Rethinking Digital Literacy: Collaboration, Experience, and Riding Digital Waves

July 27, 2015

There is no denying that playing and working in a variety of digital environments can sometimes feel akin to trying to drink out of a fire hose. There is also no denying that there’s another way to approach digital/online interactions: as if they produce magnificent waves well worth riding to a warm and welcoming shore—which pretty much describes the experiences I had riding rather than drowning in digital interactions last week as our ALA Editions four-week online course “Rethinking Digital Literacy” continued.

Rethinking_Digital_Literacy--Course_GraphicWhile the learners I am supporting—and have, as an extension of what I have learned elsewhere, begun referring to as my “co-conspirators” —spent the second of four weeks trying to define and determine ways to foster digital literacy among those we serve, I continued engaging in my own efforts to see where a blend of onsite and online interactions involving a wide range of friends and colleagues might take me—a tremendously satisfying exercise that culminated in a richly rewarding conversation with T is for Training colleagues at the end of the week.

Plenty of disparate elements had to come together for that particular wave to carry us all to shore, and they seemed to coalesce around a very specific digital-literacy skill: an ability to collaborate across numerous platforms and environments. The experience began early in the week as a local (San Francisco Bay Area) colleague (Clark Quinn), with whom I tend to interact more frequently online than face to face, was confirming lunch plans with me. Taking advantage of an hour-long trip via public transportation to reach Clark, I read several recent posts on his blog, where he consistently and engagingly addresses training-teaching-learning issues of interest to those of us working with adult learners in workplace learning and performance (staff training) settings. The punch line to one of his most recent posts—“…it’s not about content [in learning]. It’s about experience [in learning]. Are you designing experience?”—led to an intriguing conversation over lunch as I carried that online resource and inspiration into our face-to-face environment.

T_is_for_Training_LogoBut it didn’t stop there: I sensed there was plenty more to explore, and suspected a perfect venue drawing upon our digital literacy skill of collaborating within digital environments was back in the online sandbox I share with colleagues through Maurice Coleman’s biweekly T is for Training conversation/podcast—a program designed for those of us involved in library training-teaching-learning efforts. When Maurice and our T colleague Jill Hurst-Wahl agreed that Clark’s post and the question regarding content vs. experience would be a great topic for discussion, I notified Clark to see if he wanted to join us; he and I also continued the conversation briefly via exchanges in the weekly #lrnchat tweet chat (with an entirely different set of colleagues discussing tech trends) the night before the T is for Training was scheduled to take place.

Initially indicating he wouldn’t be available, Clark ultimately was able to join the conversation a few minutes after that episode of T began, and the results were every bit as stimulating as any of us might have hoped. A core group of the T “usual suspects” quickly welcomed Clark and interacted in ways that brought his non-library learning and development expertise to the forefront of the conversation; Clark, in turn, dove into the conversation in ways that helped him better understand how designing experiences in library training-teaching-learning efforts paralleled as well as differed from what he has seen elsewhere.

etmoocBy the end of the hour-long exchange, many things were obvious. The cross-pollination that occurs through interactions among members of various online communities—particularly the kind of online connected-learning communities with which I’m familiar—can bring benefits to everyone involved. This variation on hyperlinked learning—comprised of playing, learning, telling stories, transparency, participation, harnessing user-generated content (in this case, Clark’s blog post), and making connections, as Michael Stephens has suggested—benefits tremendously from our willingness to carry a variety of approaches into our continually evolving and ever-increasing tech tools. This combination of cross-pollination and hyperlinked learning produces notable results, small and large: T, for example, may have picked up a new usual suspect (if Clark is able to join us for additional conversations); Clark may be continuing the conversation in an upcoming Learnlet post to carry it to a larger audience; I’m certainly continuing this set of explorations further via my own blog and a tweet chat I’ll join later this week with #etmooc (Educational Technology & Media massive open online course) colleagues; and I will carry it back to the learners/co-conspirators in Rethinking Digital Literacy in the hope they can use it with their own colleagues in a number of different countries.

