Promoting Universal Broadband Access With Lev Gonick (Part 2 of 2)

December 10, 2020

This is the second half of a two-part interview conducted with Lev Gonick, Chief Information Officer, Arizona State University, one of the driving forces within the ShapingEDU community, and a longtime advocate of broadband access for work and learning. An article drawn from the interview will be available on the ShapingEDU blog.

Let’s move to another area where you’ve been active—the annual Broadband Communities Summit. Would you tell me how you first joined that summit and describe what you and your colleagues do there each year?

Lev Gonick

Before there was Broadband Communities, the same collection of national leaders were organized under the name BroadBand Properties. They generously awarded me a national recognition for our community vision of connecting the community in Northeast Ohio in 2011. Thereafter, I was invited to share some of our work at the annual meetings and met a number of broadband leaders who were working on what would become known as the National Broadband Plan and the National Broadband Coalition. I had an opportunity to support both efforts through my experience at Case Western Reserve and our work at OneCommunity, which later became DigitalC.

Thanks for so nicely connecting the dots there. Would you mind describing the panel discussion and any other presentations you were involved in during the summit this year?

Jim Baller, one of the nation’s foremost legal authorities on broadband, has convened a “blue ribbon” panel each year on Economic Development at the Broadband Communities conference for at least the last eight or so years. I have had the pleasure of being the moderator for that panel for most of those sessions. The topics typically include a review of where we’ve come from over the past year, and the opportunities and challenges ahead. This past year, as we were remote, Jim chaired the panel and I was happy to share some of the great work that we are doing at Arizona State University (ASU) on economic development and educational attainment by leveraging community networking partnerships.

Obvious follow-up: what is some of the work you’re doing at Arizona State University?

2020, for all the tragedy of COVID and the toll of human life and collective anxiety, is the year that universal broadband access moved from being a quixotic call in the wild to a near table stakes reality, especially for education needs. At ASU itself, we have provided thousands of laptop and hotspot loaners to students in need, including hundreds of students from American Indian reservations in rural Arizona. We have also worked to develop a coalition of partners working on digital equity including incumbent providers, new entrants, community anchor institutions like the State Library, healthcare organizations, K-12 school districts, the Maricopa Community Colleges and, of course, the remarkable breadth of talent across ASU itself. We have also worked with key education broadband network organizations, like the Sun Corridor Network, which provides network connectivity to universities, colleges, and schools across the state. Recently, we started working with cities and the State government to align policy objectives to integrated network architectures to the priorities and needs of the community, as the community itself has articulated. What took a decade in Northeast Ohio is happening here in Arizona in under a year. The big difference is COVID-19 and the realization that broadband being provided to advance remote K-20 learners across the state, especially in our inner cities and rural communities, can also be used for health and wellness needs, next generation workforce development and skills, business attraction, and economic development. That has always been the promise. Now we are seeing the coalition coming together in unprecedented fashion. ASU is a strong and capable partner, and we are advancing the needs of Arizona in alignment with our mission.

As we continue making that transition from “a quixotic call in the wild” to positive results, how optimistic are you that the current situation will continue to lead us on a path to universal broadband access throughout the United States? 

If not now, when? If not us, who? This is our time and our calling. There is strong non-partisan support across most (but not all) of the actors from policy to providers, to community interests. I am bullish that we will see significant progress in the next calendar year.

Drawing upon your extensive experience, what would you suggest individuals can do to support broadband access locally, regionally, and nationally?

There is a role for everyone interested in and committed to broadband equity. There are personal and organizational investments of not only cash, but also equipment, policy and community coalition building, legal work, broadening an understanding of community needs and, of course, volunteering to support the orientation to and education of the more than 30 percent of Americans who do not have access to nor use the Internet. Something for everyone. The regional and national angle is about identifying existing forces working to address access, equity, adoption, and use and supporting them, whether those are libraries, community centers, the national coalition digital inclusion and so forth.

N.B. — Paul is one of three Storytellers in Residence for ShapingEDU (July 2020-June 2021).


Promoting Universal Broadband Access With Lev Gonick (Part 1 of 2)

December 10, 2020

This is the first part of a two-part interview conducted with Lev Gonick, Chief Information Officer, Arizona State University, one of the driving forces within the ShapingEDU community, and a longtime advocate of broadband access for work and learning. An article drawn from the interview will be available on the ShapingEDU blog.

Arlene Krebs, during our recent interview/conversation about efforts to foster universal broadband access throughout the United States, mentioned your longtime interest in the topic. What first drew you to broadband access as a challenge you wanted to help tackle?

This image has an empty alt attribute; its file name is gonick-lev1.jpg
Lev Gonick

In 1987, I helped my friend Rob Borland from the University of Zimbabwe establish MangoNet, an early FidoNet network in Southern Africa providing connectivity to rural healthcare providers in Zimbabwe through GreenNet and WorkNet—all part of the pre-commercialization of the Internet. My wife and I managed to bring in 1440 baud modems which were installed at the Swiss Embassy in Harare. For four years, from 1990-1993), I took a group of students from across Canada and the United States to Zimbabwe for intensive study and non-governmental experiences. We continued our work with MangoNet, which eventually became HealthNet. Thereafter, I realized how important connectivity was both for health and wellness, as we were working on the detection of tuberculosis (TB) as an early indication of AIDS, but also AIDs education using early Internet protocols. When I started working in California in 1995, I took my learnings from Africa and began thinking and working on connecting parts of Pomona, which were on the “wrong side of the tracks,” with poverty, low education attainment, deteriorating public housing and little to no Internet. That marked the beginning of my 25-year effort to contribute to Connecting the Unconnected.

Any other early lessons you, Rob, and those students learned about the advantages and challenges of broadband access from the experience you just summarized?

The most important lesson I learned was the importance of designing and building coalitions of the willing. MangoNet was built with support from both Canadian and Swedish International Development agencies, donations from volunteers like me and my students, and trusted relationships in communities being impacted.

Watching your TEDx talk from 2011, I was struck by themes that seem to run through much of your work, not the least of which is the need for community and the “building of coalitions of the willing” you mentioned. How are you seeing broadband access—or lack of access—support or hinder the strength of the communities in which you work?

There is a mixed reality facing unconnected communities. During my time in Cleveland and Northeast Ohio, I worked with homeless shelters, public housing families, low income housing projects, and groups of returning vets. For some, there was a deep interest and desire to take advantage of the Internet access we working on with OneCleveland, that begot OneCommunity, and then/now DigitalC. For others, there was an equally deep suspicion and profound distrust of all things digital and Internet. Many individuals believed that the Internet was part of the surveillance state, to be avoided at all costs. We worked on reducing the well-placed fear and distrust by partnering with those individuals and organizations that were trusted by those involved. We brought doctors to the community members to meet and then invite them to continue remote doctor visits online. We brought community financial literacy volunteers to the community and invited them to do the same online. Most profoundly, once we provided Internet access to those in our service area, without any promotion on our part, their kids or grandchildren found their way to visit. We traced packet routes and found that the first wave adoption in public housing, for example, was from grandma’s public housing kitchen to the local school district. These are important elements in building the foundations of a sustainable approach to netizenship.

