Ditto .. If I had spotted Paula's detailed response to the list (sigh) .. I don't think there is a right sequence to reading e-mails. Reminds me of the debate here three years ago about top or tailing replies to e-mail messages. Ok everybody, back to your well earned term break. Move along now .. :-)<br>
<br>Regards Roland<br><br>PS: How can a teenager drink 6 litres of milk in a day? I need to buy a cow!<br><br><div class="gmail_quote">On 28 March 2010 19:03, Mark KELLY <span dir="ltr"><<a href="mailto:kel@mckinnonsc.vic.edu.au">kel@mckinnonsc.vic.edu.au</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="margin: 0pt 0pt 0pt 0.8ex; border-left: 1px solid rgb(204, 204, 204); padding-left: 1ex;">Thanks for the ameliorative words, Adrian. <br><br>I'm regret that my finger-wagging moderator's response came after your second post: I work though emails from oldest to newest and respond in revserse-chronological order. I may need to start reading them <i>all</i> before I start responding to any. Curse this asynchronous virtual team medium! At least VT is off the agenda in the new study design.<br>
<br>In a similar vein, I get 2 newspapers each day and rarely get to read them until ages later... in fact I'm really getting worried that unless we do something soon, Malcolm Fraser might get Gough thrown out. <br><br>
For those out there who are feeling worked up as they write emails: a good tip is to save the email as a draft and leave it for an hour before coming back and deciding whether to send it or not...<div><div></div><div class="h5">
<br><br><div class="gmail_quote">
On Sun, Mar 28, 2010 at 4:34 PM, Janson, Adrian A <span dir="ltr"><<a href="mailto:janson.adrian.a@edumail.vic.gov.au" target="_blank">janson.adrian.a@edumail.vic.gov.au</a>></span> wrote:<br><blockquote class="gmail_quote" style="margin: 0pt 0pt 0pt 0.8ex; border-left: 1px solid rgb(204, 204, 204); padding-left: 1ex;">
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<div><font color="#000000" face="Arial" size="2">Hi Robert and others,</font></div>
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<div><font face="Arial" size="2">Robert - you raise a good point - my language was a little strong and for that I do apologise (and also would have been better off-list). I want to categorically state that feedback and discussion is very important and I (personally) want to encourage that as much as I possibly can. Discussion of the study design only furthers all of our understanding of it.</font></div>
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<div><font face="Arial" size="2">It's just that it frustrates me when comments like this are made off the cuff without the right basis. I also think that discussion should be phrased in the right way - positively - rather than negatively. That is, 'I notice that cloud computing is in the study but I am not sure what the context is? Can someone clarify this for me?'. This would be a fair way to start the discussion rather than saying that there is an omission and implying that no research was done into the topic. I think that there are some dangers in taking summary documents (such as the one that Mark Kelly has created) and using these are a basis for understanding of the study. The study needs to be read in the context of the key knowledge and key skills - Mark's summary is a great tool and should serve as a start only.</font></div>
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<div><font face="Arial" size="2">I think I am a little sensitive to this knowing how much work has gone into the study and the efforts that VCAA have gone to to involve everyone in the process. The study design is really looking exciting - I can't wait to teach it!</font></div>
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<div><font face="Arial" size="2">Cheers,</font></div>
<div><font face="Arial" size="2">Adrian</font></div><p></p><p><b>Important - </b>This email and any attachments may be confidential. If received in error, please contact us and delete all copies. Before opening or using attachments check them for viruses and defects. Regardless of any loss, damage or consequence, whether caused by the negligence of the sender or not, resulting directly or indirectly from the use of any attached files our liability is limited to resupplying any affected attachments. Any representations or opinions expressed are those of the individual sender, and not necessarily those of the Department of Education and Early Childhood Development.</p>
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