EntreEd Forum 2018: Nurturing Tomorrow’s Workforce Today (Pt. 1 of 3)

September 28, 2018

Anyone arriving here in Pittsburgh with the mistaken impression that the pejorative term Rust Belt remains an appropriate description (as I did yesterday) is quickly going to receive a much-needed, extremely positive update—particularly after attending the first day of the 2018 EntreEd Forum. And we’re likely to be spreading the word to teacher-trainer-learners everywhere that Pittsburgh and EntreEd (the National Consortium for Entrepreneurship Education), an organization dedicated to “providing [entrepreneurship] advocacy, leadership, networking, technical assistance, and resources nationally for students and teachers,” are well worth emulating as we seek innovative learning models preparing our youngest learners for the quickly evolving work environments they will soon be occupying.

Fresh off a flight from San Francisco late yesterday afternoon, I was with EntreEd colleagues for a reception in Pittsburgh’s architecturally rich urban landscape for initial conversations about how teachers, learners, and representatives of a variety of organizations are collaborating to address concerns similar to what I’ve seen Jonathan Nalder and others from FutureWe address—including the overarching challenge of helping students develop the skills they will need for the next decade or two to thrive in an environment where nearly half the jobs currently existing may disappear. One answer, integral to the work EntreEd and Forum attendees are doing, is to recognize the growing importance of entrepreneurship  and to help learners develop entrepreneurial skills early and throughout their years in school.

Sublimation Creations students showing their wares to Forum keynote speaker Gregg Berr

The efforts and results are encouraging. Dozens of Pennsylvania students were onsite this morning to participate in a student entrepreneurship showcase—an opportunity for them to show Forum participants what they are doing through entrepreneurship-based curriculum in school and library makerspaces and fab labs (fabrication laboratories). The Productive Panthers from the Austin Area School District, for example, were discussing, displaying, and selling scented soy wax melts they designed and produced with school equipment including 3D printers in the school library. Students from the Bellwood-Antis School District displayed products they produced through their school-based Sublimation Creations business.

Talking with them and students involved in several other wonderful entrepreneurial endeavors shows a depth and level of sophistication that those long out of school may not even suspect exists. Ranging in age from elementary school to high-school level, they eloquently—and enthusiastically—described how the embedding of entrepreneurial education and project-based learning is preparing them to thrive in the workforces they expect to enter. They acknowledged the importance of learning how to start a business; design, create, fabricate, and market products; and develop the communication skills needed to sell those products—skills clearly and impressively on display as teachers from throughout the Appalachian region became those students’ customers during the showcase.

Collaboration was a theme—if not the theme—never far from the surface during  the showcase; a  keynote address on entrepreneurship in learning by Gregg Behr, executive director of The Grable Foundation and co-chair of the Remake Learning Council; and during afternoon EntreCamp sessions designed to provide opportunities for Forum participants to share success stories and resources with their peers so those stories could be adapted and implemented back at home within their own communities. Collaboration was clearly a factor in the success of the Productive Panthers and Sublimation Creations efforts since both benefitted from support from the San Diego-based Real World Scholars program.  Collaboration between Real World Scholars and The Grable Foundation was also obvious to anyone who noticed, on the Real World Scholars website, that the Foundation is one of RWS’s sponsors. And the obvious collaboration between the students and their teachers remains a very encouraging example of what is right in today’s world of education—as opposed to the often-justified complaints so often voiced by those concerned by the disconnect that exists between school and work.

Behr’s engaging keynote address was filled with examples of the spirit of collaboration. Pittsburgh, he told audience members, is gaining a reputation as Kidsburgh for being a great place to be a kid and to raise kids. Remake Learning is helping “ignite engaging, relevant, and equitable learning practices in support of young people navigating rapid social and technological change” (a description I pulled from Remake Learning’s website while Behr was describing the organization’s work). Elizabeth Forward High School’s FABLab was another example he cited of first-rate education in action—an assertion supported by the work of FABLab students who participated in the showcase. And his mention of The Labs at the Carnegie Library of Pittsburgh, supported by Remake Learning, sent me to the library’s website to see the introductory comment: “Teens learn best when their learning is connected to their passions, desires and curiosities.”

