AEJMC 2015 Annual Conference: MOOCs, Journalism, and Learning

August 14, 2015

When someone talks about actually having several thousand people come to class, I’m all ears—as I was again last weekend while serving on a panel discussion on the closing day of the Association for Education in Journalism and Mass Communications (AEJMC)  98th Annual Conference here in San Francisco.

AEJMC_2015--Logo[2]The conversation, built around the question of how massive open online courses (MOOCs) are changing universities, gave moderator Amanda Sturgill (Elon University School of Communications) and the four of us serving as panelists a wonderful opportunity to explore, with session attendees, some of the pleasures and challenges of designing and facilitating these still-evolving learning opportunities. Each of the four of us—my colleagues on the panel included David Carlson (University of Florida College School of Journalism and Communications), Daniel Heimpel (University of California, Berkeley Goldman School of Public Policy), and Bozena Mierzejewska (Fordham University Gabelli School of Business)—has had hands-on experience with designing and facilitating MOOCs. Each of us, with little discussion, agreed that we see MOOCs augmenting rather than posing a threat to higher education. We acknowledged that preparing for a MOOC is a time-consuming, intense experience requiring plenty of collaboration and coordination of efforts. And we seemed to be in agreement that a MOOC can be means to an end: a MOOC on journalism for social change, for example, engages learners as journalists whose work has the possibility of being published, and a MOOC on educational technology and media engages trainer-teacher-learners in the act of learning about ed-tech by exploring and using ed-tech while ultimately (and unexpectedly) leading to a sustainable community of learning that continues to evolve long after the formal coursework ends.

But perhaps the most meaningful observations were those that took us to the heart of why we are engaged in designing, delivering, and promoting MOOCs: we became teacher-trainer-learners because we want to help people, and MOOCs are a great way to achieve that goal if learners have access to the content and if they are supported in learning how to learn in our online environments. Furthermore, MOOCs provide additional ways to meet the ever-growing lifelong-learning needs so many of us encounter. As each of us discussed projects in which we have been involved, we and our audience members gained a deeper appreciation for the variety of explorations currently underway.

Journalism_for_Social_Change_MOOCHeimpel, for example, brought a couple of his own somewhat overlapping worlds together to the benefit of learners in his solutions-based journalism course, Journalism for Social Change, earlier this year. Combining the platform he has through UC Berkeley’s Goldman School of Public Policy with his role as publisher at The Chronicle of Social Change, he was able to nurture course participants in their explorations of a specific social issue (child abuse) while providing publication opportunities for those whose work reached professional levels.

Open_Knowledge_MOOCMierzejewska, in her position at Fordham, had an entirely different opportunity: the chance to work with colleagues at four other academic institutions (Autonomous University of the State of Mexico, Kwame Nkrumah University of Science and Technology, Simon Fraser University, and Stanford University) in an Open Knowledge: Changing the Course of Global Learning MOOC while creating something that another of my colleagues (Jeff Merrell, at Northwestern University) has been exploring—a MOOC that has its expected online presence along with onsite interactions among some of the learners. Her preliminary report online is a fabulous case study of what this type of blended learning produces; it includes her up-front observation that being involved in the MOOC “was actually very inspiring and eye-opening to what students can learn online only and how you can enrich those experiences with classes that are flipped.”

Musics_Big_Bang_MOOCCarlson was our resident rock star with his description of what went into the making and delivery of his Music’s Big Bang: The Genesis of Rock ‘n’ Roll MOOC that attracted 30,000 registrations and brought several thousand of those potential learners into his virtual classroom. He mentioned challenges that many of us face—producing engaging videos, having to coordinate his efforts with a variety of colleagues to bring a massive undertaking of that nature to fruition, and the attention to detail required while making videos (e.g., if videos shot on different days were later edited together, obvious discontinuities such as the fact that he was wearing different outfits or had hair that changed in length from shot to shot became obvious).

But while all of us in that room last weekend might have laughed together over the small challenges of clothing changes and changing hair lengths, few of us could have walked away thinking MOOCs were any less than an important and still growing part of our learning landscape—one with tremendous potential to augment our short- and long-term learning opportunities for willing and able to explore them.

