ShapingEDU Winter Games: Making Sense and Making Music IRL

January 8, 2021

There is no going back; there is only going forward, a panelist suggested during the opening keynote event on Day Two (yesterday) of the Arizona State University ShapingEDU three-day Winter Games conference for dreamers, doers, and drivers shaping the future of learning in the digital age. And, like much of what we heard, saw, and experienced yesterday, those words were, before the day was over, provoking entirely different thoughts than what the speaker had intended when he voiced them during a dynamic, thoughtful, and wide-ranging discussion of “The Future of Sports and Entertainment.”

One central element of that panel discussion was a series of reflections on how the shelter-in-place social distancing guidelines implemented in response to the current coronavirus pandemic are continuing to force major adjustments regarding how teams and fans interact, and regarding how technology is providing possibilities, short- and long-term, that weren’t much under consideration before the pandemic began—virtual interactions between players and fans, apps that extend the experiences of the games themselves, and virtual gatherings of fans who are geographically dispersed.

Where the pandemic erected barriers, creativity (and tragedy and necessity) fostered innovation. When it became impossible for fans and teams to be together onsite, many—including panelists Robert Mathews; Collaboration Strategist, AVI Systems; Rick Schantz, Head Coach, Phoenix Rising FC; Mark Feller, VP of Technology, Arizona Cardinals; Salvatore Galatioto, President of Galatioto Sports Partners; and Stephen Rusche, Sr. Director, Smart Communities, COX Communications—immediately began engaging in large-scale rethinking. Followed by innovation. Followed by success stories that are already creating a new normal. And, possibly, to be followed—in the months and years ahead of us—by a long-lasting new-and-better normal. One that combines the best of what we had with the best of what we are developing during the pandemic.

Which pretty much carries us to a theme flowing through much of what the “digital immersive experiences” of the Winter Games has offered: the idea that, in digital-age lifelong learning, we are experiencing massive shifts caused by situations many of us were too comfortable to anticipate or acknowledge, and to which we now are responding—sometimes creatively and sometimes successfully—with innovations that are well worth nurturing and preserving after the need for social distancing becomes less necessary.

A highly-interactive session later that morning—ShapingEDU Storyteller in Residence Tom Haymes’ “Learn at Your Own Risk: A Hackathon for Navigating the Post-Pandemic Slope and Skiing Into the Digital Age of Learning” —took us a significant step farther down that path of designing and exploring a new and better normal. Built on the theme of nine strategies for thriving in a pandemic and beyond (drawn from his newly-released book (Learn at Your Own Risk), the hackathon engaged session participants through interactions within an online collaborative tool to help us see how we could apply those strategies, to the benefit of our learners, within our own teaching environments.

“Systems shape our behavior” and “our behavior shapes systems,” Haymes observed at one point, and those words, like the sports panelist’s remark about looking forward rather than back, seemed unintentionally prescient less than a few hours later…because that’s when many of us, during a scheduled break in the Winter Games conference, became aware of and tried to make sense of the actions of the seditionists who had forced their way through the meager and ineffectual security forces in our nation’s Capitol and had temporarily disrupted our legislature’s attempt to formally count and certify the votes cast through the Electoral College.

It’s impossible to try to capture even a small portion of all the thoughts and emotions we had during that three-hour mid-day break. I am, however, left with the memory of one stunning contrast in terms of reactions I observed. Away from the Winter Games (in the sense that I was talking with my wife and absorbing news reports), I was skimming email messages and came across a notice that, because of what was happening in Washington, DC, a local San Francisco Bay Area bookseller I very much admire was cancelling an online author event that was to be held that evening—a decision with which I have no disagreement because it was the right decision for the community served by that bookseller. In contrast, moments later, I was back online with others in the ShapingEDU community at the scheduled time for the resumption of the Winter Games conference. Because I knew that this was a community that would see, in the act of moving ahead as planned rather than postponing or cancelling our interactions, a reaffirmation of all that is at the core of our community. A commitment to working together. To finding solace and encouragement by remaining together during this latest time of national tragedy. And to thinking about all we had been hearing, seeing, and doing together—looking toward and helping shape the future rather than being frozen by looking back. Considering how systems and behavior are interwoven and equally important elements in our efforts to foster positive change among ourselves, our communities, and those we serve.

