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.

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. 3 of 6): Personalized Learning, Digital Literacy, & Other Key Challenges

February 19, 2015

Intriguing educational-technology challenges ranging from “solvable” to “wicked” remain on the horizon for trainer-teacher-learners, the recently-released New Media Consortium (NMC) Horizon Report > 2015 Higher Education Edition reminds us.

Horizon_Report--2015_CoverAlthough focusing on learning in formal higher education settings, the report’s summary of six “significant challenges impeding technology adoption in higher education” covers a set of challenges trainer-teacher-learners in a variety of learning environments would do well to consider—and attempt to address. In the short term (a one- to –two-year horizon featuring challenges “that we understand and know how to solve”), there are the challenges of blending formal and informal learning and improving digital literacy. In the category of “difficult” challenges—those “that we understand but for which solutions are elusive”—we find personalized learning and teaching complex thinking. And in that wonderfully knotty area of “wicked” challenges—those which become more difficult the more we attempt to resolve them—are the efforts to address competing models of education (massive open online courses—MOOCs; competency-based degree programs; and other alternative models of learning) as well as the need to find effective ways to reward teaching.

Cork_Lifelong_Learning_FestivalReport co-authors Samantha Adams Becker, Alex Freeman, and Victoria Estrada begin with the solvable challenges by noting that “there is an increasing interest in the kinds of self-directed, curiosity-based learning that has long been common in museums, science centers, and personal learning networks.…Many workplaces already encourage informal learning methods for professional development…” (p. 22).  They help us better appreciate the roles social media and other resources are playing in helping us blend formal and informal learning, expose us to innovations including the Cork City Lifelong Learning Festival that “promotes and celebrates learning of all kinds, across all ages, interests and abilities, from pre-school to post-retirement” on an annual basis, and discuss numerous “informal professional development opportunities,” including NMC’s Academy; among the resources explored are the European Union’s Lisbon Recognition Convention—in essence promoting recognition of learning achievements across learning organizations—and the “Formalising Informal Learning” article written by Rory McGreal, Dianne Conrad, Angela Murphy, Gabi Witthouse, and Wayne Mackintosh and published in the Open Praxis distance- and e-learning journal in 2014.

NMC_Horizon_Project_WikithonIf we care to go beyond what is already copiously documented in the report, we might further explore efforts to support the blending of formal and informal learning by looking at proposals for a lifelong-learning database (item #6 in NMC’s 2014 Wikithon list of new topics in educational technology) and Stephen Downes’ efforts through the National Research Council of Canada to create and promote learning and performance support systems.

Remaining in the realm of solvable challenges, we join the report co-authors in a brief survey of efforts to improve digital literacy. They begin by noting that “[l]ack of consensus on what comprises digital literacy is impeding many colleges and universities from formulating adequate policies and programs that address these challenges”—a failing that is equally prevalent in many other learning environments, including workplace learning and performance (staff training)—and point out that “[c]urrent definitions of literacy only account for the gaining of new knowledge, skills, and attitudes, but do not include the deeper components of intention, reflection, and generativity” (p. 24). But they don’t just leave us at that juncture where need and confusion intersect; they take us to “20 Things Educators Need to Know About Digital Literacy Skills” (from Innovation Excellence) and the “Jisc Developing Digital Literacies Infokit” as points for departure for addressing the challenge. The Public Library Association division of the American Library Association offers links to additional digital literacy resources for those interested in going beyond what the 2015 Higher Education Edition offers.

When we follow the report into the area of personalized learning, we find ourselves immersed in the intriguing world of learning designed to “enable students to determine the strategy and pace at which they learn”—learning opportunities that support the learning process at an individual learner’s own pace: “The goal is to give the student the flexibility to make…learning as effective and efficient as possible” (p. 27). Those already familiar with self-paced learning in settings ranging from the online staff training efforts to the flexible learning environments provided by connectivist MOOCs will find themselves on familiar ground here, and those wanting to become more familiar with the challenge and possible solutions can follow the report links to “Personalized Learning Changes Everything,” from the University of Maine at Presque Island, and Mike Keppell’s engaging “Personalised Learning Strategies for Higher Education” article that explores interrelated topics ranging from “learning in ubiquitous spaces” to “personalized learning strategies.”