AEJMC 2015 Annual Conference: Journalism, Supporting Communities, and Learning Online

August 12, 2015

There were plenty of intriguing juxtapositions for teacher-trainer-learners to observe and absorb last week while attending the Association for Education in Journalism and Mass Communications (AEJMC)  98th Annual Conference here in San Francisco—not the least of which was differing attitudes expressed toward serving audiences onsite and online.

AEJMC_2015--Logo[2]It’s a familiar and sometimes far-from-necessary either-or dilemma that exists in many of our contemporary venues—e.g., printed vs. online publication, onsite vs. online learning, onsite vs. online communities and collaboration—and often ignores the idea that looking for ways to blend those two proffered choices into something much more far-reaching and magnificent is sometimes (but not always) possible.

The context for the first of the two stimulating panel discussions was the topic “Who Will Serve the Civic Communication Needs of Cities?: Legacy Media, New Media and Community Discourse in Urban Life,” while the second, “The Experiment: Stopping All Print and Moving a College Newsroom Over to Medium and Twitter,” offered the compelling story of how a journalism instructor and her students transformed an unread print publication into an online multi-platform publication reaching a global audience.

Given the difference in focus—Civic Communication focused on the roles journalism plays in fostering community at a local level, particularly in urban metropolitan areas, while The Experiment was a success story drawing upon lessons learned by staff of the community college newspaper at Mt. San Antonio College in Southern California—there was plenty to be considered for those of us interested in contemporary journalism as well as for those of us committed to providing first-rate training-teaching-learning opportunities to those we serve.

Iris-Chyi--Trial_and_Error--CoverCivic Communication was a spirited conversation involving moderator Gary Gumpert (Urban Communication Foundation) and five other panelists (Chris Barr, Knight Foundation; H. Iris Chyi, University of Texas at Austin; Sharon Dunwoody, University of Wisconsin-Madison; Peter Gade, Gaylord College; and Jan Schaffer, American University), so there was far from complete agreement. There was, however, a strong foundation laid during the initial parts of the conversation suggesting that media outlets are making a huge mistake if they ignore the power print publications play in fostering community—particularly at that mid-level metropolitan newspaper level of operation. Among the concerns mentioned by panelists were the short duration of visits to newspaper websites (4.4 minutes); research showing that information read online doesn’t stick with us the same way information read in printed publications does; and an overall sense that online content is “inferior” to printed content—what Chyi referred to as the equivalent of Ramen Noodles as opposed to more nutritious products.

Others on the panel suggested that the whole concept of “mass media” needs to be rethought as our online resources provide access to powerful niches well worth serving within markets/communities. Media today, one suggested, are networked, social, connective, and niche; the quality of the audience is every bit as important as the idea of reaching a mass audience—all of which suggests that journalists need a new “knowledge base” that allows them to engage with members of the communities they serve and to foster citizen participation within those communities. It’s a theme with parallels in our training-teaching-learning environments: we continue to seek ways to engage learners and foster learner-centric, learner-driven engagement that produces positive results within local, regional, national, and global communities through our blended onsite-online interactions.

sac.mediaMoving to the conversation within the Mt. San Antonio College session, we heard instructor Toni Albertson and student journalists Albert Serna, Talin Hakopyan, and Jennifer Sandy describe how they responded to their target audience’s preference for online rather than printed publications by taking the campus paper online across a variety of platforms—and how that affected their approach to identifying and covering newsworthy events. Creating “ College news without the ink,” the student journalists took on a newly-found enthusiasm for what they did, covering a variety of issues, including how journalism itself is taught and fostered. They also carried their publication across platforms including Medium, Twitter (through @SAConScene), and YouTube so they could give each story the attention and platform they felt it deserved. They also were—and remain—innovative in reaching out to their target audience: when promoting stories they believe are significant, each staff member identifies 12 potential readers who might be interested in that story, then uses Twitter to reach out to those readers—a nice echo of the Civic Communication panel discussion about the need for journalists to more directly engage with members of their communities. The result, according to Nieman Lab writer Dan Reimold, is “one of the most daring college media outlets in the United States.” And if any of us manages to learn from and be inspired by what those Mt. San Antonio college colleagues are doing, perhaps our own writing-training-teaching-learning efforts will be the better for our having encountered them.