In that moment during which divisiveness was on display in all its ugliness in our national capital, we couldn’t miss the irony—nor could we have been any more appreciative—of the fact that the Winter Games session we were about to attend together was centered on the theme of inclusivity. Nor could we have been more appreciative for the realization that we were about to hear about and explore possibilities for healing ourselves through that session, facilitated by Alycia Anderson, on the power of inclusivity. But most stunning of all—in the most positive of ways—was the ease with which one of our community leaders and Winter Games organizers, Samantha Becker, stepped up to the plate to introduce that session. She immediately acknowledged what was happening in the Capitol. How the situation was touching each of us in the most personal and emotional ways possible. And how, through what we do, we continue to light and carry the equivalent of an Olympic-sized torch to light the way toward the bright future to which our community is so strongly committed. It was yet another in an enormously long list of moments in which I’ve been proud to be part of the ShapingEDU community.  Inspired by people like Anderson who join us in an effort to help us broaden our horizons and remember the importance of what we are doing. And (somewhat) hopeful, even in our darkest moments, that we might continue looking forward and improving our systems and our behavior in ways that lift to one step closer to living up to our highest and most cherished ideals.

You would think, after all of that (including the very moving presentation Anderson offered us in that tremendous moment of need), that we would be ready to call it a day. But no. As is a tradition within our nearly four-year-old community of dreamers-doers-drivers, we weren’t quite done with each other yet. So we moved into the final event of the day—a stunningly positive online concert featuring seven tremendously diverse musicians who not only reminded us of the importance of the arts in our lives, but demonstrated, through their adaptability, the innovative way our artists are responding to the challenges and changes caused by the pandemic. The performers very effectively dealt with Zoom-as-a-concert venue from the beginning segment (which featured a series of one-song-per-artist performances in our main virtual concert hall); into a second segment where were able to follow a few individual performers into breakout rooms that served as smaller, more intimate recital halls for short sets; and then back into the main hall for activities that culminated in a final set of one-song-per-artist performances by each musician. And it was through this very effective combination of live music online and the social connections fostered among audience members who communicated through Zoom’s typed-chat function that the session became so much more than it might otherwise have been. A musical event. A chance for the same sort of online interactions many of us have during evening events at onsite conferences. And a chance, using and observing the technology, to be immersed in and simultaneously step back from the environment to see what it was providing.

This image has an empty alt attribute; its file name is shapingedu-winter_games_concert-artists1.png

“I’ve had the honor of seeing [him] play this IRL,” one colleague observed in a comment via chat near the end of the evening. “And it’s awesome in any format.”

“I love the reference to ‘in real life,’” I immediately responded as if we were chatting across a table in a coffee house where musicians were performing, and I was thinking again of how the pandemic has inspired us to redefine what we see as “in real life.”

Is it only physical, face-to-face interactions, as some continue to assume without considering how our world is rapidly evolving? Or has “in real life” matured to the point where we can see our blending of onsite and online interactions as a magnificent opportunity to interact in almost magical, mystical ways, that have never before been possible in sports, the arts, and lifelong learning?

I look at my three-day in-real-life experiences at the Winter Games—which I’ll continue to describe in my next post, covering Day 3—and at all the small and large transformations the experiences are nurturing within me and other members of the community. And I’m inspired to continue looking forward. Trying to make sense of what I see. Hungry to make music and foster positive change at every possible level. And committed to helping shape a brilliant future in collaboration with these cherished members of our community and anyone one who wants to join us on this journey.

–N.B.: 1) This is the twenty-seventh in a series of reflections inspired by colleagues’ reactions to the coronavirus and shelter-in-place experiences, and the second in a series of posts inspired by the ShapingEDU Winter Games.


ShapingEDU Winter Games: We Tune Because We Care

January 6, 2021

With my head exploding from a week’s worth of thoughtful, transformative experiences packed into a single day, at least one thing is clear to me: If we were to diligently look for communities that have rapidly evolved and managed to thrive during the current coronavirus pandemic while remaining grounded in their core work and values, we would have to place Arizona State University’s ShapingEDU at or near the summit.

The community opened its first-ever three-day “digital immersive experience” of Winter Games earlier today—an ambitiously innovative set of offerings designed for “an international community of changemakers (educator leaders, smart city experts, students, faculty and technologists) engaged in a breadth of activities designed to surface the best in emerging approaches for shaping the future of smart campuses, cities and education—during and after the pandemic.” And you would have had to have been completely immobilized, beneath an avalanche, to have been left feeling unmoved.

This is a community that, because of its ever-growing membership—more than 4,000 members, most acquired during the past seven months—and its commitment to exploring and adapting to change, was well-positioned at the beginning of the pandemic to shift a mostly-onsite conference into a completely online conference—while that conference was in progress. It’s a community that, a few months later, saw (in the shelter-in-place social distancing guidelines implemented in response to the pandemic) an opportunity to innovate, so came up with and produced a week-long campy virtual summer camp—Learning(Hu)Man—for dreamer-driver-doers committed to shaping the future of learning in the digital age. And it is the community that brought nearly 1,200 of us together today in yet another online convocation that rivals the best of anything I have ever experienced in onsite or online gatherings.

I knew, even before taking advantage of an extended lunch break, that Day 1 of the Winter Games was going to be another transformative experience for me and for the other teacher-trainer-learners who form the core of this community of dreamer-driver-doers. And when the activities resumed mid-afternoon Pacific Time (as opposed to mid-morning “tomorrow” for those colleagues and presenters on the other side of the world—including singer-songwriter Biddy Healey, participating live from Australia), I was even more energized and inspired by the combination of an hour-long social event that continued the Winter Games conversations and the subsequent, more formal, early-evening panel discussion that was conducted in a way that fostered the creation and strengthening of connections. Connections between the panelists and those watching/listening to the panel. Connections between viewers/listeners who contributed to what the panelists offered. And connections between viewers/listeners who used the online chat function to reach out to each other to initiate conversations that will continue long after the formal three-day event ends and have positive impacts of members of the communities we serve. For connections are what ShapingEDU and the Winter Games are all about.

It’s simply that kind of community and that sort of event: the preparation and the follow-up are as important as what transpires during the run of the event itself.

This was a virtual gathering that began the day at the top of the virtual ski slopes and never really stopped so we could catch our breath. The “Opening Ceremony + Olympic Keynote” (“Learning Futures: Designing the Horizon”) brought us together with a trio of engaging, forward-thinking educators from Arizona State University: Dr. Sean Leahy, Director of Technology Initiatives, MaryLou Fulton Teachers College; Dr. Punya Mishra, Associate Dean and Professor, Mary Lou Fulton Teachers College; and Jodie Donner, Lead Technology Strategist and Head of IgnitED Labs. The thoughts were so rich, the resources so numerous, that we could (and should) spend several days reviewing notes, following links to the resources cited, and broadening our view of our world by reading and absorbing the reports and texts on websites as diverse as those representing the Future Today Institute, Arizona State University’s Learning Futures Collaboratory and IgnitED Labs (the latter a project that pivoted magnificently from onsite to online environments without giving up its commitment to hands-on learning experiences in pursuit of technology, creativity, and learning), and many others that you can learn about through the archived recording of the session. (The fact that the archived recording was already posted online on the ShapingEDU Community YouTube channel before the end of the day, and that a lovely, playful 3.5-minute “View from the Chair Life: Tuesday Evening Recap” was among several other videos on that same channel before mid-evening, is yet another sign of how efficiently and effectively this community functions.)

“We are not predicting the future,” Leahy said at one point in a comment capturing a theme running through much of what I saw and heard. “We are designing in a principled manner to build resilient educational systems to address that uncertainty.”

Moving to a different part of the Winter Games slopes for the first of two mid-morning break-out sessions I attended, I was completely taken by what CoSN (the Consortium for School Networking) CEO Keith Krueger and Technology Innovation Design Entrepreneurship Sustainability Coordinator Kim Flintoff provided—both intentionally and unintentionally—provided during their 45-minute Innovating the Future of Learning: Schussing Downhill With Driving K-12 Innovation session. The intentional offering included a wonderful preview of CoSN’s 2021 Driving K-12 Innovation report, which is scheduled for formal release before the end of this month. The report, a summary of which is available online, includes a survey of hurdles (digital equity, scaling & sustaining innovation, and evolution of teaching & learning), accelerators (personalization, social & emotional learning, and learner autonomy), and tech enablers (digital collaboration environments, untether broadband & connectivity, and blended learning tools) to the expansion of the use of technology in K-12 learning environments. The unintentional offering—at least for me—was the reminder, as I absorbed these observations about a part of the learning sector I don’t normally visit, of how much overlap there is between the hurdles, accelerators, and tech enablers in that sector and other sectors with which I am much more familiar in my overall lifelong-learning environment. And, again, it reminds me of the gift ShapingEDU provides by bringing such a diverse group of lifelong learners together for an exchange of ideas that we, in turn, will help disseminate through conversations, presentations, and posts such as the one you are reading—to the benefit of those we serve.

