EntreEd Forum 2018: When Those Who Teach Also Do What They Teach (Part 3 of 3)

October 3, 2018

It’s one thing to sit through conference presentations designed to help you learn more about a field that interests you; it’s quite another to participate in a conference which offers you opportunities to practice what you’re learning—which is exactly what happened wonderfully, helpfully, and engagingly during the second half of the three-day 2018 EntreEd Forum near Pittsburgh over the weekend.

The conference, organized through EntreEd (the National Consortium for Entrepreneurship Education)—an organization dedicated to “providing advocacy, leadership, networking, technical assistance, and resources nationally for [entrepreneurship] students and teachers”—was an incredibly immersive experience from start to finish. It offered a perfect approach for a gathering of educators interested in learning how to more effectively incorporate entrepreneurship into the work we do with learners across the United States. We spent our first morning together in a Student Entrepreneurship Showcase that gave us a wonderful opportunity to talk with those budding entrepreneurs who were onsite to describe and sell products they had made in school. We began that first afternoon learning from Grable Foundation Executive Director Gregg Behr’s keynote address about the intersection of entrepreneurship, learning, and community in Pittsburgh, then spent time in breakout groups exploring a variety of topics related to embedding entrepreneurship training into every possible setting within our education system.

Another keynote address on the second morning was followed by our participation in a variety of breakout sessions facilitated by conference attendees. By the time we finished hearing the lunchtime keynote address delivered by Nick Staples, the young entrepreneur who created the quickly-growing West Virginia-based Zenergy Cycling company, we were primed for the moment of transition: when participants were given the afternoon to develop pitches for entrepreneurial projects to be funded through cash prizes during a pitch contest to be held on the final morning we were to be together.

EntreEd representatives worked with the prospective competitors throughout the afternoon to help them develop the five-minute pitches they would deliver the following morning. And, as is the case with any great learning opportunity, this one was firmly grounded in producing something that could not only be used during the pitch contest, but long after the prospective entrepreneurs returned to their communities regardless of whether they actually won any of the cash prizes ($1,000, $750, and $500) to be awarded.

Projects pitched onsite, after a final keynote session on Preparing Teachers & Students for the Future world of work, included:

*A snack cart offering students nutritious snacks throughout the day; snacks have informational nutrition tags so students learn while snacking

*VRJ (Viking Restorative Justice) program, featuring community business leaders working with students; students apply lessons learned to develop pitches to improve their school

*A program to support high-school students who have taken on role of primary caregivers at home and often have to skip their classes; funding would allow them to spend more time in school

*Creating Opportunities Youth Conference, a one-day conference by youths for youths to foster entrepreneurial skills

*Art through the Ages, for disadvantaged elementary school students (often homeless) to collaborate on creating art they can sell; products based on that art would be produced by middle-schoolers

*Entrepreneur Night, during which students could pitch and sell products they create themselves so they become aware of business opportunities in a county where employment opportunities are extremely limited

*The Collaboratory, a maker zone in a school library to allow students to explore, build and tinker in ways that would nurture essential workplace skills; the project was pitched as a catalyst for future change

*A program fostering entrepreneurship among those who have lost their jobs

*Appalachian STEMS: Blossoming STEM Interest Among Appalachian Girls to make them #STEMStrong

*Student-designed, student-produced Koozies created within the context of a school textiles class

*BBQ (Begin, Build, Quit), a proposal to create a community BBQ pit that becomes a meeting place and site for events to strengthen community that has a very high death rate from overdoses

When the three judges returned to announce the results, they provided an unexpected example of entrepreneurship in action: having decided that they could not make a decision between two equally strong second-prize candidates, one of them—Rebecca Corbin, Executive Director at The National Association for Community College Entrepreneurship (NACCE)—offered to provide a second $750 second-place cash award through her organization so that four educator-entrepreneurs could return to their communities with funding for their projects.

Seeing what will come from the efforts of the winners—which included the first-prize award to BBQ—will carry the work of the conference forward. Seeing what will come from sharing these ideas among our peers and others we know will extend, even more, the reach of EntreEd, the 2018 EntreEd Forum, and those who were inspired by the event.

N.B. – This is the third of three posts inspired by attendance at the2018 EntreEd Forum, near Pittsburgh. Next: Encouraging Teachers of Entrepreneurship to Work as Entrepreneurs

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EntreEd Forum 2018: EveryLibrary, Entrepreneurship, and Makerspaces (Part 2 of 3)

September 30, 2018

I have never before tried to turn a conference session space into a makerspace, nor have I ever been part of conference that, essentially, turned into a makerspace. But that’s what magically and seamlessly happened here just outside of Pittsburgh this weekend during the 2018 EntreEd Forum, organized through EntreEd (the National Consortium for Entrepreneurship Education)—an organization dedicated to “providing advocacy, leadership, networking, technical assistance, and resources nationally for [entrepreneurship] students and teachers.”

EveryLibrary Founder/Executive Director John Chrastka, teacher/librarian/Foundry Makerspace Fellow Heather Lister, and I were here with support from EveryLibrary to facilitate a 45-minute session on the topic of “Entrepreneurship, Schools, & Library Makerspaces.” John, Heather, and I—with encouragement and plenty of enthusiasm from EntreEd Executive Director Gene Coulson and The EdVenture Group Senior Program Manager Jennifer Wotring—designed a highly-interactive session meant to help participants increase their awareness of the possibilities for incorporating makerspaces into their ongoing efforts to help learners develop entrepreneurial skills that will serve them well as they enter our quickly-evolving work environment.

There was nothing upfront to hint that the hotel conference room we were using was about to become a makerspace. And, frankly, the three of us facilitating the session did not walk into that room with the intention of creating a makerspace where we could help colleagues better understand how makerspaces and entrepreneurship can quickly and easily be interwoven. But after we provided initial reminders that makerspaces do not have to be high-cost endeavors—a theme that ran through many conversations here this weekend—and are not necessarily as much about 3D printers and other high-tech tools as they are about creating spaces where we learn by creating, we turned the conference room into a no-cost, low-tech, highly productive makerspace through three simple actions you can easily replicate:

*Declaring the room a makerspace

*Asking session participants—our co-learners, co-creators, co-conspirators in learning—to quickly rearrange their chairs so they would all see, interact with, and collaborate with each other for the remainder of the session

*Proposing the idea that what we would make together was a rudimentary plan for how each of them could apply makerspace concepts to their own schools as soon as they returned home

The transformation was immediate. Our co-creators took a few minutes sharing, with everyone else in the room, experiences they had with makerspaces; some of the questions they had about makerspaces; and ideas for how little they have needed or would need to create a makerspace to meet their learners’ needs. Among the resources Heather, John, and I added to the makerspace were slides showing how makerspaces support entrepreneurship—including images taken a day earlier of students at the EntreEd 2018 Forum Student Entrepreneurship Showcase displaying their own wares that were at least partially created through school and school-library makerspaces (with strong support from their teachers and school librarians). And with less than 10 minutes remaining in the session, we went around the temporary makerspace to give our co-conspirators in learning an opportunity to tell us what they would do as a result of having been part of the session—in essence giving them the opportunity to put the finishing touches on the rudimentary plans of action they were collaboratively creating in that makerspace.

This story could have easily ended at that moment, but the EntreEd Forum organizers had previously planned the conference activity that inadvertently made the entire conference, from my point of view, a makerspace: an afternoon of activities designed to help these teacher-maker-innovators prepare pitches designed to gain funding for projects that would allow them to more effectively foster entrepreneurship among the learners they serve—a topic to be more fully explored in the next in this three-part set of reflections on the 2018 EntreEd Forum.

John.

Looking  back on the set of experiences I have had here at the conference, I realize there is one other not-yet-acknowledged makerspace: the virtual one (phone calls and email exchanges) that allowed John, Gene, Jennifer and me to create the structure for the session, and the extension of that makerspace into the Google Drive presentation deck that Heather, John, and I created (online and asynchronously, not face to face) for use during the session—a wonderful reminder that, like so many words in our vocabulary, “makerspace” is one that continues to evolve in ways we are just beginning to explore and limited only the limits of our—and your—imaginations. (For more information about EveryLibrary’s efforts to foster entrepreneurship, please visit the organization’s “Entrepreneurs” site on Medium.)

N.B. – This is the second of three posts inspired by attendance at the2018 EntreEd Forum, near Pittsburgh. Next: Encouraging Teachers of Entrepreneurship to Work as Entrepreneurs


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

 


Shaping Education Unconference 2018: The End is the Beginning (Pt. 4 of 4)

May 3, 2018

I’ve always appreciated a thought I’ve found in the work of a variety of writers I admire—the end is the beginning—so it was wonderful to find that the formal end of the Unconference for Dreamers, Doers, & Drivers Shaping the Future of Learning in Tempe and Scottsdale, Arizona late last week immediately initiated series of new beginnings that are continuing to unfold as I write this piece nearly seven days later.

It was an inspiring, transformative day and a half of presentations, discussions, and planning by teacher-trainer-learner-dreamer-doers from several different countries on a few continents, preceded by an informal evening reception to initiate the entire gathering arranged by Arizona State University Chief Information Officer Lev Gonick with the assistance of Samantha Adams Becker and many others. It immediately produced many productive conversations and initial plans for action. It extended beyond its formal conclusion through a couple of post-Unconference sessions that expanded the group of participants to include members of the Arizona State University community. And, in a stunningly quick follow-up, those involved with organizing the Unconference announced, within days, that as many materials and resources as could be gathered had already been posted on a publicly-accessible website—a site, which in essence, provides a virtual Unconference experience for anyone interested in participating asynchronously. More importantly, the website creates an additional avenue to assure that what happened in Arizona won’t stay in Arizona.

It was—and is—dreaming, doing, and driving at a global level. And it is, in essence, a wonderful example of a high-end blended (onsite-online), synchronous-asynchronous experience at its best, with the possibility of rhizomatically-growing conversations and actions that, if successful, could lead to positive changes that will benefit the global community that previously was drawn together and served very well by the New Media Consortium (NMC). The Unconference is simply the latest wonderful manifestation of that community, in a post-NMC environment, seeking familiar as well as new places (onsite as well as online) to continue the work it does so well—in long-term NMC partner organizations including EDUCAUSE and CoSN (the Consortium for School Networking) as well as community member-generated groups including the Slack Beyond the Horizon community which has spawned FOEcast (Future of Education forecast) for those who did not want to lose the global community of teacher-trainer-learner-doers NMC had so effectively nurtured across a variety of sectors in our lifelong-learning environment. There is also a newly-formed LinkedIn group created expressly to continue Unconference conversations regarding the present and future of micro-credentialing not only in higher education but also in many other parts of our lifelong learning sandbox—and many other offshoots that will gain more of our attention in the weeks and months to come as dreams begin to be transformed into actions.

Lev himself, in an email message to the 129 of us who participated onsite in Tempe and Scottsdale last week, does a great job of setting the context for anyone interested in knowing what the website offers:

“Our minds are still racing with all the ideas and insights you contributed on shaping the future of learning in the digital age. It’s amazing what can transpire when a collection of diverse perspectives are in the same place at the same time. Thanks for coming with an open mind, ready to share your knowledge, dreams, and concerns.

“As you know, our talented graphic facilitator Karina Branson of ConverSketch created visual representations of the Unconference discussions as they unfolded. Additionally, lightning talk speakers presented their big ideas and questions. All of these materials, from Karina’s visuals to the slide decks, are available on a special website we’ve created for this community:

The site also includes a link to the Twitter feed produced through #ShapingEdu hashtag which many of us used to extend the conversations beyond the physical walls of the Unconference meeting room and the outside-the-room conversations that continued in restaurants, the hotel lobby, the hotel parking lot, and numerous other locations so that conference “participants” included many colleagues who weren’t physically with us but, in a very real blended-world-sort-of-way, very much with us; accessing and adding to that Twitter conversation was just one of the numerous ways in which the Unconference can be said to have already taken on a extended life far beyond the short period of time during which we were interacting face to face.

­­And, in what can be seen as a commitment to leave no Unconference stone unturned, the website organizers have even added a “Media and Blog Reflections” section that, as I write this, includes a few of the articles that are already available from participants and will, without doubt, include many more that are either freshly-posted or on their way to being posted. (Karina herself has an interesting set of insights, on her own blog, about into how graphic facilitation primed the pump for many of the productive conversations that began during the opening reception.)

We have a lot of work ahead of us. And we know that those who were skeptical of and/or critical of what the New Media Consortium and its numerous partners and community members produced, will probably be equally critical and skeptical of what the Unconference dreamers and members of our extended global community of learning are in the early stages of pursuing. But our openly-expressed desire to be inclusive and transparent in our work—in this lovely, dynamic, innovative community of Edunauts in higher education, the kindergarden-through-12th-grade sector, community colleges and vocational schools, museums, libraries, and workplace learning and performance committed to supporting lifelong learning at its best—means we look forward to working with you and anyone else interested in being actively engaged in the process of dreaming, doing, and driving that was so wonderfully visible at the Arizona State University Unconference last week.

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


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: Moving Into the Neighborhood (Pt. 2 of 4)

April 30, 2018

One of the more playful and productive exercises at the Unconference for Dreamers, Doers, & Drivers Shaping the Future of Learning in Tempe and Scottsdale, Arizona late last week involved building neighborhoods. We weren’t using hammers and nails, and no hardhats were required. This was an exercise in identifying key issues in higher education and other learning environments; pulling tables together to create neighborhoods of conversation within the conference room in which we were meeting; and then diving into those conversations designed to identify what the residents of the newly-established Unconference neighborhoods held as their unifying dream, what we hoped to do in one-, three-, and five-year periods (horizons, anyone?) of time, and what was driving us toward those dreams and actions.

