Rethinking Digital Literacy: Collaborating, Hyperlinking, and Owning Our Learning

July 30, 2015

With my ALA Editions “Rethinking Digital Literacy” co-conspirators (AKA learners) currently exploring the broad question of “who owns the learning” in digital environments, I saw at least one obvious answer while co-hosting and participating in a tweet chat about hyperlinked learning last night: anyone willing to be a collaborator/co-conspirator in the learning process owns the learning.

Rethinking_Digital_Literacy--Course_GraphicThe question about ownership of learning—engagingly examined by Alan November in a book and a TEDx talk we’re exploring in Rethinking —is important and double-edged for any trainer-teacher-learner working within a digital environment. It makes us think about who retains (or should retain) access to all our discussions, learning objects, and other tangible aspects of the online-learning process that are usually lost to us once a course formally concludes and the course learning management system is closed to learners. The question also makes us think about who has responsibility for nurturing and sustaining the (lifelong) learning process that is an essential component to fostering digital literacy.

With my tweet-chat colleagues in the Educational Technology & Media massive open online course (#etmooc) community, the answer to both facets of the question is obvious and openly accessible. All of us involved in that particular community of learning retain (and openly share) access to the artifacts produced through our learning—e.g., through blog postings that occasionally connect to and interact with blog posts from other members of the community; through archived recordings of our interactions during  the course and those that continue to take place in Google Hangouts and any other accessible online tool we can find and explore as part of our continuing learning efforts on the topic of educational technology and media; and through tweets and the Storify learning objects we produce.

Storify_LogoMore importantly, we shape those discussions and artifacts collaboratively and through our own initiative—this is learner-centric, learner-driven learning at a very high and productive level. We have learned to take the responsibility for asking what we can do rather than relying solely on others to facilitate our learning process. For the tweet chat last night, a couple of us prepared the script with questions to be used during the tweet chat. We facilitated the session. I then edited and posted the Storify transcript of the event so other members of the community could be part of the effort to use and disseminate that resource. The result is that while learning, we also made—and are continuing to make—it possible for others who want to learn more about hyperlinked learning to do so while also seeing how a self-directed community of learning operates.

Owning the learning at this level always seems to produce results far beyond anything we anticipate. The hyperlinked-learning tweet chat, for example, produced numerous examples of hyperlinked learning in action. There was the magnificent “Tutor/Mentor Learning Map,” with more than 2,000 hyperlinks to other resources, prepared and shared by #etmooc community member Daniel Bassill. There were exchanges about tech tools some community members had not yet tried. There were informal attempts to define hyperlinked learning, including Daniel’s suggestion that it “is like island-hopping in a huge ocean of knowledge. You can go from place to place in any direction”; Shuana Niessen’s suggestion that it’s “non linear responsive learning”; and my own observation (based on our source material from Michael Stephens) that it’s “what we did/do in #etmooc: connecting, exploring, playing, collaborating, learning experientially” and what I’m fostering among my Rethinking Digital Literacy co-conspirators.

etmoocWhat made the session particularly interesting was how often the discussion about hyperlinked learning actually became an example of hyperlinked learning. There was the moment, for example, when we had a unexpected appearance from Alec Couros, who with his own original group of co-conspirators designed and facilitated that MOOC that inspired us to assume shared ownership (without in any way excluding Alec) of the #etmooc learning community. And there were plenty of other moments when learning by hyperlink drew in new colleagues as well as a few we hadn’t seen in quite a while. Nothing could speak more viscerally and meaningfully to the topic of hyperlinked learning than a community so completely hyperlinked that interactions continue to grow rhizomatically—a theme we explored during the formal course and continue to explore and nurture with every new action we take.

