Lightning Rounds in #lrnchat: Macho Tweet Chatting

May 1, 2015

Trainer-teacher-learners, as I noted while facetiously promoting a game called Speed PowerPointing a few years ago, have a magnificent ability to transform challenges into learning innovations. That ability was on display again yesterday when new and returning members of the #lrnchat community engaged in our weekly (Thursdays, 8:30 pm ET/5:30 pm PT) tweet chat and, in the process, seemed to create a new format we might call “Macho Tweet Chatting.”

#lrnchat_logo#lrnchat participants, as the community blog explains, “are people interested in the topic of learning from one another and who want to discuss how to help other people learn in formal, informal, social and mobile ways.” The weekly chats (originally 90 minutes, now 60 minutes) have a well-established format: begin with brief introductions; warm up by responding to a question about what we learned that day (or that week if we somehow went all day without learning something); respond to six inter-related questions on a pre-announced theme; and conclude by posting wrap-up tweets during which we re-introduce ourselves and are encouraged to engage in shameless acts of self-promotion (which usually help us learn what our colleagues are currently doing/promoting/producing). When the virtual smoke clears from those hour-long sessions, we find that we’ve taken approximately eight or nine minutes to respond to and build upon colleagues’ comments about each of those six questions.

But that wasn’t what we encountered when we joined a session on the topic of Persistence in Learning yesterday. The community organizers, with little explanation until we were well into the session, had decided to create lightning rounds by tossing 10 rather than six questions (in addition to the usual introductions, wrap-up, and what-did-you-learn questions) into the mix. It was only when someone asked why the chat seemed to be moving much more quickly than usual  that we learned what was behind the innovation: those preparing the questions about persistence had difficulty in winnowing down the number of proposed questions, so they changed the format rather than eliminate thought-provoking content that would foster our learning process yesterday.

The usual format fosters numerous initial responses, some retweeting of those responses so that others not engaged in the live session have a glimpse of what our discussions produce, and a variety of playful offshoots as individual community members engage one-on-one before another question from the community moderators more or less draws us all back together into a somewhat cohesive online conversation. The increased number of questions within an unexpanded period of time simply upped the ante: we had to respond much more quickly than usual; we struggled to engage in the retweeting that is such a fundamental element of expanding the community into the larger communities in which each of us individually interacts; and the playful one-on-one side-conversations were even more frenetic than usual.

Storify_LogoIt was clear that this was the sort of learning opportunity that would require some after-class effort to fully appreciate what we experienced—and learned—via the lightning-round format. Immediately creating an initial stand-alone transcript via Storify rather than waiting for community moderators to post it on the blog later this week made it obvious to me that many of the tweets were shorter than usual. (I suspect that the 140-character ceiling on tweets was higher than many of us could reach given the time limits we faced in composing each tweet.) Skimming that transcript so soon after the session ended also made me realize how much more content I had missed than I normally do—and made me appreciate how helpful it was to have created a useful learning object in the form of a Storify document—rereading content provided plenty of valuable opportunities to continue benefiting from the wisdom of this particular crowd by luxuriating over some of the observations; laughing at some of the funnier exchanges; and relishing the sense of support upon which a community like #lrnchat is built and sustained.

ccourses_logoA post-session reading also produced some insights that may not have been intended by those posting comments. When we see someone post “eyes glazing over” in response to a question about when it is better to surrender rather than persevere, for example, we can also retroactively read the comment as a reflection of the idea that some of us may have felt our eyes glazing over because of the fire-hose flood of information coming our way. When we see even one of our most agile, literate, and pithy colleagues acknowledge that “it’s hard to catch up on this fast-moving #lrnchat,” we’re reminded that in connected learning environments and connectivist massive open online courses (MOOCs), the best lesson learned is that it’s not actually necessary to “keep up”—learning is often about what we can and choose to absorb rather than being about what someone else wants us to absorb. And if we’re empathetic enough to carry our own frustration over not keeping up into an appreciation for the frustration overwhelmed learners feel, we’ve absorbed an important lesson through the experiential learning #lrnchat so frequently fosters. And when we re-read my own tongue-in-cheek suggestion that #lrnchat may need to adopt The Flash and Quicksilver as our mascots, we might also take the suggestion as a reminder that training-teaching-learning at times seems to require superpower-level skills.

What remains most encouraging and most important is that, at the end of the day (and the Macho Tweet Chat), those who stayed with it acknowledged how invigorating and—in the most positive of senses—challenging the session was. We came. We chatted. We laughed. We learned. And, in the best of all worlds, we experienced an exercise (and form of exercise) we may be able to share with some of our most advanced learners so all of us continue learning together.