Rejoining the Winter Games for the mid-afternoon “Fireside Chat: State of the Smart Region” social hour brought yet another set of surprises—not the least of which was how smoothly event organizers combined an informal conversation about how The Connective—a consortium of 23 city, town, and county local governments organizations collaboratively creating the nation’s largest and most connected Smart Region—with a live musical performance that was seamlessly interwoven with, rather than being a diversion from, the offerings of the Winter Games. As we made the transition from Smart Regions to what event organizers described as “part entertainment and part exploration of the event’s themes,” singer/songwriter Biddy Healey began a live online performance of solo-acoustic versions of a few of the songs from her recently-released album Salt River Bed (recorded with a nine-member band) and one new song that has not yet been recorded. Her rendition of “Patterns of Your Mind,” a song directed to someone lost to Alzheimer’s, was so hauntingly beautiful and meaningful to anyone who has experienced or is experiencing that loss that it immediately becomes something we want to be singing to our own lost loved ones; and it’s true to the spirit of commitment ShapingEDU community members have to individuals/learners in a world where technology often seems to be given precedence over people/learners. And her rendition of the new song about a stolen river—Australia’s Murray-Darling, where “more than 2 trillion litres of water…has gone missing”—became, in this context, much more than a song about a river; it perfectly captured the challenges we all face in so many of the “rivers” we traverse. And a great call to action for those of us in the ShapingEDU community.

So many wonderful moments. So much to absorb. So much to do. Yet through all of this inspiration, it is, perhaps, one of the most unplanned and, therefore, most unrehearsed moments that stays with me at the end of Day 1 of the Winter Games. That moment when Healey, between songs, stopped long enough to tune her guitar and apologize for its having gone out of tune because of the heat there in Australia. At which point one of the Winter Games participants (Deputy CIO and BI Strategist at Arizona State University John Rome) responded, via the online chat, “We tune because we care.” Which, for me, captures the spirit of how ShapingEDU community members thrive by continually tuning every figurative instrument we encounter and every situation we face: because we care.

–N.B.: 1) This is the twenty-sixth in a series of reflections inspired by colleagues’ reactions to the coronavirus and shelter-in-place experiences, and the first in a series of posts inspired by the ShapingEDU 2021Winter Games.


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

December 10, 2020

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

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

Lev Gonick

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

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

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

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

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

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

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

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

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

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


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

December 10, 2020

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

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

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

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

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

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

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

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

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

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

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

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

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


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

November 13, 2020

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

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

In a work and personal setting, yes.

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

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

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

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

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

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

Natalie Miller

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

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

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

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

“How?”

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

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

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

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


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

November 13, 2020

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Open Education Consortium logo

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

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

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

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

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

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

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

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

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

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

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

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

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

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


Promoting Universal Broadband Access With Dianne Connery (Part 2 of 2)

October 7, 2020

This is the concluding segment of a two-part interview conducted with Dianne Connery, director of the Pottsboro Area Library (in Texas) and a ShapingEDU colleague who has been a long-time proponent of universal broadband access, particularly for those in the community she serves. An article drawn from the interview is available on the ShapingEDU blog.

Let’s pivot a bit to focus on how successful partnerships that benefit everyone involved are developed. During a recent webinar you did for WebJunction, you talked about a variety of innovative approaches you and your colleagues in Pottsboro have taken in an effort to provide broadband access. Would you mind describing the partnership you created with a local conference center there in Pottsboro?

We work to support local businesses. Being in a tourist destination (Pottsboro is on a large recreational lake—Lake Texoma), our businesses were especially hard hit by the pandemic. Outside of city limits, access is more difficult. We talked to the manager of a resort hotel/conference center about the possibility of using their parking lot as a Wi-Fi hotspot for students. As part of that partnership, we shared our goal of getting media attention about the project. In fact, it has received national attention. When I took photos of the Wi-Fi hotspot, I made sure to take the picture from an angle that showed the resort in the background. This trailer was provided by by ITDRC [Information Technology Disaster Resource Center]. There was no cost to the resort or to the library. It was the library acting as the connector between organizations who could meet the need and the community.

Any stories from Pottsboro residents showing the positive impact that the placement of a Wi-Fi hotspot in town had?

A grandmother who is raising her three grandchildren in nearby apartments used that Wi-Fi for the kids to do their schoolwork. Not only did she not have Internet at home, but she doesn’t have a car. When the schools shut down, being able to walk to that hotspot was the only way the kids could finish out the school year. College students who came back home when their schools shut down used it for accounting homework and test taking. Fortunately, we have a board member who also lives in the nearby apartments who was able to capture some photos and get photo releases. That is part of being strategic with finding funding—being able to put a human face on the issues.

You have, in other conversations we have had, talked about the difference between what standard maps show in terms of broadband coverage and what coverage actually exists. Would you describe what you’ve seen and talk about what we can do to address the disparity between the maps and the actual situation impacting people who need broadband Internet access for work and learning?

One of the difficult national issues is no one has a clear picture of what the real extent of the infrastructure problem is. In short, the FCC maps are created by self-reporting from Internet providers. A provider considers an area covered if one home in a census block could potentially receive service. Self-reporting from providers results in tremendous over-reporting. Some organizations are working towards more accurate maps, but it is very labor intensive. Connected Nation is creating new maps. Their process is sending field engineers to drive every road in the county with equipment that looks for signals. (I’ve spent the morning riding around with two field engineers who were sent here to map coverage in Grayson County through funding provided through Texas Rural Funders.) The engineers take pictures of a variety of towers, power lines, etc. to figure out where actual coverage is. This is an area [where] I would like to see rural libraries take the lead. One of the first steps is to figure out if access is available. After that, we need to know if it is affordable. After that, we need to make sure devices are available. After that, the users have to have the digital literacy to use it. It is a complex problem with no quick fixes.

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

Connect people who have an interest in the issue to work together. Who has an interest? Schools, businesses, libraries, realtors, health care providers, non-profits, internetproviders, people who work from home, and families. Sometimes even people in this small town don’t agree on whether or not there is a problem. If they have robust service in their home, they don’t understand that a house down the block might not be able to get a connection. I think gathering all the stakeholders to discuss what the current status is would be a great start.  

What have I not asked that you hoped to cover?

The only thing that comes to mind is that speaking to you has brought into focus the importance of storytelling. This is such a dry subject that it is easy for people to glaze over. By telling the stories, I think we have more of a chance of motivating people to work towards solutions. We are developing a coverage map with interactive markers that will tell the story of the person who lives in that location. All of this talk about spectrum, bandwidth, and infrastructure is about real people living their lives and trying to do the best they can.

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


Promoting Universal Broadband Access With Dianne Connery (Part 1 of 2)

October 6, 2020

This is the first part of a two-part interview conducted with Dianne Connery, director of the Pottsboro Area Library (in Texas) and a ShapingEDU colleague who has been a long-time proponent of universal broadband access, particularly for those in the community she serves. An article drawn from the interview is available on the ShapingEDU blog.

Let’s dive right into the substance of what you’re doing. What first drew you to the challenge of providing broadband Internet access for work and learning?

Dianne Connery

Working in a rural library, I talk to people every day who struggle with not having access to broadband. Their stories inspired me to work to improve conditions. In particular, I saw how young people do not have the same experiences and opportunities as kids in the suburbs and urban environments. I raised my kids in cities, and they were exposed to up-to-date technology. Many of the families do not have broadband in their homes, and parents are not tech savvy. The school system is struggling to provide up-to-date technology and training as well. It is not uncommon for teachers to lack access to broadband in their homes. I want young people to be on a level playing field when they graduate from high school.

Much of what I read and hear from colleagues focuses on the learners and on employees. You’ve raised an interesting part of the problem by mentioning the teachers and their own lack of access. Is the library doing anything to help instructors?

We were able to provide hot spots to some of the teachers although that is not a viable solution for some areas. The library recently received a $25,000 TSLAC [Texas State Library and Archives Commission] grant to provide internet in 40 homes. Teachers will be included, and the remainder are low-income families. A pending $232,000 IMLS [Institute of Museum and Library Services] grant will provide home internet for an additional 85 homes. This is an EBS spectrum dedicated to education. I am working closely with a local fixed wireless internet provider (TekWav) to find funding to build infrastructure that will eventually cover every student and teacher in the county.  On the digital literacy side of the issue, the library has provided access and training to the teachers/students to use our databases. This week I started a learning circle that is a group learning experience for Google Drive Essentials. I’m hoping to support some of the teachers to work more efficiently with available technology.

You’re opening a very interesting door here for readers who are interested in how to take a step-by-step approach to addressing even the smallest pieces of the broadband-access challenge, including the question of funding. Based on your experience pursuing and obtaining grants, what simple steps would you recommend for those who don’t know how to identify funders and create successful funding requests?

Much of our success is a result of building relationships with people/organizations who share the same goals. Especially since COVID-19, I’ve been actively participating in weekly calls where I am connecting with others who are working towards universal broadband. One helpful call is Gigabit Libraries Network. Through being on that call, I was invited to be a sub-awardee on a large global grant proposal that used different approaches in different locations as pilot projects. Ultimately, we did not receive that award, but through the relationship building, Gigabit Libraries Network emailed me and asked if I would like funding to deploy neighborhood access stations. They provided funding for three neighborhood access stations which are in the process of being constructed now. Additionally, they connected me with the Information Technology Disaster Resource Center [ITDRC]. ITDRC deployed a mobile Wi-Fi trailer to a parking lot outside of town in an area with limited connectivity. A few weeks ago, ITDRC installed a hot spot at a bait and tackle shop outside of town in an area with a lot of school kids who don’t have Internet at home. So, all of that happened as a result of just talking with other stakeholders. Schools, Health & Libraries Broadband Coalition is also helping me understand the whole issue from a legislative/advocacy perspective. Hopefully, the work we are doing there will result in federal funding to make things happen. So, just talk to people, and one connection leads to another. If you connect to the right person, the funding follows.

 Among the gems in the answer you just provided is this one: “..we did not receive that award, but through the relationship building…” Any thoughts to prospective fundraisers about how to react to the word “no” in response to a request for funding?

I give myself one day to be disappointed, and then [move] on to the next thing. Usually we have several grants in the pipeline at any one time, so we are already focused on the next horizon. Personally, I have also had the good fortune of being a grant reader for two organizations and have learned a lot from being on that side of the equation. Sometimes there is something particular the funder was looking for that, through no fault of your own, doesn’t match. It has helped me be a better grant writer. Also, I have learned to write case statements so that I am able to use content in future grant applications so the work was not wasted. 

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


Promoting Universal Broadband Access With Arlene Krebs (Part 2 of 2)

September 8, 2020

This is the second part of a two-part interview conducted with Arlene Krebs, a ShapingEDU colleague who is consulting in the arts, education, and technology and was honored as a California Broadband Champion in 2014. Arlene and I serve together as members of the organizing committee for ShapingEDU’s “Connecting for Work and Learning: Universal Broadband Access in the United States” initiative. An article drawn from the interview is available on the ShapingEDU blog.

Let’s stay on Loaves, Fishes and Computers for a moment. What role did you play in establishing/nurturing it?

I have worked hand-in-hand with the Founder and Executive Director [Christian Mendelsohn]. He came to my University office in 2011 to ask for advice on funding and grant writing. (I am the author of four editions of The Distance Learning Funding $ourcebook: A Guide to Foundation, Corporate & Government Support for Telecommunications and the New Media—last edition was 2000, so you can see the “old” references to new media). So, Christian asked for my help. I began with the first Board of Directors—I have served on nonprofit boards for 40 years now—and I began grantwriting for LFC. Since 2011, I’ve helped bring in nearly $700,000 in funds to support his organization, which has kept it afloat. Since SIP [sheltering in place during the coronavirus pandemic], we’ve distributed over 1,500 computers to those in need—low-income families, seniors, individuals, veterans, people with disabilities. I just completed eight grant applications for Loaves, Fishes & Computers, totaling $149,500 in requests for our work, of which we’ve heard from two funding agencies, awarding us $50,000 (our request and its maximum allotment) to distribute even more computers.

Another aspect concerns my work with the Central Coast Broadband Consortium—which I helped to found—and, being part of the statewide initiatives to close the digital divide, and the resulting grant opportunities through California’s Public Utilities Commission and also the state’s Broadband Council.

So many lovely threads to follow here. Let’s take this down to an individual level. Would you mind telling a success story in terms of how Loaves, Fishes, and Computers affected one participant or one participant’s family?

