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

July 25, 2020

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

 

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

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

[graphic image by Karina Branson/ConverSketch]

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

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

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


Learning(Hu)Man Virtual Summer Camp: Spreading Our Love Wings

July 24, 2020

I’m sensing growth. Rapid change and evolution. A blossoming of gorgeous flowers that were aching to unfold their petals, reach for the sun, and revel in a summer day they suspected that they would, one day, experience—even if they lacked a sense of when that day would ultimately arrive. It’s the sort of blossoming that we can never fully anticipate in all its myriad permutations. The sort of blossoming we question while it is actually underway. But when it does arrive, it is clear. Tangible. And nothing around it will ever seem the same to any of us present for the wonderfully explosive moment.

We are more than halfway through a week of campy virtual summer camp as I write this third in a series of “letters home from camp” (camp, in this case, being the playful online Arizona State University ShapingEDU Learning(Hu)Man conference for dreamer-driver-doers committed to shaping the future of learning in the digital age, where we participate via Zoom, or through the VirBELA virtual platform). While joining others who continue to follow shelter-in-place social distancing guidelines implemented in response to the current coronavirus pandemic), we have been flipping scary stories around the campfire online, artfully crafting learning experiences, and—following the theme for today’s activities—“swimming (a)synchronously” through discussions and demos of student success experiences, programs, and products with direct application for live or anytime learning

The tremendously engaging and wonderfully transformative activities have been overwhelming positive and well worth describing even if at only the most cursory of levels—you’ll be able to more fully see and experience some of those events and activities online as members of the Camp Team continue posting recordings on the ShapingEDU Community YouTube channel. The real story well worth telling late this evening is how the ShapingEDU community is rapidly becoming so much more than any of us thought it might become even a few months ago.

It’s the sort of community that under expert leadership and with a firm commitment to collaborative effort and action produces the kind of extraordinary day we have had again today. It began with an early-morning breakfast in the virtual Mess Hall—a Zoom meeting room created as a gathering place for camper-colleagues interested in beginning-of-day breakfast and warm-up activities. That Mess Hall gathering today included an exploration of mindfulness combined with a brief yoga session led in that online environment by wonderful facilitators, and was followed immediately by a dynamic panel discussion exploring “The Rise of the Digital Campus.”

The community is also one that produces the daily Learning(Hu)Man sessions along the lines of what we were able to chose from today: explorations of Slack in collaborative learning, Zoom as a learning platform, storytelling in learning, and so much more. Deciding to begin my dive into those sessions by attending one (“Surfing Chaos: Narratives Across the Digital Divide”) facilitated by my fellow ShapingEDU Storyteller in Residence Tom Haymes, I again found myself learning in layers: Tom’s amazing ability to lead us through some explorations of how to tell the stories we need to tell to promote the best possible responses to teachers’ and learners’ struggles with the rapid transformation of onsite learning into online learning for so many contemporary learners was layered over demonstrations of and hands-on experience with how to effectively use online collaborative tools such as Google docs to fast-forward discussions and planning sessions we need to be completing now. The result is that we walked away with usable ideas and, at the same time, had begun developing relationships with colleagues with whom we can continue to learn and work long after this first offering of Learning(Hu)Man formally concludes four days from now.

[Image by Karina Branson/ConverSketch]

This is also a community that, even though firmly grounded in a commitment to effectively incorporating educational technology into lifelong learning while never losing its learner-centric approach, seems to be in the middle of an important pivotal moment—that moment in which we are overtly acknowledging and beginning to grapple with some of the toughest social challenges facing anyone involved in lifelong learning. That became a bit more clear to me as I sat through the third of the three end-of-day plenary sessions Learning(Hu)Man has offered during the current virtual conference. The first plenary session—two days ago—was centered around a highly-interactive panel discussion on the theme of “Digital Equity, Social + Racial Justice”—something far removed from the sort of tech-based sessions which have been a staple of our previous ShapingEDU onsite gatherings and online offerings in the form of webinars. The session late this afternoon was equally compelling, thoughtful, and inspiring: “Digital Education and Tribal Rights,” a session masterfully led by Leah Gazan, Matt Rantanen, Traci Morris, and Brian McKinley Jones Brayboy. They framed what easily could have been an educational-technology conversation much more deeply—in terms of Internet access as a “human rights issue,” something integrally intertwined with the issue of “sovereignty” for indigenous peoples, and centered on “self-determination” as those lacking access to work and learning opportunities online work together to gain that access. Listening to them and briefly interacting with them within Zoom provided an expansion of the reach of the ShapingEDU I had really not seen coming even though I’ve seen several of us, over the past few months, taking on challenges including seeking solutions to the student debt crisis and fostering universal broadband access for work and learning throughout the United States.

[Image by Karina Branson/ConverSketch]

Rather than immediately following my fellow campers into the evening play and entertainment session, I stepped away from camp long enough to meet a friend here in San Francisco. As I returned home and made a spur-of-the-moment decision to join the last portion of the evening activity—a live concert, via Zoom, featuring several performers—I continued thinking about how completely immersive and transformative Learning(Hu)man has been in its first few days. And as I settled in to watch the last few performers, I again began chatting (through the chat window Zoom provides) with other campers who were attending that lovely series of performances—having exactly the sort of chats I would have had face-to-face with colleagues at any of the onsite conferences I have ever attended. And as we continued to chat and enjoy the music, I realized how completely the Learning(Hu)Man summer camp was providing the same richly rewarding experiences I have had onsite—which prompted me to remark to a colleague (via chat) that after this week of camping out at Learning(Hu)Man, I’m not going to be at all patient with anyone who tries to tell me we can’t be completely engaged, moved, and together in online settings. The comment drew agreement from a few others, and then we turned our attention back to one of the performers, who had just sung the line “Your purple mountain majesty is only for the free…”—a wonderfully poetic line that somehow seemed to fit right in with all the attention we had increasingly been giving to the social-issue side of the work we are pursuing together. That, in turn, prompted me to float the idea, in the ongoing chat, about how rapidly this community seems to be evolving/maturing. At which point the singer, Terra Naomi, was drawing to the end of a song that included the line “I believe in love more than I want to hate.” And then Walt Richardson took the virtual stage to sing “Light Revolution” (a song written by his brother), which made me think even more about the “revolution” I am sensing in this community.

The ongoing backchannel discussion quickly led me to respond to a colleague’s comment about our last community gathering, just days before many of us began officially sheltering in place in March 2020, with the observation that the moment when our last onsite gathering switched overnight into an online gathering “came at such a difficult time for so many people [and] really set the tone for much of happiness and success I’ve had in spite of and because of sheltering in place. We might, at some point, look back and see that as a pivotal moment–at many levels–in the development (at light speed) of this community and other dynamically blended, creative communities.