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#etmooc and #lrnchat: When Communities of Learning Discuss Community—and Produce Results

September 27, 2013

There was no need this week to read yet another book or article on how to effectively create and nurture great communities. Participating in live online sessions with colleagues in two wonderful communities of learning (#etmooc, using the #etmchat hashtag and a Google+ community for online exchanges, and #lrnchat) provided experiential learning opportunities among those trainer-teacher-learners: participating in discussions to explore what makes our communities attractive or unattractive, and contributing to the conversations in ways that produced immediate results, e.g., a name for a new learning community that is in the early stages of formation in Australia.

#lrnchat_logoThe first of the two communities—#etmooc—is relatively young, having grown out of the Educational Technology & Media massive open online course (MOOC) developed by Alec Couros and colleagues earlier this year, while #lrnchat appears to have been in existence at least since early 2009 and is currently facilitated by David Kelly, Clark Quinn, Cammy Bean, and Jane Bozarth.

While #etmooc draws together a worldwide group of trainer-teacher-learners interested in improving their ability to effectively and engagingly incorporate technology into the learning process, #lrnchat has the somewhat broader goal of serving as a community “for people interested in the topic of learning [and] who use the social messaging service Twitter to learn from one another and discuss how to help other people learn”; those first-rate #lrnchat organizers also routinely post session transcripts that in and of themselves are great learning resources for others involved in training-teaching learning.

Participants and discussion topics sometimes, as was the case this week, overlap in #etmchat and #lrnchat sessions in fortuitous ways. Those of us who joined the #etmchat session on Wednesday and then joined #lrnchat on Thursday were able see these two overlapping yet significantly different communities explore (and, in many ways, celebrate) the elements that have made both communities dynamically successful. (Stats posted this afternoon by #lrnchat colleague Bruno Winck, aka @brunowinck, suggest that the one-hour session produced 642 tweets and 264 retweets from a total of 79 participants.)

What was obviously common to both groups was the presence of strong, dedicated, highly-skilled facilitators who kept the conversations flowing, on topic, and open to the largest possible number of participants. There was also an obvious sense of respect and encouragement offered to newcomers as well as to those with long-term involvement—a willingness to listen as well as to contribute, and a commitment to extending the conversation to others not immediately involved. (Retweeting of comments was fairly common in both groups, indicating a commitment to sharing others’ comments rather than trying to dominate any part of the conversation solely through personal observations). What we continually see in both groups is an invitation to engage and a willingness to listen as well as contribute rather than the tendency to create and foster cliques that exists in less effective and less cohesive communities.

A sense of humor and a fair amount of humility also appears to support the high levels of engagement visible in both groups—those who are most inclined to offer the occasional ironic/sarcastic/snarky comment just as quickly turn those comments back on themselves to draw a laugh and make a point that contributes to the overall advancement of discussion—and learning—that both communities foster.

There also is more than a hint in both communities of creating learning objects through the transcripts and conversational excerpts (e.g., through the use of Storify) generated via these discussions. And that’s where some of the most significant results are produced, for embedded in those transcripts and excerpts are links to other learning resources that many of us may not have previously encountered.

etmoocFollowing those links during or after the conversations continues our own personal learning process and, as was the case with #lrnchat yesterday, actually produce something with the potential to last far longer than any single discussion session. One of those unexpectedly productive moments of community-sharing-in-action yesterday came when, from my desk here in San Francisco, I posted a link to a Wikipedia article about third places—that wonderful concept of the places outside of home and work that serve as “the heart of community” and the third places in our lives, as defined and described by Ray Oldenburg in The Great Good Place: Cafés, Coffee Shops, Bookstores, Bars, Hair Salons and Other Hangouts at the Heart of a Community (1989). A colleague in Melbourne (Helen Blunden), seeing that link, quickly followed it to familiarize herself with the concept, then realized that “Third Place” would serve nicely as the name for a new learning and development community she is currently forming in Melbourne—which means that when members of #3placemelb (Third Place Melbourne) interact online, they’ll be the latest offshoot of a learning tree with roots in Oldenburg’s book first published in 1989; a well-developed trunk that has branches representing a variety of settings, including libraries; and continues to sprout twigs in online virtual communities such as #etmooc and #lrnchat, blended (onsite-online) settings, and that latest growth in Melbourne—all because great communities seem to beget additional great communities through collaboration rather than competition.

N.B.: The #lrnchat sessions currently take place every Thursday from 8:30-9:30 pm EST/5:30-6:30 PST; #etmchat sessions are generally announced on Twitter via the #etmooc hashtag and are also promoted in the #etmooc Google+ community.


Innovator’s Mindset MOOC (#IMMOOC): Flexing Our Social Media Muscles

September 29, 2017

Trying to skim approximately 3,000 tweets in an hour is a ridiculously daunting challenge. One that I clearly was not up to meeting. But I gave it my best shot last night during the first of six weekly hour-long tweetchats scheduled as part of #IMMOOC (the Innovator’s Mindset massive open online course) Season 3. The result was exhilarating. Frustrating. Eye-opening (and eye-straining). Inspiring. Taxing. And ultimately, well-worth documenting and sharing as a tweetchat-on-steroids variation of a much earlier (pre-#IMOOC) #lrnchat experience I joking referred to as “Macho Tweet Chatting.”