That really takes us to the heart of what Arlene described—rethinking our approach and making a transition from referring to this as a “digital divide” and, instead, looking at it as a “social justice divide,” and so much more. Building upon what you just said, let’s humanize this even more: can you tell a specific story about how someone in Cleveland was positively affected by the work Digital C was doing or continues to do in Cleveland?

There are hundreds of stories, Paul. Custodial staff at the Cleveland Clinic found themselves with digital skills after completing classes, working themselves from minimum-wage jobs to medical-records-entry positions. This upskilling represents a profound change in the arc of both the worker and their family’s life prospects. We worked with workforce development teams to take young people who had timed out of the justice system and provide them with certifications for digital technology skills, which supported job placement opportunities with great success. We worked on pathways through coding camps to new economy jobs. Men in some of the largest homeless shelters in Ohio learned how to use the Internet to apply for public housing and began to regain their way forward. We worked with men and women re-entering society from prison to provide them with Internet access to prepare them for relevant skills for workforce opportunities. All of these efforts were about coalition building and supporting partners and partnerships in the community.

Anything else you want to add about Digital C in terms of how it serves as a positive example for anyone interested in promoting universal broadband access throughout the United States?

DigitalC is not only into workforce development. Under the leadership of Dorothy Baunach, who succeeded me as CEO (and who was on the Board throughout my time), [DigitalC] continues to expand broadband access, bringing network connectivity, to tens of thousands of households. She and her team have done a remarkable job, partnering with the Cleveland Council on Digital Equity and the Cleveland Metropolitan School District, with a particular focus on providing connectivity during COVID in 2020.

N.B. — Paul is one of three Storytellers in Residence for ShapingEDU (July 2020-June 2021).


Promoting Intergenerational Leadership With Natalie Miller (Part 2 of 2)

November 13, 2020

This is the second part of a two-part interview conducted with Natalie Miller, a systems engineer with Booz Allen Hamilton, active member of the ShapingEDU community, and a University of Maryland graduate student. An article drawn from the interview is available on the ShapingEDU blog.

Switching gears, has broadband access been an issue for you and your colleagues in online learning environments?

In a work and personal setting, yes.

In a personal context I have mainly just had connection issues on different days that prevented me from getting work or school done online. It is amazing how much we rely on these connections and how much stops when they disappear.

The hardest situations I have heard today are the power outages in Los Angeles county. The power companies in the area keep shutting off power because of the risk of downed polls and fires, but every time there is a power outage, it sets students and teachers a day behind, keeps individuals from working, and takes away connections for everyone in those areas. At the end of the school year, students are going to be in classes much less than other areas because of this situation, meaning they may be behind other students and may not be meeting the mark as often as other districts.

Seeing how broadband can affect an individual so dramatically shows how essential it is for everyone to have equal opportunity to resources, and how stressful not having these resources could be. I actually took the train up the coast this past weekend, and I know I was stressed when my call was cut out for five minutes! With public locations including libraries and Starbucks being closed for a period of time, it was even more difficult. 

During the pandemic, having outdoor Internet cafes, or opportunities to receive more reliable, battery operated/remote access equipment are two ideas that could be helpful.

One last switch to hit a topic that clearly is of interest to you: I know you have a long-standing passion for and impressive involvement in advocating for open education resources. Care to add anything more to what you’ve already said about how you were drawn to that topic under the tutelage of your dean, and some of the work you’re doing or have done?

Open Education is the future of education, and it can teach everyone so much. In times like the pandemic, creating open materials could help to foster the communities everyone misses, and help individuals to gain development or show progress from opportunities they may have lost. Today’s emotional climate has been so unstable; by working on open publishing or assisting on making materials for students, individuals can provide the assistance and compassion that these students need in times where funds and emotions are tight.

Natalie Miller

From my experience, groups like College of the Canyons Open Educational Resources and ShapingEDU have been some of the most positive and supportive communities I have been a part of, which is why I continue to come back and be a part of them. The synchronized mindset of wanting the best for others, and for the community is what drives them, and that is honestly the type of communities America and the education system need right now. Education will always be the future, and supporting the students in the system is how to support the future.

What have I not asked that you hoped to cover regarding learning, leadership, broadband access, or open education resources?

“How would you advise someone to become a leader in education?” 

One of the most unique things about education is how many different individuals are involved. In the educational community, there are almost no limits to the number of backgrounds, races, specialties, ages, genders, or any other identifiers that exist, but with all this diversity I want to remind everyone that you can be a leader, especially in education. 

“How?”

Find what you are passionate about. Surround yourself with individuals that will support you. Make a plan. Think about what you see that needs to be improved. 

When I just started school, I made the mistake of thinking I was just there for the degree and all I needed to do was show up to classes. When I started doing more than that, I became more than that. When you become passionate about something, like education, you should learn about it enough that you have no doubt in your mind that you are an advocate, and then people will listen. 

Being a leader is also listening. Once we all start listening to each other, we can all lead each other to better systems and processes that will drive us toward equality, equity, and opportunity for all. 

N.B. — Paul is one of three Storytellers in Residence for ShapingEDU (July 2020-June 2021).


Promoting Intergenerational Leadership With Natalie Miller (Part 1 of 2)

November 13, 2020

This is the first part of a two-part interview conducted with Natalie Miller, a systems engineer with Booz Allen Hamilton, active member of the ShapingEDU community, and a University of Maryland graduate student. An article drawn from the interview is available on the ShapingEDU blog.

Let’s start with an easy one: what initially drew you into ShapingEDU?

When I was doing my undergrad at Cal Poly San Luis Obispo (I was a transfer student), the CSU Chief of Innovation, Michael Berman, had suggested me for this event because of my work in Open Education. Being so involved in Open Education, and just passionate about my own journey, as well as other students’ journeys, I wanted in. I wanted to make a difference in the education community, and the fact that there were others who would be willing to listen to an undergrad student is amazing. The act of listening to students alone is what brought me on board and gives me hope for an education system that listens and caters to their students more. 

You have, since that introduction, actually jumped right into a leadership position in the community as one of two “co-mayors,” with Trevor Ellis, for the “Bolster Intergenerational Leadership for Learning Futures” neighborhood. Can you describe what you and Trevor are doing there?

In the “Bolster Intergenerational Leadership for Learning Futures” neighborhood, Trevor and I are working toward creating proposals, solutions, and ideas to help integrate different levels of learning and leadership in an educational path. 