Rereading the Storify transcript a few times led to additional reflection—and learning—for me throughout the day today as I continued to produce this article. I repeatedly was struck by how the act of collaboratively shaping our learning experiences means that we hone other digital-literacy skills at the same time: being able to work within ever-changing online environments; being willing to contribute to our own learning and to the growth of our learning communities; and being able to capture discussions, learning objects, and other aspects of the learning process so they remain accessible rather than locked away in something akin to the storage crate housing the Lost Ark of the Covenant at the end of Raiders of the Lost Ark.

oclmooc_logoAs I return to my Rethinking Digital Literacy co-conspirators—those learners who are so creatively and effectively crafting their own learning experiences—I look with admiration at the ways they are, in Week 3 of our four-week course, continuing to expand the ways they interact across as many digital platforms as possible. They—we—will leave distinct traces, if not much larger artifacts, of our time and collaborative learning efforts. It’s what was done in #etmooc; it’s what some of us have done in the Open and Connected Learning MOOC (#oclmooc) and the Connected Courses MOOC (#ccourses); and it’s what is creating the possibility that what we create during our four formal weeks of shared learning will remain accessible to current learning community members as well as to others who might want to learn from what we are accomplishing together.

In these dynamic, digitally-literate learning communities driven by hyperlinked learning, connected learning, connectivist-learning precepts, we are all co-conspirators. And we all own the learning, in every possible sense. 

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

On the Make: Co-learning, Making, and Sharing in the Connected Courses (#ccourses) MOOC

November 12, 2014

Let’s create and play a trainer-teacher-learner’s version of blog-hopping (specifically crafted for connected-learning students and aficionados) by seeing how many blogs we can link together into a cohesive asynchronous discussion. Our goal is to see whether the process leads us through the act of making something (e.g., a virtual, sprawling, multi-site learning object) that contributes to our understanding of our own learning, co-learning, and the learning process—and perhaps even to other people’s learning.

ccourses_logoThis particular learning object is already a work in progress thanks to interactions among a few of us connected via the Connected Courses (#ccourses) massive open online course (MOOC). It started with a self-contained set of reflections, by long-time learning colleague Alan Levine, on what constitutes “a make” (something created as part of the learning process to facilitate the learning process itself) within a connectivist MOOC (#ccourses, in this case). It grew a bit through #ccourses co-learner Maha Bali’s reflections inspired by Alan’s article and something I had written about the development of communities of learning similar to what we’re seeing in #ccourses. It continued growing rhizomatically as I posted individual responses to Alan’s and Maha’s posts and then realized that my own comments, if carried over into the article you’re now reading, could provide the foundations for what paradoxically is a self-contained lesson/make on “makes” that, at the same time, is interwoven into other makes—some of which are yet to come.

Alan deserves the credit for unintentionally inspiring this admittedly complex yet intentionally playful attempt at showing how a blog can be a make. He begins by suggesting that blog posts are “part of the regular things to do” in the connected-learning process and he explicitly says that he does not “see blog posts or comments as ‘makes.’” Maha responds by acknowledging how engaging and supportive of the learning process a collaborative make can be, then circles back to suggest that “for some people, blogging is ‘their thing,’” just as other learners may immerse themselves in equally engaging and productive makes. Our colleague Kevin Hodgson, for example, has produced course-related cartoons that are very much his version of a make and inspire the rest of us to absorb Connected Courses lessons through those playful makes. And, she continues, “every blogpost of Simon [Ensor]’s is a make.”

I initially inadvertently extended our make-in-progress by commenting on Alan’s blog. As a big supporter of experiential learning, I assured him that I agree that some level of making is essential in the learning process, and I obviously do believe that blogging can fit that category when we see our blogs as more than personal reflections. Blog postings, I suggested, can also be self-contained lessons (particularly through the use of hyperlinks that lead our co-learners to other learning resources). I’m ultimately not very concerned about what my co-learners and I make; an instructor’s recommended “makes,” in fact, often simply don’t support my own learning goals. I am, however, concerned that we make something that is seamlessly integrated into the learning experience so we have learned something useful, quantifiable, and rewarding to ourselves and others who learn with and from us.

The theme seemed to grow without much effort on my part as I turned back to Maha’s blog to assure her that I agreed about Kevin Hodgson’s cartoons and Simon Ensor’s blog articles being makes for them as learners and for others who see and are inspired by their work.