“The entrepreneurial mindset needs to be cultivated…it’s not a one-and-done endeavor,” one EntreCamp colleague said as the first day of the Forum was drawing to a close.

It’s inspiring to be here with so many first-rate educators committed to fostering that mindset—and important that we remember that each of us has a role to play in cultivating that mindset, among the learners we serve, to the benefit of the communities in which we work, live, and play.

N.B. — This is the first of three posts inspired by attendance at the 2018 EntreEd Forum near Pittsburgh. Next: EveryLibrary, Entrepreneurship, and Makerspaces

 

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Shaping Education Unconference 2018: Micro-Credentialing and Exploding the Classroom (Pt. 3 of 4)

April 30, 2018

If any of us had mistakenly thought that all the dreaming, planning, and neighborhood-building that took place all day last Thursday during the Unconference for Dreamers, Doers, & Drivers Shaping the Future of Learning in Tempe and Scottsdale, Arizona had drained us, we quickly learned otherwise when we formally reconvened for a final half-day of activities Friday morning.

A few lightning talks by participants primed the dreaming-planning-doing pump once again, and we were soon back in some conversational neighborhoods that had been established Thursday within the Unconference meeting room on the Scottsdale campus of the University of Arizona. At the same time, we were establishing a couple of additional neighborhoods Friday morning—including one centered on the topic of micro-credentialing in the temporary physical city of LearnerDreamerUnconferenceville. (I suspect this particular city is going to have a very long and productive life as a blended community existing in rhizomatically-growing online discussion groups and face-to-face meetings whenever we can again find ways to gather.)

For me, the fast-paced, very focused micro-credentialing discussion brought together interwoven threads of nearly a half-decade of conversations onsite and online with colleagues—all grounded in recognition that higher education is facing a tremendous challenge in finding/redefining its place in a world that increasingly questions the value of a four-year education and the higher-degree programs that are often extremely expensive and time-consuming. As one colleague mused shortly after the final formal Unconference session ended: Formal education will change radically within 10 years. We don’t stay in a job for five years; why would we stay in college for four? (And while I think there are plenty of great reasons why some of us will continue to see, value, and cherish those four-year experiences with occasional returns to onsite/online formal educational settings, that question is one that is well worth asking of anyone committed to lifelong learning and survival in the sort of rapidly-changing environment that my colleague Jonathan Nalder is attempting to address through his tremendously creative Future-U/First on Mars efforts.)

Following the pattern we used in our Thursday neighborhood conversations, participants in the micro-credentialing neighborhood set out to accomplish three things: define our unifying dream, establish what we hoped to do in one-, three-, and five-year periods of time, and document what was driving us toward those dreams and actions. The dream, with graphic facilitator Karina Branson helping keep us on track, quick came together: to connect formal and informal learning credentialing and create a confirmed, shared taxonomy so it would be useful to learners and those needing to know how those learners’ experiences match what is needed in contemporary workplaces. Looking toward the three- and five-year time horizons, we dreamed of helping create a system wherein empowered learners can express goals that would be documented through micro-credentialing; foster more opportunities for compound diplomas; and nurture a lifelong-learning pattern in which earning and learning remain intertwined.

Karina Branson/Conversketch

ShapingEdu–ASU Unconference_Micro-Credientialing_Group_WorkActions to be taken in the first year of our efforts include attempting to partner with on-campus registrars to see how this system can be created, nurtured, and sustained; see what standards need to be created to serve the overlapping interests and needs of learners and employers; and establish a mechanism to continue the conversation—efforts already taking shape through the creation of a LinkedIn discussion group and efforts to provide a forum for the discussions/planning/actions through our Slack Beyond the Horizon community which has spawned FOEcast (Future of Education forecast). Projected long-term actions to be taken by the micro-credentialing group include attempting to design a visual framework for micro-credentialing and continually seeking ways to foster collaboration with all identifiable partners in the (lifelong) learning process—not just those involved in higher education.

