Innovator’s Mindset MOOC (#IMMOOC): At the Intersection of Innovation, Community, and Zombies

October 17, 2017

Yet another article—this one from Inside Higher Ed—is purportedly documenting the idea that MOOCs (massive open online courses) are dead—again. Which is news to those of us who are current relishing and being transformed in dynamically positive ways by George Couros’s #IMMOOC (the Innovator’s Mindset massive open online course). #IMMOOC and others are far from being the educational equivalent of the zombies inhabiting the mythical Land of the Living Dead Learning Opportunity; in the best of situations, they are dynamic learner-centric, inspiration-laden learning spaces where communities of learning can and do develop.

My experiences with #etmooc (the Educational Technology & Media MOOC) a few years ago provided numerous surprises that I’ve documented extensively on this blog and elsewhere: it showed me that online learning is every bit as productive and rewarding as the best of my onsite learning experiences have been. It helped me realize that creating seamless blended (onsite and online) learning spaces was far from a dreamy never-in-our-lifetimes possibility. It has helped me foster an appreciation for an extended use of blended learning among colleagues and other learners. And it has transformed the way I approach my own training-teaching-learning-doing endeavors.

One of the most unexpected and rewarding aspects was the realization that the communities of learning that develop in a course (onsite or online) could, as soon as they become learner-driven by those who see themselves as “co-conspirators” in the learning process rather than sponges striving for little more than a grade or a certificate of completion, take on a life that can and will continue far beyond the timeframe of any individual course or other learning opportunity. The #etmooc community continued actively online for more than three years; it was only when numerous key members of the community changed jobs or retired that the impetus community members had for continuing to meet vanished and the community became dormant.

Yet another unexpected and rewarding aspect came with the realization that the community of learning fostered by a well-designed and well-facilitated is not a closed community. Many of us in #etmooc found that our course-based explorations put us in touch with others who were not in the course—but who became interested in the #etmooc community—because of the two-way (and sometimes multi-way) face-to-face and online conversations that started in #etmooc, continued via social media tools and other resources, and further added to the development of the #etmooc community by drawing those non-#etmooc players into the land of #etmooc. For me, it was a wonderfully expansive example of what Frans Johansson so clearly described as “The Intersection” in The Medici Effect—the type of third place (e.g., a pub) where strangers briefly come together, exchange ideas (involving plenty of listening as well as talking), then disperse and help disseminate those ideas among others whose paths they cross long after the original pub discussions (or MOOC community of learning discussions) took place.

I saw this in action again last week in terms of the #IMMOOC community expanding beyond its tremendously permeable walls when I helped initiate a one-hour conversation about one particular aspect of The Innovator’s Mindset with colleagues who meet online to record sessions of Maurice Coleman’s podcast T is for Training. The conversation began with little more than participants having a link to an online resource—“8 Characteristics of the Innovator’s Mindset (Updated)”—that George Couros wrote and eventually incorporated into his book. We summarized the resource during the first few minutes of that episode of T is for Training, then used it as a springboard for a discussion exploring how it could be incorporated into the library training-learning programs that we help shape and facilitate.

The result was that, by the end of the hour, we were energized and ready to transforms the words from The Innovator’s Mindset into concrete actions designed to support innovative approaches to learning within the organizations we serve. We had also created a new learning object—the archived recording of the discussion—that contributes to the resources available to those exploring the topic—including those of us participating as co-conspirators in #IMMOOC. And we had created a new, ready-to-expand Intersection whereby the T is for Training community and the #IMMOOC community might meet and grow together. And the next possibility—that others who have not participated in T is for Training or #IMMOOC might now begin interacting with the fostering the positive actions both communities support—is a possibility ready to spring to life. Which is not, all things considered, a bad result coming from a form of learning that has just, once again, been declared dead and active only as one of an ever-increasing league of Zombies of Learning.