“When I’m at onsite conferences, I attend sessions, sometimes facilitate sessions, have hallway conversations (like we are having here and now), share meals, sometimes draft some writing while sitting with others and then stay up late fine-tuning fragments into blog pieces—just like I’m doing right now [and continued to do well after midnight to finish this piece before going back to camp in the morning].

“I suspect my next ‘letter home from camp’ is going to feel somewhat familiar to anyone watching this rough draft of it taking shape here in a chat window….And, being really meta about this: I often thought it was fun to watch writers who would sit in bookstore windows and write as people walked by and watched a bit of the creative process in progress…and here I am, knowing I’m on camera, writing in front of colleagues without the slightest bit of self-consciousness.”

At which point I began to laugh, because Walt had just sung the line “there will never be a time so right,” prompting me to add to the chat: “See? Now even Walt has worked his way into the piece-in-progress. It’s all about timing.”

His final song, “Love Wings,” seemed to hold all of us spellbound, but I broke away from the spell long enough to react to the line “We’ve got to share our battle scars” and observe that “it feels as if Walt is offering us the balm to soothe and heal those battle scars. If we came to Learning(Hu)Man feeling a bit beaten and scarred, at least we will go home having been provided with a bit of what we need to sustain us.

Two more lines from the song then floated across the virtual concert hall:

“With Love Wings we can fly

Into the clear blue open sky…”

As I draw to the end of my third letter home from camp, I’m among those who feel as if Walt’s beautifully poignant and wonderfully-delivered song has lifted us up; reminded us of what is possible online as well as face-to-face; and given us our own set of love wings to carry us through the rest of Learning(Hu)Man and into the work and challenges we face and willingly are going to work to address.

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


Learning(Hu)Man Virtual Summer Camp: Arts & Crafting Learning Experiences

July 22, 2020

If I really were the eight-year-old that I so frequently still feel I am, I would be crafting a letter home from summer camp to my parents right now. Telling them how cool the other kids at the week-long Arizona State University ShapingEDU Learning(Hu)Man campy virtual summer camp are. How inspiring the Camp Counselors (aka, session facilitators) are. How much I’m enjoying singing the Learning(Hu)Man Theme Song. How much fun I’m having during Day 2, which is “Arts & Crafting Learning Experience Day”—a nice switch from yesterday’s “Flipping Scary Stories Day.” How much I’m learning through hands-on virtual experiences. And how proud I am of having earned two of the four badges I need to earn to return home with an “Education Changemaker Digital Credential.”

But I’m obviously not really eight years old anymore. And one of my parents has been gone for more than three years, so I can’t write home to her. And letter-writing with pen (or pencil) and paper was long ago replaced, for me, by online communication, including love letters in the form of blog posts. So here’s my second daily love letter capturing much of the joy of camping out with dreamer-driver-doers committed to shaping the future of learning in the digital age (while currently following shelter-in-place social distancing guidelines implemented in response to the current coronavirus pandemic) thanks to Camp Director Laura Geringer and the rest of the Arizona State University ShapingEDU Learning(Hu)Man Camp Team:

Morning comes early around here. We again gathered in the Mess Hall for virtual breakfast via Zoom, at 7:30 a.m., hosted by Day 2 Head Happy Camper (HHC) Allan Novak, who is renowned for his work as an executive producer, director, writer, and editor—in addition to being a first-rate facilitator, as was obvious by the way he engaged us in conversation and activities during the time we had together. HHC Novak fostered a wonderful warm-up conversation that had us learning experientially as he incorporated an innovative online presentation and polling tool—Mentimeter—into the conversation. Watching and participating in that setting made me again realize how quickly and how far we are moving from a world in which we can (mistakenly) assert that it is always impossible to craft conference experiences online that are as engaging as those we create onsite. We have to admit that it takes a lot to design and run an engaging online conference. But then again, it’s far from easy to accomplish the same onsite; you have to work with what you have. When you have a group as comfortable as Learning(Hu)Man participants are with technology, as willing as we are to experiment with a variety of online tools in the moment without being flustered by the occasional failures that come when learning about and using any form of technology, and as well supported as we are by those in charge of the event, magic can and does happen.

The sort of unexpected and wonderfully rewarding hallway and workshop conversations that draw us to onsite conferences are increasingly possible and likely to happen through the use of the chat window in Zoom and the willingness of people like HHC Novak to draw people in visibly and audibly through the videoconferencing capabilities of platforms like Zoom. The all-important act of meeting new people and unexpectedly running into long-term cherished friends and colleagues, chatting with them, and planning on how we will maintain (or continue to maintain) contact after the conference ends has been as common for me here at Learning(Hu)Man as it has been at the best of the onsite conferences I have attended over a very long period of time. In some ways, this part of it really doesn’t take much—just a willingness to leap at opportunities and a commitment to action. Those unexpected initial and recurring encounters are among the highlights of any conference I attend, and Learning(Hu)Man has already provided plenty of them. The idea that “what I most look forward to at conferences is that which I am not expecting to find” remains true in this virtual setting, too.

After enjoying an hour-long “around the flagpole” gathering for a first-rate panel discussion on “The What, Why, and How of Learner-Centered Everything” and still cherishing what I had seen and learned from Novak, I followed him into the first of two morning sessions I attended—his workshop on “Video Post-production: Good, Fast, and Cheap in the 2020s”—and was extremely happy that I did. Using the same facilitation and organizational skills he had displayed in the Mess Hall, he took a highly playful, interactive approach to a session that was built upon the premise that all of us could learn enough about a platform he was introducing to us—WeVideo—to craft a short public service announcement promoting online learning—in less than an hour. The learning here was layered: we did learn enough to produce part of that video announcement online—which Novak apparently finished up after the session ended—and we also learned how to design and facilitate a session like the one he was leading—just by watching him lead ours. To speed up production, he had prepared a template for the script and made it available to us in a shared document online. He then used Mentimeter to help us craft some of the vocabulary we would incorporate into the script. He asked each of us to volunteer to produce very short (several-second) videos we would upload to a shared folder he made available online. And he showed us how to edit all that content into the announcement-in-progress. It was an amazing display of training-teaching-learning in action, and I left that session feeling as if I were one very happy camper.

The day, as days at camp often do, is already becoming a blur. More wonderful learning. More time to take a virtual walk in the woods, reflect on what we were seeing-doing-learning. Time for a quick refresher nap. And, at the end of the day, after additional opportunities to learn and craft and dream, we reconvened in the camp Mess Hall for an evening of game-playing-with-a-purpose.

[Image from Opening Night Session by Karina Branson/ConverSketch]

Joined by Second City star Linda Kash, Novak set the stage for 90 minutes of Zoom-prov—familiar improvisation-based games all conducted via Zoom rather than face-to-face. We started with “Blind Portrait,” a game in which we each had to try to draw the face of someone else we could see in that Zoom gathering—without ever looking away from the screen. Kash played it for all it was worth, cajoling anyone who made the mistake of breaking eye contact with the webcam, and brought it all home by reminding us that as an educational tool, the game reminded everyone that we are all in the same pool and need not be embarrassed by what we produce. A series of equally entertaining challenges all drawing upon the best techniques employed in improv had all of us laughing out loud, collaborating wildly in friendly competitions, and achieving what any evening around the learning campfire is meant to achieve: an opportunity to bask in community, friendship, shared experiences, and the promise of more to come when the sun reappears above the grounds of our virtual summer camp tomorrow.

–N.B.: 1) This is the sixteenth in a series of reflections inspired by colleagues’ reactions to the coronavirus and shelter-in-place experiences, and the second in a series of posts inspired by Learning(Hu)Man. 2) Paul is one of two ShapingEDU Storytellers in Residence, serving from July 2020 – June 2021.


Learning(Hu)Man Virtual Summer Camp: Flipping Scary Stories

July 21, 2020

Going to summer camp was something I thought was long behind me—particularly at a time when I am joining so many others in following shelter-in-place social distancing guidelines implemented in response to the current coronavirus pandemic. But I had that wrong. I’m back at camp. A newly-organized virtual summer camp. As a participant, facilitator, and occasional volunteer monitoring and fostering online conversations via Slack during the week-long Arizona State University ShapingEDU Learning(Hu)Man campy virtual summer camp.

It’s only one day old, and already it is an extraordinary experience produced by leadership and volunteers within a community of dreamer-doer-drivers who consistently demonstrate an unbelievable ability to plan and bring to fruition the most complex of endeavors within incredibly brief periods of time.

Some of the more than 2,000 of us who have registered joined the opening ceremony around the virtual campfire last night, and more of us continued to participate today through a series of dynamic, highly-interactive sessions featuring colleagues and a variety of visionary guests working together to shape the future of learning in the digital era. The theme for our first full day together has been “flipping scary stories,” and there certainly are plenty of scary stories to tell and flip. Virtual campers began the day with some early-morning online Mess Hall interactions, then gathered around the flag pole for an inspiring keynote presentation by Arizona State University President Michael Crow, who spoke eloquently and movingly of this moment in time when we have a chance for the first-ever full release of human potential through egalitarian access to education. A panel discussion on “the next normal” in learning—“the one we’re creating together” in response to the tremendously scary stories that are continuing to unfold around us—kept all of us standing virtually at attention for the remainder of that early-morning gathering.

[Image by Karina Branson/ConverSketch]

We then went to our own smaller online camp sites to choose from more than a dozen 50-minute sessions slotted into two consecutive time periods for the next couple of hours; among the choices were “Learning Futures: Avoiding the Zombie Apocalypse to Create the Brave New World”; “Using Data Science, Data, and the Power of Community to Address the Student Loan Crisis”; and the “Using Design Thinking to Close the Digital Divide” session I co-facilitated with ShapingEDU Innovator in Residence Lisa Gustinelli, FutureWe Founder Jonathan Nalder, and educational technologist Gordon Shupe (centered on the ShapingEDU “Connected for Work and Learning: Universal Broadband Access in the United States” initiative that is beginning to attract attention and support from a variety of collaborators). Other subsequent Learning(Hu)Man activities throughout the morning and early afternoon gave everyone plenty of options for playing, learning, interacting, dreaming, and plotting before we had an afternoon break to step away from the structured events and to reflect while taking virtual walks through the woods or much-needed naps.

[Image by Karina Branson/ConverSketch]

Refreshed from our walks and naps, many of us came back together for two overwhelmingly and richly dynamic sessions—the first featuring a live interview with Zoom Founder/CEO Eric Yuan, the second featuring three over-the-top brilliantly passionately engaging presenters (Nicol Turner-Lee, Director of the Brookings Institution’s Center for Technology Innovation; Larry Irving, President and CEO of the Irving Information Group; and Joshua Edmonds, University of Michigan’s Poverty Solutions initiative and City of Detroit Digital Inclusion Fellow). Yuan, responding to deeply thoughtful questions from Zoom Chief Diversity Officer Damien Hooper-Campbell, addressed a variety of topics including Zoom’s commitment to quality, communities served, and willingness to collaborate with others seeking positive responses to some of our most challenging social issues; he assured Learning(Hu)Man campers that a priority for Zoom, post-pandemic, will be how to unleash the power of the Zoom platform in continuing to serve a variety of educational, artistic, and socially-diverse communities.

[Image by Karina Branson/ConverSketch]

Just when it appeared there was no way to top the momentum and excitement of what Learning(Hu)Man and its partners had produced, it did exactly that. The final session with Turner-Lee, Irving, and Edmonds showed virtual conferencing at its finest. The formal question-and-answer segments between those inspiring presenters was accompanied, seamlessly, by session audience members interacting with each other and the presenters, via a live-chat window, in a positively overwhelming flow of give-and-take. One of the many comments that stood out to me came from a fellow participant and, in a heartbeat, changed the way I have been viewing the challenge of the digital divide and overcoming less-than-ideal broadband access throughout our country: “Frankly, getting so tired of hearing ‘Digital Divide’…it’s a social, economic, social justice, bandwidth divide and it’s been going on for decades. So, despite funding from the FCC, state governments, private foundations, etc. We are Still Discussing…so what’s the solution? It’s not just technology, it’s a reflection of the inequities in our society.”

Both exhausted and exhilarated, I decided to skip the set of live conversations and playful activities that were scheduled to continue via Zoom before camp shut down for the evening and we began recharging our creative batteries in anticipation of reconvening early tomorrow morning in the camp Mess Hall for another day of thoughtfully engaging interactions designed to spur us toward positive action.

What remains for me this evening is to acknowledge the absolutely stunning accomplishment represented by the first full day of summer camp—an achievement in virtual conferencing described eloquently online by “Camp Groundskeeper” Samantha Becker on behalf of the entire Camp Team:

“Learning(Hu)Man 2020 is an experimental fusion of hands-on learning, storytelling, tech hacks and the good kind of shenanigans. In short, it’s total camp. Summer camp! This weeklong series of events will convene a global community of education changemakers to push the creative envelope for how we serve students and advance learner success.

“Interactive experiences led by a cohort of camp counselors (read: education and industry leaders) will uncover best practices in learning design, edtech tools and development, and emergent thinking around the art of the possible—all with the shared mission for enabling student success in all of its dimensions.

Thank you to [Camp Chef] Lev Gonick, who started passing me ‘back of the napkin’ ideas over Slack on this—and then never stopped.”

