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.


Scanning the MOOC and Open Educational Resources Environment in Libraries…and Beyond

March 7, 2014

The potentially fruitful intersection of massive open online courses (MOOCs), Open Educational Resources (OERs), and libraries is nicely explored in a newly released environmental scan and assessment released under the auspices of the Association of College & Research Libraries, a division of the American Library Association.

Written by Carmen Kazakoff-Lane, a librarian at Brandon University (Manitoba), the report should be useful to trainer-teacher-learners within as well as outside of libraries as we all continue exploring the ways that MOOCs, Open Educational Resources, and libraries contribute to our lifelong learning environments.

ACRL_MOOCs_OERs_Scan“Libraries can and should support open education….” Kazakoff-Lane suggests in the opening paragraphs of Environmental Scan and Assessment of OERs, MOOCs and Libraries: What Effectiveness and Sustainability Means for Libraries’ Impact on Open Education, “[b]ut before libraries do so, it is useful to understand the open education movement as a whole, including some of the key challenges facing both OERs and MOOCs…”—a suggestion I believe applies equally to many outside of libraries, for the more we  viscerally understand MOOC and OERs through first-hand experience, the more likely we are to find creative ways to address the training-teaching-learning challenges we face.

OERs, she maintains, “are a natural outcome of several social trends” including open-content movements, “the evolution of a society where individuals actively share information and where many people collaboratively develop and improve knowledge,” Web 2.0 technology that supports the tradition of sharing ideas among colleagues, and increasingly “global access to education via the Internet.”

MOOCs, in a similar vein, are “an evolutionary outgrowth of two major trends,” she maintains: online learning and other innovations including flipped classrooms, and the Open Educational Resources movement itself.  

Among her suggestions to her library colleagues are to address the need “to engage with the OER movement” and explore ways that they can support learners and learning facilitators interesting in using MOOCs as part of their learning landscape. Again, those of us who also work outside of libraries have plenty to gain through similar explorations as well as through explorations of where we might create partnerships with our library colleagues—particularly those who, by working in academic libraries, are clearly in the middle of well-established learning environments.

Our library colleagues, she notes, are in a great position to “provide important intellectual property services and advice” about copyright issues related to OERs and MOOCs; facilitate use of restricted materials; and help learners make successful transitions from being information consumers to being “a community of information sharers.”

etmoocWhile there is much to admire in the report, there are also points where caveat emptor is an appropriate warning. Her assertion that MOOCs “are a largely experimental undertaking that has yet to demonstrate its effectiveness as an educational tool” suggests that she has not yet had the positive experience of participating in an effective connectivist MOOC such as #etmooc (the Educational & Technology MOOC that produced tangible learning successes and produced an ongoing community of learning) or #xplrpln (the Exploring Personal Learning Networks MOOC that helped participants expand their PLNs while studying the topic).  

Her presentation overall, however, is well balanced and reminds us that in spite of criticisms about low-completion rates among those registering for MOOCs, those facilitating learning through large-scale MOOCs, are “able to educate more students in one class than he or she otherwise would in an entire career.”

As she brings the report to a close, she leaves us with a recommendation well worth considering: “Libraries can and should play a central role in either [MOOCs or Open Educational Resources], and in so doing ensure that their institutions and users are best served by a sober look at the pros and cons of different models of openness for learners, educators, institutions, and governments, not just in the immediate future, but in the long term as well.”

It’s great advice for those working with and served by libraries, and it’s great advice for anyone involved in any aspect of our continually evolving concepts of lifelong learning.