Moving through the final three challenges (teaching complex thinking, working with competing models of education, and finding ways to effectively reward teaching), we find ourselves in areas interwoven with other topics covered in the report. We can’t, for example, explore competing models of education/learning without thinking about how we try to transform the formal-and-informal conversation from an either-or proposition into an and-and proposition. When we seek ways to effectively reward teaching, we find ourselves struggling to even define what “exemplary teaching” is: lecturing, facilitating learning in ways that encourage learner-centric approaches, guiding learners to a level of proficiency that allows them to pass competency-based tests, or a combination of these and additional learning goals and objectives we are still struggling to define within our various learning sandboxes?

One of the many strengths of the Horizon Project reports is that they help us focus on these challenges and, in the process of fostering that level of attention, encourage us to actively participate in the creation of effective, creative responses to these and other challenges to which curious, dedicated, innovative trainer-teacher-learners are drawn.

NB: This is part of a series of articles exploring the latest Horizon Report. Next: On the One-Year Horizon—Bring Your Own Devices (BYOD) and Flipped Classrooms

On the Make: Co-learning, Making, and Sharing in the Connected Courses (#ccourses) MOOC

November 12, 2014

Let’s create and play a trainer-teacher-learner’s version of blog-hopping (specifically crafted for connected-learning students and aficionados) by seeing how many blogs we can link together into a cohesive asynchronous discussion. Our goal is to see whether the process leads us through the act of making something (e.g., a virtual, sprawling, multi-site learning object) that contributes to our understanding of our own learning, co-learning, and the learning process—and perhaps even to other people’s learning.

ccourses_logoThis particular learning object is already a work in progress thanks to interactions among a few of us connected via the Connected Courses (#ccourses) massive open online course (MOOC). It started with a self-contained set of reflections, by long-time learning colleague Alan Levine, on what constitutes “a make” (something created as part of the learning process to facilitate the learning process itself) within a connectivist MOOC (#ccourses, in this case). It grew a bit through #ccourses co-learner Maha Bali’s reflections inspired by Alan’s article and something I had written about the development of communities of learning similar to what we’re seeing in #ccourses. It continued growing rhizomatically as I posted individual responses to Alan’s and Maha’s posts and then realized that my own comments, if carried over into the article you’re now reading, could provide the foundations for what paradoxically is a self-contained lesson/make on “makes” that, at the same time, is interwoven into other makes—some of which are yet to come.

Alan deserves the credit for unintentionally inspiring this admittedly complex yet intentionally playful attempt at showing how a blog can be a make. He begins by suggesting that blog posts are “part of the regular things to do” in the connected-learning process and he explicitly says that he does not “see blog posts or comments as ‘makes.’” Maha responds by acknowledging how engaging and supportive of the learning process a collaborative make can be, then circles back to suggest that “for some people, blogging is ‘their thing,’” just as other learners may immerse themselves in equally engaging and productive makes. Our colleague Kevin Hodgson, for example, has produced course-related cartoons that are very much his version of a make and inspire the rest of us to absorb Connected Courses lessons through those playful makes. And, she continues, “every blogpost of Simon [Ensor]’s is a make.”

I initially inadvertently extended our make-in-progress by commenting on Alan’s blog. As a big supporter of experiential learning, I assured him that I agree that some level of making is essential in the learning process, and I obviously do believe that blogging can fit that category when we see our blogs as more than personal reflections. Blog postings, I suggested, can also be self-contained lessons (particularly through the use of hyperlinks that lead our co-learners to other learning resources). I’m ultimately not very concerned about what my co-learners and I make; an instructor’s recommended “makes,” in fact, often simply don’t support my own learning goals. I am, however, concerned that we make something that is seamlessly integrated into the learning experience so we have learned something useful, quantifiable, and rewarding to ourselves and others who learn with and from us.

The theme seemed to grow without much effort on my part as I turned back to Maha’s blog to assure her that I agreed about Kevin Hodgson’s cartoons and Simon Ensor’s blog articles being makes for them as learners and for others who see and are inspired by their work.

As we’re seeing through the current Connected Courses two-week module on co-learning, we have countless ways to creatively and effectively engage in making. I would even suggest, as I wrote to Maha, that participating in the “Case of #etmooc [the Educational Tecnology & Media MOOC]” panel discussion earlier this week was a form of making in that it produced a learning object—that online archived recording that is stimulating plenty of conversation and will continue to be a learning resource for anyone interested in knowing how sustainable communities of learning can develop out of well-designed, well-facilitated connectivist MOOCs.

