NMC 2014 Summer Conference: Adventures, Guilds, MOOCs, MOLOs, and Gamification (Play With Me)  

June 17, 2014

You won’t hear any of the “MOOCs are dead” lamentations here at the 2014 New Media Consortium (NMC) Summer [ed-tech] Conference in Portland, Oregon. In fact, many of us attending New Mexico State University Assistant Professor of Curriculum & Instruction Julia Parra’s pre-conference workshop this morning walked away understanding that the world of MOOCs (massive open online courses)  is still very much evolving. As is the approach to designing and delivering them. As is the vocabulary that attempts to describe them.

nmc.logo.cmykParra took an appropriately playful approach to the topic as she suggested that incorporating concepts of gamification into the evolving world of MOOCs might produce more engaging and rewarding learning experiences for all involved. If we apply the playfulness of gamification to MOOCs, she suggested, we begin trying to cultivate “fans” rather than designing coursework for “students.” Those “students” then become “adventurers” in learning “adventures” rather than completing uninspiring assignments in weekly “modules,” and they engage in connected learning by working in small “guilds” comprised of less than 10 people per guild so they can more effectively become learners as creators rather than learners solely as consumers—something I’ve experienced and documented through participation in #etmooc—the Educational Technology and Media MOOC—and other connectivist MOOCs.

Even the terminology applied to these online courses can reflect the variety of options available, Parra noted: MOOCs, in a variation she is exploring through an “Adventures in Learning Design, Technology, and Innovation” course she is developing, become MOLOs—Massive Open Learning Opportunities. Other variations she noted in passing include LOOCs (little open online courses), SPOCs (small private online classes), and LeMOOCs (limited enrollment MOOCs).

The way we and our learners approach MOOCs and define completion and success is equally open to variations. One of her own practices is to engage in what she calls “scavenging”—diving into a MOOC long enough to find something of value to her or to achieve a particular learning (adventure) goal rather than feeling that she has to finish every assignment designed by those creating and facilitating the adventures she is pursuing. It’s the same approach many of us are taking in our lifelong-learning endeavors: we maintain that we have “completed” this sort of learning adventure when we have met our own learning goals rather than standard one-size-fits-all definitions of the term “course completion.” The bottom line, of course, is that we help create and foster a culture of lifelong learning that provides the opportunity for learning facilitators to learn alongside their learners.

NMC Summer Conference - PortlandParra further helped us explore our ever-evolving learning environment by reminding us that some of our familiar approaches to learning (e.g., pedagogy and andragogy) are complemented through increasing attention we give to other “gogies,” including heutagogy (the study of self-directed learning) and hybrid pedagogy. The push to explore, synthesize, and build upon the myriad approaches and influences trainer-teacher-learners encounter every time we step back from our work enough to see all that goes into it helped clarify the exciting range of possibilities that come our way each time we convene at a conference as inspiring and as eye-opening as the NMC Summer Conference is.

Leaving the session—and looking forward to all that is before us for the next few days—left at least  few of us appreciating the elements of a framework for learning that Parra outlined: clarification; community and collaboration; creation; crystallization; and contemplation—a framework that should serve us well as we continue learning from our colleagues here in Portland and within the much larger communities of learning to which we belong through all that we attempt and accomplish.


Scanning the MOOC and Open Educational Resources Environment in Libraries…and Beyond

March 7, 2014

The potentially fruitful intersection of massive open online courses (MOOCs), Open Educational Resources (OERs), and libraries is nicely explored in a newly released environmental scan and assessment released under the auspices of the Association of College & Research Libraries, a division of the American Library Association.

Written by Carmen Kazakoff-Lane, a librarian at Brandon University (Manitoba), the report should be useful to trainer-teacher-learners within as well as outside of libraries as we all continue exploring the ways that MOOCs, Open Educational Resources, and libraries contribute to our lifelong learning environments.

ACRL_MOOCs_OERs_Scan“Libraries can and should support open education….” Kazakoff-Lane suggests in the opening paragraphs of Environmental Scan and Assessment of OERs, MOOCs and Libraries: What Effectiveness and Sustainability Means for Libraries’ Impact on Open Education, “[b]ut before libraries do so, it is useful to understand the open education movement as a whole, including some of the key challenges facing both OERs and MOOCs…”—a suggestion I believe applies equally to many outside of libraries, for the more we  viscerally understand MOOC and OERs through first-hand experience, the more likely we are to find creative ways to address the training-teaching-learning challenges we face.

OERs, she maintains, “are a natural outcome of several social trends” including open-content movements, “the evolution of a society where individuals actively share information and where many people collaboratively develop and improve knowledge,” Web 2.0 technology that supports the tradition of sharing ideas among colleagues, and increasingly “global access to education via the Internet.”

MOOCs, in a similar vein, are “an evolutionary outgrowth of two major trends,” she maintains: online learning and other innovations including flipped classrooms, and the Open Educational Resources movement itself.  

Among her suggestions to her library colleagues are to address the need “to engage with the OER movement” and explore ways that they can support learners and learning facilitators interesting in using MOOCs as part of their learning landscape. Again, those of us who also work outside of libraries have plenty to gain through similar explorations as well as through explorations of where we might create partnerships with our library colleagues—particularly those who, by working in academic libraries, are clearly in the middle of well-established learning environments.

Our library colleagues, she notes, are in a great position to “provide important intellectual property services and advice” about copyright issues related to OERs and MOOCs; facilitate use of restricted materials; and help learners make successful transitions from being information consumers to being “a community of information sharers.”

etmoocWhile there is much to admire in the report, there are also points where caveat emptor is an appropriate warning. Her assertion that MOOCs “are a largely experimental undertaking that has yet to demonstrate its effectiveness as an educational tool” suggests that she has not yet had the positive experience of participating in an effective connectivist MOOC such as #etmooc (the Educational & Technology MOOC that produced tangible learning successes and produced an ongoing community of learning) or #xplrpln (the Exploring Personal Learning Networks MOOC that helped participants expand their PLNs while studying the topic).  

Her presentation overall, however, is well balanced and reminds us that in spite of criticisms about low-completion rates among those registering for MOOCs, those facilitating learning through large-scale MOOCs, are “able to educate more students in one class than he or she otherwise would in an entire career.”

As she brings the report to a close, she leaves us with a recommendation well worth considering: “Libraries can and should play a central role in either [MOOCs or Open Educational Resources], and in so doing ensure that their institutions and users are best served by a sober look at the pros and cons of different models of openness for learners, educators, institutions, and governments, not just in the immediate future, but in the long term as well.”

It’s great advice for those working with and served by libraries, and it’s great advice for anyone involved in any aspect of our continually evolving concepts of lifelong learning.


NMC Horizon Report 2014 (Pt. 6 of 6): Educational Technology on the Four- to Five-Year Horizon

February 14, 2014

When we move into the four- to five-year horizon (time frame) of the latest Higher Education Edition of the New Media Consortium (NMC) Horizon Project reports, we are at the dreamiest expanses of this annual review of key trends, significant challenges, and developments in educational technology—which is just where trainer-teacher-learners need to be.

Horizon_Report--2014-CoverIt’s a lovely area, where we find an intriguingly new kind of virtual assistantsed-tech tools rather than the current human beings working from a distance to meet employers’ needs: “The latest tablets and smartphones now include virtual assistants…Apple’s Siri, Android’s Jelly Bean, and Google Now…Students are already using virtual assistants in their personal lives, yet most institutions have yet to explore this technology’s potential outside research settings” (p. 46).

Stepping beyond the virtual pages of the Horizon Report, we find a variety of resources already exploring where we may be going with virtual assistants: “7 Pros and Cons of Using Siri for Learning” from TeachThought; “Does Apple’s Siri Belong in the Classroom?” from Concordia University Online; and “How to turn Google Now into a powerful personal assistant” from CiteWorld.   

Moving into the other element explored in that Horizon Report four- to five-year horizon, we find people looking for the quantified self  based on data that their tech toys provide them: “…the phenomenon of consumers being able to closely track data that is relevant to their daily activities through the use of technology…these large data sets could reveal how environmental changes improve learning outcomes” (pp. 44-45 of the report). Most importantly, we see visions of where learning, creativity, and technology may be intersecting in significant ways in the not-too-distant future.

