Let’s engage in some trainer-teacher-learner time travel; let’s revel in a wonderfully and gloriously circular learning moment whose beginning and end have not yet stopped expanding—and won’t if you decide to enter into and further expand this moment as part of a connected educator network.
It starts with a simple realization: that participating in a well-organized connectivist MOOC (massive open online course) or any other effective online learning opportunity not only puts us in real-time (synchronous) contact with those we draw into our personal learning networks, but also allows us to extend and connect online conversations with those that began days, weeks, months, or even years before the one we are currently creating, in venues we are just now discovering. It also can easily extend into days, weeks, months, or years we haven’t yet experienced.
I am, for example, writing this piece on October 17, 2013, and if you end up reading it on the same day, we’re in a fairly obvious and traditionally synchronous moment—the sort of moment we routinely experience face to face. By connecting this piece to others I’ve been reading and reacting to with colleagues in the Exploring Personal Learning Networks (#xplrpln) that Jeff Merrell and Kimberly Scott are currently facilitating under the auspices of the Northwestern University Master’s in Learning & Organizational Change Program, and by further connecting it to interactions with colleagues via Connected Educator Month, I am in a very rewarding way extending and weaving this moment across weeks and months of conversational threads created by others. They wrote earlier. You and I respond now. They pick up the thread and run with it at some as-yet-undetermined moment. And all of us are in a figuratively synchronous way connected through a conversation and learning opportunity that flows in multiple directions, over multiple platforms, as Pekka Ihanainen (HAAGA-HELIA University of Applied Sciences, Finland) and John Moravec (University of Minnesota, USA) explain in an article they wrote in 2011 and which I explored with a segment of my own personal learning network colleagues in a blog post and other online venues.
We see this in play through the Exploring Personal Learning Networks MOOC, where we are exploring and attempting to define personal learning networks by developing our personal learning networks. We are developing (or further developing) personal learning networks by drawing upon newly-created resources as well as resources that can be weeks, months, years, or even a century old. One colleague suggests that Jules Verne, the nineteenth-century novelist-poet-playwright, is part of his personal learning network in the sense that Verne’s work continues to guide him in his never-ending evolution as a learner. I am suggesting that a colleague from another MOOC is part of my #xplrpln personal learning network via a wonderful article she wrote months before the personal leaning networks MOOC was written and in progress; because her article is inspiring so many of us, she feels as if she is an active member even though personal time constraints are keeping her from posting updated material—for and in the moment. And several of us are suggesting that people who are still alive but with whom we have no one-on-one in-the-moment personal contact still are very much a part of our personal learning networks because they influence and affect our learning through the work they are producing or the examples they provide—something I experienced while participating in #etmooc (Educational Technology & Media MOOC) earlier this year.
That creates a wonderfully dynamic and continually evolving personal learning network—or network of networks—along with a tremendously expansive moment that remains open to further expansion through your participation. And the more we engage with #xplrpln course facilitators Merrell and Scott and course colleagues in the United States, Canada, Great Britain, Ireland, and Australia synchronously and asynchronously, the more we find our own personal learning networks, personal learning environments, affinity spaces, communities of practice, and overall communities of learning overlapping in ways that once again transcend geographic and chronological borders—suggesting that in the world of training-teaching-learning, borders and barriers exist only to be erased (or, at very least, made much more permeable than we often assume they can be).
It’s an obvious extension of the concept of rhizomatic learning—a process of learning that mirrors the spreading of rhizomes so there is no center, just a wonderfully ever-expanding network of learning connections rooted in creation, collaboration, and the building of communities of learning, as I noted after picking up the term from Dave Cormier via #etmooc. The learning rhizomes in our personal learning network now continue to move backward to capture parts of the extended conversation we hadn’t previously noted, and they move forward into the moment you are living and extending in collaboration with the rest of us. Together, we may be on the cusp of even greater collaborations. Learning experiences. And being part of contributing to a world in which connections through time, across time zones, and over geographic boundaries produce possibilities we are only beginning to imagine and bring to fruition.