Hold on: I will cut and paste a recipient’s testimonial.

Fantastic! Thanks. I do want to get us to the current situation and how it’s giving us opportunities, but first want to get back to the Central Coast Broadband Consortium connection.  “When people want to find out what’s happening on broadband in Monterey County, they call Krebs,” CETF [California Emerging Technology Fund] President and CEO Sunne Wright McPeak wrote when you were recognized as a Broadband Champion in 2014. What were some of the most rewarding experiences you had that led to that level of recognition among your peers?

Founding the Wireless Education & Technology Center, organizing the Wireless Community & Mobile Users Conference more or less annually from 2003-2015, in which we gathered some of the true pioneers in the field of WiFi, Broadband, and Applications who represented the tech, business, nonprofit, and education “industries,” and who envisioned what policy, financing, technical challenges and more to overcome to make nation-wide broadband a reality. Also, I was invited by Cisco in 2004 to attend its Global Education & Broadband conference in Stockholm and Oslo (convened during the same time as the Nobel Prize ceremonies; Lev Gonick was another US representative of 10 of us, and I the only woman). At this summit, I learned about how government initiatives, funding, policy, and support in other countries were solving these issues, but not here. In the U.S., we have private companies providing infrastructure and services, so without private and some public sources of monies—in grants and investments—broadband infrastructure has lagged here. So, in 2004, Stockholm was connecting all of its public housing to broadband, Portugal had a nation-wide plan, Ethiopia was seeking ways to provide city-wide access etc. It opened my eyes to the possibilities—and inspired my work and commitments.

The ShapingEDU “Connecting for Work and Learning: Universal Broadband Access in the United States” initiative clearly has grown out of the challenges we’re seeing as learners across the country—and those facilitating their learning—have made a sudden pivot from mostly-onsite to primarily online learning in an incredibly short period of time. What opportunities do you see this shelter-in-place period providing for those supporting universal broadband access throughout the United States?

Over the past few weeks, there have been numerous articles in our local press and nationally about this persistent challenge of providing the tools and the connectivity to those without access. It is especially potent now where “remote learning” is at the forefront of the national discussion. How over 700,000 students in California alone do not have adequate tools or connectivity, how in our Monterey County 17,000 students of 78,000 K-12 students, do not have access. So it is a two-fold dilemma. The first is the economic, geographic, racial, social justice and digital divide; the other side of the coin, so to speak, is access to education (as well as access to health, social services, government & employment resources) on the Internet. As for distance learning, as I mentioned, I’ve been involved in this since the early 1980s with the first nationwide educational satellite networks, to two-way interactive videoconferencing to today’s online arena, and am a founding member of the United States Distance Learning Association, a nonprofit organization that brings together the business, government and education (K-12, higher ed, lifelong learning) arenas.

I used to travel this country teaching about distance learning, the professional development that’s required for K-12 teachers and higher ed, the tools that are necessary, the time and money commitments, the assessing of the skills that a learner/student needs to bring to the table, so to speak, to participate fully and effectively. What we have now is a “hodge-podge” emergency-laden response, so I am glad and grateful these issues are at the forefront, but concurrently distressed that we have 1) not solved the technology and broadband infrastructure issues and 2) that distance learning potentials are being met in a haphazard, uncoordinated manner that is leaving many students at the wayside—either turned off to what their teachers are so desperately and heroically trying to provide without proper professional development and the use of readily available curricula and distance ed resources—or students who are excluded because of no technology or access.

Yes, the issues are glaringly at the forefront right now. However, with the uncertainties festered by the global pandemic and the global economic downturn, I fear that broadband and technology access may be pushed aside once again for those who are not empowered. Broadband will continue to be provided for those in urban areas and for the workers of global and national corporations/agencies—but not for those who need it, too. 

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

Oh, this is too long a response, but: 

  1. Learn what’s going on in your region. Who are the service providers, how can local government negotiate with them to provide access to your community?
  2. Ditto, research which organizations are actively working on these issues, school districts, county offices of education, libraries, local business community that requires broadband to survive and expand.
  3. At the state level, find out what policy and funding the state is offering. Does it have a broadband policy? Who is overseeing this—and, by the way, just about every state does have a policy—how can you get involved?
  4. At the federal level, see what the FCC is doing—its National Broadband Plan—what does its state, what is its status?
  5. Learn what organizations involved in these issues are doing—for example, the United States Distance Learning Association, COSN [the Consortium for School Networking], ISTE [the International Society for Technology in Education], Silicon Valley, the Wireless Communications Alliance here in California, these are examples of the kinds of government, business, nonprofit, education, telecom providers are doing. For example, Comcast, AT&T, and Spectrum Charter each have initiatives to provide monthly low-cost Internet (generally $10-$15 per month).

