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.


Rethinking Digital Literacy: Moving Out

July 24, 2015

Out of chaos sometimes comes more chaos—and that can be a very exhilarating and productive learning environment under the right conditions, as we’re seeing in our ALA Editions four-week online course “Rethinking Digital Literacy.”

Rethinking_Digital_Literacy--Course_GraphicThe course is literally and somewhat chaotically all over the virtual map. It has an obvious, easily-accessible  home base, which is our learning-management-system (Moodle). During Week 2, Rethinking has fostered increasing levels of digital literacy by moving out, beyond our virtual classroom walls, and expanding into Twitter; Facebook; blogs; and, as of this morning, a learner-produced video posted within and shared from Google Drive. And there’s no end in sight as to how far it can and will extend, which is fine: this connected learning, rhizomatically-growing learning experience is at least partially helping well-supported learners within a vibrant community of learning to viscerally understand that a key digital-literacy skill is an ability to navigate a variety of online resources and venues without allowing ourselves to become overwhelmed.

Our methodology, so far, appears to perfectly match and support the content, learning goals, and user experience within Rethinking. In designing and facilitating the course, I’m attempting to create an engaging, stimulating, learner-centric, results-based experience where learners (or to borrow one of my favorite terms that continues to evolve from the Educational Technology & Media MOOC—#etmooc: “co-conspirators”) are partners in the digital-literacy learning process. Where the original conspirators (those designing and facilitating the course)  in #etmooc inspired a group of co-conspirators in the form of #etmooc learners who collaborated on designing and facilitating a follow-up massive open online course (MOOC), the co-conspirators in Relearning include every learner who is joining me in shaping and learning from the course.

etmoocAnother match between methodology and content/learning goals/experience within Rethinking is the focus on co-conspirators learning how to define and foster digital literacy by identifying and further developing the digital literacy skills they bring to the course. They are offered—and some are taking advantage of—opportunities to learn about digital literacy by exploring digital tools and resources of interest to them and to those they serve. The process is still very much in its early stages, but is already producing results similar to what I saw—and was inspired by—in #etmooc. A few Rethinking learners are using blogs to document and build upon what they are learning. Others, as a result of asynchronous online group discussions within Moodle, have agreed upon a Twitter hashtag (#ReDigLit) they can use to carry their discussions and learning into the Twittersphere.

The latest expansion of our semi-controlled chaotic approach came this morning through the creative approach course participant/co-conspirator Joan Jordan took in playfully completing a warm-up exercise I offered for Week 2: she combined the assignment with an ongoing optional avenue I’ve encouraged learners to explore (try a new digital literacy tool of their own choosing each week to expand their digital-literacy toolkit). Joan decided to learn how to use the video capabilities of her smartphone, learn how to upload the video she created, and learn how to share a link to that video from an online venue (in this case, Google Drive). With that as the foundation for her approach, she responded to the actual warm-up assignment: watch a brief, charming video showing young learners displaying a variety of digital literacy skills, identify as many digital literacy skills in use as possible, and post the resulting list of skills within our Week 2 online discussion board. The result was extremely engaging: she filmed her cat, produced a video that had the cat telling us which digital literacy skills were observable in the video Joan and other course participants are viewing, and shared that video with us in place of providing a text-based inventory of the skills on display. In the best of digital-literacy approaches, she not only managed to learn what she wanted and needed to learn, but also inspired a lively conversation that is continuing to develop back at home base (Moodle).

An additional intriguing element of our collaboratively-developing methodology—very much what I would call “the #etmooc method” because that’s where I first experienced it—is the opportunity to see whether what grew out of #etmooc could develop from an online course that is not a MOOC: a sustainable community of learning that continues long after formal coursework concludes—what I have only half-jokingly referred to as a MOOChort elsewhere. As my Rethinking co-conspirators continue to define and explore digital literacy by carrying their conversations into a variety of digital settings, I suspect the seeds of a post-Rethinking community are already beginning to germinate.