Ultimately, this level of collaboration, designing learning experiences, and riding rather than drowning under waves of digital interactions and resources creates exactly the sort of learning experience I pictured when I read Clark’s blog post. More importantly, it supports our efforts to hone that very important digital-literacy skill of collaboration that, at its essence, supports the way we live, play, and work positively, creatively, and enthusiastically in a hyperlinked world.

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


Rethinking Digital Literacy: Moving Out

July 24, 2015

Out of chaos sometimes comes more chaos—and that can be a very exhilarating and productive learning environment under the right conditions, as we’re seeing in our ALA Editions four-week online course “Rethinking Digital Literacy.”

Rethinking_Digital_Literacy--Course_GraphicThe course is literally and somewhat chaotically all over the virtual map. It has an obvious, easily-accessible  home base, which is our learning-management-system (Moodle). During Week 2, Rethinking has fostered increasing levels of digital literacy by moving out, beyond our virtual classroom walls, and expanding into Twitter; Facebook; blogs; and, as of this morning, a learner-produced video posted within and shared from Google Drive. And there’s no end in sight as to how far it can and will extend, which is fine: this connected learning, rhizomatically-growing learning experience is at least partially helping well-supported learners within a vibrant community of learning to viscerally understand that a key digital-literacy skill is an ability to navigate a variety of online resources and venues without allowing ourselves to become overwhelmed.

Our methodology, so far, appears to perfectly match and support the content, learning goals, and user experience within Rethinking. In designing and facilitating the course, I’m attempting to create an engaging, stimulating, learner-centric, results-based experience where learners (or to borrow one of my favorite terms that continues to evolve from the Educational Technology & Media MOOC—#etmooc: “co-conspirators”) are partners in the digital-literacy learning process. Where the original conspirators (those designing and facilitating the course)  in #etmooc inspired a group of co-conspirators in the form of #etmooc learners who collaborated on designing and facilitating a follow-up massive open online course (MOOC), the co-conspirators in Relearning include every learner who is joining me in shaping and learning from the course.

etmoocAnother match between methodology and content/learning goals/experience within Rethinking is the focus on co-conspirators learning how to define and foster digital literacy by identifying and further developing the digital literacy skills they bring to the course. They are offered—and some are taking advantage of—opportunities to learn about digital literacy by exploring digital tools and resources of interest to them and to those they serve. The process is still very much in its early stages, but is already producing results similar to what I saw—and was inspired by—in #etmooc. A few Rethinking learners are using blogs to document and build upon what they are learning. Others, as a result of asynchronous online group discussions within Moodle, have agreed upon a Twitter hashtag (#ReDigLit) they can use to carry their discussions and learning into the Twittersphere.

The latest expansion of our semi-controlled chaotic approach came this morning through the creative approach course participant/co-conspirator Joan Jordan took in playfully completing a warm-up exercise I offered for Week 2: she combined the assignment with an ongoing optional avenue I’ve encouraged learners to explore (try a new digital literacy tool of their own choosing each week to expand their digital-literacy toolkit). Joan decided to learn how to use the video capabilities of her smartphone, learn how to upload the video she created, and learn how to share a link to that video from an online venue (in this case, Google Drive). With that as the foundation for her approach, she responded to the actual warm-up assignment: watch a brief, charming video showing young learners displaying a variety of digital literacy skills, identify as many digital literacy skills in use as possible, and post the resulting list of skills within our Week 2 online discussion board. The result was extremely engaging: she filmed her cat, produced a video that had the cat telling us which digital literacy skills were observable in the video Joan and other course participants are viewing, and shared that video with us in place of providing a text-based inventory of the skills on display. In the best of digital-literacy approaches, she not only managed to learn what she wanted and needed to learn, but also inspired a lively conversation that is continuing to develop back at home base (Moodle).

An additional intriguing element of our collaboratively-developing methodology—very much what I would call “the #etmooc method” because that’s where I first experienced it—is the opportunity to see whether what grew out of #etmooc could develop from an online course that is not a MOOC: a sustainable community of learning that continues long after formal coursework concludes—what I have only half-jokingly referred to as a MOOChort elsewhere. As my Rethinking co-conspirators continue to define and explore digital literacy by carrying their conversations into a variety of digital settings, I suspect the seeds of a post-Rethinking community are already beginning to germinate.

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


Rethinking Digital Literacy: Defining Moments

July 17, 2015

With the roll-out of a new four-week ALA Editions online “Rethinking Digital Literacy” course a few days ago, I’m once again happily immersed in an ever-expanding, extremely intriguing moment of training-teaching-learning-exploring with a fantastic group of colleagues.

Rethinking_Digital_Literacy--Course_GraphicAt the heart of the course is a newly-forming community of learning (comprised of 45 library staff members and administrators from the United States and several other countries) creatively tackling the challenge of attempting to define digital literacy in ways that help community members more effectively design, develop, and deliver learning opportunities to foster greater digital literacy among those they serve. And there’s the rub: it turns out that even defining the term, as we’re seeing from Doug Belshaw’s Ed.D thesis (What is ‘digital literacy’?), is one of those enticingly wicked problems—something that is “difficult or impossible to solve because of incomplete, contradictory, and changing requirements”—that can keep us up late into the night…for many nights.

I have gladly and very rewardingly spent quite a bit of time exploring digital literacy as a result of participating in discussions that began among those of us enrolled in the Educational Technology & Media MOOC—#etmooc—in early 2013. Some of those explorations led me to what I believe to be an essential digital literacy skill: an ability to work within much different time frames than we normally envision—time frames in which a “moment” (particularly in online learning, as described by Pekka Ihanainen and John Moravec in 2011) extends forward over periods of weeks, months, and even years while also extending backward as we come across, and respond to, threads of conversations we hadn’t previously seen. Think of all these exchanges as one magnificent synchronously asynchronous moment, and you begin to see what some of us are already viscerally experiencing.

Let’s be explicit here before we drown in jargon and fanciful proposals. Exploring digital literacy within the flexible structure of #etmooc started as a shared two-week journey with colleagues worldwide. By interacting with each other synchronously as well as asynchronously, supported by first-rate learning facilitators—including Alec Couros and Belshaw himself—we learned plenty. At the end of those two weeks, we walked away with more questions than answers, as is often the case when we are drawn into the exhilarating challenge of attempting to address a wicked problem. The result is that some of us continued to explore the theme; found and responded to tweets, blog posts, and online articles; and became part of an ongoing conversation with no easy-to-define beginning or ending point.

Even more rewarding for those of us who continue to explore ways to better serve our learners was the realization that the #etmooc connectivist approach provided plenty of inspiration as to how we can interact with and engage learners—an invaluable tool in a world where adult learning—particularly workplace learning—is often mistakenly viewed as something that detracts from “real work” rather than being seen as an integral element of successful work.

Building upon what I had already been doing to engage online learners (e.g., facilitating online office hours through Facebook, tweet chats, Google Hangouts, and other social media platforms), my colleagues and I continually look for ways to foster the creation and growth of communities of learning that support results-driven learning—we’re looking for positive, results-driven, meaningful change among learners here, not just blasting through a one-time session that produces nothing more than a learning badge or certificate of completion that fades almost as quickly as memories of the learning session do.

etmoocPerhaps one of the key lessons learned in that connectivist massive open online course (MOOC) was that rewarding, connected, significant learning is going to expand beyond the time constraints we initially expect to face when diving into a course with specific start and end dates—the #etmooc community, for example, continues to thrive long after the course formally ended. We need to keep that in mind; plan for it; and, when appropriate, support it so that our—and our learners’—learning goals are met.

This more or less brings us full circle to the current Rethinking Digital Literacy course. Inspired by those #etmooc discussions and creatively flexible pedagogical approaches, I developed a course that begins within a formal learning management system (Moodle); offers opportunities for the learners to carry the discussions and the learning beyond the boundaries of that course (e.g., into blog postings, tweets, shared videos); and encourages the learners to explore and use any digital tools they want to use in their exploration of digital literacy. Much to my delight, the discussions among the learners are already well underway just days after the course formally opened to them.

