Innovator’s Mindset MOOC (#IMMOOC): At the Intersection of Innovation, Community, and Zombies

October 17, 2017

Yet another article—this one from Inside Higher Ed—is purportedly documenting the idea that MOOCs (massive open online courses) are dead—again. Which is news to those of us who are current relishing and being transformed in dynamically positive ways by George Couros’s #IMMOOC (the Innovator’s Mindset massive open online course). #IMMOOC and others are far from being the educational equivalent of the zombies inhabiting the mythical Land of the Living Dead Learning Opportunity; in the best of situations, they are dynamic learner-centric, inspiration-laden learning spaces where communities of learning can and do develop.

My experiences with #etmooc (the Educational Technology & Media MOOC) a few years ago provided numerous surprises that I’ve documented extensively on this blog and elsewhere: it showed me that online learning is every bit as productive and rewarding as the best of my onsite learning experiences have been. It helped me realize that creating seamless blended (onsite and online) learning spaces was far from a dreamy never-in-our-lifetimes possibility. It has helped me foster an appreciation for an extended use of blended learning among colleagues and other learners. And it has transformed the way I approach my own training-teaching-learning-doing endeavors.

One of the most unexpected and rewarding aspects was the realization that the communities of learning that develop in a course (onsite or online) could, as soon as they become learner-driven by those who see themselves as “co-conspirators” in the learning process rather than sponges striving for little more than a grade or a certificate of completion, take on a life that can and will continue far beyond the timeframe of any individual course or other learning opportunity. The #etmooc community continued actively online for more than three years; it was only when numerous key members of the community changed jobs or retired that the impetus community members had for continuing to meet vanished and the community became dormant.

Yet another unexpected and rewarding aspect came with the realization that the community of learning fostered by a well-designed and well-facilitated is not a closed community. Many of us in #etmooc found that our course-based explorations put us in touch with others who were not in the course—but who became interested in the #etmooc community—because of the two-way (and sometimes multi-way) face-to-face and online conversations that started in #etmooc, continued via social media tools and other resources, and further added to the development of the #etmooc community by drawing those non-#etmooc players into the land of #etmooc. For me, it was a wonderfully expansive example of what Frans Johansson so clearly described as “The Intersection” in The Medici Effect—the type of third place (e.g., a pub) where strangers briefly come together, exchange ideas (involving plenty of listening as well as talking), then disperse and help disseminate those ideas among others whose paths they cross long after the original pub discussions (or MOOC community of learning discussions) took place.

I saw this in action again last week in terms of the #IMMOOC community expanding beyond its tremendously permeable walls when I helped initiate a one-hour conversation about one particular aspect of The Innovator’s Mindset with colleagues who meet online to record sessions of Maurice Coleman’s podcast T is for Training. The conversation began with little more than participants having a link to an online resource—“8 Characteristics of the Innovator’s Mindset (Updated)”—that George Couros wrote and eventually incorporated into his book. We summarized the resource during the first few minutes of that episode of T is for Training, then used it as a springboard for a discussion exploring how it could be incorporated into the library training-learning programs that we help shape and facilitate.

The result was that, by the end of the hour, we were energized and ready to transforms the words from The Innovator’s Mindset into concrete actions designed to support innovative approaches to learning within the organizations we serve. We had also created a new learning object—the archived recording of the discussion—that contributes to the resources available to those exploring the topic—including those of us participating as co-conspirators in #IMMOOC. And we had created a new, ready-to-expand Intersection whereby the T is for Training community and the #IMMOOC community might meet and grow together. And the next possibility—that others who have not participated in T is for Training or #IMMOOC might now begin interacting with the fostering the positive actions both communities support—is a possibility ready to spring to life. Which is not, all things considered, a bad result coming from a form of learning that has just, once again, been declared dead and active only as one of an ever-increasing league of Zombies of Learning.

N.B. — This is the sixth in a series of posts inspired by Season 3 of #IMMOOC.

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Innovator’s Mindset MOOC (#IMMOOC): Reading in the 21st Century

September 25, 2017

Reading as I prepare to dive into #IMMOOC (the Innovator’s Mindset massive open online course) Season 3, I’m once again coming face to face with how much continues to change in the way we train, teach, learn…and read. At the heart of this Connectivist MOOC is George Couros’s book The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity, so the learning process begins with reading the Foreward and Introduction to the book. And therein lies a lesson very much worth experiencing and learning.

Couros--Innovator's_Mindset--CoverReading those first few pages of the print edition of the book brings us in contact not only with Couros’s lovely writing voice, but also, not surprisingly, with a variety of additional resources through references to videos and a few other books. Nothing revolutionary there…until we decide to take advantage of absorbing the book’s contents by pursuing all available contents, including those videos. So, instead of doing what I’ve done in the past—reading the text and promising myself that I would go back to the “extended content” that includes those videos and other books, I’ve taken a more leisurely approach this time around. When Couros mentions Dan Brown’s “An Open Letter to Educators” video (accessible on YouTube from my laptop or mobile device), I take the 6.5 minutes required to watch the video, then return to the book with a far deeper, visceral, engaging understanding of the point Couros is making about the need for us to change our approach to teaching at the moment I’m reading these words. And when he includes a quote from 17-year-old TEDx presenter Kate Simonds’ “I’m Seventeen” talk, I bring her right into my learning space (and hear her plea for more collaboration among learners and learning facilitators) by watching the 13.5-minute video of that session before returning to the printed pages of the book that now, for me, includes that encounter with Simonds. And when Couros writes about how the O2 commercial “‘Be More Dog’ illustrates how a decision can lead to extreme and positive changes,” I follow the link and enjoy a good, thought-provoking moment courtesy of the access I have to that commercial via YouTube so it, too, is part of my reading experience today.

Couros writes, on p. 7, that the book “is all about how we can make the most of learning to create meaningful change and provide better opportunities in our schools.” From where I sit, I believe it also shows how our onsite-online “blended learning” landscape offers us training-teaching-learning-doing opportunities we have not had until recently. It also offers us the opportunity I’m documenting here to step back from our own learning, while engaged in the learning process, to see how something as simple as the act of reading continues to evolve and affect us in ways we are not adequately noting.

T_is_for_Training_LogoIt’s a theme that also came up recently among those of us participating in the latest episode of Maurice Coleman’s wonderful biweekly library training-teaching-learning podcast T is for Training. We were engaged in a conversation about a resource (“Liberating Structures”) we had been exploring, and I temporarily stopped the conversation by noting how “blended” our session had become. The four of us on T is for Training were physically sitting in our offices on opposite coasts of the United States, learning from each other through that dynamic virtual learning space created by Maurice’s fabulous online-facilitation skills that fostered an online discussion that immediately became an archived learning object (created, in true Connectivist fashion, by the learners themselves) for anyone else who wanted to access it online as soon as it was posted. And our discussion—in a way that parallels what I’m experiencing as I read a blended printed-online version of The Innovator’s Mindset—seamlessly moved back and forth between the online resources we were reading-exploring-citing while carrying on that online discussion. This is the act of reading as part of an ever-expanding conversation that connects live and asynchronous participants in ways that bring new learning opportunities to us in an approach limited only by our imaginations, our online-search skills, and our access to the technology that puts those resources and participants into our reading-learning spaces.

My exploration of this expanded version of reading a book in preparation for the live IMMOOC session online today comes full circle as I come across citations from a few other books. There is one I have already read in print format, so Couros’s quote from the book rekindles the pleasure of recalling and re-using material already read and absorbed; it becomes woven into my current reading-learning experience and, in the process, gains new life. And as I come across a couple of other references, I quickly find excerpts online from those books so I can skim them and make them part of this immediate reading experience, if time allows, before the live session begins.

Couros, in referring to the “Be More Dog” video, tells us that “[t]he line from the video that resonates most with me is, ‘Look at the world today; it’s amazing.’” And as I prepare for the first live, online interactions I will have with my #IMMOOC colleagues later today, I’m struck—as I always am by first-rate learning experiences—by how amazing the changes in reading and learning continue to be…particularly with the added perspective of an innovator’s mindset.

N.B. — This is the first in a series of posts inspired by Season 3 of #IMMOOC.


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