Adapting to Change, Loss, and Possibilities: The Clivias Are Blooming

April 2, 2020

The clivias are blooming in our atrium and in our backyard. They don’t care that, for the moment, our world is again completely topsy turvy. That we are sheltering in place in an effort to lessen the impact of what is obviously a terrible situation. That our loved ones (and we) are losing loved ones, and that the losses are increasing exponentially. That some of us are struggling just to make it through another day.

And yet…and yet…as difficult as it is to struggle through our current circumstances under shelter-in-place guidelines implemented in response to the COVID-19 pandemic, I’m finding plenty of inspiration from colleagues around the world. The ones, like George Couros, who are making time to blog honestly, rawly, and inspirationally about how they are reacting and what they are doing to support efforts to recognize that this is an opportunity to focus on “creating a ‘new and better normal’” rather than simply looking forward to entering “a new normal.” The ones like Jill Hurst-Wahl, whose continual postings of links to fantastic resources along the lines of the article, from The Chronicle of Higher Education, on “Why You Should Ignore All That Coronavirus-Inspired Productivity Pressure” as well as much-appreciated links to humorously thoughtful (and thoughtfully humorous) sites like the Pluto Living Facebook page with its (nearly) daily Pluto Service Announcements from Pluto the schnauzer and her online co-conspirator, Nancie Wight, remind us that “social distancing” doesn’t have to mean being distanced from friends and colleagues. The ones, like Laura Fothergill, who combine their family-oriented social-media postings with links to thoughtful observations about what it means to currently be working remotely: “You are not ‘Working From Home’, you are ‘At your home, during a crisis, trying to work’,” which is from a tweet by Suparna Chaudhry

Perhaps that is one of the keys to surviving, if not actually thriving, during the current separations: links. The word “link” has never felt more multi-faceted or encouraging, for it not only applies to what connects us to resources online, but it also reminds us of the cherished connections we work diligently to nurture and maintain with family, friends, and colleagues—during this time when we cannot be together onsite as well as during times when “distancing” is not an overarching theme. “Link” can be the quick-and-easy act of pushing a button on a computer or mobile device to reach something we want to reach, or can be the much more meticulous and rewarding act of carving out time to make family, friends, and colleagues the center of our universe in ways we often forget to do.

Which brings us back to clivias. In spite of all the demands on our time, we’re still finding ways to nurture them, so the clivias are blooming. Because we tend to them. Because we nurture them. Because we care about them. And we, inspired by their beauty, try to create as much beauty in our world as we can at a time when sadness threatens to overwhelm all thoughts of beauty. The beauty that comes from reaching out to someone by phone or online tools just to say “hello,” or ask how that person is doing, or offer condolences. The beauty that comes from members of communities reaching out to laugh together or share a link to something that will make us laugh. Together. Collaboratively. In friendship and support. With a commitment to finding ways to work together rather than allowing ourselves to be torn apart even further than we were before “distancing” became the tremendously unsatisfying word of the day. And with a commitment to apply everything we have ever learned into our efforts to better function—short-term as well as long-term. We see this on a daily basis in the way members of our various and varied onsite-online (blended) communities reach out to each other via social media posts as well as by taking the time to set up and participate in online sessions via Zoom, FaceTime, Skype, and other videoconferencing tools, as well as through some of the other tools we routinely use, e.g., Slack.

It’s all about our commitment to maintaining our relationships—in good times as well as in times of overwhelming adversity. Keeping our commitments to each other. To the communities which we serve. To the individuals who are essential elements of those communities. In a world that appears to be much different than the one we knew a month or a year ago. But is the one that’s left to us. A world where the clivias are blooming.

–N.B.: This post is an expanded version of something I wrote for my Instagram and Tumblr accounts.


ShapingEDU Unconference 2020: Taking It All Online During the Coronavirus Pandemic (Pt. 2 of 2)

March 26, 2020

An innocuous little note at the bottom of the “living” online agenda for the 2020 Arizona State University ShapingEDU Unconference (for “dreamers, doers, and drivers shaping the future of learning in the digital age”) earlier this month proved, in retrospect, to be one of the most prescient and useful comments anyone could have injected into the planning process: “While the start and end tines each day will not change, all activity times are fluid/subject to change…because it’s an unconference.”