The spirit of exploring digital literacy via their digital literacy tools is stunningly and encouragingly on display within the course discussion boards. One learner, quickly understanding that the challenge of defining digital literacy is going to be an iterative process, posted an initial definition that was followed by two refinements within the first few days all of us began working together. A few others are already reaching out to each other to establish a formal hashtag that they can use to extend their conversations into Twitter—one way of retaining access to their discussions long after their access to the learning management system ends. Another, with a strong background in IT, is already extending our definitions by suggesting that one aspect of digital literacy involves “an ability to translate the functionality of one [digital] application or format to another”—in essence suggesting that digital literacy implies an ability to help others learn how to use digital tools and resources.

What is striking about all of this is the breadth of experience, the depth of thought, and the levels of engagement these adult learners are already bringing to the course in its earliest stages—and how many apparently disparate learning moments are combining into a shared/collaborative moment that is continuing to grow as I write these words.

Ultimately, I suspect that our collaborations will lead us to acknowledge this defining moment as one in which, by attempting to define digital literacy/literacies and expand our view of the synchronous and asynchronous moments we share in our online training-teaching-learning endeavors, we gain a deeper understanding of what digital literacy might be, how it works, and what it means to us and to those we serve in a rapidly evolving learning and work environment.

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


Alan Levine, #etmooc, and the cMOOC That Would Not Die

May 29, 2015

We can cut off its head, fill its mouth with garlic, and drive a stake through its body, but we apparently can’t kill a well-designed, engaging, dynamic learning experience and the community of learning it spawns. Nor would we want to.

Graphic by Alan Levine

Graphic by Alan Levine

At least that’s what a cherished colleague, Alan Levine, suggests in “The cMOOC That Would Not Die,” a newly-posted article (with accompanying graphics that puckishly draw upon horror-film imagery) that captures the spirit and reach of #etmooc—the Educational Technology & Media massive open online course he helped shape and facilitate as a course “conspirator” in early 2013.

Inspired by the #etmooc community’s latest learning endeavor—a tweet chat that drew community members together for a lively hour-long discussion about integrating Twitter into learning earlier this week—Levine combines his usual wicked sense of humor and insightful perspective into a set of reflections that should inspire any trainer-teacher-learner.

I’ve been among those writing extensively about the unexpected longevity of #etmooc as a learning experience/community; a model for lifelong learning communities; and an example of how connectivist MOOCs (cMOOCs) are beginning to serve as a new form of (collaboratively-produced) textbook; in fact, I’ve probably produced enough to kill a small forest of virtual trees, and am far from finished with the topic. But none of that stops me from eagerly reading and learning from Levine’s “cMOOC That Would Not Die” and recognizing it as a manifestation of the very thing it is exploring.

The playfulness with which he tackles his topic reflects the playfulness that was at the heart of the learning process in #etmooc (and, for that matter, almost every significant learning experience I can remember having). That same playfulness is certainly one of the elements that binds members of the #etmooc community together, as anyone reading the slightly-edited transcript of the integrating-Twitter-into-learning session can’t help but notice. The sense of camaraderie is palpable, and when I talk with friends and colleagues about the value of engagement in training-teaching-learning, I often wonder aloud why so many people seem to be reticent about fostering a sense of community in the learning process.

etmooc_blog_hubLevine’s obvious passion for #etmoocers’ continuing levels of engagement—the community had produced tens of thousands of tweets and 4,746 posts from 513 blogs before he wrote his article; his latest contribution pushed it to 4,747 posts—reflects the same passion that continues to draw #etmooc community members together through tweet chats, Google Hangouts, and other online platforms. And, he notes, it’s not about massive numbers of participants; it’s about the quality and openness of the engagement: “I will cherish and take this kind of experience any day over some massive MOOC of tens of thousands of enrollees, 2% or so who stick around, and [whose] corpus remains stockpiled behind a login.”

His reflections further serve as a manifestation how he and other #etmooc community members learn via extended cross-platform asynchronous exchanges that inspire additional collaborations: he blogs; we read; we respond via the sort of linked response I’m producing here; and we extend the conversation via comments on his own blog site as well as via tweets that call attention to his blogged reflections—a process that is continuing to unfold even as I write these words.

