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/


ALA Midwinter Meeting 2017: The Transformative, Action-Oriented Conversations Continue Here

January 19, 2017

“The conversation starts here…” is a long-standing tagline for American Library Association conferences such as the one beginning this week here in Atlanta. But I would suggest the reality is much deeper: The conversations continue playfully, creatively, thoughtfully, and productively from conference to conference and are valuable as much for their inspiration as for the positive transformations they produce.

alamw17_logoSome begin (or resume) when we unexpectedly meet up in shuttles on the way to airports across the country. Others happen as we run into cherished colleagues in check-in lines at our hotels. Many take place in the wonderful Networking Uncommons meeting area that ALA staff so diligently and generously maintains from conference to conference, while others seem to leap to life on their own from conference hallway to conference hallway, restaurant to restaurant, coffee shop to coffee shop, and online through a variety of platforms including Twitter, Facebook, and LinkedIn—this really is a first-rate example of early 21st-century blended conference (seamless interactions between colleagues onsite and online) practices and explorations. (ALA staff members Mary Mackay and many others reach out consistently to all Association members to remind those who are “left behind” that they can participate through online platforms, and many of us onsite maintain an online presence to draw our offsite colleagues into the action. It’s just the way trainer-teacher-learner-doers are made—and library staff members are among the best learning facilitators I know.

My ALA 2017 Midwinter Meeting onsite conversations began less than an hour after I reached Atlanta—three hours later than expected because of a much-delayed cross-country flight—last night. Two cherished colleagues were kind enough to wait until nearly 10 pm so we could have dinner together, catch up a bit, and dive into a topic that I’m sure will be pursued assiduously over the next several days: what each of us individually and collectively can do over the next four years to be sure that libraries and library staff members across the country remain positive players in the communities we serve by facilitating conversations; providing safe meeting places for all members of our communities regardless of their political views, backgrounds, and myriad other elements that could potentially divide them/us rather than provide common ground to explore solutions to the challenges we face; and respond to anyone who needs what libraries and library staff members provide.

everylibrary_logoThe library directors, staff members, and consultants I know did not wait long after the 2016 presidential election concluded to initiate this very conversation; our colleagues in the EveryLibrary political action committee had, within 24 hours, created a private forum on Facebook that attracted over 200 library directors, staff members, and consultants to pursue the topic. One-on-one and group conversations developed face to face and online across the country to explore what the transfer of power would mean to those served by libraries across the United States.

Some of the initial rudimentary ideas explored in that forum (e.g., collecting and disseminating library-users’ stories about the emotionally rich and deeply moving ways in which libraries and library staff members positively impact their lives; promoting the availability of multi-faceted resources, from a variety of points of view, that are available to anyone who wants to draw upon them; promoting libraries onsite and online as relatively safe places for people willing to share ideas and listen to those that might be the most comfortable of ideas for them to explore; and providing adaptable examples for trainer-teacher-learner-doers in industries outside of our own) were literally on the table last night.

ATD_LogoThat deeply-rewarding and inspirational exchange of ideas continued for me throughout the day today as I met with colleagues I had planned to meet. They extended into chance encounters that I could not have possibly anticipated—but that are a staple of the meet-ups and explorations familiar to those of us who have been shaping ALA conferences (and so many others, including those organized by ATD and NMC) for many years simply through the combined actions of showing up, listening, and asking “so what are we gonna do about that?”

And they will, no doubt, gain momentum and produce positive results far beyond the physical and virtual walls of #alamw17. Because that’s the sort of life libraries, librarians, and others involved in lifelong learning foster. With your collaboration.

 


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.


From eLearning to Learning (Pt. 5 of 5): A Case Study in Blended Learning

May 19, 2016

The learning event has ended; the learning process continues. And, when all is said and done, one of the many important ways by which any of us can and will measure the success or failure emanating from Mount Prospect Public Library’s 2016 Staff Inservice Day “From eLearning to Learning” (the day-long exploration of how staff at the Library can better define and incorporate e-learning into its work) will be through the transformations it actually does or does not manage to produce for those involved and for those they/we serve.

Mount_Prospect_Discovery_Zone--2016-05-12As mentioned in earlier sections of this case study of how a day-long exploration of e-learning can lead to more productive, effective, and creative use of e-learning within an overall learning landscape, we already know positive, potentially far-reaching transformations were occurring. Co-conspirators (the onsite participants in this training-teaching-learning-doing opportunity) clearly expanded their definitions and understanding of the state of contemporary e-learning and the possibilities it provides in workplace settings. Some of them posted their first tweets as part of the process of gaining a richer, more nuanced vision of how Twitter and other social media tools can be engagingly integrated into onsite as well as online learning opportunities to the benefit of everyone involved. Many of them contributed ideas face-to-face and online to expand the use of e-learning among staff members and among library users near and far. And some of them used Twitter to talk about what they hope and intend to do as a result of what they experienced.