In other words, research, explore, involve yourself. Collaborate, Cooperate and Activate!

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


Promoting Universal Broadband Access With Arlene Krebs (Part 1 of 2)

September 8, 2020

This is the first part of a two-part interview conducted with Arlene Krebs, a ShapingEDU colleague who is consulting in the arts, education, and technology and was honored as a California Broadband Champion in 2014. Arlene and I serve together as members of the organizing committee for ShapingEDU’s “Connecting for Work and Learning: Universal Broadband Access in the United States” initiative. An article drawn from the interview is available on the ShapingEDU blog.

Let’s start by setting some contemporary context for our conversation. During the recent week-long ShapingEDU Learning(Hu)Man virtual summer camp [July 2020], you talked about your evolving view of the term “digital divide,” and later circled back to broaden those comments. Care to summarize that here?

I’ve been working in this arena all my life, with initiatives to assist the most underserved and underrepresented members of our nation…be it in education-teaching, in working with other pioneers in the field of distance learning to assure equitable access to learning resources, teachers/faculty, and participation, and when the Internet “kicked off” in the late 1990s, to help expand opportunities for wired and wireless connectivity for Internet access. 

When everyone began to call it the “digital divide,” it first meant—was understood as—access to technology and connectivity—be it DSL, satellite communications, or—as it evolved—“high-speed bandwidth.” So at that point it became clearer, as I worked in this arena, that technology and bandwidth are part of the solution. Having the financial means to acquire technology and pay for Internet access was another part of the equation. So I began using the term “the economic and digital divide.”

As I worked in this arena and helped to form the Central Coast Broadband Consortium, and organized annual regional conferences—“The Wireless Community & Mobile User Conference”—I became more aware, learned from others, that access is more than money and technology and connectivity. It became clearer that the telecom providers were not going to wire or provide connectivity in areas that did not produce an ROI, or where the geographic terrain is too difficult. These are referred to as underserved areas. So then it became a geographic, economic and digital divide. As the push for broadband evolved, as the FCC, cities, states, and our own California became more involved in policy and public awareness, I realized that the divide is a geographic, economic, racial, social justice, and digital divide. Today, not having access to the tools, the connectivity, the resources to participate fully in our increasingly digital and virtual culture, is a form of exclusion. It is a “locked-out” form of denying equitable participation in our democracy.

I’m going to come back to much of what you just said to explore it a bit more fully, but want to step back a bit for a moment. You mentioned your lifelong interest in this topic. Was there any one personal incident/experience that initially drew you into becoming an advocate for Internet access?

Yes: education and distance learning, I am a pioneer in that arena. When I left my home in New York City to come here for one year to help kickstart distance learning at the new university—California State University, Monterey Bay—it had written a vision statement (summarized here) that included “serving the most underrepresented people in our region and to use technology as a catalyst to transform people’s lives.” So I left my work in lifelong learning and as a Communications professor working with underrepresented urban residents, to pick up the banner, so to speak, of underrepresented farm and hospitality workers in this region.

Sounds like a great example of the “follow your heart” idea. What has been most encouraging to you during all those years of activism on this issue?

I’ve been really fortunate in that I’ve had an amazing, fulfilling career that encompasses the education, business, and non-profit arenas. I did my graduate work in the 1970s on the Impact of Communications Technology on Culture—with the launch of the first communications satellites (1976) and its applications for interactive videoconferencing for education. This was the “beginning of modern distance learning”—as opposed to radio, one-way broadcast TV, and snail-mail usages previously. So participating in and watching how education, business, and nonprofits—particularly in the arts—began and continue to use technology and connectivity is especially heartwarming—though not without lingering issues. Moreover, I began working with one nonprofit [Loaves, Fishes & Computers] that focuses on computer refurbishing and digital literacy for underrepresented communities, and this, too, has been very fulfilling. I am Chair Emerita for it, and continue to envision its future and how we can assist for 11 years now. Also fulfilling.

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


%d bloggers like this: