AEJMC 2015 Annual Conference: MOOCs, Journalism, and Learning

August 14, 2015

When someone talks about actually having several thousand people come to class, I’m all ears—as I was again last weekend while serving on a panel discussion on the closing day of the Association for Education in Journalism and Mass Communications (AEJMC)  98th Annual Conference here in San Francisco.

AEJMC_2015--Logo[2]The conversation, built around the question of how massive open online courses (MOOCs) are changing universities, gave moderator Amanda Sturgill (Elon University School of Communications) and the four of us serving as panelists a wonderful opportunity to explore, with session attendees, some of the pleasures and challenges of designing and facilitating these still-evolving learning opportunities. Each of the four of us—my colleagues on the panel included David Carlson (University of Florida College School of Journalism and Communications), Daniel Heimpel (University of California, Berkeley Goldman School of Public Policy), and Bozena Mierzejewska (Fordham University Gabelli School of Business)—has had hands-on experience with designing and facilitating MOOCs. Each of us, with little discussion, agreed that we see MOOCs augmenting rather than posing a threat to higher education. We acknowledged that preparing for a MOOC is a time-consuming, intense experience requiring plenty of collaboration and coordination of efforts. And we seemed to be in agreement that a MOOC can be means to an end: a MOOC on journalism for social change, for example, engages learners as journalists whose work has the possibility of being published, and a MOOC on educational technology and media engages trainer-teacher-learners in the act of learning about ed-tech by exploring and using ed-tech while ultimately (and unexpectedly) leading to a sustainable community of learning that continues to evolve long after the formal coursework ends.

But perhaps the most meaningful observations were those that took us to the heart of why we are engaged in designing, delivering, and promoting MOOCs: we became teacher-trainer-learners because we want to help people, and MOOCs are a great way to achieve that goal if learners have access to the content and if they are supported in learning how to learn in our online environments. Furthermore, MOOCs provide additional ways to meet the ever-growing lifelong-learning needs so many of us encounter. As each of us discussed projects in which we have been involved, we and our audience members gained a deeper appreciation for the variety of explorations currently underway.

Journalism_for_Social_Change_MOOCHeimpel, for example, brought a couple of his own somewhat overlapping worlds together to the benefit of learners in his solutions-based journalism course, Journalism for Social Change, earlier this year. Combining the platform he has through UC Berkeley’s Goldman School of Public Policy with his role as publisher at The Chronicle of Social Change, he was able to nurture course participants in their explorations of a specific social issue (child abuse) while providing publication opportunities for those whose work reached professional levels.

Open_Knowledge_MOOCMierzejewska, in her position at Fordham, had an entirely different opportunity: the chance to work with colleagues at four other academic institutions (Autonomous University of the State of Mexico, Kwame Nkrumah University of Science and Technology, Simon Fraser University, and Stanford University) in an Open Knowledge: Changing the Course of Global Learning MOOC while creating something that another of my colleagues (Jeff Merrell, at Northwestern University) has been exploring—a MOOC that has its expected online presence along with onsite interactions among some of the learners. Her preliminary report online is a fabulous case study of what this type of blended learning produces; it includes her up-front observation that being involved in the MOOC “was actually very inspiring and eye-opening to what students can learn online only and how you can enrich those experiences with classes that are flipped.”

Musics_Big_Bang_MOOCCarlson was our resident rock star with his description of what went into the making and delivery of his Music’s Big Bang: The Genesis of Rock ‘n’ Roll MOOC that attracted 30,000 registrations and brought several thousand of those potential learners into his virtual classroom. He mentioned challenges that many of us face—producing engaging videos, having to coordinate his efforts with a variety of colleagues to bring a massive undertaking of that nature to fruition, and the attention to detail required while making videos (e.g., if videos shot on different days were later edited together, obvious discontinuities such as the fact that he was wearing different outfits or had hair that changed in length from shot to shot became obvious).

But while all of us in that room last weekend might have laughed together over the small challenges of clothing changes and changing hair lengths, few of us could have walked away thinking MOOCs were any less than an important and still growing part of our learning landscape—one with tremendous potential to augment our short- and long-term learning opportunities for willing and able to explore them.

NMC 2015 Summer Conference: Full Participation & Circling Back to Conversations

June 9, 2015

When a few hundred of your favorite educational-technology colleagues from all over the world gather to explore trends and developments in teaching-training-learning, you certainly don’t want to miss a single minute of it. So you arrive a day or two before formal activities start. Spend inordinate amounts of time engaged in face-to-face conversations in the various hotel lounges and lobbies. Skim the conference Twitter feed (#nmc15 for this one). Pore over the conference program book and website trying to decide how to be in five places at the same time. Reach out via social media to colleagues who couldn’t be onsite so they won’t be left out of the conversations. Grab every available opportunity to join colleagues for breakfast, coffee, lunch, coffee, dessert, coffee, dinner, coffee, dessert and coffee. And just when you believe you’ve covered all your physical and virtual bases, you unexpectedly find delightful additional ways to be so plugged into and help plug others into the overall conference conversation that it feels as if it will never end.

NMC_2015_Summer_Conference--LogoWhat we’re talking about here is a magnificent part of the connected learninglifelong learning process at conferences that becomes exponentially more rewarding with every new effort we make to be part of the conversations that contribute to the growth and innovation fueling first-rate teaching-training-learning efforts, as we’re seeing again this week during the New Media Consortium (NMC) 2015 Summer Conference here in the Washington, D.C. area. Formal conference keynote presentations, breakout sessions within a variety of pathways, and other activities start tomorrow; half-day preconference workshops took place today. Onsite conversations were already underway two days ago as a few of us arrived Sunday evening. And pre-preconference online conversations have been taking place for at least a few weeks. All of which raises an interesting question: given all the resources we have to interact face-to-face as well as virtually and synchronously as well as asynchronously, when can we actually say an intensive onsite-online learning experience begins and ends, and what (if any) geographic boundaries define a conference site?

TwitterTwitter has been an essential part of my conference experience for the past few years. By skimming the feed from a conference hashtag a few times a day (and understanding that it’s far from necessary to read every tweet if I want to gain a sense of what is occurring), I’m able to asynchronously join conversations and “attend” sessions I otherwise would not have time to sample. By live-tweeting sessions and monitoring the feed from those sessions, I’m able to share content with offsite colleagues, occasionally draw them into what is happening onsite, and interact with others in particularly large meeting rooms. And, by commenting on colleagues’ tweets during and after sessions, I’ve found Twitter serving as yet another portal to meeting colleagues I might otherwise not have met—even though we were (or are) in the same room during a conference session.

And that’s where conversations can both meander and circle back upon themselves in the most unexpected ways and at the most unexpected times. I’ve met colleagues face-to-face for the first time by responding to their tweets during a session, and then seeking them out before any of us have a chance to leave a room at the end of a session—which, of course, leads to extensions of the conversations fostered by those facilitating the conference sessions we were attending. I’ve also had the wonderful opportunity to serendipitously pick up the threads of a conversation hours later when small groups of colleagues gather in those aforementioned hotel lounges and lobbies. Conversations occasionally extend over Twitter for several days after a conference formally ends, and can also continue as those of us who blog read and comment upon each other’s posted reflections on those blogs.

Coffee in a local shop

Coffee in a local shop

But today brought a wonderfully new and unexpected variation on the theme. Needing some time away from all those preconference conversations and preconference workshops, I decided to go offsite for the first half of the day to have brunch and visit one of Washington’s magnificent museums. As I was finishing brunch, I couldn’t resist the temptation to engage in what was going to be first of three check-ins to the conference Twitter feed throughout the day. And there it was: a colleague’s wonderful summary of high points from a three-hour workshop—which I was able to skim in less than 10 minutes, with a few additional minutes set aside to retweet a few comments I thought off-site colleagues might appreciate reading. After a couple of hours in the museum and a little more reading time in a local coffee shop, I made the quick cross-town trip back toward the conference hotel via Washington’s subway system, and planned to catch the shuttle that completes a circle between the hotel, the closest subway station, and the airport (which is only a very short distance from the hotel where we are staying) every 30 minutes.