It all very nicely wraps around and draws upon some of the other learning objects we have accessed during our co-learning explorations this week: the Howard Rheingold/Alec Couros interview about building communities of learning, the video of Dean Shareski discussing educators’ “moral imperative” to share, and Rheingold’s “Toward Peeragogy” article for the dmlcentral blog.

If some of the makes that Alan so rightly admires are grounded in collaborative efforts that shape new learning objects from mashups of open educational resources and other freely-shared items, then makes like the one you’re reading—drawing upon a variety of resources to create a unique learning object springing from the learning process itself—most certainly should qualify as makes. The beauty of this type of make is that, like the idea of MOOCs serving as a new form of open textbook, it is never completely finished. If you build upon this in your own blog or contribute through a comment to this piece, you’re contributing to the make—and, more importantly, to the rhizomatically-expanding set of learning resources available to us all benefiting from co-learning through connected learning efforts.

N.B.: This is the fourteenth in a series of posts documenting connected learning through #ccourses and other MOOCs.

Co-learning, #ccourses, and Keeping the Lights On: #etmooc and the Connected Courses MOOC

November 11, 2014

We may have a new corollary to one of the most famous lines from the movie It’s a Wonderful Life (“Teacher says, ‘Every time a bell rings, an angel gets his wings.’”): Every time #etmooc is mentioned, a learner gets new learning wings.

ccourses_logoWhich, apparently, is exactly what happened as the Connected Learning MOOC (#ccourses) webinar about #etmooc—the Educational Technology & Media massive open online course—and the development of online communities of learning drew to an end last night. No more than 15 minutes after “The Case of #etmooc” concluded, an audience member posted the following tweet: “Just watched the live #ccourses webinar about #etmooc. Impressed = signed up for my 1st MOOC. Excited to learn.” And if that means another teacher-trainer-learner finds the pleasures and rewards of participating in connectivist MOOCs and the sustainable communities of learning they are capable of spawning, then we have yet another example of what well-designed and well-facilitated MOOCs along the lines of #etmooc and #ccourses can and do offer.

There was something wonderfully circular, encouraging, and tremendously important there for all teacher-trainer-learners to absorb. The hour-long session began with #etmooc’s Alec Couros, two of his #ccourses co-facilitators (Howard Rheingold and Mia Zamora), and several #etmooc alums discussing what made #etmooc different from other MOOCs and, more broadly, from other learning experiences we had had up to the time we joined that course. As part of the current two-week-long #ccourses exploration of co-learning within connected learning opportunities, the session also served as an example of co-learning in action since the lines between learning facilitators (Couros, Rheingold, and Zamora) and learners (the #etmooc alums) quickly blurred—all of us were learning plenty from each other (and probably thinking about what we would next be doing to share those learned lessons with others). And it circled back to the idea of how interwoven our communities of learning are when Zamora surprised at least a few of us by telling us that she learned about connected learning by observing us in action while #etmooc was in progress. Turns out she had signed up for #etmooc when it was first offered in early 2013, but had little time to become actively involved: “I watched from afar,” she said. “I learned something from all of you…because I watched, because I lurked.

“Transformation,” she continued, “happens in places that you cannot even see it happening, not even in yourself….Watching community build is also a powerful learning process. I think that’s what #etmooc gave me as a sort of out-of-the-gate kind of experience for this” experience of helping develop and facilitate the equally dynamic Connected Courses MOOC.

etmoocAnd have no doubts: one of the most significant results of that hour-long session last night was that transformations were occurring. We could see that our explorations of what transformed #etmooc into a vibrant, vital, sustainable community of learning were also helping solidify #ccourses as another learning community that is likely to continue far longer than the formal period during which all of us are interacting within the current course structure. We could see that the same sense of openness—the commitment Couros and his #etmooc “co-conspirators” maintained to injecting a very human, personal element into that massive open online learning environment—was and is in play in the Connected Courses MOOC. We could see that the playful interactions among the session panelists reflected the playfulness that flows through #ccourses and just about every other successful, inspiring, and memorable learning experience we have—a reminder that we need to carry that level of playfulness, as much as possible, into the face-to-face and online learning environments we help create and nurture.

Most importantly, we could see that all-too-rare occurrence in learning: the transformation of a group of learners from students to collaborators to long-term friends—“which is really amazing,” #etmooc alum Susan Spellman Cann observed during the conversation. “I did not expect that from a MOOC.”