As we’re seeing through the current Connected Courses two-week module on co-learning, we have countless ways to creatively and effectively engage in making. I would even suggest, as I wrote to Maha, that participating in the “Case of #etmooc [the Educational Tecnology & Media MOOC]” panel discussion earlier this week was a form of making in that it produced a learning object—that online archived recording that is stimulating plenty of conversation and will continue to be a learning resource for anyone interested in knowing how sustainable communities of learning can develop out of well-designed, well-facilitated connectivist MOOCs.

It all very nicely wraps around and draws upon some of the other learning objects we have accessed during our co-learning explorations this week: the Howard Rheingold/Alec Couros interview about building communities of learning, the video of Dean Shareski discussing educators’ “moral imperative” to share, and Rheingold’s “Toward Peeragogy” article for the dmlcentral blog.

If some of the makes that Alan so rightly admires are grounded in collaborative efforts that shape new learning objects from mashups of open educational resources and other freely-shared items, then makes like the one you’re reading—drawing upon a variety of resources to create a unique learning object springing from the learning process itself—most certainly should qualify as makes. The beauty of this type of make is that, like the idea of MOOCs serving as a new form of open textbook, it is never completely finished. If you build upon this in your own blog or contribute through a comment to this piece, you’re contributing to the make—and, more importantly, to the rhizomatically-expanding set of learning resources available to us all benefiting from co-learning through connected learning efforts.

N.B.: This is the fourteenth in a series of posts documenting connected learning through #ccourses and other MOOCs.

Co-learning, #ccourses, and Keeping the Lights On: #etmooc and the Connected Courses MOOC

November 11, 2014

We may have a new corollary to one of the most famous lines from the movie It’s a Wonderful Life (“Teacher says, ‘Every time a bell rings, an angel gets his wings.’”): Every time #etmooc is mentioned, a learner gets new learning wings.

ccourses_logoWhich, apparently, is exactly what happened as the Connected Learning MOOC (#ccourses) webinar about #etmooc—the Educational Technology & Media massive open online course—and the development of online communities of learning drew to an end last night. No more than 15 minutes after “The Case of #etmooc” concluded, an audience member posted the following tweet: “Just watched the live #ccourses webinar about #etmooc. Impressed = signed up for my 1st MOOC. Excited to learn.” And if that means another teacher-trainer-learner finds the pleasures and rewards of participating in connectivist MOOCs and the sustainable communities of learning they are capable of spawning, then we have yet another example of what well-designed and well-facilitated MOOCs along the lines of #etmooc and #ccourses can and do offer.

There was something wonderfully circular, encouraging, and tremendously important there for all teacher-trainer-learners to absorb. The hour-long session began with #etmooc’s Alec Couros, two of his #ccourses co-facilitators (Howard Rheingold and Mia Zamora), and several #etmooc alums discussing what made #etmooc different from other MOOCs and, more broadly, from other learning experiences we had had up to the time we joined that course. As part of the current two-week-long #ccourses exploration of co-learning within connected learning opportunities, the session also served as an example of co-learning in action since the lines between learning facilitators (Couros, Rheingold, and Zamora) and learners (the #etmooc alums) quickly blurred—all of us were learning plenty from each other (and probably thinking about what we would next be doing to share those learned lessons with others). And it circled back to the idea of how interwoven our communities of learning are when Zamora surprised at least a few of us by telling us that she learned about connected learning by observing us in action while #etmooc was in progress. Turns out she had signed up for #etmooc when it was first offered in early 2013, but had little time to become actively involved: “I watched from afar,” she said. “I learned something from all of you…because I watched, because I lurked.

“Transformation,” she continued, “happens in places that you cannot even see it happening, not even in yourself….Watching community build is also a powerful learning process. I think that’s what #etmooc gave me as a sort of out-of-the-gate kind of experience for this” experience of helping develop and facilitate the equally dynamic Connected Courses MOOC.

etmoocAnd have no doubts: one of the most significant results of that hour-long session last night was that transformations were occurring. We could see that our explorations of what transformed #etmooc into a vibrant, vital, sustainable community of learning were also helping solidify #ccourses as another learning community that is likely to continue far longer than the formal period during which all of us are interacting within the current course structure. We could see that the same sense of openness—the commitment Couros and his #etmooc “co-conspirators” maintained to injecting a very human, personal element into that massive open online learning environment—was and is in play in the Connected Courses MOOC. We could see that the playful interactions among the session panelists reflected the playfulness that flows through #ccourses and just about every other successful, inspiring, and memorable learning experience we have—a reminder that we need to carry that level of playfulness, as much as possible, into the face-to-face and online learning environments we help create and nurture.

Most importantly, we could see that all-too-rare occurrence in learning: the transformation of a group of learners from students to collaborators to long-term friends—“which is really amazing,” #etmooc alum Susan Spellman Cann observed during the conversation. “I did not expect that from a MOOC.”

Among the reasons cited for the transformation from student to collaborator to friend were Couros’s tremendous skills at facilitating conversations, his natural inclination to make participants feel welcome into that developing community of learning, and the playful introductory activities that included a crowdsourced communal “lip dub” that quickly drew #etmooc participants together while using the educational technology and media tools explored at that point in the course.

As to the underlying question of what #ccourses facilitators and participants (and members of other learning communities) can do to create communities that outlast courses: there was an acknowledgment that connected learning endeavors have a tool we haven’t thought to develop in our more traditional learning environments—the learning environments (e.g., Google+ and Twitter communities united around a hashtag such as #etmooc or #ccourses) that don’t shut down as courses usually do when content within a learning management system is closed and archived beyond the reach of course participants.

It’s not as if “we’re turning the lights off now” when a connectivist MOOC delivers its final lesson, #etmooc and #ccourses co-learner Rhonda Jessen observed.

“Opening up the doors…was really cool,” our co-learner Erin Luong added.

And as long as we keep those lights on and those doors open, we’re likely to see an extension and continuation of learning communities unlike anything we’ve ever seen. And many more wings.

N.B.: This is the thirteenth in a series of posts documenting connected learning through #ccourses and other MOOCs.

Learning When No One Is at the Center of the Room: Connected Courses MOOC (#ccourses)

November 10, 2014

Frequent flyers, at one time or another, have the disorienting experience of having to consciously look for reminders of where we are; our minds simply can’t keep up with the frequent leaps between cities, states, and, occasionally, countries. Frequent learners engaged in co-learning (what Edward Brantmeier describes as the act of changing roles so teachers and learners become “joint sojourners on the quest for knowledge, understanding, and…wisdom”) within the world of connected learning may be facing a parallel challenge in at least a couple of ways; when interacting with connected-learning colleagues, we need to remind ourselves which of our wonderfully overlapping communities of learning we are currently engaging (Is this #etmooc—the Educational Technology & Media massive open online course? #xplrpln—the Exploring Personal Learning Networks MOOC? #oclmooc—the Open and Connected Learning MOOC? #ccourses—the Connected Courses MOOC? Or all of the above?), and we have to remember that the line between teacher/trainer and learner is increasingly dissipating in the best of teaching-training-learning opportunities.

ccourses_logo“The Case of #etmooc”—a learning opportunity that is less than two hours away as I write these words—shows us just how all-encompassing, rewarding, and intricately interwoven co-learning can be when it is effectively supported. The one-hour webinar, which initiates a two-week-long exploration of co-learning within the Connected Learning MOOC (#ccourses) and will be archived online for viewing, promises to be an example of how co-learning works to the benefit of everyone involved. Start with the idea that #ccourses facilitators are using the session to examine how co-learning in #etmooc contributed to the creation of a community of learning that still continues more than 18 months after that connectivist MOOC formally concluded. Continue with the fact that the learning facilitators have transformed several of us who are current #ccourses learners into co-learners by inviting us to join them in the formal discussion and recording of the session this evening. Then consider the idea that one of those #ccourses facilitators, Alec Couros, was among those who introduced so many of us to connected learning and connectivist MOOCs while deepening our appreciation of co-learning through all he and his “co-conspirators” did to bring #etmooc to fruition.