There are two ways to look at “Bolster Intergenerational Leadership for Learning Futures:

*Having different levels (i.e., elementary, high school, college) come together to support each other and learn. This could be extremely effective because less-developed-level students could learn from more developed students, and more developed students could prove their knowledge by sharing it with less-developed students. The leadership would also promote confidence.

*The second way one could look at it is simply giving more leadership to students in classrooms, which is closely related to the concept of Open Pedagogy, a close cousin of Open Education. Open Pedagogy is the idea that students should be able to create their own classroom: e.g., make their own tests, help create their materials, and even teach lessons to each other. The professors are still very much involved, but it is more [that] they are encouraging, correcting, and cultivating students minds than lecturing. Students should have more of a say in what their education path is, and by doing Open Pedagogy, they would have more control over what assignments and things they want to learn. 

Detail from ShapingEDU 10 Actions document
Illustration by Karina Branson/ConverSketch

Trevor and I are specifically looking into what communities we could cultivate to meet goals like the ones above, as well as what materials would be helpful in guiding individuals to understand how to encourage leadership at different levels. In the end, I think a toolkit will be helpful in doing so.

Your description of Open Pedagogy very much parallels what I experienced in connectivist MOOCS [massive open online courses], where “faculty” and “learners” were co-conspirators in the learning process. What experiences have you had with that experience of being a co-conspirator in learning?

In my education path, I have had more opportunities to be a co-inspirer than most students, but I hope to not be the exception one day. 

One of the best classroom settings I was in, a professor split us into groups of three to four students to teach different lessons throughout the quarter. This was great because it made sure that the group presenting knew the material front and back, and it also gave the class a slightly different style of learning each period that would keep it interesting. The professor would look at our lesson plan ahead of time, advise us, and bring up anything that we missed, but it allowed students to control what was talked about a little more, and make it in a language that was relevant to their peers. 

Outside of classrooms, I have been so fortunate because I was pulled into Open Education by the Dean of the Library and Distance Learning at College of the Canyons in Valencia, California, James Glapa-Grossklag. When I was nineteen, James pulled me into a position where I had no idea what Open Education was, and told me to run with it. I ended up creating a full program: a workflow, marketing materials, and a website [Zero Textbook Cost] that grew so fast that five individuals had to replace me when I left the program. Seeing a previous teacher—and current Dean—give me that opportunity and responsibility so young in my educational career allowed us to be inspired by each other and opened up other opportunities like public speaking, faculty assistance, and heading grants. This allowed me to believe there is no limit to what a student can do. [Note: the website has changed, but still all work is done by other students.]

Returning to the theme of leadership: would you mind telling a story of how a leader in education or elsewhere has fostered your own interest in promoting leadership for learning futures?

Open Education Consortium logo

Honestly, the Dean at College of the Canyons, James Glapa-Grossklag, is the individual that inspired me to want to promote leadership for learning futures. After working with him at College of the Canyons, he continued to promote me: helped me to receive the Open Education Consortium’s first global student award in 2018 for my work at College of the Canyons, continued to introduce me to individuals in education who helped me on my journey, allowed me to give advice to one of his sons and mentor him, and advocated for me to be a keynote at multiple conferences. He had so much confidence in me and spent a large amount of time mentoring me even after I left College of the Canyons, I knew I wanted to help empower and encourage others. It was all for the wellbeing of others and my peers, and he just made it look so easy. He also mentored many individuals after me which was amazing to see as well. 

At Cal Poly I also got involved in Entrepreneurship. Seeing my peers inspired me to promote leadership for learning futures because I could see how ready and eager they were to learn, and they were creating startups while in college, which is very ambitious. Seeing how my peers hadn’t had the same opportunities of having a voice in their education as I did, I knew I wanted to take on the role of raising awareness and empowering these incredible students who were already capable of so much.

This all sounds closely related to the ShapingEDU “Connecting Student Voices” initiative that ShapingEDU Innovator in Residence Anita Roselle is beginning to develop. Do you have any connections to that initiative?

I don’t think I have any direct connections to that initiative yet, but I can easily see how it would connect. What I love about ShapingEDU is how closely everything is connected because it has the intention to improve education for students. 

[The] “Connecting Student Voices” initiative sounds inspiring because a consistent gap in student’s education is often that there is a limited span of two to four years to accomplish things in school. If there was an opportunity to help students come together and unite their educational thoughts, their education would be improved even more!

“Coming together” has always been an issue for students, and it has become even more challenging given our current pandemic/shelter-in-place situation. How is that affecting you and your colleagues in school? 

The pandemic has been a hard time for everyone, and it I have seen individuals from my undergraduate degree, workplace, and graduate degree suffering because of the lack of social interaction. I actually signed up for online classes knowing I would be starting my graduate degree in the pandemic, and although they are not in person, I have been able to chat on the phone with many individuals, chat online, attend online classes, and still make a few friends. 

The difference between pre-pandemic classrooms and post-pandemic classrooms for me is that I was able to meet strangers just by asking for the homework, or greeting them, where now it seems more direct. I am still learning a lot, but losing the lessons of social interaction are rough because in undergrad, the social interactions are often where one learns the most. At my workplace, I have been fortunate because in all of my undergrad I was able to practice communication in person, over email, in stressful situations, and public speaking in front of others, but so much of that connection between individuals is disintegrating and it is hard to gain if one does not already have it. 

Education is so strongly based on personal connections, convincing and critically thinking together, and pushing the limits together, and online education has not pivoted to meet that fast enough. Seeing students suffering because they are limited to individual paper projects is isolating and lacks the human nature education needs. Education needs to make sure it continues to shift to bring individuals together and keep it collaborative and approachable to everyone involved. {done}

What steps would you recommend to anyone (instructor or learner) who is struggling to succeed in our current learning environment?

Disclaimer: I have become more of an extrovert over the years. 

Individuals who are currently struggling in this isolated learning environment should start with the basics of forming or assigning groups. Throughout my whole education, having individuals to talk to and ask for support on missing assignments, or not understanding topics, has been essential. Most individuals were not made to function alone, and everyone needs a support system. Plus, everyone’s learning style is different, and the kinetic and auditory learners (because they often like to have conversations and visuals to think through things) are the ones suffering the most. Being away from a traditional learning environment is most likely limiting everyone’s learning abilities. With groups, each individual could get the attention they need, collaborate, ask questions in a more private setting, and socialize virtually. Be sure to also organize meetings just for socialization because it is just as essential! 

Besides groups, I think it is essential to understand how to step away from screens. Lately, I have been finding myself on a screen for 10+ hours a day, and when things don’t make sense, it is essential to stand up, stretch, and get some fresh air. One thing many individuals who are not on computers as often may not realize is how positioning to the computer can cause pain, and to remember that humans were not built to live on a screen. Getting up from a screen and doing a little exercise is a great mental reset.