I’ve come to love the tweetchat format in training-teaching-learning-doing for all it inspires and provides. When sessions are well-facilitated (as the #IMMOOC session was), the online 140-character-per-tweet conversations (currently morphing into 280-character bursts) are extremely stimulating and well worth revisiting through online transcripts when their organizers archive them, as our #lrnchat colleagues do. Or when someone takes the time to create a transcript using Storify, as I occasionally do.

Seeing the original online snow-flurry-of-tweets-at-the-speed-of-light translated into the much-more digestible transcript format creates room for review. Reflection. And extended moments of inspired thinking. Sharing. And additional collaboration. The transcript provides a vessel to more effectively navigate the numerous rapids in the fast-flowing river of interconnected thoughts springing from a community engaged in what it does best: learning collaboratively. One notable result is immersion in a learning object (the transcript) created by the learners themselves/ourselves through the learning act of participating in the tweetchat. It makes the learning process expansive and grounded in a well-organized learner-driven process: we prepare for the tweetchat by reading something or watching a video; then  we learn through the live tweetchat exchanges; then we create the learning object that immediately becomes part of the body of work available to us and to subsequent learners. And, in the best of all worlds, the live conversation continues asynchronously through additional tweets, through blog posts like this one, through our extended conversations on Facebook, and in numerous other ways limited only by the imaginations and willingness of the ever-expanding circle of participants or community of learners over a period of hours, days, weeks, months, or even years to continue learning together. It’s a concept meticulously described by Pekka Ihanainen and John Moravec in their paper about “Pointillist time”—what they refer to as “a new model for understanding time in pedagogical contexts”—and one I’ve been exploring in a wonderfully Pointillist time frame ever since I came across it while participating in another connectivist MOOC (#etmooc) four years ago.

There’s no denying this can be a messy process—one that requires a great deal of patience with ambiguity and a willingness to react innovatively to whatever comes our way. Even though there is a clearly-identified starting point (the tweetchat), the conversation soon extends rhizomatically through numerous very-loosely-connected platforms (as I mentioned earlier). This is clearly learning at an extremely high level, for highly-motivated learners who find pleasure in the struggle to innovatively respond to a constant stream of new challenges that have the potential to produce transformative results.

It becomes easier and more pleasurable, as I was reminded last night, with consistent practice—the same sort of practice an athlete or ballerina dancer engages in to develop muscles. (I felt, at the beginning of the session, as if my tweetchat muscles had become a bit flabby for lack of recent use.) And it helps to have learning facilitators who support us by offering guidance before, during, and after the formal learning event occurs. Most importantly, this level of learning and engagement in contemporary learning opportunities helps us become comfortable with the idea that the intentionally overblown and completely unrealistic challenge I posed at the beginning of this article (skimming 3,000 tweets in one hour) is part of a larger learning process—the process of realizing that in our dynamic, messy, rhizomatic onsite-online (blended) learning environments, success comes with accepting the fact that we don’t need to eat everything put before us on our learning plates. We have to willingly accept those portions we know we can digest within any given (Pointillist) moment, and ask for a virtual doggy bag to take the rest home with us for later consumption.

N.B. — This is the second in a series of posts inspired by Season 3 of #IMMOOC.


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.


Clark Quinn: Learning, Nomenclature, and Fomenting Revolution  

May 21, 2015

Clark Quinn, a colleague through #lrnchat and ATD (the Association for Talent Development), is certainly not the first to say that he is mad as hell and to urge us to not take it anymore. Nor is he the first to suggest that the nomenclature we use to describe what we do in what is generically called “training” is far from adequate, or that our event-based approach to learning is often a frustratingly ineffective approach to making a different in a learner’s life, or that it is time for a new manifesto to set things right.
Quinn--Revolutionize_L&D--CoverBut Quinn, in his well-researched, highly- and finely-nuanced book Revolutionize Learning & Development: Performance and Innovation Strategy for the Information Age, does far more than recycle old rants. He effectively draws upon the experience he and his colleagues bring to our workplace training-teaching-learning efforts. He builds upon research-based evidence to show where we continue to go wrong in workplace learning and performance (staff training) efforts and how we might change our course(s) to the benefit of those we serve. And he adds to the dynamic literature of training-teaching-learning-doing in a way that encourages reflection as well as action.