There are a number of factors driving many of us toward an effort of this magnitude at this particular time, and there are certainly numerous barriers behind which any skeptic could easily retreat. But that in-the-spur-of-the-moment question about why anyone would commit to four-year learning programs in a world where job and career changes are so prevalent offers one of the best reasons to pursue this effort. And an offhand comment made by my colleague and fellow Unconference participant Tom Haymes made about the need for “exploding the classroom” in the most positive of ways playfully pushes the conversation forward even more.

If we’re going to avoid the prediction that at least one colleague made at the Unconference—that our four-year colleges and universities could disappear or be much different in ten years than they are today—then all of us Edunauts who love the richly rewarding and highly varied onsite, online, and blended environments available to us today need to be actively engaged in the process of dreaming, doing, and driving that was so wonderfully at the heart of the Arizona State University Unconference last week.

N.B. — This is the third of four sets of reflections inspired by the Unconference for Dreamers, Doers, & Drivers Shaping the Future of Learning in April 2018.

Next: After the Unconference


Shaping Education Unconference 2018: Homecoming for a Community of Dreamers, Doers, & Drivers (Pt. 1 of 4)

April 27, 2018

I didn’t even make it through the hotel lobby to check in before being gratefully and willingly drawn into my first conversation with cherished colleagues here at the Unconference for Dreamers, Doers, & Drivers Shaping the Future of Learning in Tempe and Scottsdale, Arizona Wednesday afternoon.

Unexpectedly seeing Jared Bendis, Tom Haymes, and Ruben Puentedura—people I had known, adored, and learned from for years through the New Media Consortium (NMC) before its board of directors closed the organization and put it into Chapter 7 bankruptcy proceedings—made me immediately feel as if I were home again.

It has been a long emotional journey to arrive here at the Unconference. Many of us had been shocked and tremendously saddened by the sudden demise, in December 2017, of the NMC. Committed as much to the global community of teacher-trainer-learner-doers (this, after all, is in the best sense of the word, a community of learning “activists”) fostered by the organization as to the organization itself, we quickly mobilized via a “Beyond the Horizon” group on Slack—a popular social media tool that can be used to effectively facilitate productive online conversations within a community of interest. Bryan Alexander, Lisa Gustinelli, Jonathan Nalder, and I were among those immediately turning to the challenge of exploring ways to continue working together even though the organization that had brought us together had disappeared. It only took a few days to begin reconvening members of the community; within a few weeks, we had drawn approximately 200 members into that Slack community. What was and is fascinating about the Beyond the Horizon group is that it is was not and is not simply a group of people gathering to hold a wake; new members—colleagues who never had any formal interaction with the New Media Consortium, but who shared the community’s commitment to creativity, learning/learners/lifelong learning, innovation, and educational technology—began joining by invitation so that, in essence, it was rapidly evolving at the same moment that it was reconvening.

We asked some fundamental questions—often prompted by our colleague Bryan, whose Future Trends Forum remained one of several important touchpoints for us as we struggled to regain our footing—about where we had been as a community and where we might go in our suddenly-changed training-teaching-learning-doing environment. Within a few weeks, the community had already come up with a rudimentary framework for action, which Bryan helped nurture and document on his own blog. We continued to look toward a future firmly rooted in our history and traditions as a community of learners. And, with a core group of planners and a still-expanding group of partners, began establishing a new identity—under the community-established name FOEcast (Future of Education forecast)—held an online “ideation” week to continue developing a formal plan of action.

But what really gave the community a major push was an invitation from our colleague Lev Gornick to gather here in Arizona for the unconference that will conclude this afternoon. Having attracted nearly two dozen sponsors—including EDUCAUSE, which obtained the NMC’s assets through the Chapter 7 proceedings and is proceeding with plans to publish the 2018 Horizon Report > Higher Ed Edition halted by the closing of the NMC—and reached out to a community that extends beyond the NMC community, Lev is giving us a much-needed opportunity to build upon what many of us have accomplished together so we can continue working to produce positive transformations within the global learning community in which we live, work, and play.

Karina Branson/ConverSketch

That hotel-lobby conversation that extended over a mid-afternoon lunch blossomed at the Unconference opening reception, where a fabulous graphic facilitator, Karina Branson, helped create the foundations for the conversations and work that went on all day yesterday and will conclude early this afternoon. Karina, by listening to individual participants informally recall their first experiences with digital learning, created a wonderfully illustrated timeline. Not as a way of reveling in perceived past glories. But, rather, as a way to remind ourselves that we have a tremendously rich legacy upon which we can build as the group continues to evolve into something even better and more productive than what we had before the NMC disappeared.

It would be easy to fall into maudlin, clichéd observation that the more than 100 of us gathered here in the Phoenix area arrived to be present for and participants in the rebirth of a community of learning. But that would be a terrible misrepresentation of what I sense is really happening here. This isn’t a rebirth, from the ashes of a wonderful, innovative, inspirational organization, of the community created and nurtured by NMC for more than two decades. This is the reconvening of the members of a dynamic, thoughtful inquisitive, and highly-motivated group of Edunauts—a term coined by Jonathan Nalder and at least two other people, independently of each other!—who as the title of the Unconference suggests, continue to meet and welcome new members into a group of dreamers, doers and drivers interested in being part of the process of shaping a future for learning—to the benefit of those we serve.

And as we left the opening reception Wednesday night and at least a couple of us continued our conversations well into the evening in the parking lot of our hotel, it was clear that our work was not about to begin; it was about to continue with a wonderfully crafted agenda and plenty of work on the table.

N.B. — This is the first of four sets of reflections inspired by the Unconference for Dreamers, Doers, & Drivers Shaping the Future of Learning in April 2018.

Next: A Day Full of Dreaming, Planning, and Doing


Beyond the Horizon Report: A Plan and a Call for Participation

January 17, 2018

This “guest post,” written by long-time NMC (New Media Consortium) colleague Bryan Alexander, initially appeared on Bryan’s own Future Trends Forum blog at https://bryanalexander.org/uncategorized/beyond-the-horizon-report-a-plan-and-a-call-for-participation/; is here with his permission; and is part of an effort by many of us to maintain the dynamic, vibrant, global ed-tech community the NMC fostered before suddenly announcing its dissolution on Monday December 18, 2017. 

Two weeks ago I floated the idea of creating a new project, a future of education and technology initiative that would go beyond the late Horizon Report.

I wasn’t sure if anyone would respond, to be honest.  This is awkward stuff, thinking about starting a new project while an inspirational one is being liquidated.  It’s a bit inside baseball, too.

Then people did respond.  From all over the world.

From Britain, an offer to help out:

Bryan Alexander@BryanAlexander

Beyond the Horizon Report: towards a new project http://bryanalexander.org/2018/01/03/beyond-the-horizon-report-towards-a-new-project/  pic.twitter.com/8r67OgyCGa

Digital Maverick@digitalmaverick

How can someone like me get involved?

From Australia, Jonathan Nalder created this visualization for a variety of efforts, including a new research project:

Nadler_beyond the Horizon

(More from Jon below)

Another from Australia (what an awesome nation!), Kay Oddone blogged her reflections on the whole NMC story, with pointers to the future.

Rather than ‘keeping on, keeping on’, this likely halt in our favourite tech prediction publication may give us the pause to find new ways to work together to create something even better. A project that learns progressively and builds upon previous discoveries, which focuses on the how as much as the what.

The transnational team of Lisa GustinelliJonathan Nalder, and Paul Signorelli offered this call for a new community after NMC:

We are at a very early stage in the evolution of this community—in some ways, it feels as if the NMC’s body hasn’t yet been placed into the ground—but we are already seeing the genesis of a community bootstrapping itself forward in hopeful and promising ways…

(More on them below)

From Turkey came advice from a related research project:

Bryan Alexander@BryanAlexander

Can we create a new future of education and technology project?
Beyond the Horizon Report: https://bryanalexander.org/2018/01/03/beyond-the-horizon-report-towards-a-new-project/ 

Aras BOZKURT@arasbozkurt

1-Using Delphi, we carry out a similar research for Turkish Higher Education from the perspective of ODL. We grouped future hard technologies (eg: wearable tech), soft technologies (eg: blockchain) and research topics (eg: ethics in ICT).