N.B. — Paul is one of three Storytellers in Residence for ShapingEDU (July 2020-June 2021).


ShapingEDU Unconference 2020: Taking It All Online During the Coronavirus Pandemic (Pt. 2 of 2)

March 26, 2020

An innocuous little note at the bottom of the “living” online agenda for the 2020 Arizona State University ShapingEDU Unconference (for “dreamers, doers, and drivers shaping the future of learning in the digital age”) earlier this month proved, in retrospect, to be one of the most prescient and useful comments anyone could have injected into the planning process: “While the start and end tines each day will not change, all activity times are fluid/subject to change…because it’s an unconference.”

The two previous ShapingEDU unconferences (in 2018 and 2019) had been tremendous examples of what can happen when a blended (onsite-online) community of learning meets face to face on an annual basis with an understanding that the agenda—and the Unconference itself—is subject to change in any way that fosters positive conversation and action. (As I noted in the first of these two sets of Unconference reflections, the 2018 Unconference produced a framework—10 Actions to Shape the Future of Learning—for action and archived materials, including graphic facilitator Karina Branson’s visual representations of what occurred there; the 2019 Unconference produced an online 18-page communique of “actionable ideas and strategies that can humanize learning, promote greater access to and equity in learning experiences, better connect education to the future workforce and world, and nurture highly collaborative communities of practice” that continues to be shared globally.) The overall structure of both events—an clear, concise statement of purpose provided the framework for discussion, planning, and implementation; the flexibility of the living agenda allowed and encouraged participants to alter the agenda at any time during which it became apparent that changes would produce greater results than the previous version of the agenda nurtured—fostered the perfect response to the swift transformations that literally took place overnight during the event this year. It also suggests a framework for trainer-teacher-learners to emulate as we move forward in designing and facilitating the best possible learning opportunities for those we serve.

The key moment in the ShapingEDU community’s response to the spread of the coronavirus occurred at the end of the first full day of onsite-online activities. Unconference organizers, responding to the fear that airlines might soon be cancelling flights and leave onsite participants separated from their families, made what was for them a very difficult decision: cancelling the onsite portion of the Unconference and simultaneously moving the mostly-onsite event completely online.

More importantly, they used every avenue available to quickly disseminate news of the decision and provide clear instructions on how we would continue during the second day of the two-day event. There were face-to-face conversations in the lobby of the hotel where many of us were staying. There was an email message sent to all participants. There were posts in the ShapingEDU Unconference Slack channel. To say it as bluntly as possible: there was complete transparency about what was happening and there was a magnificent effort to convey the news in the most positive way possible.

It’s well worth sharing a slightly-edited version of the note that was drafted by Samantha Becker, who serves as a driving force and supportive colleague in virtually everything related to the community and the Unconference, and that went out to all of us:

“Dear Dreamers, Doers and Drivers:

“Thank you so much for your brilliant participation and rallying today to advance some awesome and actionable outputs to better education. You made it insightful and you made it fun. You have truly embraced the spirit of the unconference!

“We have made a decision to pivot to online-only activities tomorrow, beginning again in our Zoom room [the link was shared here to make it easy for attendees to continue participating] at 9am AZ time / 12pm Eastern US Time. This was a very difficult decision to make, and one that has been made to take every precaution for our community, given the updates unfolding around us in real-time. Those here in person that wish to take earlier flights can.

“That said, we except a robust online program tomorrow, kicking off at 9am with a special talk from Adobe’s Todd Taylor on digital and creative fluency. Our graphic facilitator Karina Branson will be online and making her graphics all digital! Watch us flex. :wink:

The goal tomorrow online is take all the actionable ideas and products we came up with in our neighborhood working sessions, narrow them down and start firming up concrete plans for the ShapingEDU community to weigh in on. Even if you couldn’t make today or only part of today, you can jump in tomorrow and contribute in a major way.

Zoom Room: [again, the link was provided]  (9am – 1pm AZ / 12pm – 4pm Eastern US)

If you have any questions, please don’t hesitate to reach out. The Slack workspace has been lively and we’ll pick our conversations back up there in the #unconference2020 channel.”

Reading that note can’t help but leave us with an appreciation for how quickly, effectively, and positively Samantha and other Unconference organizers (with input from available attendees) made and publicized the transformation. We can’t help but notice how effectively they used every resource available to them. And, above all, we have to acknowledge how well-prepared (through its consistent exploration and use of online communication tools) community members were for this massive shift in plans—the same sort of massive shift that is occurring in training-teaching-learning worldwide.

Visual Summary, by Karina Branson (ConverSketch), of Virtual Planning Session

The result was that when we reconvened (online) the following morning, most of us were present. Ready to work. And deeply appreciative for the creative, playful way with which the change was managed. One of the first spur-of-the-moment adaptations came from Laura Geringer, the community engagement, writing, and project leadership consultant who does much of the day-to-day work of reaching out to ShapingEDU community members to keep us informed and involved. Acknowledging that this was a group that thrived on collegiality and effective use of videoconferencing platforms like Zoom, she encouraged all of us to activate the webcams on our laptops so we could produce a global wave. And even for those of us who found our webcams choosing that moment to malfunction, the gesture was a success. We waved. We laughed. And then we got down to business, putting the technology in the background and bringing the interactions into the foreground to produce a set of proposals for projects the community will consider pursuing as a result of the time we spent together at ShapingEDU 2020.

ShapingEDU 2020 Virtual Wave

So, let’s hear it for flexible/adaptable communities of learning and all that their members do to make them successful through an approach of considering everyone a co-conspirator in the training-teaching-learning-doing process. A willingness to work with technology that sometimes produces spectacular results and sometimes leaves us frustrated by short-term failures. And living agendas that are created with an understanding that “all activity times are fluid/subject to change”…because that’s one of many approaches we can take to produce first-rate learning opportunities and the results they can produce.

N.B.: Trainer-teacher-learners worldwide are creating and sharing magnificent resources to help colleagues make the transition from onsite to online learning. Among those are Cindy Huggett’s “Virtual Presenter’s Guide to Using Zoom Meeting Tools” and the numerous suggestions posted in the Facebook  Pandemic Pedagogy group. If you want to share your own resources, please don’t hesitate to respond to this post via a comment.


ShapingEDU Unconference 2020: On Learning, Pandemics, and Rapid Adaptability (Pt. 1 of 2)

March 25, 2020

While trainer-teacher-learners globally are struggling to adapt to a rapidly-changing learning environment created as a result of the current coronavirus pandemic, examples of communities of learning adapting quickly through positive actions are abundant. It’s fascinating to watch—and participate in the growth of—global networks including the Facebook Pandemic Pedagogy group which, as of today, has more than 26,000 members online creating/sharing/absorbing information, resources, questions, and ideas regarding the large-scale, blink-of-an-eye movement from onsite instruction to online learning opportunities. It’s exciting to be part of smaller communities of learning, including Maurice Coleman’s T is for Training group centered around his biweekly podcast exploring training-teaching-learning-doing in libraries across the United States, as they create and facilitate informal online community discussions via Zoom and numerous other videoconferencing tools as a way of keeping up, staying socially connected in a time of social distancing, and doing what it they do best: promoting the best possible approaches to fostering positive learning experiences for those who rely on them for support.

In the midst of all this, the 2020 Arizona State University ShapingEDU Unconference (for “dreamers, doers, and drivers shaping the future of learning in the digital age”) earlier this month stands out as a stunningly successful example of how those of us comfortable with and experienced in working in blended (onsite/online) environments are well-positioned to pivot on a very small (digital) dime when necessary. More importantly, it may be useful example/case study for trainer-teacher-learner-doers globally not only during the current coronavirus pandemic but during any period during which our approach to the work we do has to change as fast as the world around us is changing.

The third annual Unconference was planned, over a months-long period of time, as an onsite gathering (in Tempe, Arizona) with the potential for some online interactions for those community members unable to attend onsite. It was scheduled to begin onsite with an opening reception on the evening of March 11 and conclude around noon on March 13. Registration—by invitation only—peaked at nearly 220 participants in the days before the event was scheduled to begin. But when coronavirus concerns increased in late February and early March, cancellations accelerated; by the time participants began arriving in Tempe, there had been more than 50 cancellations, and the opening night reception had fewer than 50 people in attendance.

What could have been a deal- (or Unconference-) breaker simply became a challenge in adaptability for those onsite as well as for those online. Onsite participants doubled down on our efforts to draw our online colleagues into the conversations via Twitter, via the Unconference live feed (via Zoom) that was already in place, and through quick adaptations in the way onsite sessions were managed.

It’s important to acknowledge that quite a bit goes into creating a community and an event as flexible/adaptable, focused, innovative, and productive as the ShapingEDU community and Unconference have proved to be during their first couple of years of operations. This is not something that we master and implement overnight. It starts with a shared vision: in this case, a commitment “to assemble a diverse collection of dreamers, doers, and drivers who believe that we can collectively shape a rich and impactful future for the application of emerging technologies to the design of learning and learners over the next chapter of the digital age” [the quote is from the invitation to attend the first Unconference, held in April 2018]. It grows through the work of first-rate planners and facilitators with a talent for including, at every possible opportunity, all interested community members in the actual planning process through numerous tools including a “living” online agenda. It is supported year-round through formal and informal online interactions, including webinars focused on specific elements of the overall ShapingEDU initiative and online publications that serve as resources for trainer-teacher-learner-doers worldwide. And, most importantly of all, it is grounded in a commitment to maintain a positive approach—particularly in times of adversity.

The community and its annual unconferences are seamlessly interwoven: the onsite interactions support the year-round online interactions, and the online interactions and projects fuel the onsite gatherings. ShapingEDU as an initiative and a community, furthermore, thrives through a combination of cherishing and promoting dreaming as well as doing—there is plenty of room within this community for those who love contemplating big ideas and those who want to get something done. In fact, one of the biggest strengths of the ShapingEDU community is that the dreamers are also drivers and doers who are not at all satisfied with coming up with ideas and then leaving the development and implementation to someone else. It’s a community that values and seeks and produces results. (The 2018 Unconference produced a framework—10 Actions to Shape the Future of Learning—for action and archived materials, including graphic facilitator Karina Branson’s visual representations of what occurred there; the 2019 Unconference produced an online 18-page communique of “actionable ideas and strategies that can humanize learning, promote greater access to and equity in learning experiences, better connect education to the future workforce and world, and nurture highly collaborative communities of practice” that has been shared globally.)  

Acknowledging everyone involved in the development of the community and the unconferences would invariably result in an unbearably long post here on Building Creative Bridges and inadvertently leaving someone out, but a few key players are well worth mentioning as resources to anyone interested in knowing more about how to replicate its early successes. There is Lev Gonick, Arizona State University chief information officer and a founding force behind ShapingEDU. There is Samantha Becker, a cherished long-time colleague and collaborator who, as community manager for ShapingEDU, serves as a driving force and supportive colleague in virtually everything related to the community and the Unconference. And there is Laura Geringer, the community engagement, writing, and project leadership consultant who does much of the day-to-day work of reaching out to ShapingEDU community members to keep us informed and involved. Working alongside them physically and virtually are the volunteers who take bite-sized pieces of the overall initiative and work toward transforming dreams into positive, meaningful, measurable results.

What Lev and Sam and Laura nurture was clearly visible onsite. Because we are used to blended onsite-online interactions, it wasn’t much of a stretch for us to integrate our online colleagues into our activities on the first full day the 2020 Unconference. And when it became clear that the much lower-than-expected number of online participants was going to radically curtail the effectiveness of the breakout sessions we had planned for each group pursuing a part of the overall ShapingEDU framework, we quickly merged some of the groups with overlapping areas of interest and expertise to create more dynamic conversations, then further improvised by fully integrating what had initially been envisioned as conversations divided between onsite and online groups—which meant, for example, that my colleague Kim Flintoff (working from Australia) and I quickly snagged a room with projection and audio/loudspeaker capabilities—so we could hook my laptop up to those systems; the result was that we co-facilitated a session that extended from our room in Tempe all the way to Kim’s home on the other side of the world—and also drew in a couple of other onsite facilitators and a few online participants into the same highly productive completely blended session. One of the most rewarding signs of success came when we stopped paying attention to the technology that was making the session possible and focused on the results we were hoping to produce.

Just when all of us at the Unconference thought we had pushed our ability to adapt to its limit, another unexpected twist occurred—at the end of our first full day together: the increasing fear of cancelled flights home because of the then not-yet-implemented shelter-in-place orders that started going into effect less than a week later in parts of the United States drove the unexpected decision to move everything online overnight. Which meant that almost everyone had to scramble to rebook flights. Cancel their overnight reservations at the conference hotel. Scramble to pack everything that had been brought to the conference. And take actions that would have us all back together the following morning for Day 2 of what was about to become a completely virtual conference—with just a handful of us continuing to work together (in the Unconference online environment) from the dining room of the Unconference hotel.

Next: Going Online to Continue Dreaming, Driving, and Doing


AEJMC 2015 Annual Conference: MOOCs, Journalism, and Learning

August 14, 2015

When someone talks about actually having several thousand people come to class, I’m all ears—as I was again last weekend while serving on a panel discussion on the closing day of the Association for Education in Journalism and Mass Communications (AEJMC)  98th Annual Conference here in San Francisco.