“I am on a mission,” he tells us on the first page of the preface to the book. “The stuff I had railed against a decade ago was still in place. I was, quite frankly, pissed off. I decided that I simply had to make a stab at trying to address the problem….I am not temperate in this [first] section, I confess; on the contrary, I may be tarring with too broad a brush. I am not apologetic, believing it better to be too harsh and raise hackles than to have no impact. Reader beware.”

signorelli200x300[1]The issues he tackles are numerous—not the least of them being the inadequacy of the jargon we use. As Lori Reed and I noted in our own book (Workplace Learning & Leadership; ALA Editions, 2011), there are numerous terms used to describe the training-teaching-learning field and those playing in that field; each term, furthermore, overtly as well as subliminally affects the way we approach and engage in our work—which, of course, is why it’s important that we eventually find the right vocabulary: terms that not only accurately and concisely describe what we do, but also guide us toward successful efforts supporting our workplace colleagues and those they ultimately serve. One of the most visible and well-orchestrated recent attempts to update our vocabulary came a year ago when the American Society for Training & Development rebranded itself as the Association for Talent Development for many reasons—not the least of which was a desire to emphasize the result (developing the workplace “talent” of employees) rather than the process (i.e., training/learning). Quinn, whose book was co-published by Wiley and ASTD one month before the ASTD-to-ATD transformation was announced, suggests that we move from our industry jargon of “learning and development (L&D)” to “performance and development (P&D)” for the same reason: to place a focus on the results of our efforts (employee performance in the workplace) rather than the process leading to those results. Neither approach strikes me as completely satisfactory, for “talent development” as an industry descriptor then suggests the less-than-perfect and far-from-inspiring term “talent developer” (instead of “trainer” or “learning facilitator” or any other equally-inadequate term we might also incorporate into our lexicon to guide us in our work). I continue, in my own work, to use the less-than-perfect hyphenate “trainer-teacher-learner” to capture what I believe is a trinity of terms summarizing important facets of our work—but I quickly acknowledge that it misses one of the key attributes Quinn calls to our attention: a focus on what learners do with what they are learning. If workplace learning and performance is—as so many of us believe—a transformative process that should lead to positive action, then the words we use to describe it should also reflect and acknowledge the inherent goals driving the process.

When we move beyond the nomenclature and into the real focus of the first section of the book (“Status Quo”), we find that the author has taken a playful yet devastating approach to describing the state of our industry. The subheadings to Chapter 3 (“Our Industry”) seem to be the result of an effective game of free-association—one that helps make the case for joining the revolution: “inadequate”; “event-ful” (in the negative sense that learning opportunities are treated as isolated events rather than part of a larger learning process that produces positive results for learners, their organizations, and the customers/clients/patrons they ultimately serve); “disengaging”; “antisocial” (in the sense that they underutilize the social media tools that are so important a part of our workplace efforts); “rigid”; “mismeasured” (in the sense that evaluations don’t measure meaningful results from training-teaching-learning efforts); and “no credibility,” among others. If that isn’t enough to make us grab our pitchforks and burning brooms so we can storm and burn the antiquated castles of training/L&D/P&D, perhaps we need to check to see if any of us still has a pulse.

The book (and Quinn), of course, offer us far more than a pessimistic document that would leave us wanting to slit our training-teaching-learning wrists. His second section explores research-based evidence on how our brains react to and absorb learning opportunities—in contrast to what many of our current efforts actually provide—and reminds us that informal learning opportunities, the use of communities of learning, the use of existing resources rather than always seeking to design new workshops and courses, and recognition of the benefits of mobile learning as part of our learning landscape stand to produce far better results than we currently produce.

ATD_LogoHis section on aligning learning with workplace needs provides a great example of what he is attempting to foster: by incorporating case studies and reflections by several of his colleagues (including Jane Bozarth, Allison Rossett, and Marc Rosenberg—people familiar to us through our involvement with ATD, #lrnchat, the eLearning Guild, and other first-rate learning communities), he reminds us that even a book like Revolutionize Learning & Development can serve as a gathering place for colleagues to meet, talk, learn, reflect, and develop effective plans of action.

The final section (focusing on a “path forward”) works well with a short set of appendices to help us reflect on core competencies and practices that better position us to be part of a process of change within our workplace training-teaching-learning (and doing) efforts.

“This book is not a final answer,” Quinn says up front (p. xxiv). “There are answers in many of the component areas, but the integration is new, and a book is a limited endeavor.”

He leaves us with an open invitation to join the discussion through RevolutionizeLnD.com; the “Serious eLearning Manifesto” that he, Michael Allen, Julie Dirksen, and Will Thalheimer have posted; and his ongoing series of posts in his “Learnlets” blog. And there are, of course, the continuing opportunities to be part of the conversation and action through participation in #lrnchat (Thursdays, 8:30 pm ET/5:30 pm PT), T is for Training, ATD, and our numerous other communities of learning and action.


Information Services Today: Global Personal Learning Networks

April 24, 2015

Preparing a personal learning networks (PLNs) webinar and reading Jan Holmquist’s “Global Learning Networks” chapter in Sandra Hirsh’s newly-released anthology Information Services Today: An Introduction makes me realize how wonderfully expansive and rewarding our PLNs have become.

Information_Services_Today--CoverThe idea driving the creation of a personal learning network—the ever-changing informal group of people each of us personally and uniquely defines, forms, and turns to in our lifelong learning endeavors—appears to be timeless; I can’t imagine a period of our recorded or unrecorded history during which people didn’t learn from each other informally, beyond the confines of classrooms or other formal learning spaces. And yet, as Holmquist notes at the beginning of his chapter, changes in the technology we use are expanding the pool of potential PLN members from which we can draw tremendously: “The world keeps getting smaller. Technology has challenged the need for physical presence regarding how, when, and where learning, collaboration, and sharing information takes place” (p. 374).

PLNs, he continues, provide a tremendous set of benefits by offering us connections to colleagues with whom we can “interact and exchange information and resources; share knowledge, experiences, and ideas; and collect and create an informed guide to professional development opportunities and lifelong learning” (p. 377).

We don’t want or need to become too technical or academic in exploring what personal learning networks mean to us to fully appreciate how they operate and what they provide. They are flexible (because we continually modify them to meet our learning needs). They are responsive (because we define them, nurture them, and turn to them in our moments of need, not someone else’s). They can be collaborative (although there are times when we learn from members of our PLNs without directly contacting them, e.g., when we learn by reading a PLN colleague’s writing on a topic we’re exploring or drawing upon a list of resources curated by members of our PLNs). They thrive on our willingness to contribute to them rather than seeing them solely as one-way resources—something where we take but never give. They are as local or as global as we choose to make them, drawing upon colleagues we see face-to-face as well as colleagues with whom we might have only the most cursory of online interactions via social media tools such as LinkedIn, Twitter, Google+ Communities, Scoop.it, and Storify. And as the name implies, personal learning networks are deeply and inevitably personal (both in the sense of being something that is centered on each of us, individually, and in the sense of being centered on persons)—and they change as our learning changes need, but also have a sense of continuity that reflects the continuities in our own learning interests and endeavors.

xplrpln_logoThere seems to be no definitive answer as to how small or large a PLN should be. The work of British anthropologist Robin Dunbar suggests that there is a point (Dunbar’s number) beyond which members of any social group lose their ability to function effectively in social relationships, and I suspect that an overly large PLN eventually becomes ineffective in that valuable resources become overlooked because they are lost in the PLN crowd. The diversity of members and the variety of interests represented by those members, on the other hand, suggests that a PLN benefits from not being overly small or exclusive. And the resources from which we draw members seems to be limited only by our own imaginations: A cursory glance at my own PLN shows that it includes people with whom I’ve learned in formal academic settings, onsite workshops, and professional associations (e.g., the New Media Consortium, the American Library Association, and the Association for Talent Development); from people I’ve met in tweet chats (e.g., through #lrnchat); and from learning facilitators and learners in connectivist massive open online courses (MOOCs)—including one (#xplrpln—”Exploring Personal Learning Networks”) focused on the creation and nurturing of PLNs. My PLN has also grown significantly by adding people whose published work—including work they publish on their blogs—provides learning opportunities for me. I’ve even realized that drawing upon an anthology such as Information Services Today can contribute to the development of a PLN; reading chapters written by and interacting with other contributors to the book has made me consciously include Michael Stephens and Kristin Fontichiaro, along with Jan Holmquist, in my own PLN.

If this inspires you to expand your personal learning network by adding Stephens, Fontichiaro, Holmquist, or other writers, and to expand your own ideas about where you can find additional members to strengthen your own PLN, then you’ve taken another step in recognizing how global and open our personal learning networks have become.

N.B.: This is the fifth in a series of reflections inspired by Information Services Today: An Introduction, which includes Paul’s chapter on “Infinite [Lifelong] Learning.”


#oclmooc and Connected Courses MOOC (#ccourses): When Personal Learning Networks Collide (Again)  

September 30, 2014

Connected learning went over the top again this evening as members of the Open and Connected Learning MOOC (#oclmooc) community of learning engaged in their/our first tweet chat as a group coalescing through a connectivist massive open online course (MOOC).

TweetchatsIt’s difficult to know where to start in describing how the learning connections expanded rapidly and rhizomatically during that one-hour session that was fast-paced and well-facilitated by #oclmooc co-conspirator Verena Roberts. There’s a temptation to talk about the obvious connections to be made between #oclmooc and the equally fabulous Connected Courses MOOC (#ccourses) community of learning since at least a few of us are participating in both and extending conversations between the two MOOC communities. There’s also the temptation to talk about how the #oclmooc session and so much of what we’re doing in #ccourses is making us more aware and appreciative of the importance of personal learning networks in learning—particularly since #ccourses just produced an engaging and inspiring session on “Social Capital and PLNs: Discovering, Building, and Cultivating Networks of Learners,” as I documented in a blog article posted yesterday. There is even a temptation to focus on the fact that what was originally designed to be a MOOC to connect educators in Alberta (Canada) quickly morphed into a MOOC open to—and attracting participation from—trainer-teacher-learners around the world (an obviously brazen and much-appreciated attempt by our Alberta colleagues to make the entire world a protectorate of Alberta and its innovative onsite-online learning community!).

oclmooc_logoBut what was most interesting to me at a personal level was how the open conversation taking place within Twitter drew in colleagues not previously connected through either MOOC. This has happened to me in other MOOCs, as I wrote in an earlier article, and I would be surprised if it hasn’t happened to others engaged in connected-learning environments. What was noteworthy and unexpected this time was how quickly everyone naturally and playfully fell into exchanges that suggest the blossoming of new learning—and, more importantly for explorations and documentation of how connected-learning works, the blossoming of new learning relationships, as Verena quipped when it became obvious that one of my New Mexico-based colleagues from the New Media Consortium had seen one of my tweets and retweeted it to her own followers. Not more than a few minutes passed before a Kansas-based colleague from an entirely different community of learning—the American Library Association Learning Round Table—saw my online admission that I hadn’t yet participated in edcamp activities.

“You, of all people, need to crash an edcamp,” she commanded with mock consternation shared openly with other #oclmooc participants. “Get with it.”

And to emphasize yet another element of these connected-learning rhizomatically-expanding interactions—the idea that our online interactions are not and need not all be conducted synchronously—I later realized, while reviewing a record of the #oclmooc tweet chat, that a North Carolina-based colleague that I know well from yet another first-rate community of learning (#lrnchat) had also responded with an edcamp response directed to two #oclmooc members and one other #lrnchat colleague.

ccourses_logoThe tally of net gains (networked gains?) from the session, then, include a strengthening of the #oclmooc community, which was designed to foster greater communication between teacher-trainer-learners; more cross-pollination between #oclmooc and #ccourses through the tweets and this follow-up blog post; the possible beginning of interactions between various members of my own personal learning network outside of the MOOCs and members of the two connectivist MOOCs—with no need for me to remain anywhere near the center of those interactions; additional interactions between all of us and a group of young connected-learning students we were encouraged to contact through their own group blogging efforts; and the pleasure of encountering new ideas through articles—including Clay Shirky’s essay “Why I Just Asked My Students to Put Away Their Laptops,” and Laura Hilliger’s article “Teach the Web (MOOC)”—mentioned during the live tweet chat. And there clearly is much more to come.

N.B.: This is the eighth in a series of posts documenting learning through #ccourses and #oclmooc.  


Burning Wallets and Learning Magic

April 24, 2014

I really wasn’t very surprised this morning when Garret DePass’s wallet burst into flames as he opened it up to retrieve a business card for me. After all, DePass is a “closeup illusionist”—what most of us refer to as “a magician.”

Garret DePass

Garret DePass

And in the course of our conversation in a neighborhood coffee shop here in San Francisco’s Inner Sunset District, we realized how much our work has in common even though it starts from very different directions. In magic, as in learning, some of the most exciting moments are grounded in the unexpected and the engaging. In magic, as in learning, we arrive with expectations that, when set aside, produce something memorable. And in magic, as in learning, each revelation leaves us viewing the world a bit differently than we did before the transformative moment occurred.

It’s possible, DePass suggested, to overthink magic—just as it’s possible to overthink learning.

A friend of his, he recalled, suggests that “magic as an art has no aim; it’s all about just being magical.”

Continuing with his own reflections on that idea, he added, “Should we put a message to magic? No. The magic itself is enough.”

And that’s when my own DePassian moment of revelation magically occurred. While we are (understandably) asked to document results in learning to justify learning in business terms and I don’t at all disagree with the idea that learning can and often should produce something quantifiable, I believe we miss what DePass and his colleague would refer to the “art” of learning. Recognizing that learning can sometimes just be about learning actually paves the way to produce more concretely justifiable results.

Many of us involved in training-teaching-learning know the pathetically meager results our efforts produce. Resources including The Six Disciplines of Breakthrough Learning: How to Turn Training and Development into Business Results (second edition written by Calhoun Wick, Roy Pollock, and Andy Jefferson) document the obvious problems and offer an engaging roadmap to creating learning opportunities that produce positive results. But in our rush to produce those “metrics” that are meant to justify the time and expenditure invested in supporting workplace learning and performance, we forget the foundations for some of the most enduring and memorable school-based learning experiences we’ve had throughout our lives. Our best and most effective learning facilitators were those who reached us where we needed to be reached, inspired us with curiosity and appreciation for the value of learning, and helped shape us into the successful and avid learners we became in the course of becoming valuable in our workplaces and beyond.

When we learn how to learn and, more importantly, develop a deeply-rooted appreciation for the learning process itself, we are nurturing a skill that helps us become successful in the lifelong learning efforts that keep us competitive and sought-after in the challenging world we inhabit.

Sleights_of_MindIt’s hardly a new idea that magic and learning are inextricably interwoven. Illusionist Kevin Spencer’s wonderful paper “Hocus Focus: Evaluating the Academic and Functional Benefits of Integrating Magic Tricks in the Classroom” offers a fascinating exploration of the topic. A #lrnchat conversation form February 21, 2013 (transcript retrievable by using “magic in learning” as the search term in the site search window) produced an engaging hour-long online exploration of the topic. And Stephen Macknik and Susana Martinez-Conde, in their book Sleights of Mind, review the cognitive neuroscience—the neuromagic—of how our brains process the magic tricks we see.

Pulling all of this back to DePass and his burning wallet brings us back to one more of those unexpected moments where magic and learning overlap. He and I were meeting, at a the suggestion of a shared colleague, so he could learn more about the possibilities open to him if/when he and his wife decide to move from Denver, where they currently live, to San Francisco. Still relishing the sight of that burning wallet, I decided to extend the moment by telling one of the waiters—who had not seen the now-extinguished flames—that we wanted another glass of water as soon as he could bring one to us; before he could turn away, DePass demonstrated the immediate need by reopening and reigniting his wallet. As soon as the waiter stopped laughing, he asked DePass whether he was free this coming Saturday afternoon and explained that he wanted to explore the possibility of bringing a bit of close-up illusionism to his seven-year-old son’s birthday party that afternoon. And as if by magic, we all learned that DePass’s possibilities here in San Francisco were far better than even he might have imagined.


The State of America’s Libraries 2014: Libraries, Social Networking, and Learning

April 16, 2014

“‘Social’ has come to mean more than sending a tweet or posting to Facebook,” trainer-teacher-learners and others perusing the 2014 edition of the American Library Association (ALA) State of America’s Libraries are reminded near the end of the “Social Networking” section.

State_of_Americas_Libraries_2014It’s an idea we understand viscerally when we serve ourselves and others by actively engaging in virtual office hours via Facebook or Google+ Hangouts; learning from and serving as active members of online communities of learning via live, facilitated tweetchats like #lrnchat or extended asynchronous explorations along the lines of the New Media Consortium’s recent Wiki-Thon; or creating content while using social media tools that make connectivist MOOCs (massive open online courses) like #etmooc (the Educational Technology & Media MOOC) or #xplrpln (the Exploring Personal Learning Networks MOOC) sustainable communities learning.

This is a huge leap from social-media-as-bulletin-board-for-ephemera to social-media-as-workplace-tool, and it’s one that more and more colleagues and their learners are embracing. While we still have plenty of learners who need help in making the transition from seeing the use of online social networking tools as irrelevant to their workplace and personal activities to integrating those tools into their various activities, we increasingly are seeing beginners quickly make the leap from skepticism to creative endeavors including the use of Twitter as a way of conducting virtual new-staff orientations, as school librarian Betty Turpin is doing with a group of library school students who will be completing a project at the International School of Stuttgart next month.

The writers of the State of America’s Libraries 2014 offer us a helpful view of social networking within the library context: “‘The social librarian is enmeshed in the fabric of the Internet of Things as curator, educator, filter, and beacon,’ says a post on Stephen’s Lighthouse. ‘In this complex, dynamic, and demanding environment, librarians are extending themselves and empowering library users’”—just as their colleagues working in other training-teaching-learning environments are doing.

Graphic from "Social Networking" section of the report

Graphic from “Social Networking” section of the report

They then lead us through a series of examples demonstrating how libraries are using social networking to foster innovations in social networking. There is the Pinal County (Arizona) Library District “compilation of articles and links on how libraries are using Facebook, Twitter, and blogs as tools to reach out to users”—a set of resources curated on a Pinterest board. There’s the LibraryScienceList rankings of the “100 Most Social Media Friendly College and University Libraries for 2013”; even the most cursory skim of the rankings reveals creative use of social media tools in many settings, including the University of California San Francisco Library, where efforts extend to connecting leaners to sessions on building online courses with Moodle 2, becoming a better presenter, and learning about digital video editing.

And at the end of the section, we come to an extension of the “Libraries and Community Engagement” theme explored elsewhere in the report: a mention of how academic libraries are using social media to foster community-building—which, for me, is one of the most natural, brilliant, yet frequently-overlooked use of social media tools available to library staff members and others engaged in training-teaching-learning.

I continually find myself returning to the experiences I’ve had in the development of sustainable online communities of learning through MOOCs and groups including #lrnchat, and feel that there is still plenty that many of us involved in libraries could be doing to better serve and engage members of our onsite and online communities. I see what colleagues in the American Society for Training & Development (ASTD) and, to a lesser extent, the American Library Association do to extend the learning that occurs in conferences, and remain a strong advocate of doing all we can to promote the blending of onsite and online communities in every way possible when it makes sense to do so. The confirmation that “public libraries’ use of social media is up sharply, especially among large libraries” is, therefore, encouraging news—and a reminder that we’re moving in the right direction to serve our blended 21st-century onsite-online constituency.

N.B.: Reflections on the Academic Libraries and Ebooks and Copyright Issues sections of the report have been posted by Jill Hurst-Wahl, director of the library and information science and LIS with school media specialization programs at Syracuse University, on her Digitization 101 blog.


Blogging, Connecting, and Learning

October 14, 2013

Looking for wonderful examples of connectivity in action leads us directly to “Personal Learning Networks: Knowledge Sharing as Democracy,” written and posted by Alison Seaman for the Hybrid Pedagogy digital journal/blog in January 2013—particularly if we’re celebrating Connected Educator Month and immersed in the five-week Exploring Personal Learning Networks (#xplrpln) MOOC (massive open online course) that Jeff Merrell and Kimberly Scott are facilitating under the auspices of the Northwestern University Master’s in Learning & Organizational Change Program.

xplrpln_logoSeaman’s wonderful example of how a well-written blog posting can engagingly serve as a valuable learning object—the piece is among the recommended readings during the second week of Exploring Personal Learning Networks—not only carries us through a first-rate exploration of what personal learning networks (PLNs) are and how they function to our benefit, but also extends our own personal learning networks if we care to follow the numerous well-chosen links to other writers’ work on the subject.

Even reading nothing more than the first paragraph of the piece leaves us with the recognition that our personal learning network is expanding in very rewarding ways and our role as connected educators working at trainer-teacher-learners is similarly growing. Seaman herself becomes part of that PLN if she wasn’t already there. Then, by following the link to Nathan Jurgenson’s Cyborgology blog article about digital dualism (the questionable practice of seeing our onsite and online personalities as different rather than seamlessly interwoven), we add Jurgenson, the blog he and PJ Rey created, and Rey into the mix.

While the potential connections to be forged through Seaman’s links are numerous, one that is particularly rewarding introduces us to global networker Shelley Terrell. It has the added benefit of calling attention to its writer (Howard Rheingold) if we’re not already familiar with his work, and it brings the topic back to human scale through Rheingold’s description of how Terrell refers to PLNs as “‘passionate learning networks’ and defines simply as ‘the people you choose to connect with and learn from.’”

Connected_Educator_Month_LogoWe don’t need to dissect the entire article paragraph by paragraph and link by link to see the value of exploring these online resources and increasing our PLN via connections on Twitter, Facebook, Google+ (particularly its communities, including—in the context of connected educators and personal learning networks—#xplrlrn and #etmooc), and the MOOCs in which we encounter these wonderful learning partners. But we can step back a bit, recognize the interactions that are already in place between the potentially new PLN resources (several of us have shared virtual space in #etmooc, #xplrlrn, and #lrnchat—a weekly online tweet chat for those involved in training-teaching-learning), and marvel at the real lesson to be absorbed here: our online interactions in personal learning networks continue to stretch our most rudimentary ideas of what it means to “meet” someone for the first time. (Does it have to be face-to-face, or are we already reaching the point in which interacting via a Google+ Hangout, Adobe Connect, or other more sophisticated forms of telepresence provide that initial all-important meeting? Does it have to be that traditional in-the-moment synchronous experience, or can it be via a much more protracted exchange that starts with someone posting an idea that we come across days, weeks, months, or even years later; respond to; then find ourselves engaged in online exchanges that remain alive in a very extended moment via our online means of communication?)

These are the sort of contemporary, mind-twisting, landscape-changing questions and challenges we can explore through our ever-expanding and resource-rich PLNs, drawing upon the people and the resources at our physical and virtual fingertips.

Reading James Paul Gee’s The Anti-Education Era, leads us to an interesting extension of how we and our resources interact to produce something positive that might otherwise not have come our way:

“The genius of human beings was and is the invention and use of tools to make themselves smarter. It is misleading to talk about human intelligence and think only of unaided humans. Humans are tool users. The real unit of analysis for intelligence ought often to be human + tool. If you want to know how much a human can lift, pair them with a forklift. If you want to know how much information they can store, pair them with a computer. If you want to know how far they can see, pair them with a telescope” (p. 122).

And, to continue his thought: If you want to know how much they know, connect them with a vibrant and vital personal learning network and then see where that takes them—and the rest of  us.

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


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