The two previous ShapingEDU unconferences (in 2018 and 2019) had been tremendous examples of what can happen when a blended (onsite-online) community of learning meets face to face on an annual basis with an understanding that the agenda—and the Unconference itself—is subject to change in any way that fosters positive conversation and action. (As I noted in the first of these two sets of Unconference reflections, the 2018 Unconference produced a framework—10 Actions to Shape the Future of Learning—for action and archived materials, including graphic facilitator Karina Branson’s visual representations of what occurred there; the 2019 Unconference produced an online 18-page communique of “actionable ideas and strategies that can humanize learning, promote greater access to and equity in learning experiences, better connect education to the future workforce and world, and nurture highly collaborative communities of practice” that continues to be shared globally.) The overall structure of both events—an clear, concise statement of purpose provided the framework for discussion, planning, and implementation; the flexibility of the living agenda allowed and encouraged participants to alter the agenda at any time during which it became apparent that changes would produce greater results than the previous version of the agenda nurtured—fostered the perfect response to the swift transformations that literally took place overnight during the event this year. It also suggests a framework for trainer-teacher-learners to emulate as we move forward in designing and facilitating the best possible learning opportunities for those we serve.

The key moment in the ShapingEDU community’s response to the spread of the coronavirus occurred at the end of the first full day of onsite-online activities. Unconference organizers, responding to the fear that airlines might soon be cancelling flights and leave onsite participants separated from their families, made what was for them a very difficult decision: cancelling the onsite portion of the Unconference and simultaneously moving the mostly-onsite event completely online.

More importantly, they used every avenue available to quickly disseminate news of the decision and provide clear instructions on how we would continue during the second day of the two-day event. There were face-to-face conversations in the lobby of the hotel where many of us were staying. There was an email message sent to all participants. There were posts in the ShapingEDU Unconference Slack channel. To say it as bluntly as possible: there was complete transparency about what was happening and there was a magnificent effort to convey the news in the most positive way possible.

It’s well worth sharing a slightly-edited version of the note that was drafted by Samantha Becker, who serves as a driving force and supportive colleague in virtually everything related to the community and the Unconference, and that went out to all of us:

“Dear Dreamers, Doers and Drivers:

“Thank you so much for your brilliant participation and rallying today to advance some awesome and actionable outputs to better education. You made it insightful and you made it fun. You have truly embraced the spirit of the unconference!

“We have made a decision to pivot to online-only activities tomorrow, beginning again in our Zoom room [the link was shared here to make it easy for attendees to continue participating] at 9am AZ time / 12pm Eastern US Time. This was a very difficult decision to make, and one that has been made to take every precaution for our community, given the updates unfolding around us in real-time. Those here in person that wish to take earlier flights can.

“That said, we except a robust online program tomorrow, kicking off at 9am with a special talk from Adobe’s Todd Taylor on digital and creative fluency. Our graphic facilitator Karina Branson will be online and making her graphics all digital! Watch us flex. :wink:

The goal tomorrow online is take all the actionable ideas and products we came up with in our neighborhood working sessions, narrow them down and start firming up concrete plans for the ShapingEDU community to weigh in on. Even if you couldn’t make today or only part of today, you can jump in tomorrow and contribute in a major way.

Zoom Room: [again, the link was provided]  (9am – 1pm AZ / 12pm – 4pm Eastern US)

If you have any questions, please don’t hesitate to reach out. The Slack workspace has been lively and we’ll pick our conversations back up there in the #unconference2020 channel.”

Reading that note can’t help but leave us with an appreciation for how quickly, effectively, and positively Samantha and other Unconference organizers (with input from available attendees) made and publicized the transformation. We can’t help but notice how effectively they used every resource available to them. And, above all, we have to acknowledge how well-prepared (through its consistent exploration and use of online communication tools) community members were for this massive shift in plans—the same sort of massive shift that is occurring in training-teaching-learning worldwide.

Visual Summary, by Karina Branson (ConverSketch), of Virtual Planning Session

The result was that when we reconvened (online) the following morning, most of us were present. Ready to work. And deeply appreciative for the creative, playful way with which the change was managed. One of the first spur-of-the-moment adaptations came from Laura Geringer, the community engagement, writing, and project leadership consultant who does much of the day-to-day work of reaching out to ShapingEDU community members to keep us informed and involved. Acknowledging that this was a group that thrived on collegiality and effective use of videoconferencing platforms like Zoom, she encouraged all of us to activate the webcams on our laptops so we could produce a global wave. And even for those of us who found our webcams choosing that moment to malfunction, the gesture was a success. We waved. We laughed. And then we got down to business, putting the technology in the background and bringing the interactions into the foreground to produce a set of proposals for projects the community will consider pursuing as a result of the time we spent together at ShapingEDU 2020.

ShapingEDU 2020 Virtual Wave

So, let’s hear it for flexible/adaptable communities of learning and all that their members do to make them successful through an approach of considering everyone a co-conspirator in the training-teaching-learning-doing process. A willingness to work with technology that sometimes produces spectacular results and sometimes leaves us frustrated by short-term failures. And living agendas that are created with an understanding that “all activity times are fluid/subject to change”…because that’s one of many approaches we can take to produce first-rate learning opportunities and the results they can produce.

N.B.: Trainer-teacher-learners worldwide are creating and sharing magnificent resources to help colleagues make the transition from onsite to online learning. Among those are Cindy Huggett’s “Virtual Presenter’s Guide to Using Zoom Meeting Tools” and the numerous suggestions posted in the Facebook  Pandemic Pedagogy group. If you want to share your own resources, please don’t hesitate to respond to this post via a comment.


ShapingEDU Unconference 2020: On Learning, Pandemics, and Rapid Adaptability (Pt. 1 of 2)

March 25, 2020

While trainer-teacher-learners globally are struggling to adapt to a rapidly-changing learning environment created as a result of the current coronavirus pandemic, examples of communities of learning adapting quickly through positive actions are abundant. It’s fascinating to watch—and participate in the growth of—global networks including the Facebook Pandemic Pedagogy group which, as of today, has more than 26,000 members online creating/sharing/absorbing information, resources, questions, and ideas regarding the large-scale, blink-of-an-eye movement from onsite instruction to online learning opportunities. It’s exciting to be part of smaller communities of learning, including Maurice Coleman’s T is for Training group centered around his biweekly podcast exploring training-teaching-learning-doing in libraries across the United States, as they create and facilitate informal online community discussions via Zoom and numerous other videoconferencing tools as a way of keeping up, staying socially connected in a time of social distancing, and doing what it they do best: promoting the best possible approaches to fostering positive learning experiences for those who rely on them for support.

In the midst of all this, the 2020 Arizona State University ShapingEDU Unconference (for “dreamers, doers, and drivers shaping the future of learning in the digital age”) earlier this month stands out as a stunningly successful example of how those of us comfortable with and experienced in working in blended (onsite/online) environments are well-positioned to pivot on a very small (digital) dime when necessary. More importantly, it may be useful example/case study for trainer-teacher-learner-doers globally not only during the current coronavirus pandemic but during any period during which our approach to the work we do has to change as fast as the world around us is changing.

The third annual Unconference was planned, over a months-long period of time, as an onsite gathering (in Tempe, Arizona) with the potential for some online interactions for those community members unable to attend onsite. It was scheduled to begin onsite with an opening reception on the evening of March 11 and conclude around noon on March 13. Registration—by invitation only—peaked at nearly 220 participants in the days before the event was scheduled to begin. But when coronavirus concerns increased in late February and early March, cancellations accelerated; by the time participants began arriving in Tempe, there had been more than 50 cancellations, and the opening night reception had fewer than 50 people in attendance.

What could have been a deal- (or Unconference-) breaker simply became a challenge in adaptability for those onsite as well as for those online. Onsite participants doubled down on our efforts to draw our online colleagues into the conversations via Twitter, via the Unconference live feed (via Zoom) that was already in place, and through quick adaptations in the way onsite sessions were managed.

It’s important to acknowledge that quite a bit goes into creating a community and an event as flexible/adaptable, focused, innovative, and productive as the ShapingEDU community and Unconference have proved to be during their first couple of years of operations. This is not something that we master and implement overnight. It starts with a shared vision: in this case, a commitment “to assemble a diverse collection of dreamers, doers, and drivers who believe that we can collectively shape a rich and impactful future for the application of emerging technologies to the design of learning and learners over the next chapter of the digital age” [the quote is from the invitation to attend the first Unconference, held in April 2018]. It grows through the work of first-rate planners and facilitators with a talent for including, at every possible opportunity, all interested community members in the actual planning process through numerous tools including a “living” online agenda. It is supported year-round through formal and informal online interactions, including webinars focused on specific elements of the overall ShapingEDU initiative and online publications that serve as resources for trainer-teacher-learner-doers worldwide. And, most importantly of all, it is grounded in a commitment to maintain a positive approach—particularly in times of adversity.

The community and its annual unconferences are seamlessly interwoven: the onsite interactions support the year-round online interactions, and the online interactions and projects fuel the onsite gatherings. ShapingEDU as an initiative and a community, furthermore, thrives through a combination of cherishing and promoting dreaming as well as doing—there is plenty of room within this community for those who love contemplating big ideas and those who want to get something done. In fact, one of the biggest strengths of the ShapingEDU community is that the dreamers are also drivers and doers who are not at all satisfied with coming up with ideas and then leaving the development and implementation to someone else. It’s a community that values and seeks and produces results. (The 2018 Unconference produced a framework—10 Actions to Shape the Future of Learning—for action and archived materials, including graphic facilitator Karina Branson’s visual representations of what occurred there; the 2019 Unconference produced an online 18-page communique of “actionable ideas and strategies that can humanize learning, promote greater access to and equity in learning experiences, better connect education to the future workforce and world, and nurture highly collaborative communities of practice” that has been shared globally.)  

Acknowledging everyone involved in the development of the community and the unconferences would invariably result in an unbearably long post here on Building Creative Bridges and inadvertently leaving someone out, but a few key players are well worth mentioning as resources to anyone interested in knowing more about how to replicate its early successes. There is Lev Gonick, Arizona State University chief information officer and a founding force behind ShapingEDU. There is Samantha Becker, a cherished long-time colleague and collaborator who, as community manager for ShapingEDU, serves as a driving force and supportive colleague in virtually everything related to the community and the Unconference. And there is Laura Geringer, the community engagement, writing, and project leadership consultant who does much of the day-to-day work of reaching out to ShapingEDU community members to keep us informed and involved. Working alongside them physically and virtually are the volunteers who take bite-sized pieces of the overall initiative and work toward transforming dreams into positive, meaningful, measurable results.

What Lev and Sam and Laura nurture was clearly visible onsite. Because we are used to blended onsite-online interactions, it wasn’t much of a stretch for us to integrate our online colleagues into our activities on the first full day the 2020 Unconference. And when it became clear that the much lower-than-expected number of online participants was going to radically curtail the effectiveness of the breakout sessions we had planned for each group pursuing a part of the overall ShapingEDU framework, we quickly merged some of the groups with overlapping areas of interest and expertise to create more dynamic conversations, then further improvised by fully integrating what had initially been envisioned as conversations divided between onsite and online groups—which meant, for example, that my colleague Kim Flintoff (working from Australia) and I quickly snagged a room with projection and audio/loudspeaker capabilities—so we could hook my laptop up to those systems; the result was that we co-facilitated a session that extended from our room in Tempe all the way to Kim’s home on the other side of the world—and also drew in a couple of other onsite facilitators and a few online participants into the same highly productive completely blended session. One of the most rewarding signs of success came when we stopped paying attention to the technology that was making the session possible and focused on the results we were hoping to produce.

Just when all of us at the Unconference thought we had pushed our ability to adapt to its limit, another unexpected twist occurred—at the end of our first full day together: the increasing fear of cancelled flights home because of the then not-yet-implemented shelter-in-place orders that started going into effect less than a week later in parts of the United States drove the unexpected decision to move everything online overnight. Which meant that almost everyone had to scramble to rebook flights. Cancel their overnight reservations at the conference hotel. Scramble to pack everything that had been brought to the conference. And take actions that would have us all back together the following morning for Day 2 of what was about to become a completely virtual conference—with just a handful of us continuing to work together (in the Unconference online environment) from the dining room of the Unconference hotel.

Next: Going Online to Continue Dreaming, Driving, and Doing


T is for Training: Innovator’s Mindset, Instagram, and Trolls

February 14, 2020

Empathetic, problem finder-solver, risk-taker, networked, observant, creator, resilient, reflective: eight characteristics of The Innovator’s Mindset. And eight terms that could easily have been applied to Maurice Coleman during the recording of the latest episode of his long-running, biweekly T is for Training podcast last night.

The podcast—designed for anyone interested or involved in training-teaching-learning in libraries (and a variety of other learning venues)—wasn’t perfect last night. But that’s OK; like the learning that T is for Training so often explores and fosters through playful hour-long discussions among a core group of participants and an occasional guest, the podcast is not meant to be perfect. (If you decide to listen to the latest episode, you can skip the first three minutes and join it at the four-minute mark to dive right into the discussion.) It was, however, a great example of the topics under consideration: the book Innovate Inside the Box: Empowering Learners Through UDL [Universal Design for Learning]and the Innovator’s Mindset (by George Couros and Katie Novak) and the innovatively engaging Innovate Inside the Box (IITB) Instagram Book Study group is inspired—where Instagram became the platform for the core of the discussions.

With just two of us—Maurice and me—initially participating in the recording, we worked our way through some technical problems we were having with the podcast software during the first few minutes of the recording (resilient!…and grumpy, although that’s not one of the eight characteristics we were exploring). And, after those first few less-than-perfect moments, we began with a quick summary of the content of the book before exploring how the online book study group functioned and produced some interesting learning experiences and results…and the beginning of a potentially dynamic new community of learning.

he risk-taker element of the endeavor is that T is for Training is live and open to anyone who wants to call in—which means we often have some lively discussions, and occasionally find ourselves visited by that awful beast known as a troll. That, as you correctly assumed by reading the title of this post, is what happened about a third of the way through the recording last night. Maurice, always willing to engage in a bit of empathy, gave the troll a couple of (mercifully brief) opportunities to actually rise to the challenge of contributing positively to the conversation. Displayed resilience by bouncing back quickly from each interruption this somewhat persistent troll attempted to create. And ultimately engaged in another session of our favorite podcast pastime—whack a troll. The conversation ultimately continued, successfully, as if nothing had ever happened (problem found, problem solved).

Moving into a discussion of the Instagram book study group, we found ourselves doing far more than simply reviewing what it produced in terms of learning; innovation; products (e.g., the Instagram posts, tweets, and blog pieces) made by the creators who were participating in the group; and reflections. We were (occasionally) reflective, and networking came into it through mentions of T is for Training community members who were not present for the recording but will ultimately be part of that episode when they listen and respond to the content we managed to create. The role of creator, furthermore, is on display because the recording and dissemination of that episode of the podcast is becoming another contribution to the community initiated through the Instagram book study group and continuing on Instagram (and elsewhere) under the general #InnovateInsideTheBox hashtag.

For me, the real punchline here is that T is for Training has just been drawn into yet another rhizomatically-expanding community of learning—one that includes the Instagram Book Study group, the #InnovateInsideTheBox Instagram/Twitter/Facebook collaborations, the blog postings several of us have created in response to what we have encountered in the book as well as in the online conversations, and others yet to be determined. It’s one of the characteristics of the Innovator’s Mindset (networked); the best trainer-teacher-learners I have met and with whom I regularly interact; and the T is for Training community itself. And the best news of all is that you’re welcome to join any part of it, at any time, if you want to explore and nurture your own Innovator’s Mindset.

–N.B.: T is for Training generally records every other Thursday evening at 9 pm ET/6 pm PT. More information is available on the podcast website.


Learning, Innovation, and Instagram (#IITB, Pt. 4 of 4): On “Reading” Innovate Inside the Box

February 12, 2020

Sometimes a book can be much more than what rests upon its pages. It can be a catalyst. A meeting place. An invitation to engage in reflective learning. And the center of a community that forms when each of us, through our own reactions and interactions with the book and other readers, end up producing our own individual, highly-personalized versions of that book—which is exactly the sort of multilevel, potentially transformative experience that George Couros and Katie Novak have produced through Innovate Inside the Box: Empowering Learners Through UDL [Universal Design for Learning]and the Innovator’s Mindset.

The book itself is a paeon to the idea that innovation can be fostered as much by and within the limitations we face as trainer-teacher-learners as by thinking outside the box: “…the system, with its rules and limitations, is never a reason not to innovate. To the contrary, the system or ‘box’ you work within may be the very reason you need to innovate,” Couros writes in the opening pages of the introduction to the book. And, as has happened both times I have read books he has produced, I find myself taking an innovative approach to the act of reading itself: slowing down rather than racing through the text; stopping to follow links to sources (e.g., blog posts, short articles, or videos) he has cited in his text so that they become part of my personal version of the book; reflecting, through blog posts, on the content he (and, in this case, in collaboration with Novak) provides as a way of more deeply and rewardingly absorbing what he offers; and engaging in online interactions with others who are also reading—or have read—the book.

The special “reading” twist this time has been involvement in a three-week book study group using Instagram as the platform for the conversations—an innovation for me because this has been the first time I have engaged with others via Instagram for any reason, and it’s the first time I have, through the creation of a series of book-related posts, explored the potential Instagram offers as a tool for training-teaching-learning—then carried those posts into my Tumblr account as a way of collecting those thoughts into a cohesive, easy-to-follow online record of my own learning. The results, from a learning point of view, have been spectacular for me, and the content of the book has become far more meaningful and useable than it otherwise would have been.

Sample of the Instagram Book Study
group feed, from Picuki.com:
https://www.picuki.com/tag/InnovateInsideTheBox

Starting with the first of three sections—“The Core of Innovative Teaching and Learning”—Couros, as a co-conspirator in our learning process, walks with us through chapters exploring the importance of relationships in learning; learning that is learner-drive and evidence-informed; creating (and engaging in) empowered learning experiences; and being both a master learner and a master educator—recognizing, at all times, that the word “master” does not mean that we are perfect. By inviting us to explore these themes through the Innovate Inside the Box Instagram Book Study group, he and Novak extend the “book” into cyberspace for (and with) all of us in ways that have us creating a record of our own learning and a set of experiences that—because Instagram is obviously, at its core, a visual medium with opportunities to interweave imagery and text—create learning anchors (in this case, the visual reminders we create in the form of posts on Instagram) to make the learning more memorable—and, of course, playful.

The second section fully carries us into chapter-by-chapter explorations of the “characteristics of the Innovator’s Mindset”: empathetic, problem finders-solvers, risk-takers, networked, observant, creators, resilient, and reflective. And again, our starting point is through the reading of the textual conversation in which Couros and Novak bounce back and forth with observations about and guidance on how to incorporate those attributes into our own efforts to develop the Innovator’s Mindset for ourselves in ways to benefit those we serve. But, we realize as we reflect upon what we are reading, that is only the beginning. The real innovation comes through application of the work, and that’s where the formation of the community of teacher-trainer-learners within the online, (mostly) asynchronous book study group produces results worth noting. In creating posts about empathy in learning, we reflect upon—and begin to further hone—our own empathy toward our learners. In creating posts about risk-taking, we are inspired to take—and learn from the process of taking—risks by exploring resources and tools that allow us to produce better, more engaging and meaningful posts, on Instagram than we otherwise might have produced. The process of participating in the book study group becomes integral to the process of reading, absorbing, and applying what Couros and Novak offer us. And those of us willing to put the extra time into this level of “reading” the book (encountering the text, reflecting upon it, creating something from it that we can use in other venues, interacting with others as part of that reading-as-creative-process experience, and providing positive, inspirational learning experiences for others as a result) walk away with a reading experience that is every bit as innovative as anything the words upon the pages of the book can offer.

From Paul’s Tumblr account:
https://www.tumblr.com/blog/paulsignorelli

A short, very sweet concluding section suggesting “You Are the Change You Seek” serves as a reminder that “finishing” the book does not mean we are about to place it on a shelf where it becomes covered under an ever-growing shroud of dust, for this is not the kind of book you finish—or that is ever finished with you. As long as we remember what we have gained and apply it to the work we do, we will continue innovating within the box—and far beyond it, too.–N.B.: This is the fourth in a set of reflections inspired by #IITB, the Innovate Inside the Box Instagram Book Study group.


Learning, Innovation, and Instagram (#IITB, Pt. 3 of 4): Building Character(istics)

February 11, 2020

To display the character—and the characteristics—of the Innovator’s Mindset requires us to be observant, be creators, be resilient, and be reflective, George Couros and Katie Novak suggest as they explore the final four of those eight Innovator’s Mindset qualities in their book Innovate Inside the Box: Empowering Learners Through UDL [Universal Design for Learning]and the Innovator’s Mindset and continue engaging us through participation in their Innovate Inside the Box Instagram Book Study group.

Exploring themes that flow through the entire book, and exploring how Instagram might be incorporated into engaging training-teaching-learning opportunities, has certainly provided me with inspiration to be observant, to be creative (in the sense of creating Instagram posts that can serve as learning moments), to be resilient (each post has required multiple attempts and the use of at least a couple of different tools to produce the images/learning moments I was attempting to produce), and reflective. The results, as you can see from what I posted previously and from the following lightly-edited sets of reflections from each of the most recent Instagram/Tumblr posts I completed while contributing to the discussions on four of the eight Innovator’s Mindset characteristics, display the never-quite-perfect record-of-my-learning-process in ways that will serve as reminders to me—and, possibly, to you—of the value of regularly engaging in learning rather than remaining solely in the instructor/learning facilitator role so many of us pursue.

Comments accompanying the fifth of eight Innovator’s Mindset-post characteristics—this one on the Innovator’s Mindset characteristic observant: Something that has been all around—completely unnoticed, completely unobserved—is called to your attention. You take note of it. You might study it a bit. You absorb it into your verbal, visual, and “attentiveness” (things-I-need-to-notice) vocabulary. And suddenly, it seems as if it is everywhere you look. Which is the point that George Couros and Katie Novak make in Chapter 9 of Innovate Inside the Box: Empowering Learners Through UDL [Universal Design for Learning] and the Innovator’s Mindset). Being observant is a characteristic that, “in a world full of noise, is more valuable than ever,” Couros writes. Being observant, he continues, involves “the skill of finding nuggets of wisdom and powerful links to information [and] is one that you develop over time.” It’s a skill I’m further cultivating while experimenting with Instagram as a training-teaching-learning skill within the context of the book study group: I observe how my co-conspirators in learning—Couros, Novak, and those who are participating and interacting through their Instagram posts—approach the tool (creatively/innovatively); how some of us react to what Couros and Novak have written in their book and are providing via Instagram; and how we describe what we are doing to adopt the Innovator’s Mindset to create more productive, engaging, meaningful learning opportunities for our leaners and ourselves. “We have to design learning opportunities that leave room for students to observe the world around them, find their passions, and ask their own questions so their learning experiences aren’t cluttered with ‘one-size-fits-all’ resources that pave a path for them,” Novak writes. And, in learning and beginning to apply the lesson she and Couros are providing by not giving “one-size-fits-all” assignments in this book discussion/course, she makes us more observant, more likely to acquire and obtain glimpses of beauty in a world that we otherwise might not so carefully have noticed.

Comments about the sixth characteristic (creators): You see him in an urban park, creating an image from his surroundings. Creating something that matters to him. And, with any luck, something that will be seen by others, and that, to them, will matter, too. Consuming impressions from his surroundings—from his world—he engages in that stimulating moment of personifying the consumer-creator —an essential part of every learner’s experience, Couros and Novak remind us in Chapter 10 of Innovate Inside the Box. “Innovators need to be creators, not just consumers. With that in mind, teachers need to provide numerous opportunities for students to create by providing options and choices for students to collaborate, examine exemplars of creativity, find solutions to problems, use non-traditional forms to consume new information and content, and have the flexibility to put the ideas together to create and express new and better ideas”—which, as always, remains at the heart of what we, as participants in the Innovate Inside the Box Instagram Book Study group, are doing. We read, consuming the content from the book. We reflect, gleaning tips and gaining inspiration from what others post in Instagram. We create our own responses in the form of these images and the accompanying text we attempt to weave into our posts. And, as creator-consumers, we learn.

Comments about the seventh characteristic (resilient): We try to accomplish something, not sure how or whether we will succeed. And when we don’t, we try…and try again…until we get it right—which speaks to the power of resiliency, the seventh of eight characteristics of the Innovator’s Mindset explored by Couros and Novak in Innovate Inside the Box. “Innovators need to build resilience as setbacks and failing are expected. ‘Failure’ and ‘failing’ are different. Whereas failure is final, failing happens as part of an ongoing practice of trying and learning,” Novak tells us—a great reminder for me as I prepared this particular post and found myself having to try and try again until the cropping of the photo and the placement of the words were as effective as I could make them with the tools with which I’m working. It’s a lesson my colleagues and I share repeatedly with our co-conspirators in learning by suggesting that “fail to learn” is an often-overlooked foundation of resiliency—and success—in learning.

Comments accompanying my Instagram post on the eighth character trait: “The ability to reflect is crucial for understanding and processing,” Couros reminds us as he and Novak take us through the final characteristic of the Innovator’s Mindset: reflection. “It is also essential to our ability to move forward and create something from what we have learned. … Reflection time is something that should be seen as vital to learning…” The entire experience of participating in the Innovate Inside the Box Instagram Book Study group here on Instagram has been exactly that: a combination of moving forward in my learning about Instagram as a tool for training-teaching-learning; reading (and rereading) and reflecting on each chapter within Innovate Inside the Box; creating something that builds upon what I have already learned; and learning more by sharing it on Instagram, seeing how my co-conspirators in learning respond to it, and responding to the results of their own moving/creating/innovating/learning process. And because we are part of a community of learning, we have the chance to celebrate each step we take in moving toward improving what we do in service to the learners who rely on us for support, inspiration, and collaboration.–N.B.: This is the third in a set of reflections inspired by #IITB, the Innovate Inside the Box Instagram Book Study group. Next: When books are more than books.


Learning, Innovation, and Instagram (#IITB, Pt. 2 of 4): Building a Community of Learning

February 10, 2020

I’m watching—and, more importantly, participating in—the growth of another community of learning—the one fostered by writer-presenter-educator George Couros through the “Innovate Inside the Box [#IITB] Instagram Book Study” group he and his co-author, Katie Novak, are creating around their book Innovate Inside the Box: Empowering Learners Through UDL [Universal Design for Learning]and the Innovator’s Mindset.

It’s not a surprise at all to me that the community is thriving under their guidance: Couros’s Innovator’s Mindset MOOC (massive open online course) a couple of years ago was a playfully innovative and inspiring opportunity to work with a dynamic group of co-conspirators in learning. And the idea of using Instagram as a platform for learning has obviously been successful in attracting enough people to make this a unique and transformative learning opportunity well worth pursuing. As I mentioned in the first post in this series of reflections inspired by the #IITB book study group, it has been engaging from the moment during which I posted my first offering after opening an Instagram account last week and began interacting with George and the other co-conspirators—an experience that has quickly deepened after just seven days of online, asynchronous interactions. I’m finding kindred spirits—other teacher-trainer-learners with seemingly inexhaustible depths of curiosity. A willingness to experiment with new concepts and tools. And a commitment to creating time and space to interact around an overlapping set of topics that include innovation in learning, incorporating Instagram into learning, and exploring ways to expand our own learning in ways that will benefit those we serve. The experience is multifaceted—an online (mostly asynchronous) book discussion group, functioning in a way that is reminiscent of the best connectivist MOOCs (massive open online courses) I have joined. It has us interacting within the platform (Instagram) through the images, videos, and text we have been posting, and allows for interactions through the comments that we post about our own and others’ offerings and through expanded interactions via posting blog pieces like this one and reading (and responding to) those posted by others.

Most interestingly—and again, not surprisingly—the interactions themselves reflect many of the eight characteristics of the Innovator’s Mindset that all of us have been exploring and attempting to (further) develop. Going beyond the suggested basic level of participation—a suggested three postings for each of the three weeks the book discussion is scheduled to continue—because I have wanted to as fully as possible immerse myself in Instagram as a tool for training-teaching-learning, I’ve been creating separate posts that serve to summarize and respond to at least one element of each of the characteristics. The remainder of this blog post pulls lightly-edited text from each of the first four posts I completed while contributing to the discussions on four of the eight Innovator’s Mindset characteristics.

Comments accompanying the first post, on the Innovator’s Mindset characteristic of empathy: This, Couros proposes, “is about helping students seek out problems that are meaningful to them and then finding ways to solve or respond to those issues,” and it hearkens back to earlier passages in the book regarding the importance of asking the right questions to produce concrete, positive learning results. The goal, Novak adds, is “to empower students to become purposeful, motivated, resourceful, strategic learners”—a practice Couros and Novak put into play in the way they are encouraging those of us in the “Innovate inside the Box Instagram Book Study” group to absorb the content of their book, then apply it by producing Instagram posts that carry our learning forward through a process of deciding what each of us wants to know about Instagram and overcoming problems we face in locating and adapting solutions to design problems related to the creation of these posts.

Comments about the second characteristic (problem finders-solvers): This, Couros proposes, “is about helping students seek out problems that are meaningful to them and then finding ways to solve or respond to those issues,” and it hearkens back to earlier passages in the book regarding the importance of asking the right questions to produce concrete, positive learning results. The goal, Novak adds, is “to empower students to become purposeful, motivated, resourceful, strategic learners”—a practice Couros and Novak put into play in the way they are encouraging those of us in the “Innovate inside the Box Instagram Book Study” group to absorb the content of their book, then apply it by producing Instagram posts that carry our learning forward through a process of deciding what each of us wants to know about Instagram and overcoming problems we face in locating and adapting solutions to design problems related to the creation of these posts.

Comments about the third characteristic (risk-taking): Turning to “risk-taking” as one of eight characteristics of the Innovator’s Mindset (in “Innovate Inside the Box: Empowering Learners Through UDL [Universal Design for Learning] and the Innovator’s Mindset”), Couros and Novak are explicit in noting that they are not advocating “doing things that would harm our learners”; they are advocating the act of “moving from a comfortable average in pursuit of an unknown better”—something at the heart of the positive transformations that effective learning fosters. It’s a theme that speaks to me powerfully because I have, at points in my lifelong learning endeavors, caught myself (stupidly) thinking about not taking a course because it might lower my GPA—took me years to realize I no longer cared about grades; I cared about the positive results any great learning experience produces. I also occasionally catch myself—and stop myself from—holding back with questions about or experimental approaches to learning challenges offered in onsite and online courses and workshops; the self-imposed barrier, of course, comes from the fear that my peers/colleagues might somehow think less of me if I ask I a “stupid” question or produce results that are less dazzling than I hoped to produce when completing a learning task. What it comes down to, of course, is modeling for my co-conspirators in learning the very behavior I hope to foster in them: a willingness to try new things, overcome the fears that often accompany the act of taking risks, and live with—and actually embrace—the temporary failures that accompany us as we take the path toward learning what we want and need to learn. We “have to eliminate the barriers that prevent students from taking risks,” Novak counsels, and I would suggest we need to do the same for ourselves if we want to develop and benefit from adopting and nurturing the characteristics of the Innovative Mindset—for our learners and ourselves.

Comments accompanying my Instagram post on the fourth characteristic (networked); Being “networked”—the fourth of the eight characteristics of the Innovator’s Mindset (in “Innovate Inside the Box: Empowering Learners Through UDL [Universal Design for Learning] and the Innovator’s Mindset”)—is “crucial both to innovative teaching and learning as well as to helping students develop an Innovator’s Mindset,” George Couros writes. It’s a characteristic well-fostered in the “Innovate Inside the Box Instagram Book Study” group for which this and my other #InnovateInsideTheBox posts on Instagram [with copies posted to Tumblr] have been prepared: by engaging in an asynchronous book discussion via Instagram, those of us participating with George and his “Inside the Box” co-author, Katie Novak, are meeting and engaging with others in a rapidly-developing network of educators (aka, trainer-teacher-learners] that has the potential to become another long-term community of learning. We work through Instagram; we learn with and from each other; and, if we’re successful, we and the learners we serve will benefit from having nurtured the “networked” and other Innovator’s Mindset characteristics we are developing with each new interaction we help create. As Novak observes, “When we provide students [ourselves included] with authentic opportunities to network and dive their own learning, it’s a hell of a ride.”

–N.B.: This is the second in a set of reflections inspired by #IITB, the Innovate Inside the Box Instagram Book Study group. Next: The four remaining characteristics (observant, creators, resilient, and reflective).


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