etmoocAnd that’s not all. Among the co-learners are colleagues from #etmooc, #xplrpln, and #oclmooc. But not just any colleagues. We’ll be with Jeff Merrell, an #etmooc learner who crossed the co-learning line last year by playing a key role in designing and facilitating #xplrpln. And we’ll be there with several of the #etmooc learners who, having sustained the #etmooc community since the course ended, reunited earlier this year to design and deliver #oclmooc. If it’s beginning to sound as if “The Case of #etmooc” is another homecoming party for many of us, a celebration of how co-learning in online environments fosters training-teaching-learning opportunities unlike any we could have imagined a decade or two ago, and an invitation to the ball, then #etmooc, #xplrpln, #oclmooc, and #ccourses are doing exactly what great learning opportunities should do: providing learning spaces where no one stands alone at the front or in the center of the room, where new long-lasting cohorts of learners/co-learners gather and coalesce, and where everyone with the least amount of interest is welcome. And the best is yet to come since so many of us continually engage in the overlapping roles of teacher-trainer-learner: we will, no doubt, continue to adapt our ongoing co-learning experiences in ways that invite our own learners to, sooner than later, become co-learners in our jointly-shared endeavors.

N.B.: This is the twelfth in a series of posts documenting connected learning through #ccourses and #oclmooc.  

#oclmooc and Connected Courses MOOC (#ccourses): When Personal Learning Networks Collide (Again)  

September 30, 2014

Connected learning went over the top again this evening as members of the Open and Connected Learning MOOC (#oclmooc) community of learning engaged in their/our first tweet chat as a group coalescing through a connectivist massive open online course (MOOC).

TweetchatsIt’s difficult to know where to start in describing how the learning connections expanded rapidly and rhizomatically during that one-hour session that was fast-paced and well-facilitated by #oclmooc co-conspirator Verena Roberts. There’s a temptation to talk about the obvious connections to be made between #oclmooc and the equally fabulous Connected Courses MOOC (#ccourses) community of learning since at least a few of us are participating in both and extending conversations between the two MOOC communities. There’s also the temptation to talk about how the #oclmooc session and so much of what we’re doing in #ccourses is making us more aware and appreciative of the importance of personal learning networks in learning—particularly since #ccourses just produced an engaging and inspiring session on “Social Capital and PLNs: Discovering, Building, and Cultivating Networks of Learners,” as I documented in a blog article posted yesterday. There is even a temptation to focus on the fact that what was originally designed to be a MOOC to connect educators in Alberta (Canada) quickly morphed into a MOOC open to—and attracting participation from—trainer-teacher-learners around the world (an obviously brazen and much-appreciated attempt by our Alberta colleagues to make the entire world a protectorate of Alberta and its innovative onsite-online learning community!).

oclmooc_logoBut what was most interesting to me at a personal level was how the open conversation taking place within Twitter drew in colleagues not previously connected through either MOOC. This has happened to me in other MOOCs, as I wrote in an earlier article, and I would be surprised if it hasn’t happened to others engaged in connected-learning environments. What was noteworthy and unexpected this time was how quickly everyone naturally and playfully fell into exchanges that suggest the blossoming of new learning—and, more importantly for explorations and documentation of how connected-learning works, the blossoming of new learning relationships, as Verena quipped when it became obvious that one of my New Mexico-based colleagues from the New Media Consortium had seen one of my tweets and retweeted it to her own followers. Not more than a few minutes passed before a Kansas-based colleague from an entirely different community of learning—the American Library Association Learning Round Table—saw my online admission that I hadn’t yet participated in edcamp activities.

“You, of all people, need to crash an edcamp,” she commanded with mock consternation shared openly with other #oclmooc participants. “Get with it.”