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


Rethinking Digital Literacy: Defining Moments

July 17, 2015

With the roll-out of a new four-week ALA Editions online “Rethinking Digital Literacy” course a few days ago, I’m once again happily immersed in an ever-expanding, extremely intriguing moment of training-teaching-learning-exploring with a fantastic group of colleagues.

Rethinking_Digital_Literacy--Course_GraphicAt the heart of the course is a newly-forming community of learning (comprised of 45 library staff members and administrators from the United States and several other countries) creatively tackling the challenge of attempting to define digital literacy in ways that help community members more effectively design, develop, and deliver learning opportunities to foster greater digital literacy among those they serve. And there’s the rub: it turns out that even defining the term, as we’re seeing from Doug Belshaw’s Ed.D thesis (What is ‘digital literacy’?), is one of those enticingly wicked problems—something that is “difficult or impossible to solve because of incomplete, contradictory, and changing requirements”—that can keep us up late into the night…for many nights.

I have gladly and very rewardingly spent quite a bit of time exploring digital literacy as a result of participating in discussions that began among those of us enrolled in the Educational Technology & Media MOOC—#etmooc—in early 2013. Some of those explorations led me to what I believe to be an essential digital literacy skill: an ability to work within much different time frames than we normally envision—time frames in which a “moment” (particularly in online learning, as described by Pekka Ihanainen and John Moravec in 2011) extends forward over periods of weeks, months, and even years while also extending backward as we come across, and respond to, threads of conversations we hadn’t previously seen. Think of all these exchanges as one magnificent synchronously asynchronous moment, and you begin to see what some of us are already viscerally experiencing.

Let’s be explicit here before we drown in jargon and fanciful proposals. Exploring digital literacy within the flexible structure of #etmooc started as a shared two-week journey with colleagues worldwide. By interacting with each other synchronously as well as asynchronously, supported by first-rate learning facilitators—including Alec Couros and Belshaw himself—we learned plenty. At the end of those two weeks, we walked away with more questions than answers, as is often the case when we are drawn into the exhilarating challenge of attempting to address a wicked problem. The result is that some of us continued to explore the theme; found and responded to tweets, blog posts, and online articles; and became part of an ongoing conversation with no easy-to-define beginning or ending point.

Even more rewarding for those of us who continue to explore ways to better serve our learners was the realization that the #etmooc connectivist approach provided plenty of inspiration as to how we can interact with and engage learners—an invaluable tool in a world where adult learning—particularly workplace learning—is often mistakenly viewed as something that detracts from “real work” rather than being seen as an integral element of successful work.

Building upon what I had already been doing to engage online learners (e.g., facilitating online office hours through Facebook, tweet chats, Google Hangouts, and other social media platforms), my colleagues and I continually look for ways to foster the creation and growth of communities of learning that support results-driven learning—we’re looking for positive, results-driven, meaningful change among learners here, not just blasting through a one-time session that produces nothing more than a learning badge or certificate of completion that fades almost as quickly as memories of the learning session do.

etmoocPerhaps one of the key lessons learned in that connectivist massive open online course (MOOC) was that rewarding, connected, significant learning is going to expand beyond the time constraints we initially expect to face when diving into a course with specific start and end dates—the #etmooc community, for example, continues to thrive long after the course formally ended. We need to keep that in mind; plan for it; and, when appropriate, support it so that our—and our learners’—learning goals are met.

This more or less brings us full circle to the current Rethinking Digital Literacy course. Inspired by those #etmooc discussions and creatively flexible pedagogical approaches, I developed a course that begins within a formal learning management system (Moodle); offers opportunities for the learners to carry the discussions and the learning beyond the boundaries of that course (e.g., into blog postings, tweets, shared videos); and encourages the learners to explore and use any digital tools they want to use in their exploration of digital literacy. Much to my delight, the discussions among the learners are already well underway just days after the course formally opened to them.