Among the reasons cited for the transformation from student to collaborator to friend were Couros’s tremendous skills at facilitating conversations, his natural inclination to make participants feel welcome into that developing community of learning, and the playful introductory activities that included a crowdsourced communal “lip dub” that quickly drew #etmooc participants together while using the educational technology and media tools explored at that point in the course.

As to the underlying question of what #ccourses facilitators and participants (and members of other learning communities) can do to create communities that outlast courses: there was an acknowledgment that connected learning endeavors have a tool we haven’t thought to develop in our more traditional learning environments—the learning environments (e.g., Google+ and Twitter communities united around a hashtag such as #etmooc or #ccourses) that don’t shut down as courses usually do when content within a learning management system is closed and archived beyond the reach of course participants.

It’s not as if “we’re turning the lights off now” when a connectivist MOOC delivers its final lesson, #etmooc and #ccourses co-learner Rhonda Jessen observed.

“Opening up the doors…was really cool,” our co-learner Erin Luong added.

And as long as we keep those lights on and those doors open, we’re likely to see an extension and continuation of learning communities unlike anything we’ve ever seen. And many more wings.

N.B.: This is the thirteenth in a series of posts documenting connected learning through #ccourses and other MOOCs.

Learning When No One Is at the Center of the Room: Connected Courses MOOC (#ccourses)

November 10, 2014

Frequent flyers, at one time or another, have the disorienting experience of having to consciously look for reminders of where we are; our minds simply can’t keep up with the frequent leaps between cities, states, and, occasionally, countries. Frequent learners engaged in co-learning (what Edward Brantmeier describes as the act of changing roles so teachers and learners become “joint sojourners on the quest for knowledge, understanding, and…wisdom”) within the world of connected learning may be facing a parallel challenge in at least a couple of ways; when interacting with connected-learning colleagues, we need to remind ourselves which of our wonderfully overlapping communities of learning we are currently engaging (Is this #etmooc—the Educational Technology & Media massive open online course? #xplrpln—the Exploring Personal Learning Networks MOOC? #oclmooc—the Open and Connected Learning MOOC? #ccourses—the Connected Courses MOOC? Or all of the above?), and we have to remember that the line between teacher/trainer and learner is increasingly dissipating in the best of teaching-training-learning opportunities.

ccourses_logo“The Case of #etmooc”—a learning opportunity that is less than two hours away as I write these words—shows us just how all-encompassing, rewarding, and intricately interwoven co-learning can be when it is effectively supported. The one-hour webinar, which initiates a two-week-long exploration of co-learning within the Connected Learning MOOC (#ccourses) and will be archived online for viewing, promises to be an example of how co-learning works to the benefit of everyone involved. Start with the idea that #ccourses facilitators are using the session to examine how co-learning in #etmooc contributed to the creation of a community of learning that still continues more than 18 months after that connectivist MOOC formally concluded. Continue with the fact that the learning facilitators have transformed several of us who are current #ccourses learners into co-learners by inviting us to join them in the formal discussion and recording of the session this evening. Then consider the idea that one of those #ccourses facilitators, Alec Couros, was among those who introduced so many of us to connected learning and connectivist MOOCs while deepening our appreciation of co-learning through all he and his “co-conspirators” did to bring #etmooc to fruition.

etmoocAnd that’s not all. Among the co-learners are colleagues from #etmooc, #xplrpln, and #oclmooc. But not just any colleagues. We’ll be with Jeff Merrell, an #etmooc learner who crossed the co-learning line last year by playing a key role in designing and facilitating #xplrpln. And we’ll be there with several of the #etmooc learners who, having sustained the #etmooc community since the course ended, reunited earlier this year to design and deliver #oclmooc. If it’s beginning to sound as if “The Case of #etmooc” is another homecoming party for many of us, a celebration of how co-learning in online environments fosters training-teaching-learning opportunities unlike any we could have imagined a decade or two ago, and an invitation to the ball, then #etmooc, #xplrpln, #oclmooc, and #ccourses are doing exactly what great learning opportunities should do: providing learning spaces where no one stands alone at the front or in the center of the room, where new long-lasting cohorts of learners/co-learners gather and coalesce, and where everyone with the least amount of interest is welcome. And the best is yet to come since so many of us continually engage in the overlapping roles of teacher-trainer-learner: we will, no doubt, continue to adapt our ongoing co-learning experiences in ways that invite our own learners to, sooner than later, become co-learners in our jointly-shared endeavors.

N.B.: This is the twelfth in a series of posts documenting connected learning through #ccourses and #oclmooc.  