AEJMC_2015--Logo[2]The conversation, built around the question of how massive open online courses (MOOCs) are changing universities, gave moderator Amanda Sturgill (Elon University School of Communications) and the four of us serving as panelists a wonderful opportunity to explore, with session attendees, some of the pleasures and challenges of designing and facilitating these still-evolving learning opportunities. Each of the four of us—my colleagues on the panel included David Carlson (University of Florida College School of Journalism and Communications), Daniel Heimpel (University of California, Berkeley Goldman School of Public Policy), and Bozena Mierzejewska (Fordham University Gabelli School of Business)—has had hands-on experience with designing and facilitating MOOCs. Each of us, with little discussion, agreed that we see MOOCs augmenting rather than posing a threat to higher education. We acknowledged that preparing for a MOOC is a time-consuming, intense experience requiring plenty of collaboration and coordination of efforts. And we seemed to be in agreement that a MOOC can be means to an end: a MOOC on journalism for social change, for example, engages learners as journalists whose work has the possibility of being published, and a MOOC on educational technology and media engages trainer-teacher-learners in the act of learning about ed-tech by exploring and using ed-tech while ultimately (and unexpectedly) leading to a sustainable community of learning that continues to evolve long after the formal coursework ends.

But perhaps the most meaningful observations were those that took us to the heart of why we are engaged in designing, delivering, and promoting MOOCs: we became teacher-trainer-learners because we want to help people, and MOOCs are a great way to achieve that goal if learners have access to the content and if they are supported in learning how to learn in our online environments. Furthermore, MOOCs provide additional ways to meet the ever-growing lifelong-learning needs so many of us encounter. As each of us discussed projects in which we have been involved, we and our audience members gained a deeper appreciation for the variety of explorations currently underway.

Journalism_for_Social_Change_MOOCHeimpel, for example, brought a couple of his own somewhat overlapping worlds together to the benefit of learners in his solutions-based journalism course, Journalism for Social Change, earlier this year. Combining the platform he has through UC Berkeley’s Goldman School of Public Policy with his role as publisher at The Chronicle of Social Change, he was able to nurture course participants in their explorations of a specific social issue (child abuse) while providing publication opportunities for those whose work reached professional levels.

Open_Knowledge_MOOCMierzejewska, in her position at Fordham, had an entirely different opportunity: the chance to work with colleagues at four other academic institutions (Autonomous University of the State of Mexico, Kwame Nkrumah University of Science and Technology, Simon Fraser University, and Stanford University) in an Open Knowledge: Changing the Course of Global Learning MOOC while creating something that another of my colleagues (Jeff Merrell, at Northwestern University) has been exploring—a MOOC that has its expected online presence along with onsite interactions among some of the learners. Her preliminary report online is a fabulous case study of what this type of blended learning produces; it includes her up-front observation that being involved in the MOOC “was actually very inspiring and eye-opening to what students can learn online only and how you can enrich those experiences with classes that are flipped.”

Musics_Big_Bang_MOOCCarlson was our resident rock star with his description of what went into the making and delivery of his Music’s Big Bang: The Genesis of Rock ‘n’ Roll MOOC that attracted 30,000 registrations and brought several thousand of those potential learners into his virtual classroom. He mentioned challenges that many of us face—producing engaging videos, having to coordinate his efforts with a variety of colleagues to bring a massive undertaking of that nature to fruition, and the attention to detail required while making videos (e.g., if videos shot on different days were later edited together, obvious discontinuities such as the fact that he was wearing different outfits or had hair that changed in length from shot to shot became obvious).

But while all of us in that room last weekend might have laughed together over the small challenges of clothing changes and changing hair lengths, few of us could have walked away thinking MOOCs were any less than an important and still growing part of our learning landscape—one with tremendous potential to augment our short- and long-term learning opportunities for willing and able to explore them.


AEJMC 2015 Annual Conference: Journalism, Supporting Communities, and Learning Online

August 12, 2015

There were plenty of intriguing juxtapositions for teacher-trainer-learners to observe and absorb last week while attending the Association for Education in Journalism and Mass Communications (AEJMC)  98th Annual Conference here in San Francisco—not the least of which was differing attitudes expressed toward serving audiences onsite and online.

AEJMC_2015--Logo[2]It’s a familiar and sometimes far-from-necessary either-or dilemma that exists in many of our contemporary venues—e.g., printed vs. online publication, onsite vs. online learning, onsite vs. online communities and collaboration—and often ignores the idea that looking for ways to blend those two proffered choices into something much more far-reaching and magnificent is sometimes (but not always) possible.

The context for the first of the two stimulating panel discussions was the topic “Who Will Serve the Civic Communication Needs of Cities?: Legacy Media, New Media and Community Discourse in Urban Life,” while the second, “The Experiment: Stopping All Print and Moving a College Newsroom Over to Medium and Twitter,” offered the compelling story of how a journalism instructor and her students transformed an unread print publication into an online multi-platform publication reaching a global audience.

Given the difference in focus—Civic Communication focused on the roles journalism plays in fostering community at a local level, particularly in urban metropolitan areas, while The Experiment was a success story drawing upon lessons learned by staff of the community college newspaper at Mt. San Antonio College in Southern California—there was plenty to be considered for those of us interested in contemporary journalism as well as for those of us committed to providing first-rate training-teaching-learning opportunities to those we serve.

Iris-Chyi--Trial_and_Error--CoverCivic Communication was a spirited conversation involving moderator Gary Gumpert (Urban Communication Foundation) and five other panelists (Chris Barr, Knight Foundation; H. Iris Chyi, University of Texas at Austin; Sharon Dunwoody, University of Wisconsin-Madison; Peter Gade, Gaylord College; and Jan Schaffer, American University), so there was far from complete agreement. There was, however, a strong foundation laid during the initial parts of the conversation suggesting that media outlets are making a huge mistake if they ignore the power print publications play in fostering community—particularly at that mid-level metropolitan newspaper level of operation. Among the concerns mentioned by panelists were the short duration of visits to newspaper websites (4.4 minutes); research showing that information read online doesn’t stick with us the same way information read in printed publications does; and an overall sense that online content is “inferior” to printed content—what Chyi referred to as the equivalent of Ramen Noodles as opposed to more nutritious products.