If we’re inclined to think the quantified self and these redefined virtual assistants are the latest pre-fad incarnations of technology that offers little to trainer-teacher-learners and those we serve, we need to look back only a few years to remember a period when tablets had not become a standard item in much of our learning environment. A time when massive open online courses (MOOCs) were barely a topic for discussion, and wearable technology was not on the cusp of mainstream adoption in learning via Google Glass. Then think about how quickly we have moved along adoption horizons.

nmc.logo.cmykMany of us have come to value our tablets as magnificent access points to information and learning resources—a form of mobile library in the palm of our hands—and can already imagine Google Glass and other forms of wearable technology becoming part of that learning environment. (Imagine John Butterill incorporating Google Glass into his virtual photo walks and you can already see the potential.) We are beginning, as Associate Instructional Design Librarian John Schank suggested during a panel discussion at the American Library Association Midwinter meeting in Philadelphia last month, to see MOOCs—particularly connectivist MOOCs—as a new form of textbook (a comment that, much to my surprise, seemed to receive little attention from anyone at the session but which strikes me as an incredibly perceptive and right-on-target observation as to one of the many roles MOOCs are assuming in training-teaching-learning). And we’re also seeing MOOCs as ways to inspire as well as evolve into long-term sustainable communities of learning providing ongoing experiential learning opportunities.

We really have never seen anything quite like this because we’ve never had the combination of technology tools and platforms (Twitter, Facebook, and Google+ Hangouts) we now have to create extended in-the-moment flexible learning environments that can facilitate just-in-time learning and create another way to sustain communities of learning long after a course formally ends.

And now we’re looking at the possibility of quanitifed self technology that could provide important information, filtered through learning analytics tools, to make real-time course adjustments to enhance learning experiences. We’re looking at virtual assistants that might be programmed to anticipate and respond to learners’ information and learning needs to the benefit of everyone involved.

If we connect learners through their tools and through collaborations between learning organizations (K-12, higher education, museums, libraries, and workplace learning and performance), we see the potential to further create, foster, and sustain the sort of onsite/hybrid/online lifelong learning that the New Media Consortium inspires and supports through the Horizon Project and its other innovative offerings. It’s a great example of how a learning organization not only provokes thought, but also provokes us to take the actions necessary to create the world of our dreams.

NB: This is final set of reflections in a six-part series of articles exploring the latest Horizon Report.


NMC Horizon Report 2014 (Pt. 2 of 6): Key Trends in Learning and Technology

February 6, 2014

We can easily see, in the newly released (2014) Higher Education Edition of the New Media Consortium (NMC) Horizon Report, a cohesive narrative that helps us understand what we and our learners face not only in academic settings but also in many other training-teaching-learning settings where learning, technology, and creativity intersect.

Horizon_Report--2014-CoverThe newly-expanded “Key Trends” section of this wonderful annual report on  trends, significant challenges, and innovations in educational technology, first and foremost, is itself an example of the spirit of innovation that drives NMC projects (e.g., reports, summits, and a wiki-thon): it provides more in-depth explorations of each trend than have been included in previous Horizon reports, and places each trend within a specific time frame (fast trends, which are driving changes in higher education over the next one to two years; mid-range trends, which are driving changes within a three- to five-year horizon; and long-range trends, which are driving changes in a horizon of five or more years from the date of publication of the report). Again, I suspect that what we’re seeing here has strong parallels in our extended lifelong learning playground.

Report co-principal investigators Larry Johnson and Malcolm Brown, working with lead writer/researcher Samantha Adams Becker, take us from those fast trends (the growing ubiquity of social media and the integration of online, hybrid, and collaborative learning), through the mid-range trends (the rise of data-driven learning and assessment, and the shift from students as consumers to students as creators), and then up to the virtual doorstep of the long-range trends (agile approaches to change and the evolution of online learning) in a way that leaves no doubt as to an overall consistent trend of engaging learners in the learning process through the use of tools that are as useful in learning settings as they are in many other parts of our lives. A key conclusion we might reach: barriers are falling; work and play are intersecting with increasing frequency; and undreamed of possibilities continue to come our way.

nmc.logo.cmykAnyone with any level of involvement in social media understands that the various and ever-growing set of tools available to us (everything from Facebook, Twitter, and LinkedIn to Pinterest, Scoop.it!, Delicious, and many others) provides collaborative learning opportunities not previously available to us. We see, in the 2014 report, the connection between those fast-trend elements of social media and online/hybrid/collaborative learning where social media tools are an integral part of learning. Being aware of data-driven learning and assessment as well as the shift from students as consumers to students as creators draws us further into blended onsite-onsite interactions with social media tools and other resources in ways that are reshaping—at last—how we approach the training-teaching-learning process. (While recently rereading decades-old literature on the state of learning, I was fascinated to see sources from the 1920s calling for a shift from lecture-based learning to learning that had students acquiring knowledge outside the classroom so that classroom time could be used for experiential/collaborative learning opportunities, so it’s wonderful to see relatively new technology supporting that concept through the flipped classroom model that receives attention elsewhere in the 2014 Higher Education Edition of the Horizon Report.)