And to emphasize yet another element of these connected-learning rhizomatically-expanding interactions—the idea that our online interactions are not and need not all be conducted synchronously—I later realized, while reviewing a record of the #oclmooc tweet chat, that a North Carolina-based colleague that I know well from yet another first-rate community of learning (#lrnchat) had also responded with an edcamp response directed to two #oclmooc members and one other #lrnchat colleague.

ccourses_logoThe tally of net gains (networked gains?) from the session, then, include a strengthening of the #oclmooc community, which was designed to foster greater communication between teacher-trainer-learners; more cross-pollination between #oclmooc and #ccourses through the tweets and this follow-up blog post; the possible beginning of interactions between various members of my own personal learning network outside of the MOOCs and members of the two connectivist MOOCs—with no need for me to remain anywhere near the center of those interactions; additional interactions between all of us and a group of young connected-learning students we were encouraged to contact through their own group blogging efforts; and the pleasure of encountering new ideas through articles—including Clay Shirky’s essay “Why I Just Asked My Students to Put Away Their Laptops,” and Laura Hilliger’s article “Teach the Web (MOOC)”—mentioned during the live tweet chat. And there clearly is much more to come.

N.B.: This is the eighth in a series of posts documenting learning through #ccourses and #oclmooc.  

Connected Courses MOOC (#ccourses) and #oclmooc: Nurturing Our Personal Learning Networks

September 29, 2014

When learning turns in on itself, the results are magnificent—as is the case when we learn about personal learning networks (PLNs) by engaging with members of our personal learning networks, for example.

It’s something I’ve seen repeatedly in my own communities of learning, and it’s something I have explored and documented extensively through the Exploring Personal Learning Networks MOOC (#xplrlrn) and other connectivist massive open online courses (MOOCs). Those explorations are continuing through two MOOCs—the Connected Courses MOOC (#ccourses) and the Open and Connected Learning MOOC (#oclmooc)—and it feels as if #ccourses hit a training-teaching-learning home run this evening with a live (and now archived) one-hour online session “Social Capital and PLNs: Discovering, Building, and Cultivating Networks of Learners.”

Social Capital and PLNs, the opening session in a two-week exploration of “Trust and Network Fluency” through the three-month #ccourses MOOC, brought together a dynamic panel of experts (Kira Baker-Doyle as moderator, with Cristina Cantrill, Meenoo Rami, Howard Rheingold, and Shelly Sanchez Terrell as participants). The tips and reminders were wonderful; the interactions with those panelists and with #ccourses learners via Twitter were engaging reminders that this is a community of learning that is quickly connecting numerous personal learning networks around the world. And each individual learner is a node within that ever-growing network of networks.

ccourses_logoThe session, early on, included a reminder that, for many teachers (and other learning facilitators, I would add), Twitter is a starting point in developing social capital. Just as Twitter can rapidly increase our contacts with valuable colleagues we might otherwise not encounter, our PLNs can serve as “social magnifiers,” Rheingold suggested. Bringing value to our online interactions is essential, he continued: when we give away things of value (e.g., shared resources and links to useful information), we draw upon a “reservoir of reciprocity,” contribute to the value of the PLNs, and strengthen our own positions as valuable members within those interwoven and incredibly extensive personal learning networks—as all of us participating saw time and time again during our hour together.

Acknowledging the reciprocity and uniqueness of social capital helps us better appreciate it, he continued: the more social capital we spend, the more we have.

This was obvious throughout the session. As we provided resources for each other, we gathered even more, including links to a Storify document containing Rheingold’s tweeted tips for developing PLNs at one point, for example,  and to the Peeragogy handbook—a “collection of techniques for collaborative learning and collaborative work”—at another.

PLNs, we were reminded, are not just about learning; they provide emotional support and can be important resources that sustain us when we are beginning to feel overwhelmed, Terrell suggested. They also are among the resources we need to help our learners master—by helping those learners acquire the skills to effectively function within and use them; helping them understand that online social networks are not necessarily just for fun; and promoting the idea that good PLNs ask as much of their members as they offer.

Developing PLNs can include relatively simple steps: finding “your hashtag,” for example—the hashtag that brings someone together with other members of his or her learning community.

oclmooc_logoWhat helps those communities coalesce is the realization that making and building things together is an essential part of cementing relationships within communities—which suggests that for those of us creating teaching-training-learning opportunities through active participation in #ccourses, #oclmooc, and other first-rate learning opportunities, there is positive result of drawing ever closer to having even stronger learning communities and personal learning networks than we previously believed possible.