The spirit of exploring digital literacy via their digital literacy tools is stunningly and encouragingly on display within the course discussion boards. One learner, quickly understanding that the challenge of defining digital literacy is going to be an iterative process, posted an initial definition that was followed by two refinements within the first few days all of us began working together. A few others are already reaching out to each other to establish a formal hashtag that they can use to extend their conversations into Twitter—one way of retaining access to their discussions long after their access to the learning management system ends. Another, with a strong background in IT, is already extending our definitions by suggesting that one aspect of digital literacy involves “an ability to translate the functionality of one [digital] application or format to another”—in essence suggesting that digital literacy implies an ability to help others learn how to use digital tools and resources.

What is striking about all of this is the breadth of experience, the depth of thought, and the levels of engagement these adult learners are already bringing to the course in its earliest stages—and how many apparently disparate learning moments are combining into a shared/collaborative moment that is continuing to grow as I write these words.

Ultimately, I suspect that our collaborations will lead us to acknowledge this defining moment as one in which, by attempting to define digital literacy/literacies and expand our view of the synchronous and asynchronous moments we share in our online training-teaching-learning endeavors, we gain a deeper understanding of what digital literacy might be, how it works, and what it means to us and to those we serve in a rapidly evolving learning and work environment.

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


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.


NEKLS Innovation Day 2015: Training-Teaching-Learning While Hanging Out in Kansas

April 30, 2015

I’ve hung out before, and I’m sure I’ll hang out again, but I can’t imagine a more intensely innovative and emotionally-rewarding approach to incorporating Google Hangouts into training-teaching-learning than the one collaboratively created as part of the 2015 Northeast Kansas Library System (NEKLS) Innovation Day program yesterday.

nekls_logosm_400x400What we’re continuing to explore with Hangouts is highly-engaging, low-/no-cost web-conferencing, a rudimentary and surprisingly effective form of telepresence, and  notably strong levels of interaction in training-teaching-learning made possible through the use of an easy-to-learn social media tool—something that fell into place nicely in two consecutive sessions during Innovation Day.

It has taken a fair amount of experimentation and practice to reach the point we reached yesterday: an onsite event that seamlessly expanded to include two offsite presenters (Harford County Public Library Technical Trainer Maurice Coleman and me) so we not only could interact directly with onsite participates but with each other as if we were all in the same room—and the room expanded further via connections simultaneously made with Twitter.

My own experience in training-teaching-learning through web conferencing and rudimentary telepresence dates back to a successful experiment to bring an offsite presenter (from Ohio) into an onsite event attended by more than 200 people here in San Francisco in 2007 in a way that encouraged some limited, direct interactions between the online presenter and members of the onsite audience. I expanded the exercise a bit a few years later by incorporating Skype, Twitter, and onsite colleagues into one of these blended learning events at a Sacramento ASTD (American Society for Training & Development meeting, then carried it a bit further with my New Media Consortium colleague Samantha Adams Becker when we switched over to Google Hangouts for onsite-online blended sessions with ASTD Mount Diablo and Golden Gate chapter colleagues.

What many of us were realizing at that point was that with proper preparation (which included abundant amounts of rehearsal time) and the right equipment (most of which was already available to us in each of the venues we used), we could erase geographic barriers in ways that caused onsite participants to forget that the online participants weren’t physically in the room.

