler fitting, the british gas guy went on at quite some length about the level of incompetence displayed)

This same feeling most definitely applies towards my children (imaginary though they be right now) I have nothing against most teachers, for the most part I feel they have the hardest job in the country – especially with the way the system binds their hands before they can do it.
I just feel that our education system needs ripping apart and returning to a sterner age.

As with most things these days there is a definite feeling that the government have got it all wrong. More and more people are turning to homeschooling out of dissatisfaction for the current system. It is not as a lot of people seem to believe, illegal to do so – according to the 1996 education act, it is parents who are responsible for providing their children’s education ‘in school or therwise’, suitable for the age, ability and aptitude of each child.

This is where my answer for question #4 becomes apparent. A responsible parent plays the most important role possible in their childs education, they put a great deal of thought and care into the consideration of who will best form the groundwork for their childs future.
This is why I would homeschool for as long as funds and knowledge will allow.

With homeschooling everything becomes a lesson – and lessons do not have to be dull exercises written in books or learned by rote, everything has a practical application and can be taught as such, you need no classroom when you have the world itself to learn from.

Manners should be taught as standard and by example – children are the greatest mimics alive, their earliest standards are fixed by observing those closest to them.
I’m ashamed to say I have a cousin who really should never have been a parent – yet she has three lovely children. Children who all have mouths like sewers and who think nothing of kicking a person out of their way and demanding anything they want as opposed to requesting politely.

We all know kids like this and we deplore them, the people we should really deplore are their parents and the people who have allowed television standards to drop knowing full well that bad parents leave children in front of the tv at every given opportunity.

Education starts at home. The first teachers a child knows are it’s care givers, if they don’t set the right pattern first then the right pattern will never be set.
But I’m going slightly off topic here, mainly because people like my cousin make me want to beat them soundly over the head and sterilise them forever so they cannot harm another childs future through their stupidity.
Yes I know that sounds incredibly arrogant, but no mother should kick her 2yr old child out of the way of the tv and call it a little shit while holding a fag in one hand and a beer in another, nor should she force her children to call every new man in her life ‘dad’, they can do it as and when said man proves himself worthy of the title.
But hey, what do I know eh?!

Anyhow, back to homeschooling.
Once walking, talking and potty training are out of the way there are so many things you can begin teaching a child that will be of actual use in life – lets face it, how many times at school did you say to yourself “whats the point of this?” only to leave school and find that, actually, there is no point.

I would have to teach my child:

• reading
• writing
• maths
• gardening
• cookery
• sewing
• art
• languages
• computing
• sport
• sciences
• music
• drama
• decorating
• woodworking
• transport and maintenance (car/ motorbike/ cycle)

Obviously I’m not completely proficient in all of those subjects, but for most I have a basic knowledge and I’m not averse to sharing the burden with other parents or people with better credentials than me with the rest of the subjects.

In a homeschooled environment it would be very easy to combine, gardening, cookery and biology. Not only would my child know how to grow his or her own food, they would know the science behind what makes a plant flourish, they would also know just what nutritional value there was to be had in each plant and why it was good for them – they would also know the best ways to prepare and cook said plants so that they were tasty while retaining said nutrients which in turn allows us to teach chemistry.
As an added bonus a child will always at least try a dish they’ve cooked themselves and so I doubt I’d have a great deal of trouble feeding my lot a healthy balanced diet.

Sewing, art, woodwork and decorating could also be combined and this should bring into play the science of physics along with more than a small helping of mathematics.

Computing could also be linked into any and every one of the above tasks, from word processing, to databasing and spreadsheets, photoshop, email, internet and the basic care and maintenance of a pc from the ground up (easy enough to do when the other half is an I.T consultant)

As to languages, I’d take a course or have someone come to the house and I would learn alongside my child, we could do our work together and make a game of it by competing to see who can speak most fluently when we holiday in that country (because why learn a language if you are never going to visit the place it is most spoken?) this in turn would help teach that most basic of concepts, tolerance for the beliefs of others, it is my hope that by keeping a child constantly amused and entertainingly taught, they would then find curiosity in things I have not greatly touched upon, and take it upon themselves to use the tools I’ve given them to explore to their hearts content (obviously I’d be keeping an eye on this exploration, kids are still kids after all)

Oh yes, in my mind I have it all planned out. All that’s lacking is the home and child.
And a large dose of reality *grin*
I doubt very highly this would come about without a great deal of compromise between parents, my views on certain things and his do differ quite a lot, that and when he reads this and see’s the bit on sewing, gardening and cooking.. Well, I bet you’ll hear the laughter in Canada K.

The thing is it would be just as cheap to homeschool as it is to send your child to school, once you take into account uniforms, school trips and dinners, miscellaneous costs throughout the year for materials, transport and all the other little fee’s that appear unannounced..
Another plus, without the influence of peer pressure and bullying, it is likely your child will not suffer that deplorable lust for branded products, which not only makes life less expensive, it means your child will learn to see through advertising gimmicks and make informed purchasing decisions once they are in a position to do so – instead of merely going for the same thing everyone else is buying in order to ‘fit in’.

Yup, I really can’t see the advantages of school over home other than time.
Because of work many parents cannot afford to stay home and teach their children and so they look for the best school they can find and hope for the best. There is nothing wrong with this – but to these parents I would say “in what way do you supplement your childs education? What do they learn from you?” I know what people like my cousin would say and it’s usually a 2 word expletive.
The response I’d expect from people like myself is that they’ve tried to provide anything they feel the national curriculum lacks.

Question #5 is a bit of a tough one since I have no hard or fast opinion on this. I applaud the fact that education is (for the most part) free, if that were to change it would be a sad thing indeed.
The thing I would change is the compulsory part. If children don’t want to go to school then don’t make them – offer a couple of alternatives instead.
Bring back the apprenticeships, have community projects that the children can participate in until they feel they would like to be educated in a more formal way – make it so the schools are not bound by age, make it so they are bound by inclination.

If, for example, every person in the country is allotted up to 11 subjects of their choice for free, more kids would stay in school and be attentive because they’ve decided themselves what they’d like to do.
I’d suggest for the first 2-3 years of schooling they are offered tasters in every subject you can think of and then at the end of that time can choose the ones they wish to focus on, just no more than 11.
Should they show an aptitude for one or 2 subjects then pending a reference from the teacher they can go onto further study – for free.
Once they’ve shown this much aptitude it should be a matter of ease to find companies willing to offer work placements and possible jobs just as certain vocational courses do now.

Obviously there’s much to be tweaked in this vision for the future *grin* but I’ve just noticed that it’s gone midnight and I’d like to be asleep before the idiot downstairs starts playing his music again (in the vain hope it doesn’t wake me up tonight) I hope this proved entertaining and enlightening for you master mutta – I thank you kindly for the inspiration and hope others stop by and put their tuppence in for you.