N.B.: This is the seventh in a series of posts documenting learning through #ccourses and #oclmooc. For a wonderful example of how PLNs develop, please see Howard Rheingold’s Digital Media Laboratory and Learning Research Hub article about Shelley Terrell—originally published online in October 2010.  

Connected Learning, Mobile Learning, MOOCS, and Storify  

September 29, 2014

The more we explore connected learning through connectivist massive open online courses, the more room we see to push beyond our own perceptions of how far we can carry the connected-learning experience, I learned again last week.

oclmooc_logoAs I neared the end of my second full week of complete immersion in the Connected Courses MOOC (#ccourses) as a learner and in the Open and Connected Learning MOOC (#oclmooc) as a “co-conspirator,” I had what I believed was an opportunity to step away from that connected online learning and return to onsite learning for a day with colleagues at the ATD (Association for Talent Development) Sacramento Chapter’s 4th Annual Training and Development Conference.

ccourses_logoI quickly cast aside the onsite-online dichotomy, however, by connecting to the onsite wireless network before the first session began, and spent significant parts of the day carrying the onsite experience online by using Twitter in two ways: to capture learning moments I could return to later as a way of reviewing what I had heard, and to share what I saw as the learning highlights with colleagues who were not present—including my learning partners in #ccourses and #oclmooc.

Storify_LogoAttending Mike Ryan’s extremely well-organized and engaging session on m-learning (mobile learning) that afternoon pushed me beyond anything I had expected to pursue in terms of connecting various communities of learning through a completely blended learning opportunity with synchronous and asynchronous elements. It was clear to me immediately that Ryan was providing a tweeter’s dream: a presentation where key points were provided sequentially and concisely enough to provide a narrative flow via a stream of tweets. It was also equally clear to me that combining those tweets into one document would produce a learning object that could be shared with colleagues in a variety of settings—which made me realize I had the perfect impetus to learn how to use Storify, since that free online tool is designed to do exactly what I wanted to do: put the tweets in sequence and add commentary that transformed them into a basic asynchronous lesson online that could be adapted for a variety of situations. I came full circle when I realized I could interweave the Storify narrative with this blog post to help colleagues review some m-learning basics while also learning how to use Storify itself.

The m-learning tips and narrative are all available online within that Storify narrative. What is worth noting here is that Storify is fairly easy to learn and use once we establish our account on the Storify site and move past a few easy-to-overcome challenges with the assistance of a concise, well-written “Creating your first story” document online.

It wasn’t, for example, initially obvious to me from the Storify edit screen that I needed to click on the Twitter icon and log into my account to access the tweets I wanted to incorporate into the story; the online document quickly moved me past that challenge. The document also made it obvious that once I had completed a search for tweets that were unified by the hashtag I had used (#ATDsac), I could either move all the tweets into the Storify edit screen or move them one by one to manually put them in sequence. (Tweets appear in reverse chronological order in feeds, so we see the last tweet first; Storify gives us the option of manually carrying them over into the edit screen in correct chronological order to literally tell the story sequentially, and also allows us to click on an edit button that reverses the order of tweets within the screen to create the correct start-to-finish narrative flow if they are in their initial latest-to-earliest sequence.)

This exercise in connected learning became most interesting for me when I realized that the tweets, by themselves, adequately conveyed the basics, but that adding narrative would produce an interesting hybrid between a record of tweets and a more thoughtful lesson-in-a-blog format that could then be interwoven with a formal blog post—the article you’re reading now.

ATD_LogoThe result is a “package” that includes the stand-alone Storify story and this stand-alone blog post that also work well in tandem—as long as links within each learning object easily lead reader-learners from one to the other. And the added benefit to me as a trainer-teacher-learner is that I’m building upon what I’ve seen colleagues do, extending the onsite learning within that ATD community of learning into my online communities of learning, and providing yet another example for anyone interested in exploring innovative uses of open tools in ways that transform them into ed-tech tools that serve our partners in learning.

Let the ed-tech connected learning continue.

N.B.: This is the sixth in a series of posts documenting learning through #ccourses and #oclmooc.

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