An expansion of the experimentation included adding an onsite Twitter facilitator (colleague Larry Straining, who ad-libbed from a basic script to tweet out what Samantha and I were doing via Google Hangouts for ASTD—now ATD, the Association for Talent Development) at a conference in the Washington, D.C. area in late 2014. Adding Twitter to the mix in this focused, pre-planned way helped make the point that the “rooms” in which each of these events was physically taking place was actually expanding to include a global audience comprised of participants working synchronously and others who could participate later in an asynchronous fashion by seeing and responding to the tweets in an ongoing conversation. Carrying this another step further by drawing “left-behind” colleagues (including Maurice) into the 2015 American Library Association Midwinter Meeting (held in Chicago) provided yet another example of how Hangouts could produce live as well as archived learning opportunities —and further laid the groundwork for what we accomplished yesterday during the annual NEKLS Innovation Day conference: live interactions between the two of us who were offsite, interactions between the two of us and those who were physically present at the conference; and interactions with non-conference attendees who saw the tweets and shared content through retweeting. All that was missing yesterday was synchronous two-way interactions between those non-conference attendees and those of us who were participating onsite or via the Hangout)—but we had a hint of it as my own Innovation Day tweets were picked up and retweeted by several unfamiliar tweeters here in the United States and elsewhere.

NEKLS Continuing Education Consultant Patti Poe initiated the process as part of her overall Innovation Day planning by inviting me to use Google Hangouts as the vehicle for a presentation/discussion on using online collaboration tools. When she mentioned that Maurice would be doing a separate (closing keynote address) session via Hangouts, I asked if it would be possible to also include Maurice in the session I was facilitating and schedule that session in the time slot immediately preceding his keynote address. The experiences Maurice and I had with the ALA Midwinter Meeting experiment primed us to attempt something that was both structured—with specific learning goals and objectives—and improvisational so that onsite conference attendees would very much be involved in learning while also shaping the nature of the session.

Rehearsal for Innovation Day Hangout (Photo by Robin Hastings)

Rehearsal for Innovation Day Hangout (Photo by Robin Hastings)

As Patti noted shortly after the day ended, it exceeded everyone’s expectations and once again demonstrated that it’s possible to have this technology as the vehicle for—not the central feature of—learning opportunities and to have all of us interacting almost exactly as we would have if we hadn’t been spread over a 2,800-mile distance—in essence, creating a 2,800-mile-wide room. Maurice and I had a PowerPoint slide deck (with extensive speaker notes) and a supplemental resource sheet that I prepared and that served as our roadmap even though we actually didn’t display either during the live session (we wanted onsite attendees seeing us rather than slides as part of our effort to create the sense that we were  in the room in a very real sense); the slide deck and resource sheet were posted online later as additional learning objects and as a way to give the synchronous session an extended asynchronous life. We also allowed for plenty of interactions via question-and-answer periods throughout the entire hour-long “Using Online Collaboration Tools” session just as we do when we’re physically present in training-teaching-learning sessions. And when that initial hour came to an end, we took the same sort of between-session break we would have taken if we had physically been onsite, then returned with Maurice assuming the lead and with me maintaining an onsite-onscreen presence through a small window at the bottom of the screen as I watched his onsite-online presentation.

All of us had set out to create the sense of presence (i.e., close physical proximity) that we believe—and continually prove—is possible in well-planned, well-executed onsite-online learning environments capable of transforming learners. All of us confirmed with those onsite that we had achieved that goal. But several hours passed before I realized that in my playful role of the trickster who creates the illusion of physical proximity, I had unintentionally even tricked myself, for as I sat in the comfort of my own home here in San Francisco last night—never physically having left that home—I unexpectedly felt the same sense of melancholy I sometimes experience after intensively engaging in learning with colleagues at onsite conferences and then being physically separated from them as we return to our own homes and workplaces across the country. And I have the same sense of longing to be back with them again sooner than later to continue the connected-learning process that brings all of us such deeply rewarding experiences and relationships.


ALA 2015 Midwinter Meeting: Learning How to Make a Meeting

February 1, 2015

When as association like the American Library Association (ALA) sets out to empower its members by fostering collaboration, magic happens, as a few of us saw again yesterday while attending an open discussion about online learning in libraries at the ALA 2015 Midwinter Meeting here in Chicago.

ALAMW15--LogoArriving early for a 90-minute session, seven of us who had not previously met engaged in brief, informal conversation for several minutes while waiting for the session facilitator to arrive. And when it became clear that the facilitator was not going to arrive, we quickly decided we weren’t going to take the typical tact of assuming we should leave because the session had been cancelled. ALA, after all, does many things very, very well—including creating opportunities where members interact informally, help shape the conversations we want to join, and extend conversations across onsite and online platforms to be sure no interested member is left behind.