When we move into the long-range trends, we see agile approaches and the continuing evolution of online learning (massive open online courses—MOOCs—being one of many relatively new innovations that are adding to our learning toolkits and expanding the way we think about and deliver learning opportunities).

The theme of collaboration that is an integral part of so many of these trends takes us down some interesting paths. Libraries, for example, are cited in the report as key partners in the trend toward shifting learners from being consumes to learners becoming creators. Makerspaces and other collaborative spaces are increasingly a part of libraries as learning spaces with support from a variety of sponsors, including the Institute of Museum and Library Services. We also, in the report, see examples of collaborations between learning organizations and business entrepreneurs—relationships where businesses serve as models for an agile approach to learning while connecting learning and learners to the development of critically-important business skills.

It all neatly wraps back into that final long-range trend—the evolution of online learning—in the sense that online learning itself is fostering a level of exploration that makes us question some of the most basic assumptions that have guided training-teaching-learning for centuries: the role of grades in learning, the tension that often exists between traditional instructor-centric teaching and learner-centric learning, and even the increasingly intriguing question of what it means to “complete” a course or other learning experience. (Is completion, for example, defined by a final exam or instructor-defined project, or can and do learners play a role in deciding when then have completed a learning experience, as sometimes happens in the more innovative connectivist MOOCs available to us?)

The report itself offers trainer-teacher-learners a variety of levels of engagement. We can simply read and absorb what is of interest to us; follow any of the numerous links to other articles and resources so we learn more about the trends that are most interesting to us; or start with the report summaries of the trends, follow a few of the links, and then carry those learning experiences into conversations with colleagues face to face and online—which means we’re not only fully engaged in integrating online, hybrid, and collaborative learning into our work and play, but are also helping define the evolution of online learning through our own online learning efforts.

NB: This is part of a series of articles exploring the latest Horizon Report. Next: Key Challenges.


ALA Midwinter 2014: Prelude (Dream Baby Dream)

January 23, 2014

With the release of Bruce Springsteen’s High Hopes album earlier this month, many of us are hearing his version of “Dream Baby Dream” (originally recorded and released by Suicide in 1980) for the first time, and hearing how he transformed that simple song is as intriguing as comparing the Holly Cole trio’s version of “Tennessee Waltz” to the original Cowboy Copas version (1948) or comparing Neil Young’s version of “Four Strong Winds” to Ian Tyson’s original.    

ALA_Midwinter_2014--LogoThere are at least two lessons here for all the trainer-teacher-learners arriving in Philadelphia for the American Library Association (ALA) 2014 Midwinter meeting from Friday, January 24 – Tuesday, January 28: like well-composed songs, the work we do can be approached in myriad ways, and like the advice in that song on High Hopes suggests, we need to dream—and dream big.

Dreaming (and then acting upon those dreams) is, of course, at the heart of any conference of the caliber of the ALA Midwinter Meeting. This, unlike its larger, more presentation-oriented counterpart held each summer by ALA, is where Association staff and members gather to do the actual business of ALA within the context of the numerous division, round table, and other committee meetings that draw participants from across the country together for several few days, and I couldn’t be happier than to be among them.

This, for me, is a chance to participate (as a volunteer serving on the ALA Publishing Committee) in that committee’s work through a daylong planning and review session; we will, among other things, be dreaming and acting upon ideas to assure that ALA publications continue meeting Association members’ needs. I also hope to catch up with colleagues in the ALA Learning Round Table, where volunteers dream about and actively promote continuing education and staff development among their colleagues in libraries across the United States. With any luck, I’ll also be able to attend at least part of the American Libraries Advisory Committee meeting so I can learn more about what colleagues have been doing to make American Libraries online and in print a dynamic source of information and a means for promoting discussions and actions on issues affecting those fabulous learning organizations that we serve on a daily basis.

Each of those groups is composed of ALA staff along with ALA members who are interested enough in Association business to travel, at their own expense, to help shape and further the business of an organization they/we support through our collaborative efforts. And the fact that these business/committee meetings draw us together each January is just the beginning: the formally scheduled meetings are just part of the learning opportunities we create for each other. Some of us arrive early so we can attend informal dinners to keep each other up to date on the trends and challenges we are seeing in the industry we serve. At least a couple of us will be serving as guest bloggers on the American Libraries blog. Some of us fill otherwise unscheduled time by attending panel discussions on topics including tech developments in libraries, digital learning initiatives, how massive open online courses (MOOCs) might benefit libraries and library users, and how partnerships and collaborations benefit libraries and members of the communities they serve. And some of us look forward to those unplanned encounters that bring us together with some of the best, most dynamic colleagues we have so we can exchange ideas; become inspired, once again, by what those colleagues are accomplishing; and return home to even more effectively tackle the challenges we willingly face. Because we care. And because we dream, baby, dream.


#etmooc: Singing Happy Birthday to a Course

January 22, 2014

It’s not often that I’m invited to attend a birthday party for a course—but then again, it’s not often that I find myself immersed in a learning opportunity that produces the sort of sustainable community of learning that #etmooc has.

etmoocThat wonderful massive open online course (MOOC)—the Educational Technology and Media MOOC that Alec Couros and others offered to great acclaim in early 2013—was something that many of us heard about from colleagues or simply stumbled across during our general online explorations of MOOCs last year. The results (as have been so wonderfully documented in numerous blog postings including one written by #etmooc colleague Christina Hendricks, on the course Google+ community that continues to thrive nearly a year after the course formally ended, and in live tweet chats) inspired course colleagues Rhonda Jessen and Susan  Spellman Cann to organize and facilitate a first-anniversary online gathering of #etmooc alums via Twitter last week.

The results were predictably positive. Some of us who were drawn together through #etmooc and have remained in contact online were there, as were others who have not been as active in the post-#etmooc community—but clearly remain transformed, as teacher-trainer-learners, by what we all experienced. The full Storify transcript of the anniversary session compiled by Jesson and capturing more than 400 tweets from approximately 75 participants in that hour-long session is just the latest example of what a well-organized and wonderfully-facilitated MOOC can inspire—the transcript itself is a learning object that others can use and review if they want to bypass the meaningless exchanges about how few people “complete” a MOOC and look, instead, to see the sort of long-term learning that the best of MOOCs—particularly connectivist MOOCs—produce.

One of the many keys to the success of #etmooc as a learning experience and a sustainable community of learning is that it started as an opportunity to explore educational technology in a way that encouraged learners to become familiar with the material by using the resources being studied. If we wanted to see how blogging could be integrated into learning, we blogged and saw our work collected and made accessible through a blog hub that continues to thrive to this day as a resource with nearly 4,000 posts that would not otherwise exist for anyone interested in teaching-training-learning. If we wanted to see how Twitter could easily be incorporated into the learning process, we used Twitter as a vehicle to further our learning and, furthermore, saw those exchanges reach into other communities of learning. If we wanted to see how live interactive online sessions could draw us together and become archived learning objects, we participated in live online sessions through Blackboard Collaborate or viewed archived versions so compelling that they felt as if they were live rather than taped learning sessions.

xplrpln_logoAnother key to its success is that the learning has never stopped. In setting up the anniversary celebration—in essence, an #etmooc birthday party—Jessen and Cann encouraged all of us to continue documenting our MOOC successes by blogging about what we had learned and accomplished as a result of our participation. I look at the numerous blog postings I wrote and stand in awe of what Couros, his co-conspirators, and my MOOCmates inspired. I look at how participation in #etmooc led to participation in another connectivist MOOC–#xplrpln, the Exploring Personal Learning Networks MOOC that was a direct offshoot (from Jeff Merrell and Kimberly Scott  at Northwestern University) in fall of 2013. And I continue to hold far more gratitude than I can ever express for the ways these experiences have made me a better trainer-teacher-learner as I continue exploring ways to facilitate learning opportunities that benefit learners and those they serve in a variety of settings not only here in the United States but in other countries.

That’s what draws me to the work I do, and that’s what makes me believe, each time I think about the field of learning and how it connects us to each other, that it’s one of the most rewarding and transformative of endeavors any of us can undertake.

N.B.: This is part of a continuing  series of posts inspired by participation in #etmooc and other MOOCs.


Connected Educator Month and #xplrpln: When Personal Learning Networks Collide

October 25, 2013

None of us expects what is about to happen.

A small group of us are just beginning our latest hour-long online exploration of personal learning networks (PLNs), with Twitter as our means of communication. For those on the west coast of the United States, it’s the Thursday morning version of the Wednesday night session scheduled during this third of five weeks in the Exploring Personal Learning Networks (#xplrpln) course that Jeff Merrell and Kimberly Scott are currently facilitating under the auspices of the Northwestern University Master’s in Learning & Organizational Change Program. A few of us know each other from the time we spent online together earlier this year in #etmooc, the Educational Technology & Media massive open online course (MOOC) developed by Alec Couros and colleagues. A few more of us have become part of each other’s personal learning networks through our collaborations in this new personal learning network MOOC.

xplrpln_logoAnd then there’s the unexpected visitor: Coline Son Lee, one of my colleagues from the American Society for Training & Development (ASTD). She is a cherished part of my personal learning network but not—yet—part of the PLNs of colleagues in my #xplrpln community of learning. I first become aware of her presence in the chat when she retweets one of my comments. I respond with a tweet to everyone else in the session so they will know who she is and how she found us: “Another sign of personal learning networks in action: @pmtrainer, an ASTD colleague just joined us, meaning my PLN is in action.” Jeff, our session facilitator, seizes the learning moment with his response: “Cool! Welcome! One of the benefits of discussing ‘in the open.’”

Connected_Educator_Month_LogoColine, having stumbled (virtually) into the chat by seeing my comments in her own Twitter feed, steps up to the plate by asking what topic we’re pursuing. Jeff further draws her in—I’m no longer her sole conduit to the chat and to the group—and he provides an in-the-moment example of a connected educator in action by offering a response that includes a link to the page with information about our Week 3 goals and objectives, readings, and activities. At which point we have seen another example of exactly what we are studying: in less than 15 minutes, a piece of my personal learning network has collided with those of other course participants, and the two begin to seamlessly merge to the benefit of everyone involved. And even though Coline is not able to continue on with the discussion for the entire session—she inadvertently omits the tweet chat hashtag that would make her comments visible to the rest of us—the introductions have been made; the players have the seeds for new growth in our personal learning networks; and we all have a visceral understanding of how PLNs work by evolving naturally, serendipitously as well as through our intentional actions, as all of us engage in our roles as connected educators, connected learners, and participants in Connected Educator Month activities and celebrations.

We also see and note that even though this session is primarily relying on synchronous exchanges, there are also asynchronous participants in the sense that we are drawing upon and building upon comments made by colleagues who attended the Wednesday evening session: we have access to the transcript of that earlier session, a few of us paraphrase or include quotes from the earlier session, and there’s even a brief drop in during this Thursday morning session from one of our Wednesday evening colleagues. After the session ends, we’ll continue the discussion via exchanges in our Google+ community, various tweets back and forth, and blog postings that attract responses from other members of our connected leaning community—all helping to reinforce the idea that the more we explore and the more we learn, the more we find to learn and explore.

Gladwell--David_and_GoliathMy PLN and learning experience suddenly begin moving back in time as well as forward. I recall a moment that occurs two days earlier: the moment in which author Malcolm Gladwell suggests during an interview with Jon Stewart on The Daily Show this week that Gladwell’s latest book, David and Goliath: Underdogs, Misfits, and the Art of Battling Giants, is the sort of book that raises more questions than it answers—and that’s OK, he adds. I think about the inevitable moments in the days and weeks to come when members of my personal learning networks continue to share resources on the question-raising questions with which we joyfully grappling. And I realize that Exploring Personal Learning Networks is very much the MOOC version of Gladwell’s latest book: we arrive with some basic assumptions; explore those assumptions while listening to other people’s assumptions; find that every potential answer takes us wonderfully deeper into the topic and, as a result raises additional questions; and we all leave with a greater appreciation for the nuances of what we are exploring, having learned experientially how wonderfully complex this and the rest of the world can be if we are not insistent on approaching learning as something to be initiated, completed, checked off a to-do list, then shelved or recalled fondly each time we look at a diploma or certificate of completion as if learning is ever finished.

And doesn’t all of that just leave us with the most inspiring questions, PLNs, communities of learning, and learning experiences of all?

N.B.: This is the sixth in a series of posts inspired by Connected Educator Month and participation in #xplrlrn (the Exploring Personal Learning Networks massive open online course).


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