Giving Thanks 2021: ShapingEDU, Saying “Yes,” and Documenting Pandemic Lessons Learned

December 3, 2021

One of the words that leaves me feeling happiest is “yes.” The power of the word “yes” first became obvious to me when I was listening to a (horrible) guest speaker in a graduate-level management class proudly describe the sign hanging over her desk: “What part of no do you not understand?” “Yes” continually exerts a restorative power over me. It encourages me. It tells me that there is a bridge to be crossed successfully. A collaborative effort to be pursued. An acquaintance who is about to become a colleague/partner/collaborator and, with any luck, a friend.

Graphic by Karina Branson/ConverSketch

“Yes” is a word I consistently hear from members of the ShapingEDU community (operating under the auspices of—and with tremendous support and numerous “yeses” from—the members of the University Technology Office at Arizona State University) as part of their collective commitment as “dreamer-doer-drivers” committed to doing whatever they can to help reshape the future of learning in the digital age, One of the most recent (and significant) yeses I heard was from community members participating in the fourth annual ShapingEDU Unconference (July 20-23, 2021) as we were exploring a set of 10 wicked challenges in contemporary learning—with an eye toward framing them within a newly-created structure of five calls to action that would guide our work over the next 12 months.

Graphic by Karina Branson/ConverSketch

At the end of a series of discussions I helped facilitate on the challenge of identifying, documenting, and disseminating stories about how we are rethinking our approach to learning as a result of the teaching-training-learning experiences we and others have had since the pandemic began in early 2020, I posed a simple question to participants in that set of discussions: Are you interested in continuing this discussion after the unconference so we can find ways to implement what we have been talking about here?

The resounding “yes” from several of the participants led us to begin engaging in biweekly one-hour online meetings a few weeks after the conference ended, and those results-oriented conversations are continuing with the involvement of anyone who wants to join us. Our original unconference-session discussions, under the title “365+ Days Later: Post-Pandemic Best Practices,” are continuing under the newly-established, much more playful project name “Are We There Yet? (Capturing the Evolving New Now in Learning).”

Our newly-adopted name covers a lot of ground. It recognizes that we are stepping away from the idea that we are somehow savvy enough to have identified “best practices” when what we are really doing is documenting what seems to be working for now among our brightest, most creative colleagues; the approach here is descriptive rather than prescriptive. It recognizes that we are far from having reached an end-point in our explorations; this really is a situation and a challenge that is continually evolving in the way that all wicked problems continually evolve (which is part of what makes them so wicked). And, most importantly, by asking “are we there yet?”, we are tacitly admitting that we don’t ever completely expect to “get there” in terms of having definitively established a “new now” in learning; the evolving nature of what we face in pandemic-era conditions and beyond suggests that we will be working together for a good long time. And should we ever actually “get there” and recognize that our work in response to this challenge is finished, we probably, in the best traditions of ShapingEDU, will identify a new challenge in teaching-training-learning to pursue together.

There’s much more to this than having established a new name; our biweekly meetings have produced a (still-evolving) planning document that begins with a summary of the steps we plan to take through Are We There Yet?:

  • Each of us will reach out to members of our communities to draw them into this conversation and this project; the potential here is to quickly begin building a global coalition that engages in research through studies, with real-time support in how to respond to challenges.
  • We will draw upon our colleagues and resources at Arizona State University to build this coalition/project.
  • To get the word out that we are seeking collaborators, we will: 
  • Create an introductory video that is posted on the ShapingEDU site to disseminate this story of how we are telling the stories of others
  • Determine where we will house the stories so that they can be shared
  • Look for opportunities (synchronous and asynchronous; online and onsite; through webinars and workshops) to pair stories with lessons learned and facilitate discussions to broadly disseminate what we are observing and documenting; an example of this is initiative created by Are We There Yet? team member Tula Dlamini’s to have members of his community in South Africa come together in ways mirroring how ShapingEDU community members come together during annual unconferences) to explore and document what they are seeing
  • Work at a global level to find ways to integrate the various stories we have with those we find through our efforts.

the earliest activities we are pursuing are creating an online site, before the end of December 2021, for teacher-trainer-learners to submit stories about how they have successfully adapted their work to pandemic conditions; a highly-interactive online workshop to help participants create their stories about pandemic-era learning successes (possibly in January or February 2022); and an online mini-conference (in March or April) to bring teacher-trainer-learners together to find ways to document and share our learning-success stories. We are also working to call attention to first-rate resources, including the recently-published book Learn at Your Own Risk: 9 Strategies for Thriving in a Pandemic and Beyond, by ShapingEDU Storyteller in Residence and Are We There Yet? team member Tom Haymes.

There is plenty to do. There are lots of opportunities to be developed. And all we need now is a “yes” from you indicating your interest in being part of the project—which you can do by contacting those of us listed as team leaders on the project page.

N.B.: This is the eighth in a series of year-end reflections inspired by the people, organizations, and events that are helping to change the world in positive ways and the thirty-second in a series of reflections inspired by colleagues’ reactions to the coronavirus and shelter-in-place experiences.


Giving Thanks 2021: ShapingEDU and the Art of Gathering During (and After) the Pandemic Era

December 2, 2021

Writing about ShapingEDU and Priya Parker’s The Art of Gathering recently as part of this continuing series of blog posts has made me more grateful than ever for the people and communities that serve as a source of support and inspiration to me in much of the work I do. What connects that disparate group of capital-M Muses is that each, without overtly embracing the label, serves as an activist within the communities served—a theme I intend to address more fully in a different post.

When I think about my colleagues and many other people I have met through my involvement in the ShapingEDU project (under the auspices of the University Technology Office at Arizona State University) and their collective commitment as “dreamer-doer-drivers” committed to doing whatever they can to help reshape the future of learning in the digital age, I think with tremendous appreciation about our collective/collaborative approach to gathering—and our willingness to share lessons learned about gathering with others, as was done through the fabulous ShapingED-YOU Toolkit providing guidance on how to successfully produce “focused, collaborative Unconference and Community Camp-style events.” Our meetings, face-to-face, online, and in blended environments (those wonderful intersections where online and onsite colleagues meet using platforms including Zoom), consistently create the sense of a global meeting room that quickly erases the usual constraints of geography and are, in significant ways, one long-extended, often asynchronous conversation designed to produced positive, measurable results.

At the heart of our approach to gathering is a commitment to listen. To learn from each other. To maintain a playful approach to the work we do. To foster a sense of inclusiveness that welcomes newcomers as well as returning community members. And to focus heavily on those we are attempting to serve through our efforts. (Our commitment to reshaping learning, furthermore, includes a commitment to include students and other learners in our planning efforts and our events.) That’s something that is clearly visible through the online gatherings we have had this year—particularly the fourth annual ShapingEDU Unconference which, because of remaining concerns about gathering onsite during the pandemic, was once again completely held online (over a four-day period in July 2021).

Shaping the unconference around the theme of “Reshaping Wicked Problems” allowed and encouraged us to reshape our unconference structure a bit this year. Where previous unconference gatherings centered on an initial set of 10 actions the community was attempting to pursue, the latest unconference identified (though collaborative pre-conference exchanges online) 10 wicked challenges to be explored by unconference participants with an eye toward framing them within a newly-created structure of five calls to action that would guide our work over the next 12 months.

Among the wicked challenges were attempts to find ways to more effectively connect strategies to the tools we use in teaching-training-learning—an ongoing effort spearheaded by ShapingEDU Storyteller in Residence Tom Haymes through the Teaching Toolset project he is developing (and also writing about on the ShapingEDU blog); better engage virtual learners and avoid burnout; and identify, document, and disseminate stories about how we are rethinking our approach to learning as a result of the teaching-training-learning experiences we and others have had since the pandemic began in early 2020—something that has turned into another long-term ShapingEDU project under the newly-adopted name “Are We There Yet? (Capturing the Evolving New Now in Learning).”

A glance at the “living agenda” for the unconference gives you an idea of the approach to and scope of the work we planned to do—and, more importantly, offers you a template you can adapt for your own gatherings. Looking at the archived recordings of some of the sessions on the aforementioned ShapingEDU Community YouTube channel or directly from links within that living agenda will more fully immerse you in what we did—and, possibly, provide you with ideas you can incorporate into your  own action-oriented gatherings. You’ll see the day-long context-setting series of exercises ShapingEDU Innovator in Residence Ruben Puentedura facilitated on the second day of the conference through his use of a Black Swan approach as a framework for our discussions. You’ll see a series of keynote presentations and panel discussions, including an engaging discussion centered on “The Intersection of Diversity, Equity, Inclusion, and Technology” from the third day of the unconference and the tremendously thoughtful and inspiring “Student Panel” discussion that opened the final day of the unconference. An archived recording of the final hour-long unconference report-out session also remains available on the ShapingEDU Community YouTube channel, along with plenty of other recordings of ShapingEDU unconference sessions, ShapingEDU webinars, and other sessions the community has produced since its formation in early 2018.

If drawing you into this level of immersion in the ShapingEDU community is successful, it will leave me with one more thing for which I will be grateful: I’ll see you there in the community as a contributor to the positive goals we are pursuing.

Next: ShapingEDU, Saying “Yes,” and Documenting Pandemic Lessons Learned

N.B.: This is the seventh in a series of year-end reflections inspired by the people, organizations, and events that are helping to change the world in positive ways and the thirty-first in a series of reflections inspired by colleagues’ reactions to the coronavirus and shelter-in-place experiences.


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