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

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NMC 2017: Expanding the Ever-growing Conversations in Our Global Learning Spaces

June 14, 2017

You certainly didn’t have to be here in Boston to have been an active participant in opening day at the NMC (New Media Consortium) 2017 Summer Conference yesterday. Because so many of us have become used to, adept at, and passionate about being part of  the blended (online-onsite) learning environments we help create and nurture, those of us onsite actively reached out to offsite colleagues to draw them into the presentations, conversations, explorations, and numerous moments of revelation in terms of trends, challenges, and developments in educational technology. And those to whom we reached out responded magnificently via synchronous and asynchronous contributions on Facebook, Twitter, Shindig, and other online collaborative tools. Sometimes with us, sometimes among themselves—a process that further emphasizes the diminishing assumption that onsite interactions are always central and online interactions are ancillary.

NMC17--LogoIt’s far from unusual at conferences serving trainer-teacher-learner-doers to find dynamic levels of discourse flowing seamlessly between onsite and online participants. When the reason we are gathering is to learn more about technology by using it, the discourse that is fostered by creative use of resources such as Shindig only speeds up the process of disseminating that innovation and its adoption among ever-increasing numbers of people globally.

You could literally see the process taking place during International Society for Technology in Training (ISTE) CEO Richard Culatta’s keynote address during the formal opening session. Colleagues onsite were visibly engaged, and their engagement expanded via Twitter and Facebook to draw our offsite colleagues into exchanges that sometimes included backchannel conversations between those offsite colleagues—as if Culatta were with them as well as with us and inspiring some major rethinking about the world we inhabit.

Also apparent to those of us attentive to this was the way what used to be seen as discrete, separated moments are becoming intriguingly expanded “moments” that that can continue for days, weeks, months, or event years through the use of the online tools that continue to evolve to our benefit.

nmc17--Richard_Culatta_and_Bryan_Alexander--2017-0614[1]

Richard Culatta(l) and Bryan Alexander at NMC17

The latest of those moments for me began earlier this week when Apple Distinguished Educator/Henderson Prize Winner/Future-U Founder/entrepreneur/innovator/NMC Ambassador/colleague/friend Jonathan Nalder and sat down to dinner here an hour after I arrived. Some of what we discussed during that dinner extended into another dinner two nights later with Shindig representatives, our colleague Bryan Alexander, and several others who, over the course of the evening, were sharing stories about the ed-tech developments we are exploring, fostering, and disseminating—including the use of Shindig to take advantage of collaborative learning opportunities. The moment again expanded unexpectedly yesterday morning when another colleague (Palm Beach State College Director of Innovation and Instructional Technology/NMC Ambassador Lisa Gustinelli) and I decided to track Bryan down to see if we could watch him conduct a live Virtual Connecting session via Shindig with offsite colleagues right after Richard Culatta’s keynote address concluded.  He and our Shindig colleagues didn’t just invite us in to observe the session involving Culatta and others; they introduced us to Culatta a few minutes later when he arrived to discuss his keynote address a bit with our offsite colleagues; allowed us to photograph the process in action; and even interviewed us, at the end of the session, to extend our own conversations into the online part of our global learning space.

NMC staff, administrators, board members, general members, and supporters have done a great job, over the past few years, in creating and fostering a vision of a cutting-edge community of  learning centered on “lifelong learning with lifelong friends,” and I’ve never felt that vision in action more strongly than during this extended “moment” that is obviously far from finished as I write these words well after midnight between days one and two of the conference. We came. We interacted. We learned. And we will continue to do so as long as we remain committed to maintaining a strong sense of curiosity, a commitment to innovation, and a focus on serving those who rely on us to support them in their own lifelong learning efforts.


NMC17: Joining the Edunauts

June 12, 2017

A well-run conference like the annual NMC (New Media Consortium) Summer Conference always sends me into the stratosphere. And the one that officially opens tomorrow in the Boston area with pre-conference workshops has already thrust me into the lovely lofty heights of the teaching-training-learning-doing endeavors I pursue as part of my own lifelong-learning efforts.

NMC17--LogoArriving a couple of days early and rooming with Apple Distinguished Educator/Henderson Prize Winner/Future-U Founder/entrepreneur/innovator/NMC Ambassador/colleague/friend (yes, I am a bit fond and in awe of him) guaranteed that I would be flying high very early this time around. As we sat down to dinner last night here in Cambridge an hour after I arrived, Jonathan began telling me about his latest creation, Future-U, and his efforts to “build a framework to scaffold the next phase of work and education into a thriving future.”