AEJMC 2015 Annual Conference, Day 1: On Homecomings, Digital Literacy, and Lifelong Learning

August 7, 2015

For trainer-teacher-learners with backgrounds in journalism—and I suspect there are plenty of us—attending the Association for Education in Journalism and Mass Communications (AEJMC)  98th Annual Conference (held here in San Francisco this year) is a bit of a homecoming.

AEJMC_2015--Logo[2]It’s not just the joy of being around more than 2,000 thoughtful, innovative colleagues from all over the world as we explore trends, challenges, and developments in journalism and mass communication; it’s an opportunity to see how our training-teaching-learning colleagues in a vitally important part of our contemporary world are continuing to hone their own skills while fostering the next generation(s) of professionals who will shape the face of the industry and the world it serves.

As is the case with any ambitiously-designed conference, the number of sessions to explore is overwhelming and hints at the importance of incorporating at least a couple of digital-literacy skills into the experience of treating conferences as part of our lifelong-learning experiences: the skill of sifting through torrents of information (in this case, to initially identify what is most likely to contribute to our own lifelong-learning needs), and an ability to use digital resources to enhance our learning. These skills, I might add, are clearly essential not just to the journalism and mass communications colleagues whose company I’m currently enjoying, but to any of us involved in the constantly-evolving world of training-teaching-learning.

The sifting, in this case, takes place at a variety of levels. Access to the online schedule before arriving onsite at the conference gave us an opportunity to make preliminary decisions regarding which sessions would most likely meet our learning needs. Receiving the printed copy of the 270-page conference book onsite allows us to fine-tune those choices a bit more. Following the Twitter feed from the conference draws our attention to colleagues’ recommendations for opportunities we might otherwise have missed. And hallway conversations add the icing to the conference cake by giving us opportunities to meet presenters whose sessions might otherwise not have made it onto our must-attend lists.

Rethinking_Digital_Literacy--Course_GraphicUsing digital resources to enhance our learning not only while we’re here but long after the conference formally concludes is something equally worth noting and exploring. The simple act of tweeting highlights from sessions we attend pays off at several levels: we produce a set of online notes to which we later can return to continue our learning; we see onsite colleagues’ tweets from those sessions and others we are not physically able to join, thereby increasing the breadth and scope of our conference/learning experience; we occasionally engage online with colleagues who couldn’t be here physically but feel less “left behind” because of our online exchanges; and the natural inclination to occasionally, while a session is underway, go online to find a site that further explains what is being discussed means we are extending the reach of these physical learning spaces well into the virtual world to create an onsite-online classroom that is limited only by our imaginations and access to the Internet.

This plays out nicely, as I saw during a “State of the Industry” panel discussion—the first session I was able to attend at the conference—yesterday afternoon. At the heart of the learning experience was a first-rate set of panelists: panel moderator Bob Papper, Director, RTDNA (Radio Television Digital News Association) /Hofstra University Annual [Industry] Survey; Teri Hayt, Executive Director, American Society of News Editors (ASNE); David Smydra, Executive Producer, Google Play Newstand; and Robert Hernandez, Associate Professor of Professional Practice at USC Annenberg. Adding to the experience was our ability, while tweeting highlights of the session, to see tweets from colleagues in other sessions where subject matter occasionally complemented what we were absorbing—which provided an opportunity, at a limited level, to actually create a much larger virtual learning space than any of us might have anticipated. Another element—common to what I experience while attending conferences these days—was the opportunity to extend that virtual classroom to include online resources that could provide additional background to unfamiliar topics the panelists were presenting.