Because of my ongoing interest in finding ways to nurture and sustain a global online community (FOEcast—the Future of Education forecast group unified through a “Beyond The Horizon” group on Slack) that has emerged from the closing and Chapter 7 bankruptcy proceedings initiated by New Media Consortium (NMC) board members in December 2017, I immediately moved into FOEcastville and dove into planning with others inspired by this post-NMC community which is evolving with the addition of members who had no direct, previous connections.

Defining our dream was a fairly easy undertaking because the effort had already been underway for a few months: developing a highly-functioning, sustainable community of action that will extend to sectors beyond higher education and will include spin-offs to connect to other learning organizations worldwide.

Establishing a list of actions to be completed within one-, three-, and five-year periods also was straightforward. Our year one goals include engaging in strategic planning; continuing to establish mission, vision, and value statements that will guide us and others who join our efforts to identify and promote positive changes within the various lifelong-learning environments in which we work; producing documents that will be useful to those joining us in our efforts to continue contributing to global efforts to shape the future of learning—and make those documents available under Creative Commons licensing; and seeking ways to continue working together online (e.g., through the Slack “Beyond the Horizon” group) and onsite (e.g., through gatherings including the Unconference for Dreamers, Doers, & Drivers Shaping the Future of Learning).

Our three- and five-year goals contained an implicit acknowledgment that this is still very much a rapidly-evolving community that draws from the community that existed under the auspices of the NMC and also draws from the extended, rhizomatically-growing community of our non-NMC colleagues who share an interest in collaborating to have a positive impact on lifelong learning throughout the world. With that in mind, a major item on our list is to continually engage in revisions of our implantation plans so we can react to the changes that will undoubtedly occur in our learning environments. We also made the commitment to look for opportunities to establish and/or work with organizations tackling parts of the effort to reshape learning (e.g., those focused on higher education—like 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—as well as others working in our extended lifelong-learning playground: colleagues in the K-12 sector, community colleges and vocational schools, museums, libraries, and the extensive network of workplace learning and performance (talent development) colleagues. (Those that come to mind for me include colleagues who gather under the auspices of first-rate learning organizations such as ATD—the Association for Talent Development or who are filling unmet learning needs through opportunities provided by LinkedIn/Lynda.com).

It was heartening to see so many representatives from so many of these organizations and industries working together during the Unconference to develop plans of action to help reshape learning; Arizona State University Chief Information Officer Lev Gonick did an amazing job of pulling together a broad coalition of stakeholders in the conversation from a variety of countries. Our colleagues from EDUCAUSE were active participants in the process of attempting to determine how our post-NMC world will take shape. Several members of the former NMC community accepted the invitation to present lightning talks to stimulate the conversations. The result of these combined efforts and commitment to innovation was that any participant interested in being part of our ongoing efforts to better serve our learners had plenty of opportunities to find a place to engage in what will be an ongoing, dynamic shaping process—with an eye on producing concrete, measurable results.

It’s worth paying attention to how and why the Beyond the Horizon/FOEcast conversation—and so many others—progressed so quickly. This was a group that already had been interacting online for a few months and was drawing upon years of experience as a community of teacher-trainer-learner-doers (learning facilitators as activists in the best sense of that word). We approached our work with a sense of collaboration and a commitment to positive action; there was very little argument, but, on the other hand, this was far from an exercise in groupthink—plenty of ideas surfaced, and those which appeared most promising seemed to find advocates willing to carry them further in the weeks, months, and years ahead of us, while those ideas which did not immediately catch fire can certainly resurface as needed. The space itself, on the Arizona State University campus in Scottsdale, was conducive to the types of interactions Lev and others did so much to foster: the room had plenty of natural light flowing in from outside; the room itself was spacious and had furniture that could easily be moved to create the best possible set-up for an exchange of ideas. (The FOEcast group quickly created a T-shaped arrangement of tables that made it possible for most people to hear each other easily and contribute to the conversation.)

We also need to acknowledge the importance of the conversation facilitators in an endeavor at the level of the Unconference and those neighborhood-development sessions. FOEcast co-founder Bryan Alexander led our FOEcast neighborhood’s discussion. Lev contributed tremendously through his facilitation of the entire Unconference. And graphic facilitator Karina Branson seemed to have the ability to be in the right place at the right time to keep conversations progressing in positive directions throughout the entire Unconference.

As our highly-motivated group of Edunauts reached the end of a day of dreaming, sharing, and planning for a future we very much want to help create, we did exactly what the event was designed to stimulate: continued our conversations well into the evening in small groups over dinner. And when we reconvened Friday morning for our final hours together onsite, we were ready to take our efforts even further.

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

Next: Exploding the Classroom


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


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