The three-hour workshop he will be facilitating here tomorrow afternoon (June 13, 2017) will more fully explore the themes he and I discussed last night, and his workshop description captured the essence of what we discussed:

“With up to 70% of future jobs under threat, education systems need to do more than provide digital skills. A new mindset is needed to help students bypass the ‘know-what game’ that is being mastered by artificial intelligence. Instead, the future belongs to those who can think, unthink, and rethink well enough to make their own jobs. This workshop will benefit anyone interested in unpacking this proposition by canvasing the ‘Agile Thinking’ approach, the Future-u.org framework, and NMC Horizon Reports to build out discussion of where education is heading and how it can get there.

One of the many elements that always intrigues me about the conversations I have with Jonathan and other NMC colleagues/co-conspirators as we are drawn together at NMC summer conferences is the way they zoom back and forth between views that seem to be at the 33,000-feet-above-ground level while never failing at some point to dive to ground zero with an eye toward responding in concrete ways to real challenges we face. The initial conversation in 2014 with Jonathan,  Palm Beach State College Director of Innovation and Instructional Technology/NMC Ambassador Lisa Gustinelli, and others initiated a discussion that has literally extended with numerous training-teaching-learning-doing colleagues over a three-year period in a variety of onsite, online, and blended environments: trying to find a word or group of words that adequately describe what we all do.

Belshaw--8_DigLit_ElementsIt was an exploration that continued last night as Jonathan described the work he is doing through Future-U on “future literacies” (which to my eyes seems to share turf with what Doug Belshaw has described in terms of eight elements of digital literacy and other ideas I’ve encountered over the past few years) and Jonathan mentioned, almost in passing, the term “edunaut” that he has been using to describe “educators, experts, and [others] who are ahead of the curve and working to aid a transition to a successful tomorrow.”

Looking to see if others had stumbled on to the same term this afternoon as I was writing this piece, we struck gold in a Czech-language site that described edunauts as people “who are continuing to find new teaching methods, new skills and new learning objects, daringly venturing into places where no teacher has ever been…” and a Danish-language site that describes edunauts as ‘teachers, educators, and executives who will create strong visions, new knowledge and change of educational practice.”

future-u_logoSo, there we are: a word that for me captures so much of what I see in training-teaching-learning-doing environments that include onsite and online gatherings of colleagues in ATD (the Association for Talent Development). And similar gatherings of colleagues who are working in libraries—onsite and online environments that are an essential part of our lifelong learning landscape. And so many other gatherings of friends, colleagues, and acquaintances who share a passion for helping create a world that works better.

Yes, the thoughts are flowing. The colleagues are arriving. And the best is yet to come here at the NMC 2017 Summer Conference at this latest convocation of the edunauts.

N.B.—Those interested in meeting other edunauts can request an invitation to the private community space at https://future-u.mn.co/


NMC 2016: Transformative Ideas, Exploding Minds, and Hyper-normals

June 15, 2016

The first full day of the NMC (New Media Consortium) 2016 Summer Conference here in Rochester, New York is far from over, but we’re already seeing signs that it’s a wonderfully transformative gathering of educator/trainer/ed-tech innovators from all over the world.

NMC_2016_Summer_Conference_LogoOur minds are exploding with ideas coming from formal sessions, informal hallway and over-meal conversations, and online interactions with colleagues who are here even though they’re actually participating via Twitter and other online platforms rather than traveling hundreds or thousands of miles to join the party. Our vocabulary and our approach to teaching-training-learning-doing is growing as a result of the exchanges—one person in the “Rethinking Digital Literacy” session I facilitated earlier this afternoon, for example, expanded our richly-descriptive vocabulary by observing that “I’m in a room with a bunch of ‘hyper-normals.’” And many of us are already committing to concrete actions we will take, when we return to our day-to-day learning landscapes, as a result of what we are learning/experiencing/discussing here.