The shuttle arrived as expected. What I hadn’t in any way anticipated was the discovery that the presenter from that morning preconference workshop was sitting across the aisle from me on the shuttle. So as he was heading back to the airport and I was planning on staying on the shuttle to return to the hotel, we had a few minutes to ride that circular route together while discussing his presentation, laugh over the idea that we didn’t have to send follow-up tweets (at least for the moment) to continue our conversation, and that his part of the circle that was taking him to the airport so wonderfully overlapped with part of my own circle back to the onsite conference conversation.

It may be months before we see each other face-to-face again. But already, as I capture this set of reflections late at night, I see the conversation extending further—along with the reach of the “conference site” via a follow-up email message he sent. And if he and I (and others here at the NMC 2015 Summer Conference) carry these extended-learning lessons back to our own learners, who can say when the conference will really end?

Alan Levine, #etmooc, and the cMOOC That Would Not Die

May 29, 2015

We can cut off its head, fill its mouth with garlic, and drive a stake through its body, but we apparently can’t kill a well-designed, engaging, dynamic learning experience and the community of learning it spawns. Nor would we want to.

Graphic by Alan Levine

Graphic by Alan Levine

At least that’s what a cherished colleague, Alan Levine, suggests in “The cMOOC That Would Not Die,” a newly-posted article (with accompanying graphics that puckishly draw upon horror-film imagery) that captures the spirit and reach of #etmooc—the Educational Technology & Media massive open online course he helped shape and facilitate as a course “conspirator” in early 2013.

Inspired by the #etmooc community’s latest learning endeavor—a tweet chat that drew community members together for a lively hour-long discussion about integrating Twitter into learning earlier this week—Levine combines his usual wicked sense of humor and insightful perspective into a set of reflections that should inspire any trainer-teacher-learner.

I’ve been among those writing extensively about the unexpected longevity of #etmooc as a learning experience/community; a model for lifelong learning communities; and an example of how connectivist MOOCs (cMOOCs) are beginning to serve as a new form of (collaboratively-produced) textbook; in fact, I’ve probably produced enough to kill a small forest of virtual trees, and am far from finished with the topic. But none of that stops me from eagerly reading and learning from Levine’s “cMOOC That Would Not Die” and recognizing it as a manifestation of the very thing it is exploring.

The playfulness with which he tackles his topic reflects the playfulness that was at the heart of the learning process in #etmooc (and, for that matter, almost every significant learning experience I can remember having). That same playfulness is certainly one of the elements that binds members of the #etmooc community together, as anyone reading the slightly-edited transcript of the integrating-Twitter-into-learning session can’t help but notice. The sense of camaraderie is palpable, and when I talk with friends and colleagues about the value of engagement in training-teaching-learning, I often wonder aloud why so many people seem to be reticent about fostering a sense of community in the learning process.

etmooc_blog_hubLevine’s obvious passion for #etmoocers’ continuing levels of engagement—the community had produced tens of thousands of tweets and 4,746 posts from 513 blogs before he wrote his article; his latest contribution pushed it to 4,747 posts—reflects the same passion that continues to draw #etmooc community members together through tweet chats, Google Hangouts, and other online platforms. And, he notes, it’s not about massive numbers of participants; it’s about the quality and openness of the engagement: “I will cherish and take this kind of experience any day over some massive MOOC of tens of thousands of enrollees, 2% or so who stick around, and [whose] corpus remains stockpiled behind a login.”

His reflections further serve as a manifestation how he and other #etmooc community members learn via extended cross-platform asynchronous exchanges that inspire additional collaborations: he blogs; we read; we respond via the sort of linked response I’m producing here; and we extend the conversation via comments on his own blog site as well as via tweets that call attention to his blogged reflections—a process that is continuing to unfold even as I write these words.

As I often note in learning sessions I facilitate, this is a wonderfully messy and engaging approach to learning—one that offers numerous rewards while also inspiring us to learn how to learn through entirely different approaches to learning than we ever expected to encounter. It’s what many of us learned, from Dave Cormier, to refer to and think of as rhizomatic learning—learning that expands as rapidly and expansively as rhizomes do.

etmoocBut when all is said and done, it all comes down to something Levine facetiously asserts at the beginning of his article: “Someone never told the folks who participated in the 2013 Educational Technology and Media MOOC that it was over. They are still at it.” And the perfect riposte comes in a form of a tweet posted by Thomas Okon (@thomasjokon) in March 2013 as the last of the formal #etmooc modules had been completed and people were talking about how sorry they were that the course was “over”: “Over?  Was it over when the Germans… Its not over till we say it is. Im keeping my column in Tweet deck!”

Okon was—and remains—right. We continue to learn together in a variety of settings. To work together (several of us went on to design and facilitate another connectivist MOOC). To write about it individually and as co-writers. And to engage in teaching-training-learning-doing so that the community continues to grow by acquiring new members and inspiring others to produce their own versions of our successes.

NMC Horizon Report 2015 (Pt. 6 of 6): Adaptive Learning Technologies, Internet of Things, & Engagement

February 26, 2015

We might mistakenly think we’re moving into a place where technology becomes more important than people and engagement in the training-teaching-learning process as we look at the farthest reaches of the recently-released New Media Consortium (NMC) Horizon Report > 2015 Higher Education Edition on key trends, significant challenges, and developments in educational technology.

Horizon_Report--2015_CoverThis, after all, is where we find concise descriptions of adaptive learning technologies (learning opportunities programmed to respond and adapt in an apparently personal way to an individual learner’s progress, performance, and unmet learning needs) and the Internet of Things (automated tracking and control of objects within our world) discussed within a four- to five-year time-to-adoption horizon.

We would even be well-justified in approaching these developments—particularly adaptive learning technology as part of a larger movement toward new levels of personalized learning—with a great deal of skepticism. We have, after all, seen well-intentioned colleagues in instructional design create asynchronous online learning modules that appear to offer learners different learning paths with personalized responses based on learners’ choices, only to discover in the worst of cases that the “different” paths all lead to one generic screen of feedback that is so broad as to be meaningless—particularly if a curious learner works his or her way back through a lesson and sees that the various allegedly personalized and divergent pathways all lead to the same meaningless one-screen-serves-all response.

nmc.logo.cmykBut this is not the world of adaptive learning technologies described within the Horizon Report. Here we really are seeing a well-documented “emergence of adaptive learning technologies” reflecting “a movement in academia [and in other learning environments] towards customizing learning experiences for each individual” in meaningful ways (p. 44): if a learner is clearly mastering a topic, the adaptive programming advances the learner to an appropriately more-challenging set of problems or to the next topic to be studied, while a struggling learner is moved to different content that offers additional supportive learning opportunities to plug that person’s learning gaps.

The winning element in the best of these examples is that learning facilitators are encouraged to remain integrally involved in the design and use of this technology to the benefit of the learners they serve; those trainer-teacher-learners understand that adaptive learning “is best suited to take place in hybrid and online learning environments” (p. 44), Report co-authors Samantha Adams Becker, Alex Freeman, and Victoria Estrada note.

Following resources cited within the NMC Horizon Project 2015 Higher Education Edition, we find descriptions of a “flurry of activity and experimentation around adaptive learning,” “the relatively recent emergence of sophisticated adaptive learning software and platforms,” and plenty of collaboration and partnerships between key players in training-teaching-learning (John K. Waters, “The Great Adaptive Learning Experiment,” Campus Technologies). If we follow that article to first-rate adaptive-learning technology reports prepared and posted online by Tyton Partners (formerly Education Growth Advisors), we are rewarded with two additional reports well worth reading to quickly immerse ourselves in the state of adaptive learning: the overview “Learning to Adapt: A Case for Accelerating Adaptive Learning in Higher Education” and “Learning to Adapt: Understanding the Adaptive Learning Supplier Landscape,” a survey of several vendors engaged in producing and supporting adaptive learning technology.

The authors of the Tyton Partners “Case for Accelerating Adaptive Learning” conclude their white paper with comments providing a fair assessment of where we remain for the moment: “…adaptive learning applications…still remain long on promise, and we must start where we are. But we are already somewhere quite interesting…fostering more personalized collaboration among students and with instructors by virtue of new tools and new data that promise to bring the power of learning to more learners more effectively and more efficiently than ever before” (p. 16). If trainer-teacher-learners collaborate to drive the process in ways that focus on learners rather than putting the tech tools at the center of the learning process, this remains a world well worth exploring, as we see in a brief video produced by Knewton, an accelerated-learning vendor.

When we turn our attention to the “no longer far-fetched” world of the Internet of Things/The Internet of Everything, we find ourselves in “a world where all people, objects, and devices are connected to act in concert, regardless of brand or vendor” (Horizon Report, p. 46). Our New Media Consortium guides, in this instance, write about how this technology provides the potential for learners to “carry connected devices with them” so they can “benefit from a host of interdisciplinary information that is pushed to them from their surroundings” and to “create an environment where learners are informed by crowdsourced contributions and observations from the community via networked objects” (p. 47). Examples of the Internet of Things in action within learning settings include those fostered by the University of Wisconsin-Madison Internet of Things Lab, which features hands-on experimentation by learners, and efforts by University of Pennsylvania students to engage in product development.

If we engage in the spirit of the Horizon Project reports, we don’t stop here; we continue exploring the numerous resources available to us to learn more about the Internet of Everything and its potential to combine people, process, data, and things in ways that further support learning innovations, as described in Cisco’s brief “Education and The Internet of Everything” video. This ultimately reminds us that reading Horizon Project reports is the beginning, not the end, of an important process in our own lifelong-learning efforts; what matters most is what we do with the information and inspiration these reports consistently provide on educational technology, its key trends, and the challenges we face in the dynamic world of training-teaching-learning. 

NB: This is a final set of reflections in a six-part series of articles exploring the latest Horizon Report.

NMC Horizon Report 2015 (Pt. 5 of 6): Makerspaces, Wearable Technology, & Skillsets

February 24, 2015

Helping trainer-teacher-learners place educational technology in a meaningful context remains one of the many strengths of the New Media Consortium (NMC) Horizon Project—a strength fully and engagingly on display in the  Horizon Report > 2015 Higher Education Edition survey of how makerspaces and wearable technology are supporting positive learning opportunities in a variety of settings.

Horizon_Report--2015_CoverReport co-authors Samantha Adams Becker, Alex Freeman, and Victoria Estrada go far beyond simply describing makerspaces (learning spaces where people, technology, and learning interact in creatively dynamic and innovative ways) and wearable technology (tech tools that can be worn to support learning and a variety of other endeavors). At the beginning of the makerspaces section of the 2015 Higher Education Edition, they remind us we are seeing a significant “shift in what types of skillsets have real, applicable value in a rapidly advancing world. In this landscape, creativity, design, and engineering are making their way to the forefront of educational consideration…” (p. 40).

As we think through the need for and repercussions of developing new skillsets, we see that overtly working to develop the skills to effectively incorporate makerspaces and wearable technology into our training-teaching-learning endeavors is an often-overlooked part of our ever-evolving learning landscape. It’s not enough for us to simply enter a makerspace or put on the latest piece of wearable technology; we actually need and benefit from guidance in what these developments offer us and, more importantly, how we may have to rethink our approach to training-teaching-learning if we’re going to effectively incorporate them into our most stimulating and productive lifelong-learning efforts. Makerspaces and wearable technology, after all, have the potential to move us further away from a focus on lecture-based learning and closer to creatively-engaging experiential learning opportunities.

Touring the Autodesk makerspaces on Pier 9 in San Francisco

Touring the Autodesk makerspaces on Pier 9 in San Francisco (July 2014)

Walking into Autodesk’s high-tech makerspaces here in San Francisco several months ago with a colleague who had arranged for us to join a tour of the facilities, I was initially struck by the numerous unfamiliar tools on display and in use by those using the space. Although familiar with the expanding use of makerspaces in libraries, I had not yet had the opportunity to use a makerspace as a learning space. It didn’t take long for those of us on that Autodesk tour to move past the state-of-awe stage; through impromptu conversations with artist-learner-makers who were incorporating 3D printers, lasercutters, and other high-tech tools into their own learning and creative-production efforts, we began to understand what an engaging approach to learning and collaboration these spaces foster—something that would not have been so obvious and engaging without the guidance of Mark Gabriel, the Autodesk rep who was serving as an Autodesk intern when we were onsite. Our own learning-about-learning experience was, furthermore, tremendously supported by our onsite learning colleagues—the artists and others who contributed to our wonderful informal-learning experience by helping us take the first steps toward raising our own skill levels in ways that may eventually lead us to more active engagement in makerspaces wherever we encounter them.

The need for that same relearning-how-to-learn guidance is obvious as we monitor and dive into the rapidly-changing environment of wearable technology and how that is going to affect our training-teaching-learning efforts. Watching (with admittedly great enthusiasm) the apparently inevitable move toward mainstream adoption of Google Glass—the 800-pound gorilla of wearable ed-tech—over the past couple of years made many of us involved in the Horizon Report expert-panel explorations last fall firmly place wearable technology in a two-to-three-year time-to-adoption horizon for higher education; we were already seeing numerous examples of how Google Glass prototypes were being incorporated into learning, and some of us were taking steps to hone the skillsets necessary to effectively connect wearable technology to training-teaching-learning. It was, therefore, a real Black Swan moment—that moment when we come face-to-face with something that had previously appeared improbable—when we read (shortly before the 2015 Higher Education Edition was released but long after the text for that report had been written and submitted for publication) that Google Glass in its current iteration was being pulled back for further development.

There were the inevitable and completely predictable mainstream media stories and blog posts about how it had been clear that Google Glass was never going to work, and I was briefly among those who saw that two-to-three-year adoption-horizon rapidly slipping away (as horizons so often do in the extremely volatile world of ed-tech developments where today’s snapshot can unexpectedly fade, only to be restored later by additional Black Swan developments that make the improbably suddenly so obviously real). There were, however, new wearable-tech announcements within days of the announcement that Glass was being withdrawn, and a glance at the Tech Times website shows that wearable technology is not going to disappear in training-teaching-learning or other endeavors anytime soon.


Our eLearning Guild colleague David Kelly, in fact, was quick to point out intriguing ways in which Glass, even at this point, can be seen as a success because of the ways it “opened minds” and “explored important questions”—which brings to our attention the most important skillset we need to continue developing: the skillset which helps us to look beyond the momentary successes and setbacks, the changes in specific technologies’ placement within one-year, two-to-three-year, and four-to-five-year adoption horizons, so we’re not completely flummoxed when a black swan lands in our learning nests.

NB: This is part of a series of articles exploring the latest Horizon Report. Next: On the Four- to Five-Year Horizon—Adaptive Learning Technologies and the Internet of Things.

NMC Horizon Report 2015 (Pt. 4 of 6): Potential, Bringing Your Own Device & Flipping Classrooms in the One-Year Horizon

February 20, 2015

It would be easy, while immersed in New Media Consortium (NMC) Horizon Project reports, to miss a critically important word: potential. But that’s the word—and the world—we explore as we move into the “Important Developments in Educational Technology” section of NMC’s Horizon Report > 2015 Higher Education Edition: the six technologies, including Bring Your Own Device (BYOD) and, for the second consecutive year, the Flipped Classroom model, “have the potential to foster real changes in education, particularly in the development of progressive pedagogies and learning strategies; the organization of teachers’ work; and the arrangement and delivery of content,” Report co-authors Samantha Adams Becker, Alex Freeman, and Victoria Estrada remind us (p. 35).

Horizon_Report--2015_CoverAs always, the six highlighted technologies are placed within specific time frames (BYOD and the Flipped Classroom model within a time-to-adoption horizon of one year or less in higher education settings; makerspaces and wearable technology within a two- to three-year adoption horizon; and adaptive learning technologies and the Internet of Things within a four- to five-year adoption horizon).

As we saw when reviewing the 2014 Higher Education Edition, the Flipped Classroom model—with its use of brief lectures online to free up students and learning facilitators for learner-centric experiential learning/project-based learning opportunities in onsite (or online) learning spaces—has repercussions that extend far beyond formal learning settings in higher education. It is already extending further and further into our lifelong learning landscape from its roots as a response to the need to reach young students who otherwise couldn’t be present for classroom lectures; workplace learning and performance (staff training) programs are also looking at how the Flipped Classroom model builds upon what is already in place and extends learning opportunities in the workplace—and beyond, if we consider the way in which learners within connectivist massive open online courses (MOOCs) initially watch videos and engage in other learning opportunities before coming together online to engage in collaborative learning opportunities.

Flip_Your_Classroom--CoverIt’s when we take the time to see the repercussions of this simple yet far-reaching flip that we begin to also see how interwoven the content is throughout the 2015 Higher Education Edition. In viewing the Key Trends section, we explored advancing cultures of change and innovation along with the increasing use of blended learning and an increasing focus on redesigning learning spaces. While viewing the Key Challenges section, we explored efforts at personalizing learning and blending formal and informal learning. And as we now focus on the Flipped Classroom model, we see how that flip leads us to respond to the need for redesigned learning spaces that foster more personalized as well as collaborative learning, embrace cultures of change and innovation, blend formal and informal learning opportunities, and even engage in additional explorations of teacher-trainer-learning facilitators in the learning process. Our colleagues in the Flipped Learning Network offer one possible framework centered on a combination of flexible environments, learning cultures, intentional content, and evolving roles for professional educators (and other trainer-teacher-learners). Clyde Freeman Herreid and Nancy Schiller offer us “Case Studies and the Flipped Classroom.” And our colleagues at the New Media Consortium remind us that there is still plenty of potential to nurture.

nmc.logo.cmykThe second technology included in that one-year-or-less-to-adoption timeframe, Bring Your Own Device, has equally far-reaching and abundantly-noted implications. As the Report co-writers note, increasingly large numbers of learners are bringing their own tech devices into our learning and work spaces. BYOD, furthermore, reduces overall spending, by organizations, on technology; increases productivity among those who are using their own (familiar) devices rather than having to spend time learning other (unfamiliar) devices; provides each user-learner with the personally-chosen content installed on those personal tech devices; and also creates potential disparities in learning and in workplace opportunities and performance among those who are not able to afford to provide their own devices. Perusing resources cited within the 2015 Higher Education Edition, we find plenty of guidance on how we can get the best devices into higher education and how innovative learning spaces incorporate BYOD into learning. Armed with this information and sensitive to the challenges, we’re better prepared to respond to the potential provided by BYOD while also working to address the challenges is poses in our learning and work environments.

NB: This is part of a series of articles exploring the latest Horizon Report. Next: On the Mid-Range Horizon—Makerspaces and Wearable Technology

Barbara Fister, Project Information Literacy, and Addressing/Fostering Lifelong Learning  

August 8, 2014

I’m in the middle of an unexpected lifelong learning experience that is the training-teaching-learning equivalent of a quadruple caffè latte. My heart is racing. My mind is engaged. And I feel as if the best is yet to come—if I don’t completely explode.

Caffe_Latte--2012-01-28--Flora_GrubbThe day began as many do for me: I set aside a little time to skim a few blogs and check my social media feeds for articles that would help me keep up with the myriad topics I attempt (unsuccessfully) to follow. And there it was, the first gem of the day: Gustavus Adolphus College professor/writer/librarian Barbara Fister’s fresh-off-the-presses article “What PIL [Project Information Literacy] Teaches Us About Lifelong Learning” in Library Journal. It’s the sort of article I adore—an intellectual home run—in that it’s well written, it provides thought-provoking information I can immediately apply to the work I do, it draws attention to another fabulous resource (the Project Information Literacy lifelong learning Phase 1 Research Brief that inspired Fister to write her Library Journal article), and it was something I immediately wanted to share (via LinkedIn, Twitter, Facebook, and Google+) with my colleagues involved in training-teaching-learning.

Fister gracefully and enthusiastically summarizes and builds upon a few of the key points made in this report, which is drawn from interviews with 65 relatively recent graduates of 10 American colleges and universities. (The research brief is part of a continuing two-year study to determine, in part, how “today’s graduates use information support systems for lifelong learning.”) The interviewees, Fister notes, “sought out learning opportunities, either through formal certificates or graduate education or through more informal means: enrolling in MOOCs [massive open online courses] or looking for websites and YouTube videos that teach the skills they want to develop.” She recaps something that many of us involved in learning already know viscerally: “the learning that stuck came through doing things…the learning that comes from creating things transfers even if content knowledge doesn’t.” And most importantly, she makes us want to read the original six-page brief ourselves so we can more fully absorb the nuances of what PIL is continuing to produce in its overall study of information literacy—a topic we could explore for several lifetimes without ever fully absorbing all there is to contemplate.

Project_Information_LiteracyWhen we succumb to our natural instincts and do skim the PIL brief, we find plenty worth pursuing among the five elements explored through the PIL researchers’ initial interviews (interviewees’ lifelong learning needs, use of information sources, use of social media, best practices for lifelong learning, and adaptable information-seeking practices from their higher education experiences). The interviewees consistently admit to being “challenged by ‘staying smart’ in a rapidly changing world.” Google search is their “go-to source for lifelong learning” as they attempt to find resources responsive to their lifelong learning needs. And “[m]any mentioned actively building a social network of go-to experts they could consult at work”—in essence, developing what many of us refer to as our personal learning networks (PLNs).

None of this would have been as significant to me at a personal level if I hadn’t immediately connected it to what I do in my own lifelong learning efforts—and if I hadn’t immediately begun to apply it. Knowing that I was less than two hours away from joining an online discussion session I try to attend biweekly, as time allows—Maurice Coleman’s T is for Training podcast—I contacted Maurice and one other T is for Training colleague to see if we could incorporate Fister’s article into our discussion this morning. My lifelong learning efforts successfully continued, therefore, when we did spend nearly an hour exploring what the PIL research brief, Fister’s article, and our extended (and often overlapping) personal learning networks do to support us and the learners we serve. And the lifelong-learning adrenaline continued to flow when I returned to the archived recording of the T is for Training conversation, copied the podcast link, and added it to my own website as a free resource for others interested in exploring lifelong learning and personal learning networks. Which, of course, brings us to this moment in which I’m further solidifying this augmentation of my own lifelong learning efforts by reflecting on all that has come out of the simple act of reading Fister’s article and seeking ways to connect it to what I do for myself and the trainer-teacher-learners I serve.

The learning is not over yet; it really never is. In fine-tuning this piece by exploring the Project Information Literacy site (a fabulous lifelong learning resource in and of itself), I discovered a section of “Smart Talks” featuring “interviews with leading experts about PIL’s findings and their thoughts about the challenges of finding information and conducting research in the digital age.” Better yet, among the interviewees are colleagues and others whose work I have followed and admired. So, as I suggested at the beginning of this article, I remain very much in the middle of consuming the intellectual equivalent of a quadruple caffè latte. And I am doing all I can to avoid being overwhelmed by this magnificent lifelong –learning experience that Fister and my personal learning network colleagues are supporting.

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