As I often note in learning sessions I facilitate, this is a wonderfully messy and engaging approach to learning—one that offers numerous rewards while also inspiring us to learn how to learn through entirely different approaches to learning than we ever expected to encounter. It’s what many of us learned, from Dave Cormier, to refer to and think of as rhizomatic learning—learning that expands as rapidly and expansively as rhizomes do.

etmoocBut when all is said and done, it all comes down to something Levine facetiously asserts at the beginning of his article: “Someone never told the folks who participated in the 2013 Educational Technology and Media MOOC that it was over. They are still at it.” And the perfect riposte comes in a form of a tweet posted by Thomas Okon (@thomasjokon) in March 2013 as the last of the formal #etmooc modules had been completed and people were talking about how sorry they were that the course was “over”: “Over?  Was it over when the Germans… Its not over till we say it is. Im keeping my column in Tweet deck!”

Okon was—and remains—right. We continue to learn together in a variety of settings. To work together (several of us went on to design and facilitate another connectivist MOOC). To write about it individually and as co-writers. And to engage in teaching-training-learning-doing so that the community continues to grow by acquiring new members and inspiring others to produce their own versions of our successes.


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.


#oclmooc and Connected Courses MOOC: The World as Our Learning Space

September 5, 2014

Diving into two connectivist massive open online courses (MOOC) this month, I am learning to pay more attention to how rapidly our learning space is evolving.

Each of the MOOCs—the Connected Courses MOOC (#ccourses) offered by a “collaborative network of faculty in higher education developing online, open courses that embody the principles of connected learning and the values of the open web,” and the Open Connected Learning MOOC  (#oclmooc) originally started by a group of educators in Alberta and now expanding rapidly to include trainer-teacher-learners worldwide—offers me a different learning opportunity.

ccourses_logoIn #ccourses, I’ll be among those learning from and with a group of educators I very much admire and whose work I have been following for many years. There’s Mizuko Ito, whose work as a cowriter of the Digital Media and Learning Research Hub report Connected Learning: An Agenda for Research and Design broadened my understanding of and appreciation for connected learning after I read and wrote about it in early 2013. And Michael Wesch, whose YouTube video The Machine is Us/ing Us about Web 2.0 entirely changed the way I taught and learned and saw the world after watching the video in 2007. And Cathy Davidson, whose book Now You See It introduced me to the concept of “unlearning” as part of the learning process and who is listed as a participant in the September 15, 2014 #ccourses kick-off event. And Alec Couros, whose work on #etmooc (the Educational Technology & Media MOOC) in 2013 opened my eyes to the wonderful learning opportunities inherent in well-designed connectivist MOOCs and drew me into a community of learning that continues to sustain me in my training-teaching-learning efforts. And Alan Levine, whom I first met through the New Media Consortium several years ago and whose work on creating a blog hub for #etmooc set a high standard in terms of facilitating connected learning online and continues to provide learning objects to this day—nearly 18 months after the course formally concluded. And Howard Rheingold, whose writing on “crap detection” and so much more is a continuing source of inspiration.

oclmooc_logoThe #oclmooc experience, for me, will be very different. I’ll be working, as a “co-conspirator” helping design and deliver the MOOC, with an entirely different group of educators I very much admire—colleagues from other connectivist MOOCs, including #etmooc and the Exploring Personal Learning Networks MOOC (#xplrpln) designed and facilitated magnificently in 2013 by Jeff Merrell and Kimberly Scott at Northwestern University. I know that the learning curve for all of us has been tremendous—moving from learners in MOOCs to learning facilitators in MOOCs in less than two years—and that the best is yet to come. We’re already honing skills we developed in #etmooc and elsewhere—using Google Hangouts for our MOOC planning sessions, scheduling tweet chats to facilitate learning, organizing a blog hub so #oclmooc learners can create and disseminate their own learning objects as an integral part of their/our learning process. And as energetic and inspired trainer-teacher-learners, we’re pushing ourselves to further explore open connected learning and educational technology with our colleagues worldwide.

So yes, I am learning to pay attention to how rapidly our learning space is evolving—because I am continuing to learn viscerally, through the use of online educational technology, that the entire onsite-online world, more than ever before, is our primary learning space.

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


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