As always, the learning begins at the moment we arrive in the conference city. Many of us start running into each other in hotel lobbies, coffee shops, restaurants, or local cultural centers even before the first formal onsite session begins. We also begin interacting via conference backchannels on Twitter; through our own pre-conference preparation including reading and blogging; pre-conference meals; and, sometimes, through phone calls with colleagues who cannot be here or are not yet here. It continues through the formal keynote/plenary sessions, like the engaging and inspiring “Games, Learning, and Society” presentation by Constance Steinkuehler that opened the NMC 2016 Summer Conference this morning.

Steinkuehler set a wonderful tone for the learning through numerous pithy, insightful observations, including the ideas that all game are models and simulations of something; that games are architecture for engagement—designed to be sticky; that games are vehicles for interest-based learning; and that games can make students care about what they’re learning by sparking curiosity.

NMC_Creating_Authentic_Learning_Opps

A 2015 webinar title captures the essence of the current conference

Breakout sessions on a variety of topics have offered—and will continue to offer—engaging opportunities to hear our best colleagues bringing us up to date on ed-tech trends, challenges, and developments. A lunch-time town-hall meeting gave us an opportunity to discuss and influence the future of NMC onsite as well as online through an NMCNext website. A playful “Five Minutes of Fame” session later today will expose us to a variety of cutting-edge case studies. And informal “Idea Lab” offerings tomorrow capture “the best in big thinking from the NMC community” so we can “learn about the latest edtech projects through interactives, posters, and all kinds of formats that showcase how the future of learning is happening right now,” conference organizers tell us in the official conference program booklet.

All of this is what NMC as a highly-focused, extremely collaborative, and forward-thinking community of learning does best. It provides us with a blended onsite-online platform to engage and explore opportunities for thinking and for action in the ed-tech arena. It brings us together in ways we would not otherwise convene and encounter and interact with each other. It supports a process of contributing to positive transformation at a local, regional, national, and international level. And it knows enough to make sure that all of this is fun, inspiration, and capable of producing concrete results.


ATD ICE 2016: Tapestries, Transformations, and Pedicabs

May 23, 2016

Memorable learning experiences (e.g., workshops, webinars, and well-designed conferences) often are tapestries of personal experiences and shared wisdom-of-the-crowd moments—and there is no doubt in my mind that the ATD  (the Association for Talent Development) 2016 International Conference and Exposition (ICE) that is currently unfolding in Denver can be described in those terms.

ATD_ICE_2016_LogoThere are several thousand of us here. Each of us is having our own personal conference, with its own spectacularly transformative learning moments. And there is a communal (collaboratively shaped and shared) experience that, as I wrote in an earlier piece, transcends time and physical space. Each of us—whether we’re actually physically onsite, participating from an offsite location via the Twitter hashtag (#atd2016) and other social media resources, or, in the best of all worlds we can imagine and actually help construct, creating a completely blended experience—brings our own unique experiences and expectations to our world-sized conference “room.” Each of us also benefits from the shared moments ranging from hallway conversations and discussions over dinner to the we’re-all-in-this-together communal experience of inspiration that comes from being with thousands of others in a huge auditorium while enjoying a keynote speaker’s presentation. (This, in its own way, extends as well to our offsite co-conspirators, aka fellow learners, who are creating a conference-as-learning-experience by reading and responding to what we are also creating in the Twitter backchannel, on Facebook, on Periscope, and elsewhere. )

Each time I participate in a conference onsite, online, or both—the blended approach is one I increasingly pursue with increasingly-lovely pleasures and rewards—I end up walking away transformed. I consciously attempt, through my writing and the use of tech tools including Storify, to capture and extend those moments of transformation so they won’t be lost to me or to colleagues interested in pursuing their own equally delightful individually and communally-constructed pleasures and rewards. And just when I mistakenly believe I have explored and shared all there is to explore and share in this admittedly odd approach to blended-learning, I find myself experiencing another five-year-old-child’s moment of wonder.

Denver--Blue_Bear1--2016-05-21

(almost) no one left outside the conversations at #atd2016

The almost naïve sense of wonder this week has come from further incorporating simple (low-tech) phone calls into the more high-tech, innovative blended-learning mix that is becoming increasingly familiar to many of us. It started a couple of days ago when, even before getting out of bed here in the hotel where I am staying, I saw that one of my cherished training-teaching-learning-doing friend-colleague-mentors (Maurice Coleman) was already up on the other side of the country and posting items on Facebook (for shame, Maurice: posting on Facebook before noon on a Saturday!). Missing the sound of his voice and the unique insights he would bring to the table if he were physically here, I called with the intention of talking with him for no more than a few minutes; more than half an hour later, we had completed an exploration by phone that helped me connect what I had experienced in an entirely different blended environment a week earlier with what was unfolding here—part of the process of constructing my personal conference-as-learning-moment here at ATD ICE 2016.

Because it was such an unexpectedly stimulating and rewarding moment and because it was becoming an important thread in the tapestry-in-progress I am creating, I repeated the call to him yesterday morning after seeing him, once again, posting before noon on a weekend. And that’s when the ATD ICE 2016 magic leapt to a higher level: the result of our conversation was that Maurice—who is not (yet) an ATD member—actively joined the #atd2016 conversation. And colleagues here onsite started interacting with him via #atd2016. And then another of my non-ATD training-teaching-learning-doing colleagues jumped in by retweeting one of Maurice’s conference tweets. And I started interacting with that colleague via the conference Twitter backchannel, too.

Denver-Pedicab1--2016-05-21

a combination of Mr. Toad’s Wild Ride and “Fellini’s Roma”

As Maurice and I were finishing our second ATD-ICE-2016-by-smartphone conversation, he asked me to give him a blow-by-blow description of a walk I had taken with friends here the previous evening because he was intrigued by how that walk had begun at the end of a three-hour-long conversation with one group of colleagues in a local tavern and somehow extended for the duration of a combined walk/pedicab ride to a restaurant where we continued that conversation with a slightly reformed group we acquired on our way to dinner. He grew more and more incredulous as I told him how we would unexpectedly meet someone who then joined the group while others peeled off as needed to participate in other conversations/learning moments. And I suspect his jaw dropped a bit when I told him about the brief stopover in a hotel lobby where, while I was attempting to send a direct message to a colleague via Twitter, I turned around to discover that the intended recipient of the tweet was walking across the lobby to say hello to what then constituted the core of that particular iteration of the group. She eagerly accepted our invitation to join us as we made the spur-of-the-moment decision to take pedicabs the rest of the way to the restaurant. (You probably already know that breaking a group of six trainer-teacher-learner-doers into groups of two and creating a mini-caravan of pedicabs up a major thoroughfare in a city like Denver is going to result in a wonderfully bizarre scenario that looks like a combination of Mr. Toad’s Wild Ride and Fellini’s Roma. We were happy. The fabulous pedicab drivers were happy. And no residents of Denver appear to have been injured in the course of our move from hotel lobby to restaurant dining room.)

There’s so much to unpack in all that I’ve attempted to describe here. And there’s so much more ahead of us as our conference-as-personal-and-communal learning moment continues to unfold. But what is clear to me at this stage in the game is what I said to a close friend over dinner the night I arrived here: what I most look forward to at these conference-as-learning-moments is the experience I don’t yet know I am going to have.

That’s the magic of learning.

ATD_ICE_Speaker_Graphic_2016

N.B.: Paul’s onsite participation at ATD ICE in May 2016 includes the following activities:

The “10 Tips for Incorporating Ed-Tech Into Your Own Development” article he wrote for his session has been published and is available on the ATD Learning Technologies blog, and he has three brief reviews attached to books available in the ICE bookstore onsite here in Denver.

 


ATD ICE 2016: The Size of the Room, Revisited

May 22, 2016

As several thousand members of ATD  (the Association for Talent Development) from all over the world gather in Denver for our annual International Conference and Exposition (ICE), it would be easy, at times, to forget how large the rooms in which we are meeting are.  The myriad ways in which countless members of this spectacular community of learning are helping to expand our concepts of what it means to “attend” a conference or participate in other learning opportunities. And how inclusive we can be with just the slightest bit of creativity, innovation, and effort.

ATD_ICE_2016_LogoOur ability to draw people in, as I frequently note in conversations with colleagues and in learning opportunities I design and facilitate, has increased exponentially through increasingly far-reaching and widely available tech tools. There is the obvious use of a Twitter backchannel to somewhat blur the lines between onsite and offsite participation in conferences and other learning opportunities like ICE. There are the moments shared on Facebook in ways that strengthen our already strong sense of community. There are Google Hangouts and numerous other tools to turn huge geographical distances into virtual spaces that make us feel, at a visceral level, as if we are all in the same room even if that room extends over hundreds or thousands of miles. And there are even the much older, more familiar, and often overlooked vehicles (including telephones) that we can turn to when we don’t want to be left behind or don’t want to leave cherished colleagues behind. The result, of course, is a richer, deeper, more nuanced level of participation in our associations and with our colleagues than has ever before been possible.

I think about how much reaching out occurred today (Saturday)—the day before ICE formally opens—and I marvel at what all of us have accomplished together and how many people we’ve already drawn into our global conference room. Seeing that Maurice Coleman (a colleague in Maryland) was already active on Facebook early this morning, I called him from Denver for a brief conversation, mentioned that we will have a very active Twitter backchannel (#atd2016) here, and invited him to expand the room by skimming the feed over the next several days, retweeting what appealed to him, and, most importantly, reacting to the tweets he saw so he would, as I have already done numerous times, become part of the conversation and the overall conference experience in which so many transformative conversations take place in our blended onsite-online environment.

...using every possible means to draw others into the conversations...

…using every possible means to draw others into the conversations…

Lucky enough to be part of inspiring, thought- and action-provoking conversations throughout the day with some of the most creative, innovative, and passionate trainer-teacher-learner-doers I know (including a couple who live in Denver but are not affiliated with ATD), I looked for every possible opportunity I could pursue to draw others into those increasingly dynamic and inspiring conversations while also sharing thoughts from those non-ATD members with my fellow conference attendees.

It was obvious that everyone physically present at every table I joined was doing the same thing. At times it involved little more than calling out to someone who happened to be passing by a coffee shop, tavern, or restaurant where we were sitting. At other times, we would reach out or respond by Twitter to invite others to join us where we were or simply include them in on the conversations by tweeting out what seemed worth sharing. And at one point, when we were thinking about a colleague who had recently experienced a personal tragedy that left kept him from traveling to Denver to be with us, we simply called him from the place where we were all sitting and passed the phone around to be sure he knew the physical distance did not at all represent a separation from his ATD family at a time when contact with other members of that family would be particularly meaningful to him.

I heard people colleagues excited about—and getting the rest of us excited about the ways in which they are working to produce results-driven learning in their workplaces. I heard colleagues talking about the innovative approaches they are taking to leadership training. I sat with Sardek Love, a cherished colleague who has done more than anyone else I know personally to mentor colleagues younger and older than he is so he strengthens us and our profession (and helps all of us better serve those who look to us for assistance) rather than giving even the slightest thought to the possibility that he might be creating completion for himself. We just don’t think that way; we revel in our own growth and in the growth of those around us, knowing that every step forward makes all of us better, builds a stronger community of training-teaching-learning-doing for all of us, and, as ATD so wonderfully suggests, creates “a world that works better.”

And as my day draws to an end and I already look forward to even more stimulatingly transformative moments over the next several days, I think back to that initial conversation with Maurice this morning. Savor the pleasure of being part of an amazingly dedicated group of learning facilitators who make a difference every day—every day—by doing all they can to be sure the doors through which we pass remain as open as they possibly can be. And hope that everyone reading this finds way to place a hand on the doorknob that just needs to be turned the slightest bit to make the door open to him or her, also.

 ATD_ICE_Speaker_Graphic_2016

N.B.: Paul’s participation at ATD ICE in May 2016 includes the following activities:

The “10 Tips for Incorporating Ed-Tech Into Your Own Development” article he wrote for his session has been published and is available on the ATD Learning Technologies blog, and he has three brief reviews attached to books available in the ICE bookstore onsite here in Denver.