As a co-learner as well as planning team member and presenter/facilitator in “From eLearning to Learning,” I know even I left feeling unexpectedly and significantly transformed by my involvement. I’m sure there is a wonderfully academic term to describe what I felt as the day came to an end and during the hours of reflection and conversation I’ve had with colleagues since leaving Mount Prospect, but I keep coming back to something far more basic and visceral: it blew my emotional pipes out! I was stunned. Elated. Inspired. And, at times, close to tears. Because everything was so…much…more…wonderfully and overwhelming intense and inspiring than even I expected it to be; I already carry a deep sense of gratitude to the staff members who invited me into the process and to those magnificent staff members who pushed the learning envelope so far during our onsite and online time together that day.

Haymes--Idea_SpacesAmong the continued-learning opportunities I already have pursued is the opportunity to expand upon and adapt in my own way a learning approach I saw Tom Haymes, a fabulous New Media Consortium (NMC) colleague, use during his own “Idea Spaces” presentation at an NMC conference a couple of years ago. His onsite Idea Spaces presentation and discussion gave all of us plenty of room to learn from him in the moment, to learn from each other in the same moment, to reflect upon what we were hearing and learning, and to see the “event” as part of a process.

More significantly, Tom created a beautifully expansive learning opportunity that helped me see how onsite and online learning could seamlessly be interwoven. His slide deck was posted and available on an Idea Spaces website (which, as I glance back at it in writing this part of the “From eLearning to Learning” case study, has expanded tremendously and magnificently since I last visited it.) The site itself was and remains a stand-alone expansion of what he was sharing with us; it was and is, at the same time, an integral part of the onsite experience. It includes a variety of resources for those of us interested in pursuing the topic in our own way. On our own time. Whenever we want to continue the training-teaching-learning-doing process. And, with that in mind, it occurred to me that what all of us designed for the onsite “From eLearning to Learning” experience easily translates into a modified version of what Tom modeled through his use of WordPress as a platform for the onsite version.

Tom (and many others) have used WordPress as a virtual course meeting place. I’ve used my own website “Previous Presentations” page as a central virtual meeting place for ongoing use and exploration of the material we all developed through the planning process and our onsite participation, and have added links to  the content to the “Presentations/Courses” page of this WordPress Building Creative Bridges blog, which serves as a secondary website/learning resource to expand the reach of what I do and document. I’ve also made minor modification to the slide deck I posted so there are references to the other current components of the suite (including the Storify document). The Storify document ends with a note providing a link to the PowerPoint deck with extensive speaker notes. This five-part case study on my blog is becoming an integral part of the suite by including links to other components at the bottom of each of these articles, and there are references to it sprinkled among the other resources and promoted via my LinkedIn, Twitter, and Facebook accounts. And I’m looking at fine-tuning and providing access to additional resources that came out of the planning and day-of-the-event interactions so anyone interested will have a road map they can follow in the same way that Tom’s Idea Spaces continues to serve as a virtual road map and very real, tremendous source of inspiration nearly two years after I participated in the onsite version.

Mt_Prospect_LogoSo, there we have it: the current state of e-learning and a view toward pulling it into the overall world of learning rather than being something all-too-often mistakenly seen as inferior to other types of learning. We learn onsite while incorporating online learning opportunities that produce potentially long-lasting, useful resources openly shared with anyone who might benefit from them. We learn online synchronously and/or asynchronously so that learning occurs at our moment of need, when we are ready and primed for it, rather than being where we were a decade or two ago—largely dependent on the availability of teachers and trainers who stood in the front of a room and lectured at us. In the contemporary learning environment onsite and online, there often is no front of the room. The room is the entire world, the learners are fabulous, often self-motivated, inquisitive and collaborative co-conspirators in the learning process, and in the best of situations we are able synchronously or asynchronously to enter the room and work with our co-conspirators to produce positive effects that ripple out into our extended community of work, service, and play.

I look back at the annotated, lightly-edited Twitter transcript on Storify and smile as I reread a few of my favorites among the many wonderful tweets that came out of our time together:

  • “Whenever @paulsignorelli says ‘co-conspirator’ can’t help but thnk of mvie ‘The Conspirator’ abt plot to assassinate Lincoln #mpplsid16”
  • “Transformation today; we now recognize #elearning spaces; they’re everwhere! #mpplsid16”
  • “So important to stay excited about elearning long after today #mpplside16”
  • “What can we do to commit to #elearning after today? Make the time for the things we want to learn about! #mpplsid16”
  • “I just got elearned #firsttweet #mpplsid16”

And as I reread and reflect upon the content and the entire experience–and feel in a very real sense that the moment has not yet ended—I respond synchronously and asynchronously, both humbly and with a tremendous sense of elation and in the spirit of moving from elearning to learning, to that learner who just “got elearned”: “I learned.”

NB: This is the fifth of five articles documenting the process of helping to plan and facilitate a day-long exploration of how to effectively incorporate e-learning into our learning process. Companion components to “From eLearning to Learning” currently include a PowerPoint slide deck with extensive speaker notes, a facilitator’s guide, a lightly edited and annotated Storify document capturing that part of the conversation that occurred via Twitter, and online shared documents that contain content added by the learners during throughout the day of the main event. Some are shared here through those live links with the express approval of Mount Prospect Public Library training staff. For help in developing and facilitating a similar event tailored to your organization, please contact Paul at paul@paulsignorelli.com.


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