Others on the panel suggested that the whole concept of “mass media” needs to be rethought as our online resources provide access to powerful niches well worth serving within markets/communities. Media today, one suggested, are networked, social, connective, and niche; the quality of the audience is every bit as important as the idea of reaching a mass audience—all of which suggests that journalists need a new “knowledge base” that allows them to engage with members of the communities they serve and to foster citizen participation within those communities. It’s a theme with parallels in our training-teaching-learning environments: we continue to seek ways to engage learners and foster learner-centric, learner-driven engagement that produces positive results within local, regional, national, and global communities through our blended onsite-online interactions.

sac.mediaMoving to the conversation within the Mt. San Antonio College session, we heard instructor Toni Albertson and student journalists Albert Serna, Talin Hakopyan, and Jennifer Sandy describe how they responded to their target audience’s preference for online rather than printed publications by taking the campus paper online across a variety of platforms—and how that affected their approach to identifying and covering newsworthy events. Creating “sac.media: College news without the ink,” the student journalists took on a newly-found enthusiasm for what they did, covering a variety of issues, including how journalism itself is taught and fostered. They also carried their publication across platforms including Medium, Twitter (through @SAConScene), and YouTube so they could give each story the attention and platform they felt it deserved. They also were—and remain—innovative in reaching out to their target audience: when promoting stories they believe are significant, each staff member identifies 12 potential readers who might be interested in that story, then uses Twitter to reach out to those readers—a nice echo of the Civic Communication panel discussion about the need for journalists to more directly engage with members of their communities. The result, according to Nieman Lab writer Dan Reimold, is “one of the most daring college media outlets in the United States.” And if any of us manages to learn from and be inspired by what those Mt. San Antonio college colleagues are doing, perhaps our own writing-training-teaching-learning efforts will be the better for our having encountered them.


AEJMC 2015 Annual Conference, Day 1: On Homecomings, Digital Literacy, and Lifelong Learning

August 7, 2015

For trainer-teacher-learners with backgrounds in journalism—and I suspect there are plenty of us—attending the Association for Education in Journalism and Mass Communications (AEJMC)  98th Annual Conference (held here in San Francisco this year) is a bit of a homecoming.

AEJMC_2015--Logo[2]It’s not just the joy of being around more than 2,000 thoughtful, innovative colleagues from all over the world as we explore trends, challenges, and developments in journalism and mass communication; it’s an opportunity to see how our training-teaching-learning colleagues in a vitally important part of our contemporary world are continuing to hone their own skills while fostering the next generation(s) of professionals who will shape the face of the industry and the world it serves.

As is the case with any ambitiously-designed conference, the number of sessions to explore is overwhelming and hints at the importance of incorporating at least a couple of digital-literacy skills into the experience of treating conferences as part of our lifelong-learning experiences: the skill of sifting through torrents of information (in this case, to initially identify what is most likely to contribute to our own lifelong-learning needs), and an ability to use digital resources to enhance our learning. These skills, I might add, are clearly essential not just to the journalism and mass communications colleagues whose company I’m currently enjoying, but to any of us involved in the constantly-evolving world of training-teaching-learning.

The sifting, in this case, takes place at a variety of levels. Access to the online schedule before arriving onsite at the conference gave us an opportunity to make preliminary decisions regarding which sessions would most likely meet our learning needs. Receiving the printed copy of the 270-page conference book onsite allows us to fine-tune those choices a bit more. Following the Twitter feed from the conference draws our attention to colleagues’ recommendations for opportunities we might otherwise have missed. And hallway conversations add the icing to the conference cake by giving us opportunities to meet presenters whose sessions might otherwise not have made it onto our must-attend lists.

Rethinking_Digital_Literacy--Course_GraphicUsing digital resources to enhance our learning not only while we’re here but long after the conference formally concludes is something equally worth noting and exploring. The simple act of tweeting highlights from sessions we attend pays off at several levels: we produce a set of online notes to which we later can return to continue our learning; we see onsite colleagues’ tweets from those sessions and others we are not physically able to join, thereby increasing the breadth and scope of our conference/learning experience; we occasionally engage online with colleagues who couldn’t be here physically but feel less “left behind” because of our online exchanges; and the natural inclination to occasionally, while a session is underway, go online to find a site that further explains what is being discussed means we are extending the reach of these physical learning spaces well into the virtual world to create an onsite-online classroom that is limited only by our imaginations and access to the Internet.

This plays out nicely, as I saw during a “State of the Industry” panel discussion—the first session I was able to attend at the conference—yesterday afternoon. At the heart of the learning experience was a first-rate set of panelists: panel moderator Bob Papper, Director, RTDNA (Radio Television Digital News Association) /Hofstra University Annual [Industry] Survey; Teri Hayt, Executive Director, American Society of News Editors (ASNE); David Smydra, Executive Producer, Google Play Newstand; and Robert Hernandez, Associate Professor of Professional Practice at USC Annenberg. Adding to the experience was our ability, while tweeting highlights of the session, to see tweets from colleagues in other sessions where subject matter occasionally complemented what we were absorbing—which provided an opportunity, at a limited level, to actually create a much larger virtual learning space than any of us might have anticipated. Another element—common to what I experience while attending conferences these days—was the opportunity to extend that virtual classroom to include online resources that could provide additional background to unfamiliar topics the panelists were presenting.

Connected_China--FathomThe online-resources-as-extension-of-learning-space opportunity was particularly rewarding when Smydra introduced us to the concept of Structured Journalism—something he described as being “what digital media wants journalism to be” in that it makes the various bits and pieces of data (in various media) collected by journalists and the numerous resources going into news stories more accessible and reusable than they otherwise might be. While he was valiantly attempting to describe this somewhat complex concept in a brief period of time by providing visually-appealing examples (e.g., the Thomson Reuters Connected China project), I continued to listen to him and glance at his slides while also doing a quick online search to see whether he had any online resources providing a more in-depth exploration of the topic. And there, among the gems, was the article “Structured journalism offers readers a different kind of story experience,” written by Chava Gourarie for the Columbia Journalism Review and including quotes form Smydra, including this one that captures the concept beautifully: “It not only produces incredible stories but creates this reservoir of material that reporters and readers can call upon for future stories.”

AEJMC_2015--logoIt was at that moment that I realized I was experiencing a key learning moment described by so many of our best training-teaching-learning colleagues: that moment of learning that builds upon what we previously learned. As a blogger (as opposed to the broader role of writing articles and co-writing a book), I’ve come to appreciate the obvious and unique art form online writing offers: the ability to develop a cohesive piece of work that, through hyperlinks, allows readers to read start-to-finish or take as many detours as they care to take—and if I also make the piece more visually stimulating by embedding photographs or images of videos that include live links, I’ve further taken advantage of what this particular art form offers me and those who read my work. Smydra’s comments inspired an instantaneous building-upon-previous-learning leap from what I have been seeing in blogging to what I was beginning to see in Structured Journalism: a form that includes writing, imagery, video work, and more combined as unique, innovative, creative mash-ups providing another cohesive form of work/writing/journalism—with the added benefit of producing additional unique elements/source material that could be repurposed elsewhere.