Connected_China--FathomThe online-resources-as-extension-of-learning-space opportunity was particularly rewarding when Smydra introduced us to the concept of Structured Journalism—something he described as being “what digital media wants journalism to be” in that it makes the various bits and pieces of data (in various media) collected by journalists and the numerous resources going into news stories more accessible and reusable than they otherwise might be. While he was valiantly attempting to describe this somewhat complex concept in a brief period of time by providing visually-appealing examples (e.g., the Thomson Reuters Connected China project), I continued to listen to him and glance at his slides while also doing a quick online search to see whether he had any online resources providing a more in-depth exploration of the topic. And there, among the gems, was the article “Structured journalism offers readers a different kind of story experience,” written by Chava Gourarie for the Columbia Journalism Review and including quotes form Smydra, including this one that captures the concept beautifully: “It not only produces incredible stories but creates this reservoir of material that reporters and readers can call upon for future stories.”

AEJMC_2015--logoIt was at that moment that I realized I was experiencing a key learning moment described by so many of our best training-teaching-learning colleagues: that moment of learning that builds upon what we previously learned. As a blogger (as opposed to the broader role of writing articles and co-writing a book), I’ve come to appreciate the obvious and unique art form online writing offers: the ability to develop a cohesive piece of work that, through hyperlinks, allows readers to read start-to-finish or take as many detours as they care to take—and if I also make the piece more visually stimulating by embedding photographs or images of videos that include live links, I’ve further taken advantage of what this particular art form offers me and those who read my work. Smydra’s comments inspired an instantaneous building-upon-previous-learning leap from what I have been seeing in blogging to what I was beginning to see in Structured Journalism: a form that includes writing, imagery, video work, and more combined as unique, innovative, creative mash-ups providing another cohesive form of work/writing/journalism—with the added benefit of producing additional unique elements/source material that could be repurposed elsewhere.

As I continue thinking about what Smydra and his colleagues provided through their presentations, I continue taking advantage of the numerous streams of information and other resources that make conferences so richly rewarding as part of our lifelong learning landscape. There are the tweets. The conversations over a meal during an opening-night reception last night. The Storify recap of conference highlights from sessions yesterday. The bookmarked websites I accessed to write this piece as well as the websites to which I haven’t yet had time to return. My own stream of conference-related tweets (August 6 – 9, 2015) through my @trainersleaders Twitter account. And links to PowerPoint slide decks and other resources allowing us to draw upon our digital-literacy skills to continue the learning that is proving so rewarding in this and expanded moments of learning. All of which makes me suspect that Structured Journalism is already claiming a place in my training-teaching-learning-writing world.

N.B. – This report from the AEJMC 2015 Annual Conference is also the fifth in a series of reflections inspired by our ALA Editions “Rethinking Digital Literacy” course.

ALA 2015 Annual Conference: Digital Literacy, Onsite-Online Learning, & No Colleague Left Behind

August 6, 2015

Helping colleagues learn how to create blended onsite-online learning spaces by actually creating blended onsite-online learning spaces is an exercise we are far from exhausting, as I saw once again while facilitating a session at the American Library Association (ALA) 2015 Annual Conference here in San Francisco a month ago.

Rethinking_Digital_Literacy--Course_GraphicBeing able to foster this sort of blended interaction seems to me to be another critically-important digital-literacy skill along the lines of what colleagues are exploring in our ALA Editions “Rethinking Digital Literacy” course; is not at all difficult or costly to do if we creatively use tech tools readily available to many of us; and actually becomes a fun and engaging way for many of us to extend the size of the learning spaces we typically inhabit, we again saw during that “Blend It” session sponsored by ALA’s Library and Information Technology Association (LITA).

The concept, which I’ve explored with colleagues in a variety of settings, is straightforward: using little more than a laptop with a webcam, a projector and screen, and some form of audio system (either a small, portable set of speakers or a connection to an existing sound system within the onsite space that serves as the anchor for our efforts), we create real-time multiple levels of communication between learners/colleagues in a physical setting and colleagues who join us via their own online access points anywhere in the world. This quickly transforms those offsite learners/colleagues from being part of a “left behind” group to being active participants in a learning space that can be thousands of miles wide if those colleagues come from a variety of countries.

ALA_San_Francisco--2015_LogoWhat makes this personally rewarding for all involved is that we continue to learn through experimentation. The earliest effort I was lucky enough to help design and facilitate used Skype as the tool uniting an offsite presenter with approximately 200 colleagues here in San Francisco for a dynamic and tremendously rewarding exchange. The experiments continued a few years later when two colleagues and I used Skype and Twitter to connect onsite and online participants in a wide-ranging conversation about how we could incorporate these tools and these blended spaces into effective learning spaces. New Media Consortium colleague Samantha Adams Becker and I continue to push this particular learning envelop via Google Hangouts in a variety of settings, so I was ready, at the ALA Annual Conference this year, to carry it a step further by adding a “bring your own device” element to the conversation.

After introducing onsite participants to the concepts we were exploring, Harford County Public Library tech trainer Maurice Coleman and I demonstrated the concept by having Maurice step outside the room, use his own smartphone to join a Google Hangout I had started with my own laptop and was projecting onto a large screen that everyone in the room could see, and carry on a brief conversation that those in the room could join by addressing questions to him via the microphone that was embedded in the laptop.

LITA_LogoThe magic moment came when he physically returned to the room—it’s worth noting that by remaining visible and audible via that smartphone, he had never really left the room or the conversation—and we offered onsite participants a challenge: quickly identify someone you know could not be here at the conference, try to reach them using your own mobile device, and bring them into the room now via a Google Hangout. It was learning at its best: those unfamiliar with Hangouts helped others try to set up individual sessions; those familiar with Hangouts tried to initiate their own. And those who were successful let the rest of us know that had eliminated another member of the “left behind” corps through that virtual contact.

ala_leftbehindAt its peak, we had nearly a dozen individual hangouts happening simultaneously, and those in the room completely made the learning space their own: some explained to their friends what they were doing and what others were accomplishing; a few kept those sessions live for the remainder of the time we had together. And one particularly creative learner left her seat and gave her offsite colleague a virtual tour of the room by walking around and introducing our offsite colleague to others who were onsite.

It may have been gimmicky. It may have been far from pretty. But it was an exploration of digital literacy and educational technology at work in a way that provided a visceral example of how far we literally have come together. How easy it is for us to foster those levels of training, teaching, learning, and collaboration when we’re not afraid to risk failure in seeking small and large successes. And how easy it is to have fun while creating memorable, meaningful learning experiences that will continue spreading long after that formal session ended.

N.B. – This is the fourth (and final) in a series of reflections inspired by the American Library Association 2015 Annual Conference in San Francisco and the fifth in a series of reflections inspired by our ALA Editions “Rethinking Digital Literacy” course.

ALA 2015 Annual Conference: LITA Top Tech Trends, Digital Literacy, and Conversing Fast and Slow

July 31, 2015

LITA_LogoOne interesting tech trend that didn’t seem to draw any attention at a first-rate “Top Tech Trends” presentation at the American Library Association (ALA) 2015 Annual Conference here in San Francisco last month is inspiring me to write about the panel discussion nearly a month after it took place: the trend toward (and digital-literacy skill of) using online resources to extend a moment of conversation over a potentially very long period of time. The extended moment we’re going to have as a case study here is the one that began with that session on June 28, 2015, continues as I write this on July 31, 2015, and extends further into whatever day you’re reading and, with any luck, joining the conversational moment by responding to it.

There were plenty of notable tech trends covered during that session (viewable in an archived recording) sponsored and facilitated by the Library and Information Technology Association (LITA), and I’ll return to those by drawing from what we might call a Tweeter’s Digest version created in the form of an edited Storify transcript of the tweets coming out of the session.

ALA_San_Francisco--2015_LogoBut let’s focus, for a moment, on the larger, paradoxical situation/long-term trend in which we are, at the same time, driven to respond as quickly as possible online to what we encounter and yet, at the same time, are equally at ease finding something that has been online for an extended period of time before we discover and—more importantly—respond to it as if it were newly created rather than disdainfully treating it as something waiting for someone to breathe new life into it. That’s what we might call “conversing, fast and slow” if we were to puckishly name it by modifying the title of Daniel Kahneman’s thoughtful treatise Thinking, Fast and Slow.