Because most of the members in that room are involved in training-teaching-learning endeavors in university libraries, we’re familiar with how to design and facilitate effective learning opportunities, so we quickly agreed to start by introducing ourselves and the work we do. We then agreed that we wanted a couple of  clear-cut learning objectives: an exchange of ideas about the current state of online learning in libraries, and the possibility of initiating a conversation that would continue long after that initial 90-minute session came to an end. So we exchanged business cards, took a few minutes to describe what we hoped to learn from each other during our time together, and even, thanks to one participant’s action, created an online document to capture highlights from the conversation in the hope that the document would quickly evolve into an ongoing “learning space” where we could continue to learn with and from each other.

One of the most striking elements of this entire meeting created on the fly was how it reflected so much of what is happening in training-teaching-learning today: a recognition that learners gain by shaping their own learning experiences—as we did during those 90 minutes of conversation. And that collaborative or connected learning is most effective when there is no one dominant voice in a learning situation. If everyone contributes, everyone gains—which is what ALA so effectively nurtures by bringing colleagues together in ways that combine formal and informal learning while connecting onsite and offsite colleagues in engaging ways.

Community_College_Research_Center_LogoAs we created our own meeting/discussion within the overall Midwinter Meeting context, we found immediate payoffs. In sharing observations about what is happening among undergraduates engaged in online learning, we learned that the University of Arizona University Libraries has an open source program called Guide on the Side and that is has been successful enough to be adopted by others. We explored the challenge so many of us face in trying to define and support digital literacy and shared links to resources including Doug Belshaw’s online Ph.D. thesis on digital literacy: What Is Digital Literacy? A Pragmatic Investigation. We briefly explored the challenges of working with learners in online environments when those learners have been inadequately prepared to thrive in online learning environments, and heard a bit about the first-rate report Adaptability to Online Learning: Differences Across Types of Students and Academic Subject Areas, by Di Xu and Shanna Smith Jaggars, published through the Community College Research Center, Teachers College, at Columbia University.

Moving on to the topic of Open Educational Resources (OERs) in learning, we heard a colleague summarize what she had learned earlier in the day while attending an Association of College and Research Libraries (ACRL) OER session here at the Midwinter Meeting. OERs, she noted, are offering great benefits for international distance learners—including access to OERs in a timely fashion instead of making those learners wait weeks for standard printed textbooks to arrive via mail. We learned that Rice University is doing great work with OER textbooks through its OpenStax College and that more libraries are beginning to work in this area—actually appointing “OER librarians.” We heard about colleagues who are first-rate resources for us on the topic of OERs, e.g., Nicole Allen, Director of Open Education for SPARC (the Scholarly Publishing and Academic Resources Coalition); David Wiley, Associate Professor of Instructional Psychology and Technology at Brigham Young University; and Steven Bell, Associate University Librarian Temple University, through his work on open textbooks.

We heard numerous examples of how colleagues are engaging learners by creating and embedding personal videos in online courses, facilitating online forums that include audio feedback to learners, and using Twitter, Facebook, and Google Hangouts for online office hours and other learning opportunities that are showing online learning can be every bit as personal and engaging as face-to-face learning can be.

A frequently-used tagline used by ALA to describe its conferences and large-scale meetings is “the conversation begins here.” Conversations certainly began in that small conference room yesterday afternoon, and may well continue through extended interactions in virtual “learning spaces” including live tweet chats, development of that shared online document, and even blog articles along the lines of this one. They key is that we are responsible for fostering our own learning, creating our own meetings, and taking full advantage of the learning opportunities that continue to come our way through the simple act of association.


Follow

Get every new post delivered to your Inbox.

Join 39 other followers

%d bloggers like this: