I commented on the “Edupunk” meme a while ago. For some people this provides a useful metaphor for describes a ‘anyone can do it’ approach to e-learning developments; although others are very critical of the term (and thus provide further support for the edupunk meme, you could argue, articulating the anger which was felt in the late 1970s by Radio 2 presenters and others who felt challenged by radically new ideas!)
At the recent CETIS 2008 conference, the term “Eduprog” was coined. Lorna Campbell was the first to blog about The dawn of eduprog and, as she describes “Eduprog has spread over the twittosphere like a gold lurex cape and has already generated considerable sage discussion and chin stroking”. The term “reflects a domain that generates questionable “concept” specifications of baroque complexity (cf. FRBR, IEEE LOM) and application profiles and reports the equivalent of extend guitar solos“.
Twitter discussions on the term have included:
#eduprog much better reflects the true state of education technology- long-winded, self-indulgent, boring standards-making
“long winded and self-indulgent” or virtuoso boundary pushing redefining forms and developing new techniques?
Now some people don’t like the coining of new metaphors, but I find that the term has helped in providing an additional insight into some of the criticism we have seen recently regarding the development of overblown standards. The term itself might not catch on, but it has been useful. A point Tony Hirst made to me at the CETIS conference about the ‘edupunk’ term – and he should know, as he did create what was possibly the first edupunk video. Now is there a concept album to follow?