From the United States came further concrete advice, as Michael Green called for an open approach:

Bryan Alexander@BryanAlexander

Can we create a new future of education and technology project?
Beyond the Horizon Report: https://bryanalexander.org/2018/01/03/beyond-the-horizon-report-towards-a-new-project/ 

Michael Greene II@profmikegreene

@ncaidin yea, I like a lot of what Bryan is thinking in that post. Specifically, I adamantly advocate for the new project to be done in the open, on github. If not under @EDUCAUSELI or @Apereo ‘s github org, then a separate new space for the new project itself.

So where do we stand now?

At the present “we” are a group or network of interested and engaged people from around the world, in different professional and institutional positions, linked together through technology and a shared passion for the topic: better understanding the future of education and tech.  We think there’s a crying need for better intelligence about where things might be headed.

Although different organizations have expressed interest and support in various ways, none are playing a formal or determining role at this point.

We don’t have a name yet, although many have been floated, and we will settle on one.

To be clear, there is *no* connection between this potential project and the New Media Consortium. This is not a continuation of the NMC’s Horizon Report, but the creation of something new. It is influenced by Horizon, as well as many other futures projects.  (Here’s my personal disclaimer.)

Here’s what we’re considering doing.

The goal: to produce a prototype and/or detailed plan before the year is out.

The method for doing so includes the following:

  1. Several design thinking events occurring face-to-face, such as at conferences, unconferences, and fortuitous meetups.
  2. Several design thinking events occurring online, synchronously, through videoconference tools.
  3.  ” ” ” ” ” “, asychronously, over a short time (say several days to a week). using a combination of tools, such as a wiki or Google Doc, Twitter hashtag, Slack group, etc.
  4. A continuous, public, open, Web-based conversation about producing a prototype and/or detailed plan. This can use tech from #3, but would run without interruption until the goal is achieved.
  5. A single, simple website to aggregate all of this information, with links and explanatory text.

What do you think of the plan?

To make this happen will require significant energy, planning, and commitment. There’s a lot of cat-herding, experimentation, and research involved. I am happy to do my part, since this is precisely in my wheelhouse. Others have joined up and contributed essentially to this process, including Maya GeorgievaTom HaymesJonathan Nadler, Lisa GustinelliPaul Signorelli, and more.

We could use more folks. Indeed, this new project’s inception could grow a community.

Who’s with us?

N.B. — Those interested in joining the discussion within the Beyond the Horizon Slack community can contact Bryan or Paul for an invitation to become part of that global, online community of teacher-trainer-learners exploring and promoting the use of ed-tech in learning.


Next Steps for a Beyond Horizons (2.0) Community

January 4, 2018

The following piece was prepared collaboratively by Lisa Gustinelli, Jonathan Nalder, and Paul Signorelli; each of us is publishing and sharing it on our own sites in the spirit of the collaboration that the piece documents. Please repost.

We’re a community that knows how to work, play, and, when necessary (as we have recently learned), grieve together. The key to dealing with those unexpected moments of grief seems to be in looking ahead as we bury our dead and tend to the survivors.

Those of us who were part of the NMC (New Media Consortium) global family, tribe, and community of learning for many years were stunned, a couple of weeks ago, by the sudden, completely unexpected news that our NMC friends/staff/colleagues had been suddenly laid off during the holiday season and, as the official (unsigned) statement distributed by former Board President Gardner Campbell via email noted on December 18, 2017, the “NMC will be promptly commencing a chapter 7 bankruptcy case. A trustee will be appointed by the court to wind down NMC’s financial affairs, liquidate its assets and distribute any net proceeds to creditors…” Those who loved the ed-tech reports issued through NMC’s Horizon Project, which documented ed tech projects, developments, trends, and challenges across both formal and informal learning sectors, are concerned that a project with more than 16 years of insights and impact worldwide could die along with the NMC.

Here one minute, gone the next: It’s the classic Talebian Black Swan—something so stunningly unexpected and world-changing for those involved (akin to the first, completely unanticipated sighting of a black swan where only white swans had previously been seen) that it shakes our beliefs and perceptions to the core. (None of us has been able to overlook the irony that one of the biggest Black Swans we have encountered came in the form of the dissolution of the very organization that had brought the concept of the Black Swan to our attention through a combination of conversations, articles, and a summit some of us attended in January 2015—three years ago this month.)

Dissecting the situation to determine what caused this particularly unwelcome Black Swan to land in our pond is going to keep a lot of people busy for a very long time.

Frankly, that’s not our concern. As we heard so many times decades ago on the original Star Trek television show, “He’s dead, Jim,” and others will have to handle the NMC funeral and respectfully deal with what remains of the corpse.

In less than two weeks, however, numerous members of the community that was originally fostered and sustained through the New Media Consortium have come together to determine what we will do to continue our work and play and exploration together in a post-NMC world. It only took us a few days of intensive online conversations and phone calls to determine that our greatest asset—one that cannot be monetized by any trustee or sold  through any bankruptcy proceedings—is the extended, collaborative, global group of innovative educators-trainers-learners-doers (what one of us lovingly calls “Edunauts”) who produced, under Creative Commons licensing, much of what made NMC such a dynamic organization with such far-reaching impact.

We are members of a vital, vibrant, dynamic community. That community is not dead, even if the organization that helped it grow and thrive is. By the end of the same week the announcement of the NMC’s immediate dissolution appeared, four of us (Lisa, Jonathan, Paul, and Bryan Alexander) had initiated community-wide conversations that led to creation of a landing place for the community: the Beyond the Horizon community on Slack.

We are at a very early stage in the evolution of this community—in some ways, it feels as if the NMC’s body hasn’t yet been placed into the ground—but we are already seeing the genesis of a community bootstrapping itself forward in hopeful and promising ways:

We are, individually and collectively, working as friends/colleagues/collaborators/cultivators, each tilling the vineyards we know best, collectively working toward the same goal of moving past this tragedy and keeping the momentum of this community going. And we hope you’ll join us, informally and formally, as we continue the learning journey the NMC community was on for nearly 25 years.


Changing Ourselves as We Try to Change the World Through Social Media

January 2, 2018

Change often starts small, with the most simple, innocuous of acts. For some of us, it was our reaction to the news that a Minneapolis Public Schools administrator, DeRay McKesson, had driven from Minneapolis to Ferguson to witness and document what was happening in Ferguson in the aftermath of the shooting of Michael Brown by a member of the Ferguson Police Department in 2014. We had been reading about shootings of fellow citizens who were African-Americans—by members of our police departments, by private citizens who felt threatened by the presence of a young men like Trayvon Martin because those citizens were Black. We were—and continue to be—increasingly horrified by what we were and are seeing in “post-racial” America.

DeRay McKesson, from Wikimedia Commons

When McKesson began reporting from Ferguson, via Twitter, we recognized that something had changed significantly. In addition to all the other forms of media that provided first-rate, reliable information about critically important issues we were facing, we now had an ever-increasing level of access to and involvement in defining, reacting to, and seeking information about and solutions to those issues. This was raw and visceral—far beyond the polished, often pseudo-objective reporting that comes from our cherished mainstream-media representatives. We were experiencing and willingly joining multi-level, non-curated, expansive reports and conversations and calls to action through Twitter, Facebook, blogs, podcasts, and other online resources. Social media was not completely replacing one-way broadcast media including newspaper, radio, and television as important, significant, much-needed primary sources of information; those resources remain the meat and potatoes of information-gathering at a time when we struggle to distinguish between fake news and reliable reporting. On the other hand, social media tools were increasingly adding an important, dynamic, potentially world-changing element to our conversations and our perceptions about our world, how we interact with it, and how we might attempt to change it in positive ways.

Those already familiar with Twitter and other social media platforms need only glance at the most cursory list of the hashtags to become aware of the scope of our conversations and the way that the use of hashtags is making action-based conversation easier for even the most inexperienced of activists:

#BlackLivesMatter, #Brexit, #BringBackOurGirls, #DACA, #Dreamers, #Ferguson, #GunSense, #HealthReform, #MeToo, #NODAPL, #NotOneMore, #NotInOurName, #OccupyWallStreet, #ParisAccord

Let us make no mistake about it: This is a deeply personal, highly transformative level of change to some of us. It began changing the way we used and viewed social media tools including Facebook and Twitter. We began initiating conversations that we previously thought of as being too risky for online conversations; our shift came out of a decision that avoiding those online conversations that exposed and forced us to confront some of our deepest differences was far more risky than not exposing and confronting them. We openly reached out to friends and colleagues whose experiences and political beliefs differed tremendously from our own. We sought to listen, to learn, to find common ground, and to attempt to produce positive change in response to the difficult and often painful challenges that so often seemed to irrevocably separate us.

At times, our tongue-in-cheek approach (e.g., my own promotion and use of the hashtag #MakeAmericaCivilAgain in response to the disgustingly uncivil nature of discourse that was on full display during the Presidential election campaign in 2016) produced surprisingly encouraging results: colleagues from all walks of life found common ground in the idea that promoting civility in our interactions would be a great first step in trying to address some of our most wicked problems. We also realized that incorporating humor into our discussion was an important element in trying to re-civilize our exchanges.

We are drawn into these conversations, and we are engaged by small- and large-scale desires to positively respond to the challenges we face, because we all are potential activists. The use of social media tools is one of many resources we have in our personal and collaborative toolkits; the people I am interviewing for my book Change the World Using Social Media know and understand this because they use social media nearly every day.

Cayden Mak, 18 Million Rising

Some (e.g., Samantha Adams Becker, Maurice Coleman, David Lee King, and Jonathan Nalder) have been friends and colleagues for many years and are people who, before they agreed to be interviewed for this book, did not overtly identify themselves as activists. The fact that, as librarians, educators, and writers, they foster social change at small- and large-scale levels through their activity in a variety of social media platforms, will, I hope, encourage you to see that you don’t need to be famous or have thousands of followers in your social media accounts to be able to contribute to positive change in the communities you serve. Others (e.g., Cayden Mak, Elizabeth Myers, and Camila Mariño Venegas) have titles and responsibilities that put them at the heart of facilitating positive change within their communities; they are people I met through the use of social media and other online resources as I was seeking activists from a variety of backgrounds so I could provide examples of effective use of social media in a variety of environments and involving a wide range of issues attracting the effort of activists fostering positive social change.

Regardless of your current use of social media and your reach in promoting change, you can easily find plenty of examples via social media platforms themselves to help you see how social media, as part of your overall activist’s toolkit, can provide opportunities for conversation, planning, collaboration, and action that will bring you and others closer to riding waves of change rather than being drowned by them. You can also easily find plenty of examples of how some of our most creative colleagues using social media remain committed to honestly and openly cultivating a sense of trust and engagement with their online and onsite collaborators and those they serve.

“I think it’s not a coincidence that our staff still tends to be highly educated—not just in a book/academic way—but many of them, past and present, have been schooled so to speak in the history of social movements and stuff like that,” 18 Million Rising Executive Director Cayden Mak said during our initial interview for Change the World Using Social Media. “That kind of expertise allows us to speak from a very genuine place—I think the voice an­­d the tone that we built was intentionally comradely in that way because we share a set of cultural references, but we’re interested in bringing more people on board with those cultural references. I think it’s been a careful effort to ensure that we both demonstrate our expertise while making that accessible to people.

“The thing that this process taught me is the importance of trust. With other organizing formations I was a part of at the time, we were building trust in order to do high-stakes things like shutting down New York State Assembly meetings and risking arrest in order to highlight hypocrisy in the university system. Online, there isn’t necessarily a sense that there are high-risk actions to take. However, I think online organizers often do themselves a disservice when they emphasize that their tools and platforms make social action ‘easy’ or ‘simple.’ Because the whole point of organizing, to me, whether it’s online or off, is to build trust among a group of people in order for them to take calculated risks towards a goal.” 

N.B. — Paul is currently writing Change the World Using Social Media, scheduled for publication by Rowman & Littlefield in Winter/Spring 2019. This is the second in a continuing series of excerpts from the manuscript in progress.


NMC 2017: Expanding the Ever-growing Conversations in Our Global Learning Spaces

June 14, 2017

You certainly didn’t have to be here in Boston to have been an active participant in opening day at the NMC (New Media Consortium) 2017 Summer Conference yesterday. Because so many of us have become used to, adept at, and passionate about being part of  the blended (online-onsite) learning environments we help create and nurture, those of us onsite actively reached out to offsite colleagues to draw them into the presentations, conversations, explorations, and numerous moments of revelation in terms of trends, challenges, and developments in educational technology. And those to whom we reached out responded magnificently via synchronous and asynchronous contributions on Facebook, Twitter, Shindig, and other online collaborative tools. Sometimes with us, sometimes among themselves—a process that further emphasizes the diminishing assumption that onsite interactions are always central and online interactions are ancillary.

NMC17--LogoIt’s far from unusual at conferences serving trainer-teacher-learner-doers to find dynamic levels of discourse flowing seamlessly between onsite and online participants. When the reason we are gathering is to learn more about technology by using it, the discourse that is fostered by creative use of resources such as Shindig only speeds up the process of disseminating that innovation and its adoption among ever-increasing numbers of people globally.

You could literally see the process taking place during International Society for Technology in Training (ISTE) CEO Richard Culatta’s keynote address during the formal opening session. Colleagues onsite were visibly engaged, and their engagement expanded via Twitter and Facebook to draw our offsite colleagues into exchanges that sometimes included backchannel conversations between those offsite colleagues—as if Culatta were with them as well as with us and inspiring some major rethinking about the world we inhabit.

Also apparent to those of us attentive to this was the way what used to be seen as discrete, separated moments are becoming intriguingly expanded “moments” that that can continue for days, weeks, months, or event years through the use of the online tools that continue to evolve to our benefit.

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Richard Culatta(l) and Bryan Alexander at NMC17

The latest of those moments for me began earlier this week when Apple Distinguished Educator/Henderson Prize Winner/Future-U Founder/entrepreneur/innovator/NMC Ambassador/colleague/friend Jonathan Nalder and sat down to dinner here an hour after I arrived. Some of what we discussed during that dinner extended into another dinner two nights later with Shindig representatives, our colleague Bryan Alexander, and several others who, over the course of the evening, were sharing stories about the ed-tech developments we are exploring, fostering, and disseminating—including the use of Shindig to take advantage of collaborative learning opportunities. The moment again expanded unexpectedly yesterday morning when another colleague (Palm Beach State College Director of Innovation and Instructional Technology/NMC Ambassador Lisa Gustinelli) and I decided to track Bryan down to see if we could watch him conduct a live Virtual Connecting session via Shindig with offsite colleagues right after Richard Culatta’s keynote address concluded.  He and our Shindig colleagues didn’t just invite us in to observe the session involving Culatta and others; they introduced us to Culatta a few minutes later when he arrived to discuss his keynote address a bit with our offsite colleagues; allowed us to photograph the process in action; and even interviewed us, at the end of the session, to extend our own conversations into the online part of our global learning space.

NMC staff, administrators, board members, general members, and supporters have done a great job, over the past few years, in creating and fostering a vision of a cutting-edge community of  learning centered on “lifelong learning with lifelong friends,” and I’ve never felt that vision in action more strongly than during this extended “moment” that is obviously far from finished as I write these words well after midnight between days one and two of the conference. We came. We interacted. We learned. And we will continue to do so as long as we remain committed to maintaining a strong sense of curiosity, a commitment to innovation, and a focus on serving those who rely on us to support them in their own lifelong learning efforts.


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