#oclmooc, Connected Courses MOOC (#ccourses), and ATD Chapter Leaders: How Big Is the Room?  

October 17, 2014

A recent week-long trip to spend time with Association for Talent Development (ATD) colleagues and other friends in the Washington, D.C. area provided yet another reminder of how seamlessly interwoven our blended (onsite-online) communities have become. Walls are permeable. Distances become negligible. And connections—and connected learning—are abundant in many parts of the world.

ATD_LogoThe “Perfect Blend: Seamlessly Serving [Chapter] Members Onsite and Online” session I designed and co-presented with New Media Consortium colleague Samantha Adams Becker and Larry Straining (serving as our tweet-stream manager) at the 2014 ATD Chapter Leaders Conference was designed to demonstrate how well-blended we all are becoming through training-teaching-learning. What it really did for me, at a personal level, was serve as a central example of a weeklong intensive immersion in pushing the envelope of what the combination of people and easy-to-use tech tools can produce.

What made “Perfect Blend” work for so many of us was the onsite interactions my colleagues and I had with Samantha, who participated in the session, from her home in the Chicago area, via a Google Hangout. Samantha and I had successfully engaged in this level of interaction with other ATD colleagues several times, so the gist of what she, Larry, and I were attempting to convey was that tools such as Hangouts and Twitter, when used effectively, make it possible for us to feel as if we’re physically in the same space with people who are actually hundreds or thousands of miles away. It’s telepresence without the associated high price tag. And, once again, it worked very well as we quickly jettisoned the formal presentation we had prepared and simply engaged with our colleagues face-to-face, via the Hangout, and via the Twitter stream that Larry so masterfully managed during the hour-long session. As the session came to an end, we knew that we had effectively answered a question I asked at the beginning of the hour (“how big is this room?”) with the obvious answer: our room—our learning space—is as big as our use of technology makes it—700 miles wide if we consider the distance between Chicago (where Samantha was sitting) and the Washington, D.C. area, where most of us were participating. Or a couple of thousand miles wide if we consider some of the interactions we had via Twitter with others during and after the formal session.

oclmooc_logoIt was clear to everyone that, as we said during the session, we (trainer-teacher-learners) are social people who are frequently drawn together in social situations, so we’re becoming increasingly comfortable with our ability to socialize while we learn onsite and online. It’s equally clear that the technology we’re exploring allows us to create social learning spaces that are variations on the Third Place that Ray Oldenburg first described in 1989 in his book The Great Good Place. It’s very much a part of what we see through our interactions within connectivist massive open online courses (MOOCs) such as the Open and Connected Learning MOOC (#oclmooc), the Connected Courses MOOC (#ccourses), the Educational Technology & Media MOOC (#etmooc), and the Exploring Personal Learning Networks MOOC (#xplrpln). It’s also very much a part of a world where connections overlap with connections that, in turn, overlap with other connections.

ccourses_logoAnd that’s what I saw throughout the week. The conversations during the “Perfect Blend” session were interwoven with face-to-face and online exchanges in the days preceding and following that learning opportunity. Some were with ATD colleagues; others were with my #oclmooc and #ccourses colleagues. They even carried over, via the conference backchannel, into exchanges with training-teaching-learning colleagues who were completely unfamiliar with the ATD Chapter Leaders Conference, but entered the conversations a bit and interacted directly with each other without any previous face-to-face or online contact by retweeting comments from the conference and offering their own observations about the various topics we were discussing. They extended further as I had brief exchanges with learners in the “Rethinking Library Instruction: Libraries as Social Learning Centers” I’m currently facilitating for the American Library Association, and carried some of those learners’ thoughts back to my ATD Chapter Leaders Conference colleagues.

But it didn’t stop there. After the conference ended and after I had a couple of days to relax in our nation’s capital while continuing to interact with various members of my overlapping communities of learning, I saw one additional enlargement of the room: I was able to interact, from 37,000 feet above our planet, with #oclmooc colleagues in a live session that connected my cross-country flight with trainer-teacher-learners in Alberta (Canada) and several places throughout the United States.

So I return to the expansive question—how big is our room?—and see, as I shared with many of those colleagues, that the room is as big as we and our technology can make it. Cross-country. International. And even above the planet. Which makes our social learning space a wonderfully large and magnificent place to be.

N.B.: This is the eleventh in a series of posts documenting connected learning through #ccourses and #oclmooc.


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