#etmooc: Singing Happy Birthday to a Course

January 22, 2014

It’s not often that I’m invited to attend a birthday party for a course—but then again, it’s not often that I find myself immersed in a learning opportunity that produces the sort of sustainable community of learning that #etmooc has.

etmoocThat wonderful massive open online course (MOOC)—the Educational Technology and Media MOOC that Alec Couros and others offered to great acclaim in early 2013—was something that many of us heard about from colleagues or simply stumbled across during our general online explorations of MOOCs last year. The results (as have been so wonderfully documented in numerous blog postings including one written by #etmooc colleague Christina Hendricks, on the course Google+ community that continues to thrive nearly a year after the course formally ended, and in live tweet chats) inspired course colleagues Rhonda Jessen and Susan  Spellman Cann to organize and facilitate a first-anniversary online gathering of #etmooc alums via Twitter last week.

The results were predictably positive. Some of us who were drawn together through #etmooc and have remained in contact online were there, as were others who have not been as active in the post-#etmooc community—but clearly remain transformed, as teacher-trainer-learners, by what we all experienced. The full Storify transcript of the anniversary session compiled by Jesson and capturing more than 400 tweets from approximately 75 participants in that hour-long session is just the latest example of what a well-organized and wonderfully-facilitated MOOC can inspire—the transcript itself is a learning object that others can use and review if they want to bypass the meaningless exchanges about how few people “complete” a MOOC and look, instead, to see the sort of long-term learning that the best of MOOCs—particularly connectivist MOOCs—produce.

One of the many keys to the success of #etmooc as a learning experience and a sustainable community of learning is that it started as an opportunity to explore educational technology in a way that encouraged learners to become familiar with the material by using the resources being studied. If we wanted to see how blogging could be integrated into learning, we blogged and saw our work collected and made accessible through a blog hub that continues to thrive to this day as a resource with nearly 4,000 posts that would not otherwise exist for anyone interested in teaching-training-learning. If we wanted to see how Twitter could easily be incorporated into the learning process, we used Twitter as a vehicle to further our learning and, furthermore, saw those exchanges reach into other communities of learning. If we wanted to see how live interactive online sessions could draw us together and become archived learning objects, we participated in live online sessions through Blackboard Collaborate or viewed archived versions so compelling that they felt as if they were live rather than taped learning sessions.

xplrpln_logoAnother key to its success is that the learning has never stopped. In setting up the anniversary celebration—in essence, an #etmooc birthday party—Jessen and Cann encouraged all of us to continue documenting our MOOC successes by blogging about what we had learned and accomplished as a result of our participation. I look at the numerous blog postings I wrote and stand in awe of what Couros, his co-conspirators, and my MOOCmates inspired. I look at how participation in #etmooc led to participation in another connectivist MOOC–#xplrpln, the Exploring Personal Learning Networks MOOC that was a direct offshoot (from Jeff Merrell and Kimberly Scott  at Northwestern University) in fall of 2013. And I continue to hold far more gratitude than I can ever express for the ways these experiences have made me a better trainer-teacher-learner as I continue exploring ways to facilitate learning opportunities that benefit learners and those they serve in a variety of settings not only here in the United States but in other countries.

That’s what draws me to the work I do, and that’s what makes me believe, each time I think about the field of learning and how it connects us to each other, that it’s one of the most rewarding and transformative of endeavors any of us can undertake.

N.B.: This is part of a continuing  series of posts inspired by participation in #etmooc and other MOOCs.


Time Travel, Personal Learning Networks, and Rhizomatic Growth

October 17, 2013

Let’s engage in some trainer-teacher-learner time travel; let’s revel in a wonderfully and gloriously circular learning moment whose beginning and end have not yet stopped expanding—and won’t if you decide to enter into and further expand this moment as part of a connected educator network.

xplrpln_logoIt starts with a simple realization: that participating in a well-organized connectivist MOOC (massive open online course) or any other effective online learning opportunity not only puts us in real-time (synchronous) contact with those we draw into our personal learning networks, but also allows us to extend and connect online conversations with those that began days, weeks, months, or even years before the one we are currently creating, in venues we are just now discovering. It also can easily extend into days, weeks, months, or years we haven’t yet experienced.

I am, for example, writing this piece on October 17, 2013, and if you end up reading it on the same day, we’re in a fairly obvious and traditionally synchronous moment—the sort of moment we routinely experience face to face. By connecting this piece to others I’ve been reading and reacting to with colleagues in the Exploring Personal Learning Networks (#xplrpln) that Jeff Merrell and Kimberly Scott are currently facilitating under the auspices of the Northwestern University Master’s in Learning & Organizational Change Program, and by further connecting it to interactions with colleagues via Connected Educator Month, I am in a very rewarding way extending and weaving this moment across weeks and months of conversational threads created by others. They wrote earlier. You and I respond now. They pick up the thread and run with it at some as-yet-undetermined moment. And all of us are in a figuratively synchronous way connected through a conversation and learning opportunity that flows in multiple directions, over multiple platforms, as Pekka Ihanainen (HAAGA-HELIA University of Applied Sciences, Finland) and John Moravec (University of Minnesota, USA) explain in an article they wrote in 2011 and which I explored with a segment of my own personal learning network colleagues in a blog post and other online venues.

etmoocWe see this in play through the Exploring Personal Learning Networks MOOC, where we are exploring and attempting to define personal learning networks by developing our personal learning networks. We are developing (or further developing) personal learning networks by drawing upon newly-created resources as well as resources that can be weeks, months, years, or even a century old. One colleague suggests that Jules Verne, the nineteenth-century novelist-poet-playwright, is part of his personal learning network in the sense that Verne’s work continues to guide him in his never-ending evolution as a learner. I am suggesting that a colleague from another MOOC is part of my #xplrpln personal learning network via a wonderful article she wrote months before the personal leaning networks MOOC was written and in progress; because her article is inspiring so many of us, she feels as if she is an active member even though personal time constraints are keeping her from posting updated material—for and in the moment. And several of us are suggesting that people who are still alive but with whom we have no one-on-one in-the-moment personal contact still are very much a part of our personal learning networks because they influence and affect our learning through the work they are producing or the examples they provide—something I experienced while participating in #etmooc (Educational Technology & Media MOOC) earlier this year.

Connected_Educator_Month_LogoThat creates a wonderfully dynamic and continually evolving personal learning network—or network of networks—along with a tremendously expansive moment that remains open to further expansion through your participation. And the more we engage with #xplrpln course facilitators Merrell and Scott and course colleagues in the United States, Canada, Great Britain, Ireland, and Australia synchronously and asynchronously, the more we find our own personal learning networks, personal learning environments, affinity spaces, communities of practice, and overall communities of learning overlapping in ways that once again transcend geographic and chronological borders—suggesting that in the world of training-teaching-learning, borders and barriers exist only to be erased (or, at very least, made much more permeable than we often assume they can be).

It’s an obvious extension of the concept of rhizomatic learning—a process of learning that mirrors the spreading of rhizomes so there is no center, just a wonderfully ever-expanding network of learning connections rooted in creation, collaboration, and the building of communities of learning, as I noted after picking up the term from Dave Cormier via #etmooc. The learning rhizomes in our personal learning network now continue to move backward to capture parts of the extended conversation we hadn’t previously noted, and they move forward into the moment you are living and extending in collaboration with the rest of us. Together, we may be on the cusp of even greater collaborations. Learning experiences. And being part of contributing to a world in which connections through time, across time zones, and over geographic boundaries produce possibilities we are only beginning to imagine and bring to fruition.

N.B.: This is the fifth in a series of posts inspired by Connected Educator Month and participation in #xplrpln (the Exploring Personal Learning Networks massive open online course).


Acknowledging Connections, Community, and Learning through Connected Educator Month

October 11, 2013

Celebrating Connected Educator Month, for those of us involved in training-teaching-learning, is a bit like celebrating the existence of air: connections pump life into much of what we do, yet we often take them for granted rather than indulging in joyfully inclusive acknowledgement of what they produce.

Connected_Educator_Month_LogoIt’s well worth expressing gratitude, therefore, to our colleagues in the U.S. Department of Education for sponsoring the event that is so wonderfully described in an online video, evident through the online listings of events, and supported by the numerous online resources even though the sponsors themselves are at least temporarily disconnected as a result of the current shutdown of Federal Government operations. It’s also worth noting that the list of participating organizations is quite extensive.

What makes Connected Educator Month personal, furthermore, is the opportunity it provides to reflect on the connections that support and inspire us and those we serve, so here’s a challenge to colleagues near and far: post your own thoughts, in response to this article and Connected Educators Month in general, here on this blog as well as on your own blogs, Twitter, Facebook, Google+, and anywhere else that allows us to strengthen the connections that so effectively support us and make us so much better than we would be without them.

Looking at connections within my own learning environment makes me realize how fortunate and wealthy I am in terms of what connections and connectivity provide at every possible level. There is the joy of being part of a vibrant and vital community of learning that I experience each time I participate on one of the online weekly tweet chats organized by colleagues via #lrnchat, as I noted in an article I wrote and posted just days before learning about Connected Educator Month. There is the breadth and scope of resources I find every time I engage with colleagues in the American Society of Training & Development (ASTD) at the local, regional, and national levels, as I’ve so frequently noted on this blog. There are the numerous and invaluable conversations and exchanges with ALA Learning Round Table colleagues over dinners while we have attended conferences together. And there is the ongoing unparalleled learning experience that comes my way each year through participation in the New Media Consortium Horizon Project, which brings together a relatively small group of colleagues from a number of different countries to collaborate within a stimulating online environment and through face to face annual summits to explore developments and trends in technology, education, and creativity.

xplrpln_logoObservations about connectivity become even more circular and seamlessly interwoven when I think about how Connected Educator Month provides an opportunity to celebrate the connections fostered by connectivist MOOCs (massive open online courses)—including connections to others outside of those MOOCs. It’s far from hyperbole to say that participation in #etmooc—the Educational Technology & Media massive open online course developed by Alec Couros and colleagues earlier this year— substantially increased my connectedness to wonderful trainer-teacher-learners around the world. And the #etmooc community of learning that has grown in the months since the formal coursework ended has led to even more connections through an invitation to join the five-week Exploring Personal Learning Networks (#xplrpln) MOOC that Jeff Merrell and Kimberly Scott are facilitating under the auspices of the Northwestern University Master’s in Learning & Organizational Change Program. Not only does #xplrpln provide another venue in which #etmooc participants can work together, but it is, through its exploration of personal learning networks, helping all of us as participants enrich our own.

The multi-directional connectedness doesn’t even stop there; the more I look at each of these groups and opportunities, the more I realize how interconnected the various groups are. Participating in the #lrnchat session last night reminded me that #lrnchat includes members of the ASTD, #etmooc, and #xplrpln communities—and the frequent mention of the Personal Learning Networks course during the chat is leading more members of #lrnchat to join us in exploring what #xplrpln offers and is developing. Looking at the growing list of #xplrpln participants has introduced me to #etmooc participants I hadn’t met while #etmooc coursework was in progress. Looking at the list of colleagues in the Horizon Project in previous years brought the unexpectedly wonderful realization that it included a great colleague from the American Library Association. And diving into the current Horizon Project explorations of developments in personal learning networks obviously connects what I’m doing there and in the MOOC so that the learning opportunities flow both ways between those two communities.

There’s a distinct possibility that connectivism could become another of those buzz words that linger on the edge of our consciousness without ever developing into something tangible—at a human level—if we give it the proverbial fifteen minutes of fame/attention and then move on. Or it could become another element of an ever-increasing set of tools and resources that allow us to transcend geographic, occupational, and time-zone boundaries. In a world where we often bemoan the loss of community, we can just as easily celebrate its expansion. And that’s why Connected Educator Month seems, to me, to be a great opportunity to celebrate. Reflect. And grow.

N.B.: This is the first in a series of posts about Connected Educator Month and the first in a series of reflections inspired by #xplrpln (the Exploring Personal Learning Networks massive open online course).


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