At a time when we are sometimes (mistakenly) encouraged to believe that responses to online posts (e.g., in Facebook, Twitter, LinkedIn, and a variety of other social media tools) must receive immediate responses if they are to receive any response at all, I’m encouraged to find that responding to older posts, articles, or other resources leads to some amazingly reflective and rewarding exchanges creating those very long moments I’m attempting to describe here. And that’s what is inspiring me to return to what some might consider to be “old news”—a brief summary and reaction to an event that happened last month—with the understanding that the delay in calling attention to the panel discussion is far less important than the act of extending the reach of that conversation via this article, the link to the archived recording, and the link to the Storify transcript which includes attendees’ initial in-the-moment reaction to the descriptions of the tech trends under review.

An interesting and important theme connecting the various panelists’ tech trends descriptions was something library staff members often try to foster: collaborative efforts combined with a commitment to providing access to useful resources. As we heard about continuing efforts to provide “free, ubiquitous internet access in cities,” we had the visceral example of the LinkNYC project, a collaborative effort between City Bridge, New York City officials, and others; it’s designed to provide around-the-clock free Internet access and touchscreen-tablet interface with City services and other resources. As we heard about cross-sector collaboration as a tech trend, we had the possibility of previously-unimagined sharing of data between a variety of organizations in ways that served those using services provided by those organizations. And when we heard about an apparent renaissance in podcasting, we had colleagues jumping into the onsite-online conversation via Twitter to suggest partnerships between library staff and podcast producers, and other colleagues tweeting podcasts that might be of interest to those engaged in the session.

Rethinking_Digital_Literacy--Course_GraphicThere is plenty more to explore in the Storify transcript and the archived recording, but what brings us full circle here is the realization that by reading this article, following the links to resources of interest to us, and responding, we immediately become part of the extended moment that transforms a one-time panel discussion into part of a continuing conversation that enriches all of us, fast and slow. And adds to what we as trainer-teacher-learners can foster.

N.B. – This is the third in a series of reflections inspired by the American Library Association 2015 Annual Conference in San Francisco and the fourth in a series of reflections inspired by our ALA Editions “Rethinking Digital Literacy” course.

Rethinking Digital Literacy: Collaborating, Hyperlinking, and Owning Our Learning

July 30, 2015

With my ALA Editions “Rethinking Digital Literacy” co-conspirators (AKA learners) currently exploring the broad question of “who owns the learning” in digital environments, I saw at least one obvious answer while co-hosting and participating in a tweet chat about hyperlinked learning last night: anyone willing to be a collaborator/co-conspirator in the learning process owns the learning.

Rethinking_Digital_Literacy--Course_GraphicThe question about ownership of learning—engagingly examined by Alan November in a book and a TEDx talk we’re exploring in Rethinking —is important and double-edged for any trainer-teacher-learner working within a digital environment. It makes us think about who retains (or should retain) access to all our discussions, learning objects, and other tangible aspects of the online-learning process that are usually lost to us once a course formally concludes and the course learning management system is closed to learners. The question also makes us think about who has responsibility for nurturing and sustaining the (lifelong) learning process that is an essential component to fostering digital literacy.

With my tweet-chat colleagues in the Educational Technology & Media massive open online course (#etmooc) community, the answer to both facets of the question is obvious and openly accessible. All of us involved in that particular community of learning retain (and openly share) access to the artifacts produced through our learning—e.g., through blog postings that occasionally connect to and interact with blog posts from other members of the community; through archived recordings of our interactions during  the course and those that continue to take place in Google Hangouts and any other accessible online tool we can find and explore as part of our continuing learning efforts on the topic of educational technology and media; and through tweets and the Storify learning objects we produce.

Storify_LogoMore importantly, we shape those discussions and artifacts collaboratively and through our own initiative—this is learner-centric, learner-driven learning at a very high and productive level. We have learned to take the responsibility for asking what we can do rather than relying solely on others to facilitate our learning process. For the tweet chat last night, a couple of us prepared the script with questions to be used during the tweet chat. We facilitated the session. I then edited and posted the Storify transcript of the event so other members of the community could be part of the effort to use and disseminate that resource. The result is that while learning, we also made—and are continuing to make—it possible for others who want to learn more about hyperlinked learning to do so while also seeing how a self-directed community of learning operates.

Owning the learning at this level always seems to produce results far beyond anything we anticipate. The hyperlinked-learning tweet chat, for example, produced numerous examples of hyperlinked learning in action. There was the magnificent “Tutor/Mentor Learning Map,” with more than 2,000 hyperlinks to other resources, prepared and shared by #etmooc community member Daniel Bassill. There were exchanges about tech tools some community members had not yet tried. There were informal attempts to define hyperlinked learning, including Daniel’s suggestion that it “is like island-hopping in a huge ocean of knowledge. You can go from place to place in any direction”; Shuana Niessen’s suggestion that it’s “non linear responsive learning”; and my own observation (based on our source material from Michael Stephens) that it’s “what we did/do in #etmooc: connecting, exploring, playing, collaborating, learning experientially” and what I’m fostering among my Rethinking Digital Literacy co-conspirators.

etmoocWhat made the session particularly interesting was how often the discussion about hyperlinked learning actually became an example of hyperlinked learning. There was the moment, for example, when we had a unexpected appearance from Alec Couros, who with his own original group of co-conspirators designed and facilitated that MOOC that inspired us to assume shared ownership (without in any way excluding Alec) of the #etmooc learning community. And there were plenty of other moments when learning by hyperlink drew in new colleagues as well as a few we hadn’t seen in quite a while. Nothing could speak more viscerally and meaningfully to the topic of hyperlinked learning than a community so completely hyperlinked that interactions continue to grow rhizomatically—a theme we explored during the formal course and continue to explore and nurture with every new action we take.

Rereading the Storify transcript a few times led to additional reflection—and learning—for me throughout the day today as I continued to produce this article. I repeatedly was struck by how the act of collaboratively shaping our learning experiences means that we hone other digital-literacy skills at the same time: being able to work within ever-changing online environments; being willing to contribute to our own learning and to the growth of our learning communities; and being able to capture discussions, learning objects, and other aspects of the learning process so they remain accessible rather than locked away in something akin to the storage crate housing the Lost Ark of the Covenant at the end of Raiders of the Lost Ark.

oclmooc_logoAs I return to my Rethinking Digital Literacy co-conspirators—those learners who are so creatively and effectively crafting their own learning experiences—I look with admiration at the ways they are, in Week 3 of our four-week course, continuing to expand the ways they interact across as many digital platforms as possible. They—we—will leave distinct traces, if not much larger artifacts, of our time and collaborative learning efforts. It’s what was done in #etmooc; it’s what some of us have done in the Open and Connected Learning MOOC (#oclmooc) and the Connected Courses MOOC (#ccourses); and it’s what is creating the possibility that what we create during our four formal weeks of shared learning will remain accessible to current learning community members as well as to others who might want to learn from what we are accomplishing together.

In these dynamic, digitally-literate learning communities driven by hyperlinked learning, connected learning, connectivist-learning precepts, we are all co-conspirators. And we all own the learning, in every possible sense. 

N.B.: This is the fourth in a series of reflections inspired by our ALA Editions “Rethinking Digital Literacy” course.

Rethinking Digital Literacy: Collaboration, Experience, and Riding Digital Waves

July 27, 2015

There is no denying that playing and working in a variety of digital environments can sometimes feel akin to trying to drink out of a fire hose. There is also no denying that there’s another way to approach digital/online interactions: as if they produce magnificent waves well worth riding to a warm and welcoming shore—which pretty much describes the experiences I had riding rather than drowning in digital interactions last week as our ALA Editions four-week online course “Rethinking Digital Literacy” continued.

Rethinking_Digital_Literacy--Course_GraphicWhile the learners I am supporting—and have, as an extension of what I have learned elsewhere, begun referring to as my “co-conspirators” —spent the second of four weeks trying to define and determine ways to foster digital literacy among those we serve, I continued engaging in my own efforts to see where a blend of onsite and online interactions involving a wide range of friends and colleagues might take me—a tremendously satisfying exercise that culminated in a richly rewarding conversation with T is for Training colleagues at the end of the week.

Plenty of disparate elements had to come together for that particular wave to carry us all to shore, and they seemed to coalesce around a very specific digital-literacy skill: an ability to collaborate across numerous platforms and environments. The experience began early in the week as a local (San Francisco Bay Area) colleague (Clark Quinn), with whom I tend to interact more frequently online than face to face, was confirming lunch plans with me. Taking advantage of an hour-long trip via public transportation to reach Clark, I read several recent posts on his blog, where he consistently and engagingly addresses training-teaching-learning issues of interest to those of us working with adult learners in workplace learning and performance (staff training) settings. The punch line to one of his most recent posts—“…it’s not about content [in learning]. It’s about experience [in learning]. Are you designing experience?”—led to an intriguing conversation over lunch as I carried that online resource and inspiration into our face-to-face environment.

T_is_for_Training_LogoBut it didn’t stop there: I sensed there was plenty more to explore, and suspected a perfect venue drawing upon our digital literacy skill of collaborating within digital environments was back in the online sandbox I share with colleagues through Maurice Coleman’s biweekly T is for Training conversation/podcast—a program designed for those of us involved in library training-teaching-learning efforts. When Maurice and our T colleague Jill Hurst-Wahl agreed that Clark’s post and the question regarding content vs. experience would be a great topic for discussion, I notified Clark to see if he wanted to join us; he and I also continued the conversation briefly via exchanges in the weekly #lrnchat tweet chat (with an entirely different set of colleagues discussing tech trends) the night before the T is for Training was scheduled to take place.

Initially indicating he wouldn’t be available, Clark ultimately was able to join the conversation a few minutes after that episode of T began, and the results were every bit as stimulating as any of us might have hoped. A core group of the T “usual suspects” quickly welcomed Clark and interacted in ways that brought his non-library learning and development expertise to the forefront of the conversation; Clark, in turn, dove into the conversation in ways that helped him better understand how designing experiences in library training-teaching-learning efforts paralleled as well as differed from what he has seen elsewhere.

etmoocBy the end of the hour-long exchange, many things were obvious. The cross-pollination that occurs through interactions among members of various online communities—particularly the kind of online connected-learning communities with which I’m familiar—can bring benefits to everyone involved. This variation on hyperlinked learning—comprised of playing, learning, telling stories, transparency, participation, harnessing user-generated content (in this case, Clark’s blog post), and making connections, as Michael Stephens has suggested—benefits tremendously from our willingness to carry a variety of approaches into our continually evolving and ever-increasing tech tools. This combination of cross-pollination and hyperlinked learning produces notable results, small and large: T, for example, may have picked up a new usual suspect (if Clark is able to join us for additional conversations); Clark may be continuing the conversation in an upcoming Learnlet post to carry it to a larger audience; I’m certainly continuing this set of explorations further via my own blog and a tweet chat I’ll join later this week with #etmooc (Educational Technology & Media massive open online course) colleagues; and I will carry it back to the learners/co-conspirators in Rethinking Digital Literacy in the hope they can use it with their own colleagues in a number of different countries.

Ultimately, this level of collaboration, designing learning experiences, and riding rather than drowning under waves of digital interactions and resources creates exactly the sort of learning experience I pictured when I read Clark’s blog post. More importantly, it supports our efforts to hone that very important digital-literacy skill of collaboration that, at its essence, supports the way we live, play, and work positively, creatively, and enthusiastically in a hyperlinked world.

N.B.: This is the third in a series of reflections inspired by our ALA Editions “Rethinking Digital Literacy” course.


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