Learning(Hu)Man Virtual Summer Camp: Merging Work and Play and Learning

The Arizona State University ShapingEDU Learning(Hu)Man campy virtual summer camp Mess Hall is relatively quiet this afternoon as I sit here writing this fourth in a series of “letters home from camp.” The camper-teacher-trainer-learners at this week-long online conference for dreamer-driver-doers committed to shaping the future of learning in the digital age are sleeping in very late. Or taking virtual nature walks to reflect on all we have seen and done and learned together this week. Or chatting, in small groups, around the virtual campgrounds via access to our Slack channels. Or sitting in the Camp multiplex movie theaters watching Camp Movies (archived recordings of some of some of the archived recordings of sessions recorded throughout the week and available on the ShapingEDU Community YouTube channel). Or taking an online immersive dive into the ocean to explore another lovely part of our world. And a few of us are taking advantage of some unscheduled time to create pages on the Camp Learning(Hu)Man virtual scrapbook, as I just finished doing.

 

Even at its most quiet, this is community in motion. A community committed to fostering and engaging in lifelong learning—learning that never stops and learning that responds to current events and wants and needs—and even social injustices that prevent some within our communities from having access to the best of the lifelong learning we all are seeking, creating, and promoting. A community engaged in a seamless interweaving of work and play and learning online as well as onsite or in blended (onsite-online) environments that was already taking place within the ShapingEDU community long before we began following shelter-in-place social distancing guidelines implemented in response to the current coronavirus pandemic); we have, if anything, only become more intensely creatively, innovatively, collaboratively immersed in exploring, fostering, documenting, and embracing examples of productive approaches to learning within the larger context of what is happening in the communities we inhabit.

So here we are on Saturday afternoon, mostly taking time for reflection after a stunningly intense, inspirational, exhaustive and regenerative week of learning with and from each other; continuing our creative endeavors individually and collectively through contributions to the virtual scrapbook and through interactions in those Slack virtual hallways; and thinking ahead to our final Camp Gathering Around the Flagpole Monday morning to try to make sense of all we’ve said and heard and done so we can transform the myriad narratives flowing all round us into some sort of plan for action for the weeks and months ahead of us until our next large-scale community gathering.

[graphic image by Karina Branson/ConverSketch]

The entire challenge of trying to shape a cohesive, community-wide narrative out of all the learning threads we have been working with is, as a cherished friend and colleague noted yesterday, “challenging.” My narrative—very much based on a commitment to connecting representatives of learning organizations (and the learners they serve) with representatives of workplace organizations that will work with those learners in their capacities as employees/managers/supervisors/CEOs—can and probably should be different from the narratives being shaped by many of our colleagues. That personal narrative, for me, is what my colleague Kim Flintoff (a self-declared “provocateur, educational change agent, futurist, speaker, researcher, writer, teacher, catalyst, and sustainability advocate”) and I consistently attempt to facilitate as “mayors” (aka committee chairs) in the neighborhood (aka committee/taskforce) committed to connecting education and the workforce of the future; it’s what we highlighted during our Learning(Hu)Man session yesterday on connecting learning and workplace representatives. But that’s just one of the narratives flowing through Camp Learning(Hu)Man and ShapingEDU overall. There are narratives/neighborhoods around bolstering intergenerational leadership and learning futures; personalizing learning; recognizing all forms of learning; promoting access & equity in learning; embedding data-driven approaches in student success; humanizing learning, innovating artificial intelligence applications, building constellations of innovations, and fostering immersive learning. There is a community-developed communique providing an outline for dreaming, doing, and driving the future of learning—a document that has provided the underpinnings of much of what we’ve done together this week while camping out together. There are projects and resources in various stages of development. 

And, most of all, there is the continual commitment to drawing new campers into the campgrounds with us. If that appeals to you, please join us in the ShapingEDU community by requesting access to our online community in Slack.  

–N.B.: 1) This is the eighteenth in a series of reflections inspired by colleagues’ reactions to the coronavirus and shelter-in-place experiences, and the fourth in a series of posts inspired by Learning(Hu)Man.

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