There are still several more days of camping ahead of all of us. And when everything formally wraps up next Monday morning with a two-hour session to summarize what we have experienced and what we hope to accomplish as a result of having gone to camp together, it still will not be over. There will be weeks, if not months, of reflections and follow-up interactions synchronously and asynchronously. There will be opportunities to view archived recordings as they are posted on the ShapingEDU YouTube channel. There will be continuing discussions on the ShapingEDU Slack site. There will be unforeseeable positive concrete actions. And, most of all, there will be that dynamic, unique ShapingEDU community “dreaming, driving, and doing” together in one long, uninterrupted moment that began long before we arrived at Learning(Hu)Man summer camp and will extend long after we “leave.”

–N.B.: 1) This is the fifteenth in a series of reflections inspired by colleagues’ reactions to the coronavirus and shelter-in-place experiences, and to our continuing interactions online. 2) Paul is one of two ShapingEDU Storytellers in Residence, serving from July 2020 – June 2021.


Adapting to Change, Loss, and Possibilities: The Whatfix Digital Adoption Summit and Social Isolation

May 27, 2020

Missing out on social interaction is, not surprisingly, one of the greatest concerns among more than 2,500 trainer-teacher-learners recently polled about their reactions to adapting to shelter-in-place guidelines implemented in response to the current coronavirus pandemic, James Hudson reported yesterday during his first-rate “Impact of COVID-19 on Learning & Development” presentation on Day 1 of the three-day (May 26-28, 2020) whatfix Digital Adoption Conference online.

Those of us immersed in training-teaching-learning-doing are, by nature, people who thrive on helping other people learn what they want and need to learn to more effectively deal with workplace challenges they face. We are lifelong learners who take great pleasure in supporting the efforts of other lifelong learners. We are, in many ways, happiest when we see the face of one of our co-conspirators in learning light up in response to having gained an insight or having developed an understanding about something that matters to that learner. So, the thought/fear/horror of not having that opportunity for interaction and success—and the pleasure that accompanies it for learning facilitators as well as for the learners with whom we work—is, at the very least, a bit distressing, as Hudson’s survey confirms.

The good news for many of us is that the creativity and innovation inherent in much of what we do has been amply on display recently while individuals and organizations have been struggling—and, in many cases, succeeding—to meet the challenge of quickly moving from onsite learning environments into online learning environments. Even better is the news that companies like San Jose-based whatfix and many other organizations have been stepping up to the plate to support us during our transition—something that the currently-underway Digital Adoption Summit is accomplishing magnificently—and providing yet another opportunity to avoid social isolation while engaging in social distancing.

What makes an undertaking like the summit successful is that there is something to be gained by everyone involved. Whatfix, for example, benefits from the opportunity to make many more people aware of what the company offers through a platform “which provides in-app guidance and performance support for web applications and software products. Whatfix helps companies to create interactive walkthroughs that appear within web applications.” Summit presenters have an opportunity to discuss—and, by extension, promote—what they are doing in the field of digital adoption at a time when enormous numbers of people are, with little choice and preparation—having to go online to accomplish what they have been comfortably doing face-to-face for years or decades. Summit participants—free of charge, thanks to whatfix’s decision to not charge a registration fee—have an opportunity to pick and choose from among more than 30 sessions, led by a total of 41 presenters, to learn more about topics that are important to them in their/our day-to-day work. And writer-trainer-presenter-consultants like me have yet another opportunity to both participate in and to step back from the action so we can reflect on what goes into making an online summit/conference successful.

This is learning that meets short-term (shelter-in-place) needs while also laying foundations for long-term positive transformations in the way we work and interact in an onsite-online blended/digital world. It is well-targeted and engagingly presented. It features presenters/colleagues who are learner-centric in their offerings. And it is presented in nicely-designed bite-sized chunks—sessions rarely last more than 30 minutes, with plenty of breathing/reflection time between each one, and the daily opening sessions highlighting what whatfix offers have been much shorter.

The online summit is a great example of how to make an online conference engaging even when participants have minimal, if any, contact among themselves. The decision to pre-record the presentations and then make each initially available during specific time slots does, in essence, transform a series of webinars into pieces of a cohesive three-day event—which, of course, suggests low levels of in-the-moment interaction between presenters and summit attendees. (This is something that Steve Hargadon avoided during his own daylong Learning Revolution “Emergency Remote Teaching & Learning” online conference by having presenters facilitate sessions live and engage in speed-of-light interactions via the chat function of Zoom—the platform used for that session.) The whatfix summit approach, on the other hand, offers the opportunity for live interaction if participants find their way onto Twitter and connect through the #DigitalAdoptionSummit hashtag—something, surprisingly, that few have done so far. But what is lost in synchronous interaction has provided other unexpected gains for any of us who do seek the social-media connections: each presenter whose sessions I have attended has been great about providing contract information. Some—like writer-presenter-entrepreneur Charlene Li, whose session was centered on applying the content to her book The Disruption Mindset to the situation we are currently facing—have taken the extra step of posting materials on their own websites and, as Li did, fostering further engagement by providing a link to a site providing a free copy of her book so those of us who are so inclined can read that book while its content is fresh in our minds and, possibly, continuing the conversation in other online settings.

An additional unexpected benefit of the synchronously-arranged presentations through recordings has been that it’s possible to stop a speaker at any point when those of us who are tweeting want to capture a thought by composing a tweet, reviewing it for accuracy, posting it on Twitter, and then returning to the talk without missing a single word of what the presenter is providing. It’s yet another example of how our world of intertwined synchronous-asynchronous interactions offers us opportunities to more fully absorb what is available to us in terms and under conditions that let us bend time a bit to serve our training-teaching-learning needs. And whatfix is spreading the opportunity to providing post-session links to the recordings of any sessions we added to our schedules, and posting links on Twitter to places where those who did not register for the summit can gain free access to the session recordings.

Another positive aspect of the whatfix approach well worth noting is the high level of incredibly responsive online support company representatives are consistently providing to summit attendees. Initially distressed that I wasn’t seeing the live feed of the opening session yesterday morning, I took advantage of the open customer-support chat window that is continually available during all summit presentations. The response, delivered within a couple of minutes of my having posted a question regarding access to the session, was tremendous. “Sunil” not only provided a new link that immediately gave me access to the session from its opening moments, but also was very reassuring through his suggestion that there might have been a bug causing the problem (so I knew it wasn’t a problem from my side of the equation). A couple of hours later, he was just as cordial and helpful when I inadvertently closed out a session that had been underway for almost 25 minutes and was nearing its conclusion. Relogging into the session, I was briefly disappointed and frustrated to find that I was apparently going to have to rejoin it from the opening moments, so asked Sunil if there was a work-around—which, of course, there was, and I was soon back in the session exactly where I had left it. This is the sort of just-in-time response to a conference-related problem that is common at the best of the onsite events I attend, and it’s an example of how that level of customer service can easily carry over into online conferences/summits when organizers carefully think through what it takes to create that level of support and engagement.

We are not going to have the lovely, unexpected, and ultimately rewarding hallway conversations in this summit that we have at onsite conferences and some of the other online conferences I’ve recently attended. We are not going to have the in-the-moment presenter-audience interactions and collaborations I cherish. But what we will find, through approaches like the one taken by whatfix, is a different sort of opportunity that ultimately helps eliminate the sense of social isolation that concerns our colleagues in training-teaching-learning and in many other contemporary settings. And for that, we can be thankful as we leap at the opportunity to learn things we might not otherwise have learned and open doors to meeting people we might not otherwise have met.

–N.B.: This is the eleventh in a series of reflections inspired by colleagues’ reactions to the coronavirus and shelter-in-place experiences and our continuing interactions online.

May 27, 2020


Adapting to Change, Loss, and Possibilities: Rejoining Our Families

May 15, 2020

“Family,” for me, has always been an expansive term—one that has only taken on even more importance and meaning to me during what is now about to become a third month during which I am gladly following shelter-in-place guidelines adopted in response to the current coronavirus pandemic. “Family” obviously includes spouse/partner, parents, siblings, children, grandchildren, cousins, and much more. It’s something we are celebrating today through recognition of International Day of Families—a celebration that came to my attention quite accidentally as I was watching the latest in the wonderfully funny Pluto Living videos written and produced by Nancy Wight. And, for me, it includes the numerous friends and colleagues with whom I am in touch—sometimes frequently, sometimes sporadically, but always in ways that involve trust, respect, affection, and a sense that my life would be far less rich and fulfilling if they were not part of it.

Sheltering in place and engaging in social distancing has not in any way left me feeling socially isolated; I’m lucky to have “family” as committed to working at maintaining strong, positive relationships as I am. In a pre-coronavirus world, I frequently came across those family members while walking around San Francisco. Or sitting in any caffè that served as a meeting place for us. Or during business trips that gave me an excuse to work in various places around the United States. Or while attending onsite conferences. Or while engaged in online gatherings such as the biweekly recordings for Maurice Coleman’s T is for Training podcast or monthly meetings and webinars facilitated by members of the ShapingEDU family. Or via Slack…or…or…or…

Maintaining an overly busy schedule has often resulted in my stepping away from some of those “family” gatherings, as has been the case with my involvement—or lack thereof—with a first-rate family in the form of a magnificent community of learning: #lrnchat, a family that has been meeting weekly (Thursdays, 8:30 – 9:30 pm ET/5:30 – 6:30 pm PT) via Twitter, in the form of a well-facilitated tweet chat that always is centered around a pre-announced topic of interest to trainer-teacher-learner-doers. I have, occasionally, taken the time to reflect on and write about what that family means to me. But I fell out of the habit of participating in those weekly gatherings a couple of years ago when shifts in my work habits made those meetings much harder to squeeze into my schedule.

Although being lucky enough to stay very busy while following shelter-in-place guidelines, I have used this unusual period of time to re-examine how I spend my time, and one of the changes I have made is carving out time to dive back into my #lrnchat-family gatherings on a biweekly basis—on those weeks when T is for Training isn’t recording within part of that same time slot. And, as is always the case with family reunions, it has been a wonderful opportunity requiring very little transition. I just show up. Others continue to show up—or rejoin after similar periods of absence. We spend a few minutes with introductions and in-the-moment observations. Then we get down to the heart of what draws us together: interactions with those we love and admire. Listening to (or, since this all takes place as an online typed chat, reading) what other members of our family want to say and share. Responding—sometimes seriously, sometimes with tongues deeply in cheek, but always with curiosity and respect. And, most importantly of all, learning. Together. In ways that make us better than we were before the latest family conversation began. And, as a result, make us better at serving those who, in turn, look to us, for support in their own lifelong learning endeavors.

The conversations, facilitated by family heads Jane Bozarth, Tracy Parish, and David Kelly, always draw us in quickly. Engage us from start to finish. And leave us with important questions, including “what did you learn from this conversation?” and “what will you do with what you learned?” Those are critically important questions for any trainer-teacher-learner-doer, and, because of what I have learned over the years from my #lrnchat family, those are questions I put to every one of my co-conspirators in learning at the end of classes, workshops, webinars, and other learning opportunities I design and facilitate. They are questions that continue drawing me back to #lrnchat and my other families. They are fruitful questions to ask every day that we continue following shelter-in-place and social-distancing guidelines. And they are questions that, when asked, serve as fabulous reminders of why we cherish our families. All they offer. And whatever demands they place upon us and the limited time we have. For if we don’t have time for family, for whom do we have time?

–N.B.: This is the tenth in a series of reflections inspired by colleagues’ reactions to the coronavirus and shelter-in-place experiences and our continuing interactions online.


Adapting to Change, Loss, and Possibilities: Training Trainers, Learning, and Victory Dances

May 6, 2020

There are obviously numerous buildings with “closed” signs on them as many of us continue to follow shelter-in-place guidelines in effect because of the coronavirus pandemic. But “closed” remains a relative term for many, e.g., libraries and other learning organizations, because the buildings may be closed, but the learning is continuing online. In offerings that sometimes are arranged so quickly that everyone’s head is spinning. And, sometimes, in offerings done effectively enough to leave learners with useful, memorable, engaging learning experiences that they can either immediately apply or can begin incorporating into learning opportunities with buildings once again sport open doors.

I’ve been extraordinarily lucky, through all of this, to have had several projects underway that were primarily set up as online learning experiences. And one that was scheduled to begin with a daylong series of onsite sessions (in Tampa, Florida) and then continue with three subsequent one-hour online sessions. That train-the-trainer course, for learning co-conspirators (aka “adult learners”) through the Tampa Bay Library Consortium, was charmed from the beginning. Our onsite time together in Tampa took place less than two weeks before shelter-in-place suddenly became an all-too-familiar experience and temporarily put on hold most face-to-face training sessions. The first of the three webinars was held a week after shelter-in-place went into effect, and offered us an opportunity to begin exploring what trainer-teacher-learners could—and have to—do when their world suddenly goes topsy-turvy and many long-held beliefs and expectations fly out the window in a rapidly, ever-evolving learning environment. And the final webinar, completed earlier today, brought us full circle through explorations of how to design and facilitate online, onsite, and blended learning opportunities—by engaging in onsite, online, and blended learning opportunities using whatever tools we have available.

Some things, we confirmed together through a highly-interactive and collaborative approach, remain constant at a time when “emergency remote learning” is all around us: Following a learning model such as ADDIE (Assess, Design, Develop, Implement, Evaluate) and USER (Char Booth’s Understand, Structure, Engage, and Reflect) continues to provide strong foundations for effective learning. Preparation, flexibility, confidence, empathy, attention to detail, and humor all remain essential elements of what we do. Collaboration produces magnificent results, as we frequently saw when the learners were participants in shaping sessions in the moment; there were times when learners’ questions and suggestions inspired me to set aside activities I had planned and, on the spot, replace them with activities the participants themselves helped create and implement. And there were times when delivery/facilitation of a session changed on a dime, as when a slide deck I had planned to use for the first webinar wasn’t loading properly through screen-sharing—so we set aside the deck and simply covered the material in that online environment through virtual “face to face” conversations that pretty much replicated the spirit of what we had achieved a few weeks earlier in the physical learning space that was our initial meeting place.

Learners had a variety of options available to them because a well-designed infrastructure. They had an online asynchronous meeting place—the Bridge learning management system—where they could easily find materials, updates, and guidance as to what they needed to be doing. They had an easy-to-use online platform for meetings—Zoom. They had a wonderful organizer/liaison/host/–TBLC Manager of Programs and Services Kelly McDonald. They had the opportunity to participate in the live webinars or participate asynchronously by viewing archived recordings of those webinars. And they had access to all PowerPoint slide decks, which included copious speaker notes so they could review topics of special interest to them.   

Because they were engaged in further improving their own training-teaching-learning skills, they also had—and created—ample opportunities to practice what they were learning. While onsite, they engaged in impromptu presentations that helped them experiment with different ways to use their learning spaces. While online, they sometimes became presenters themselves by picking up themes from the typed chat and explaining and exploring those themes with their online collaborators. If there were missed opportunities for engagement, we would be hard-pressed to identify them because we jumped at those opportunities whenever we could.

The series concluded with plans for how that particular community of learning might continue through learner-directed interactions and collaboration; with reminders that the series had formally concluded but the learning would continue as they applied what they had absorbed; and with reminders that taking time to reflect upon our shared experiences would provide an additional platform for gaining all they could from all the effort we all expended together.

Following my own guidance and longtime commitment to reflective learning, I took a few minutes, after logging out of the final session, to reflect on what the time with those learners inspired. And those moments of reflection rekindled memories of previous training-teaching-learning experiences, including one that began more than a decade ago when I had the unexpected pleasure of being paid to attend a TED conference. A friend who owns a bookstore here in San Francisco was the official onsite bookseller for the conference, and he offered me a last-minute chance to attend the conference as one of his employees in the bookstore. It was every bit as fun and inspirational as I expected it to be, and there was the obvious thrill of watching that spectacular live feed of TED talks on a screen in the bookstore and chatting with some of the presenters as they wandered through onsite bookstore.


One of the more memorable encounters was a brief face-to-face conversation with Matt Harding, who at the time was receiving tremendous, well-deserved attention and praise for his “Where the Hell is Matt?” videos showing him doing a brief, playful dance with volunteers in settings all over the world. (A video available online shows him explaining how he created his work.) I loved Matt. I loved the videos. And I loved the sheer joy that flowed through his work.


A year or two later, working with a training partner on a series of classes and workshops on a challenging topic, I was looking for a playful way to end one of the most difficult hour-long workshops, so suggested to my partner that we end that session with a “victory dance”–which, of course, involved showing one of Matt’s videos to the learners as a way of leaving them smiling.

We had no idea whether it would be successful, but we tried it. And we knew it had worked when, at the end of a subsequent workshop (the following day), someone smiled and said, “What? No victory dance today?”


I still love those videos. I still return to them occasionally. When I want to smile. Or when I want to celebrate something that has just occurred. And so, after facilitating the final webinar in the four-part blended (partially onsite, partially online) set of Train-the-Trainer sessions for the Tampa Bay Library Consortium earlier today, I decided to celebrate in private by watching a Where the Hell Is Matt? video and do a virtual victory dance to celebrate the successful conclusion of the latest successful collaboration with the learners who continually enrich my life in ways that surpass anything I will ever be able to offer them. And at the end of all of this, I’m left with one of the best suggestions I can offer to any training-teaching-learning colleague: let’s dance.

–N.B.: This is the eighth in a series of reflections inspired by colleagues’ reactions to the coronavirus and shelter-in-place experiences and our continuing interactions online.


Adapting to Change, Loss, and Possibilities: The Caffè Is Open, the Learning Continues

May 1, 2020

I engaged in what I’m going to call a “not-so-guilty pleasure” this morning: I joined approximately 30 colleagues for coffee and conversation in an intimate, wonderfully welcoming caffè while attempting to follow shelter-in-place guidelines which remain in effect for many of us in response to the coronavirus pandemic and which may last for at least another month. I have to admit that I had begun to forget the pleasures of walking into a coffee shop that serves as a community meeting place—Ray Oldenburg’s Third Place. Hearing inviting music in the background. Looking around to see familiar faces. Grabbing a cup of coffee. Sitting face-to-face with inspiring friends/colleagues who form the heart and soul of a tremendous community of learning. And discovering, once again, the hidden gems that/who are within that community, just waiting to be discovered.

We met. We talked. We laughed. We learned. And we adhered to the best, most stringent social-distancing practices possible. Because writer-trainer-presenter Joshua Fredenburg, the person at the center of that “Virtual TD [Training & Development] Talks” gathering of ATD [Association for Talent Development] South Florida Chapter members, created the feeling of a face-to-face caffè gathering online through a combination of creative use of Zoom, his first-rate presentation and facilitation skills, and his commitment to fostering a conversation rather than placing himself at the center of a stage in a virtual learning space. This was a virtual caffè extending from South Florida all the way to where I was sitting, in San Francisco—a 3,000-mile wide caffè which managed to feel as small, intimate, and welcoming as any caffè, virtual or otherwise, that I have ever entered. We could see each other. We could hear each other. And we could even pass virtual notes under the virtual tables via the chat function within Zoom.

ATD South Florida Chapter leaders deserve a lot of credit here. For effectively and positively responding to shelter-in-place and the potential disruption of our community. For quickly and creatively organizing and hosting a dynamic, flexible, informal set of online gatherings. For providing ample opportunities for interactions, during these sessions, that create a sense of presence (telepresence) through brief (45-minute) online sessions. And for making us aware of the “hidden gems” like Fredenburg who routinely draw praise for the way they operate at the national level while those of us “at home” remain (tragically) unaware that we have people like that nearby—until our Chapter brings us together.

And presenters like Fredenburg deserve a lot of credit for creatively and positively exploiting the possibilities created by the online TD Virtual Talks format. When I logged into the online session this morning, I expected to be joining a presentation on and conversation about “Keeping Yourself and Team of Remote Workers Engaged & Productive During COVID-19.” And I certainly wasn’t disappointed; Fredenburg’s expertise and excitement about best practices in leadership was on display and fully engaging from start to finish. But, as so often happens, there was as much to learn from a colleague’s—Fredenburg’s—presentation/facilitation style as there was to learn from the content he was sharing.

Joining the session approximately 10 minutes before it was scheduled to formally begin—I always like getting my coffee and getting settled before caffè conversations, onsite or virtual, are fully underway—I was pleasantly surprised to see Fredenburg (whom I had not previously met) using a Zoom virtual background that made it appear that he was sitting in a wonderfully inviting coffee shop. (Presentation Tip #1: Provide plenty of surprises; they can help make a learning session more memorable/effective.) And I was particularly surprised to hear background music exactly as I would hear if I had been walking into a physical coffee shop. (Presentation Tip #2: Create an inviting learning space online as well as onsite; it adds to engagement and keeps us alert.) Fredenburg, who usually is suited up and ready to roll for his onsite presentations, was dressed casually—which, of course, added to the informal nature of the caffè conversation he was about to facilitate. (Presentation Tip #3: Details—e.g., what you are wearing, how you “set the space”—can help make or break an online as well as onsite session.) And he, like any good host, immediately reached out to me online with a warm welcome as I virtually entered the room. (Presentation Tip #4: Warm up the online room just as you would warm up an onsite room; create the sense of a virtual lounge or virtual gathering of colleagues around a water cooler to foster social learning.) He, the host (Chapter Director of TD Talks Selen Turner), and I immediately began chatting about how he had created that ambience—using a jury-rigged green screen that allowed him to incorporate the caffè background into his teaching-training-learning space, and having music from a YouTube video audible in the background. (Presentation Tip #5: Make every moment a learning moment—without making learning in any way seem like a chore. It’s all about being ready to engage learners in terms of what they want to learn as much as it’s about making sure you foster learning that the session is designed to nurture.)

There was plenty to learn and admire from the session. And much of it revolved around the way that Fredenburg treated everyone as co-conspirators in learning. The result was another spectacular example of turning-challenge-into-opportunity. Community members supporting community members in time of need. Colleagues supporting colleagues by simply doing what they/we do best: working with what we are given. Learning from each other. And remaining committed to, as ATD so often suggests, making a world that works better. Because we can. And because we will.

–N.B.: This is the seventh in a series of reflections inspired by colleagues’ reactions to the coronavirus and shelter-in-place experiences and our continuing interactions online.


Adapting to Change, Loss, and Possibilities: The Learning Revolution Online

April 22, 2020

On a day when friends and colleagues are feeling isolated by current shelter- in-place guidelines designed to fight the spread of the 2019-2020 coronavirus pandemic), I’m feeling lucky. I have been immersed in plenty of live, stimulating, rewarding, interactions with dozens of teacher-trainer-learner-doers attending a global conference. We have been listening to and asking questions of a first-rate set of presenters. We have been chatting with each other about what we are seeing and hearing. We have been sharing resources we can all begin to use—or continue using—with the learners we serve. And we have been doing all this, without needing to wear protective masks and by abiding with shelter-in-place guidelines, by maintaining distances of hundreds, if not thousands, of miles between us—because the fabulously innovative “Emergency Remote Teaching & Learning; Survive, Thrive, & Plan for What Comes Next” daylong miniconference organized and facilitated by Steve Hargadon and his Learning Revolution colleagues has been entirely online.

One of the most interesting responses I’ve seen to cancelled face-to-face learning opportunities among trainer-teacher-learners is the rapid, often positive transition from onsite face-to-face to online face-to-face interactions through the use of Zoom and other teleconferencing tools, as I have noted in previous blog posts. (The transition obviously works best for people who were already comfortable working online, and obviously is problematic where people lack online access and/or lack laptops or mobile devices.) At least two of my favorite learning organizations have made the decision to move their popular, well-attended onsite conferences into onsite environments this year: the Association for Talent Development (ATD) Virtual Conference and the American Library Association (ALA) Virtual Conference). A glance at news updates suggests that ATD and ALA are far from alone in following this innovation-in-response-to-necessity approach to supporting members of their communities in times of need.

As we consider the gargantuan task of implementing such massive change within short timeframes, it’s worth returning to the Learning Revolution miniconference to see what made it work. It helps, of course, that Hargadon, his longtime partners, and his colleagues are hardly new to this endeavor; they routinely organize and facilitate global worldwide virtual events, including the Global Education Conference (since 2010) and Library 2.0 online conferences.through collaborations with the spectacular Learning Revolution project. And it helps that the presenters were uniformly engaging and well-prepared.

In a day full of ideas and inspiration, it’s impossible to try to summarize the content in a meaningful way, so I’m left with recollections of moments and themes that somehow capture the overall beauty, creativity, and fun of the entire endeavor. Like opening session presenter Candy Mowen’s reminder, during her “Engaging Online Learners” webinar, that enhancing online learning flows from the creation of great learning environments. Or Zaretta Hammond’s commitment, during “Culturally Responsive Teaching Through Remote Learning,” to the idea that culturally responsive teaching “focuses on improving the learning of diverse students who have been marginalized educationally.” Or Steven J. Bell’s opening comments, during “Let’s Commit to Making Webinars Better,” about the importance of being relaxed, being ready, and taking your time getting started when working with our online learners. Or John Spencer’s sharing of numerous resources during his “Empowering Students in a Distance Learning Environment.” Or the opportunity to see George Couros, Katie Novak, and A.J. Juliani do wonderful variations on the themes they explored in an earlier webinar a few weeks ago and add updated material, including a very short, very funny video in which a music teacher performs a song she wrote to demonstrate her process of making the transition from onsite to online learning.

I didn’t try to attend every session; extensive experience attending conferences has helped me to realize that creating some time for reflection between sessions is an important and integral part of learning through the act of being a conference attendee. And I didn’t make the mistake of thinking that I would remember more than a few of the numerous points made or more than a few of the numerous links and other resources shared by presenters and participants; I took more than a dozen pages of hand-written notes and actually took the step of copying the extensive chat from a few of the sessions and then pasting it into a Word document—a document that ended up running more than 80 pages—that I can later review, in a more leisurely fashion, to jog my memory and help me continue my learning far beyond the day of the live event.

There’s plenty to learn from the miniconference in terms of how to successfully create and facilitate an online conference. It was, first and foremost, very well organized. Registration was easy; it simply involved applying for membership in the Learning Revolution for those who were not already members (a straightforward process that results in an amazingly quick response). Information was easily accessible online through the Learning Revolution website. A page on the Learning Revolution website itself served as the program book, with session descriptions and links to each online session. The presenters themselves were uniformly engaging and learner-/participant-focused in their approach to leading their sessions. Bandwidth issues did, at times, temporarily make the presentations a bit choppy, but Hargadon was there to smooth the gaps and help presenters and audience members quickly reconnect and move beyond those momentary blips. Interactions among participants was lively, and the numerous question-and-answer sessions between presenters and audience members were well-supported by the presenters themselves as well as by Hargadon in his role as producer/co-host/trouble-shooter. And best of all, the conference didn’t end when the live sessions formally concluded. Archived recordings are scheduled to be posted on the Learning Revolution website within a day or two after the conclusion of the live event, so the training-teaching-learning-doing can and will continue as long as any of us continue to call attention to those recordings and continue the conversations in any onsite or online setting we care to use for that purpose.

I’ve seen—and disagreed with—numerous comments I have seen online about how the cancellation of onsite conferences is creating a gap that simply can’t be replaced. I’ve seen—and disagreed with—numerous comments about the irreparable losses those cancellations are causing in terms of missed opportunities for interactions. I am not at all suggesting that onsite and online conferences and other gatherings are completely interchangeable. I know and recognize that going online creates barriers—particularly for those who don’t have adequate (or any) access to online activities; I also know and recognize that onsite conferences create barriers—costs of food and travel, the amount of time it can take to travel great distances to attend an onsite conference. But I am suggesting, based on my own short- and long-term experiences, that online conferences are far from the death knell for community gatherings as we know them; they have been and are increasingly becoming fascinating, engaging opportunities for communities to survive and thrive.

Observing and participating in today’s daylong virtual conference offers plenty of hope and guidance for anyone interested in sustaining strong communities of learning that thrive on online as well as onsite engagement. The conference is providing yet another example of the benefits and challenges of taking a conference online. And it suggests that if we positive approach our challenges collaboratively, we can sometimes produce positive results far beyond anything we might have ever imagined.

–N.B.: This is the sixth in a series of reflections inspired by colleagues’ reactions to the coronavirus and shelter-in-place experiences and our continuing interactions online.


State of America’s Libraries: Open (Online) For National Library Week 2020

April 21, 2020

If I weren’t so busy using library services online and staying in touch with library colleagues across the United States, I might actually be feeling the loss of all that they usually offer onsite—a set of resources, services, and possibilities nicely summarized in the newly released State of America’s Libraries 2020 report from the American Library Association’s American Libraries magazine.

Anyone taking the time to read this wonderful yearly summary of why libraries remain cherished community resources (even when the buildings themselves are closed  because of shelter- in-place guidelines designed to fight the spread of the 2019-2020 coronavirus pandemic) can’t help but be impressed by and grateful, as we celebrate National Library Week (April 19-25, 2020), for all that libraries and library staff contribute to our communities—onsite as well as online.  

Libraries, those who wrote or otherwise contributed to the report remind us, actively support “learning and parent engagement” in the learning process; they offer wellness and health resources and activities beyond what many of us assume is in place, including “materials on healthy lifestyles, cookbooks that address medical dietary needs, multimedia for physical exercise instruction, and self-help mental health materials. Some libraries take healthy lifestyle services even further by offering walking, hiking, bicycling, or running programs that take place outside the library building. Nearly 23% of public libraries host fitness or yoga classes.” Most offer “digital literacy training programs, through which community members can learn résumé development and job searching and gain new skills to aid in career advancement. Nearly half of the more than 16,000 public libraries in the US provide free services for small businesses and entrepreneurs…”

And there is plenty onsite that goes beyond our traditional views of what libraries provide: “The best proof that public libraries are about more than just books is their evolution into libraries of things, offering nontraditional collections that are community-specific and imaginative. The wide array of items available to check out includes mattresses, dolls, bicycles, binoculars, and accordions. At the Beaverton (Oreg.) City Library, patrons can check out kitchenware, outdoor equipment, and games.”

For me, the “library” is a cohesive blend of onsite and online resources, services, possibilities—and people. (Never forget those wonderful people who make the library what it is—including staff as well as the people who use libraries and interact within and through libraries.) Before shelter-in-place guidelines were imposed here in San Francisco last month in response to the spread of the coronavirus, I was in San Francisco’s Main Library at least once a week; occasionally visited branches throughout the city; and did a substantial amount of my work through library resources (e.g., access to journal articles) online. Those buildings—and the all-important people who make them what they are—created homes away from home for me and the thousands of other people who visited them every day; temporary office and research sites whenever I used my laptop or tablet, through library Wi-Fi access; and cherished community centers where I would unexpectedly run into people I knew or participate in community-based conversations that were of interest to me and those I serve. Above all, they were places where I consistently came across unexpected treasures—a newly-released book by an author I admire, a DVD featuring a movie I wanted to see, or even an art exhibition that temporarily transported me into another world and left me entertained or immersed in thought about a subject or a place to which the exhibition provided access. And the conversations: seeing colleagues who would ask me what I had been doing recently or tell me what they had been exploring so we all grew through those wonderful exchanges of anecdotes and information made those onsite library visits an extremely important part of my training-teaching-learning landscape.

So, the move to a library that existed only online was a bit of a jolt. But one that has been accompanied by pleasant surprises. Never one to spend much time “going to the movies” online, I suddenly found myself enjoying access to kanopy (which gives me access to up to 15 free movies a month) and Hoopla (a streaming service providing access to audio books, comics, e-books, movies, music, and television programs) through my library account. Prompted by a promotion on the library’s home page, I followed a link to virtual storytimes and enjoyed watching San Francisco Mayor London Breed read Dave Egger’s book What Can a Citizen Do?, San Francisco City Librarian Michael Lambert read Alison Farrell’s The Hike, and Librarian Anna Cvitkovic’s continuing additions to the series. And because I am immersed in training-teaching-learning, I’m beginning to explore the free access my library provides to LinkedIn Learning’s Lynda.com, a great resource I have previously paid to use through a private account. Thinking about those wonderful exchanges of information through face-to-face conversations during my onsite visits, I’ve worked to transform them into “face-to-face online” conversations through the use of Zoom and any other videoconferencing tool we can easily use to remain connected to each other.

Circling back to State of America’s Libraries 2020, I once again admire what publication editor Steve Zalusky and our other colleagues at American Libraries have produced, and couldn’t agree more Zalusky’s introductory remarks: “As the State of America’s Libraries report goes to press, the coronavirus pandemic has upended our nation and our profession, so much so that aspects of this report —which provides a snapshot of our industry in 2019—now read like dispatches from a distant era. What hasn’t changed is our belief that service and stewardship to our communities are core to the library profession. We continue to see this every day even as library buildings close to the public but often sustain or grow their virtual services and make their resources freely available to all. Today and everyday, our nation’s libraries are on the front lines, playing an invaluable role in keeping communities connected.”

–N.B.: This is the fifth in a series of reflections inspired by colleagues’ reactions to the coronavirus and shelter-in-place experiences and our continuing interactions online.


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