As I continue thinking about what Smydra and his colleagues provided through their presentations, I continue taking advantage of the numerous streams of information and other resources that make conferences so richly rewarding as part of our lifelong learning landscape. There are the tweets. The conversations over a meal during an opening-night reception last night. The Storify recap of conference highlights from sessions yesterday. The bookmarked websites I accessed to write this piece as well as the websites to which I haven’t yet had time to return. My own stream of conference-related tweets (August 6 – 9, 2015) through my @trainersleaders Twitter account. And links to PowerPoint slide decks and other resources allowing us to draw upon our digital-literacy skills to continue the learning that is proving so rewarding in this and expanded moments of learning. All of which makes me suspect that Structured Journalism is already claiming a place in my training-teaching-learning-writing world.

N.B. – This report from the AEJMC 2015 Annual Conference is also the fifth in a series of reflections inspired by our ALA Editions “Rethinking Digital Literacy” course.


NEKLS Innovation Day 2015: Training-Teaching-Learning While Hanging Out in Kansas

April 30, 2015

I’ve hung out before, and I’m sure I’ll hang out again, but I can’t imagine a more intensely innovative and emotionally-rewarding approach to incorporating Google Hangouts into training-teaching-learning than the one collaboratively created as part of the 2015 Northeast Kansas Library System (NEKLS) Innovation Day program yesterday.

nekls_logosm_400x400What we’re continuing to explore with Hangouts is highly-engaging, low-/no-cost web-conferencing, a rudimentary and surprisingly effective form of telepresence, and  notably strong levels of interaction in training-teaching-learning made possible through the use of an easy-to-learn social media tool—something that fell into place nicely in two consecutive sessions during Innovation Day.

It has taken a fair amount of experimentation and practice to reach the point we reached yesterday: an onsite event that seamlessly expanded to include two offsite presenters (Harford County Public Library Technical Trainer Maurice Coleman and me) so we not only could interact directly with onsite participates but with each other as if we were all in the same room—and the room expanded further via connections simultaneously made with Twitter.

My own experience in training-teaching-learning through web conferencing and rudimentary telepresence dates back to a successful experiment to bring an offsite presenter (from Ohio) into an onsite event attended by more than 200 people here in San Francisco in 2007 in a way that encouraged some limited, direct interactions between the online presenter and members of the onsite audience. I expanded the exercise a bit a few years later by incorporating Skype, Twitter, and onsite colleagues into one of these blended learning events at a Sacramento ASTD (American Society for Training & Development meeting, then carried it a bit further with my New Media Consortium colleague Samantha Adams Becker when we switched over to Google Hangouts for onsite-online blended sessions with ASTD Mount Diablo and Golden Gate chapter colleagues.

What many of us were realizing at that point was that with proper preparation (which included abundant amounts of rehearsal time) and the right equipment (most of which was already available to us in each of the venues we used), we could erase geographic barriers in ways that caused onsite participants to forget that the online participants weren’t physically in the room.

An expansion of the experimentation included adding an onsite Twitter facilitator (colleague Larry Straining, who ad-libbed from a basic script to tweet out what Samantha and I were doing via Google Hangouts for ASTD—now ATD, the Association for Talent Development) at a conference in the Washington, D.C. area in late 2014. Adding Twitter to the mix in this focused, pre-planned way helped make the point that the “rooms” in which each of these events was physically taking place was actually expanding to include a global audience comprised of participants working synchronously and others who could participate later in an asynchronous fashion by seeing and responding to the tweets in an ongoing conversation. Carrying this another step further by drawing “left-behind” colleagues (including Maurice) into the 2015 American Library Association Midwinter Meeting (held in Chicago) provided yet another example of how Hangouts could produce live as well as archived learning opportunities —and further laid the groundwork for what we accomplished yesterday during the annual NEKLS Innovation Day conference: live interactions between the two of us who were offsite, interactions between the two of us and those who were physically present at the conference; and interactions with non-conference attendees who saw the tweets and shared content through retweeting. All that was missing yesterday was synchronous two-way interactions between those non-conference attendees and those of us who were participating onsite or via the Hangout)—but we had a hint of it as my own Innovation Day tweets were picked up and retweeted by several unfamiliar tweeters here in the United States and elsewhere.

NEKLS Continuing Education Consultant Patti Poe initiated the process as part of her overall Innovation Day planning by inviting me to use Google Hangouts as the vehicle for a presentation/discussion on using online collaboration tools. When she mentioned that Maurice would be doing a separate (closing keynote address) session via Hangouts, I asked if it would be possible to also include Maurice in the session I was facilitating and schedule that session in the time slot immediately preceding his keynote address. The experiences Maurice and I had with the ALA Midwinter Meeting experiment primed us to attempt something that was both structured—with specific learning goals and objectives—and improvisational so that onsite conference attendees would very much be involved in learning while also shaping the nature of the session.

Rehearsal for Innovation Day Hangout (Photo by Robin Hastings)

Rehearsal for Innovation Day Hangout (Photo by Robin Hastings)

As Patti noted shortly after the day ended, it exceeded everyone’s expectations and once again demonstrated that it’s possible to have this technology as the vehicle for—not the central feature of—learning opportunities and to have all of us interacting almost exactly as we would have if we hadn’t been spread over a 2,800-mile distance—in essence, creating a 2,800-mile-wide room. Maurice and I had a PowerPoint slide deck (with extensive speaker notes) and a supplemental resource sheet that I prepared and that served as our roadmap even though we actually didn’t display either during the live session (we wanted onsite attendees seeing us rather than slides as part of our effort to create the sense that we were  in the room in a very real sense); the slide deck and resource sheet were posted online later as additional learning objects and as a way to give the synchronous session an extended asynchronous life. We also allowed for plenty of interactions via question-and-answer periods throughout the entire hour-long “Using Online Collaboration Tools” session just as we do when we’re physically present in training-teaching-learning sessions. And when that initial hour came to an end, we took the same sort of between-session break we would have taken if we had physically been onsite, then returned with Maurice assuming the lead and with me maintaining an onsite-onscreen presence through a small window at the bottom of the screen as I watched his onsite-online presentation.

All of us had set out to create the sense of presence (i.e., close physical proximity) that we believe—and continually prove—is possible in well-planned, well-executed onsite-online learning environments capable of transforming learners. All of us confirmed with those onsite that we had achieved that goal. But several hours passed before I realized that in my playful role of the trickster who creates the illusion of physical proximity, I had unintentionally even tricked myself, for as I sat in the comfort of my own home here in San Francisco last night—never physically having left that home—I unexpectedly felt the same sense of melancholy I sometimes experience after intensively engaging in learning with colleagues at onsite conferences and then being physically separated from them as we return to our own homes and workplaces across the country. And I have the same sense of longing to be back with them again sooner than later to continue the connected-learning process that brings all of us such deeply rewarding experiences and relationships.


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