ALA 2016 Midwinter Meeting: Associations and the Size of the Room

January 8, 2016

The power of association—and associations—is never more clear to me than when I’m participating in an association conference, so I’m in Association/Associations Heaven right now as the 2016 American Library Association (ALA) Midwinter Meeting is blossoming here in Boston.

alamw16--logoWhile I often hear colleagues—generally those who opt out of participating in the professional associations that represent and bring together colleagues within their professions—cite all the reasons why they don’t see value in joining and being active in their industry’s association, I can’t imagine not being part of ALA, ATD, and others that facilitate the critically important connections and opportunities that the act of associating and associations themselves so effectively foster.

And even though I’m currently benefitting from being among thousands of colleagues arriving here in Boston, I also recognize that association is no longer something that is at all completely dependent on physical proximity. Anyone with Internet access quickly realizes that the size of our conference “room” is expansive, that the room is permeable, and that it is fairly inclusive; it includes the physical meeting spaces, as well as the extensive set of corridors in which so much important and rewarding associating occurs, and can extend to being a regional, national, and international association space if we’re a bit creative in the way we approach the act of associating.

The latest associating—via the very active #alamw16 hashtag that is bringing offsite and onsite colleagues together in a variety of ways—began for me several days before I arrived. It has also been facilitated through the use of a well-designed and highly-used conference app that allows us not only to browse schedules and access a treasure-trove of conference information and learning resources, but to locate and contact conference attendees through a list of those who registered.

T is for Training Logo

T is for Training Logo

Those who care about associating and about this Association conference also are welcome participants in the conversations via their/our exchanges on what is increasingly an incorrectly-named hashtag (#alaleftbehind), for the very act of interacting via #alaleftbehind means they are not as far out of the loop as they may initially feel they are. I have, in fact, written extensively about being on both sides of the “left behind” equation—about participating virtually and about helping draw in participants who are not onsite. I remain excited by the many opportunities we can be exploring together in an effort to make sure no interested colleague is completely left behind. And, in the spirit of bringing onsite and offsite colleagues together, a couple of us, as I’m writing this piece, just finished our latest experiment in virtual conference engagement by having a conversation that started here in the conference Networking Uncommons and linked us to our T is for Training colleague Maurice Coleman via a phone call that brought the conference into the taping of Episode 176  of his long-running podcast series.

To give credit where credit is due, let’s not overlook the critically important role association management and staff play in fostering strong association through an association. ALA Marketing Director Mary Mackay, for instance, has done her usual first-rate job of reaching out to offsite Association members via LinkedIn and other social media platforms with a series of tips on how to keep up with the onsite activities via a variety of social media and Association resources (posted January 6, 2016). But much of it comes back to our own desire and longing for connection and the connections that come from being part of an association and contributing to the strength of that association through active participation.

If you haven’t yet engaged in this level of association, and want to try it, there are several easy steps to take. Identify the conference hashtag (in this case, #alamw16) and interact at a meaningful level; retweet interesting tweets you see from onsite colleagues and, more importantly, comment in a way that adds to the conversation, e.g., by adding a link to a resource that extends the conversation. (Don’t be surprised when onsite colleagues, seeing your comments, ask the inevitable question: “Are you here?” And revel in the idea that in a very significant way, you are here/there.)  Watch for links to blog posts from conference attendees, then post responses and share links to those posts so the conversations—and the learning—grow rhizomatically. If you read those posts days, week, or months after they are initially posted, remember that it’s never too late to join the very-extended synchronously asynchronous conversation by posting responses and/or sharing links. And if you have onsite colleagues who are willing to be among your conduits to the onsite action, don’t hesitate to “go onsite” with them via a Google Hangout, Skype, or even a phone call.

There’s a role for everyone in this process of associating and expanding the size of the room. If you’re reading this while you at the ALA Midwinter Conference (or any other conference), you can contribute by reaching out to those you know are interested. And, with any luck, you (and the rest of us) will expand the connections that already are at the heart of successful associations—and association.


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