One of the words that leaves me feeling happiest is “yes.” The power of the word “yes” first became obvious to me when I was listening to a (horrible) guest speaker in a graduate-level management class proudly describe the sign hanging over her desk: “What part of no do you not understand?” “Yes” continually exerts a restorative power over me. It encourages me. It tells me that there is a bridge to be crossed successfully. A collaborative effort to be pursued. An acquaintance who is about to become a colleague/partner/collaborator and, with any luck, a friend.
At the end of a series of discussions I helped facilitate on the challenge of identifying, documenting, and disseminating stories about how we are rethinking our approach to learning as a result of the teaching-training-learning experiences we and others have had since the pandemic began in early 2020, I posed a simple question to participants in that set of discussions: Are you interested in continuing this discussion after the unconference so we can find ways to implement what we have been talking about here?
The resounding “yes” from several of the participants led us to begin engaging in biweekly one-hour online meetings a few weeks after the conference ended, and those results-oriented conversations are continuing with the involvement of anyone who wants to join us. Our original unconference-session discussions, under the title “365+ Days Later: Post-Pandemic Best Practices,” are continuing under the newly-established, much more playful project name “Are We There Yet? (Capturing the Evolving New Now in Learning).”
Our newly-adopted name covers a lot of ground. It recognizes that we are stepping away from the idea that we are somehow savvy enough to have identified “best practices” when what we are really doing is documenting what seems to be working for now among our brightest, most creative colleagues; the approach here is descriptive rather than prescriptive. It recognizes that we are far from having reached an end-point in our explorations; this really is a situation and a challenge that is continually evolving in the way that all wicked problems continually evolve (which is part of what makes them so wicked). And, most importantly, by asking “are we there yet?”, we are tacitly admitting that we don’t ever completely expect to “get there” in terms of having definitively established a “new now” in learning; the evolving nature of what we face in pandemic-era conditions and beyond suggests that we will be working together for a good long time. And should we ever actually “get there” and recognize that our work in response to this challenge is finished, we probably, in the best traditions of ShapingEDU, will identify a new challenge in teaching-training-learning to pursue together.
There’s much more to this than having established a new name; our biweekly meetings have produced a (still-evolving) planning document that begins with a summary of the steps we plan to take through Are We There Yet?:
Each of us will reach out to members of our communities to draw them into this conversation and this project; the potential here is to quickly begin building a global coalition that engages in research through studies, with real-time support in how to respond to challenges.
We will draw upon our colleagues and resources at Arizona State University to build this coalition/project.
To get the word out that we are seeking collaborators, we will:
Create an introductory video that is posted on the ShapingEDU site to disseminate this story of how we are telling the stories of others
Determine where we will house the stories so that they can be shared
Look for opportunities (synchronous and asynchronous; online and onsite; through webinars and workshops) to pair stories with lessons learned and facilitate discussions to broadly disseminate what we are observing and documenting; an example of this is initiative created by Are We There Yet? team member Tula Dlamini’s to have members of his community in South Africa come together in ways mirroring how ShapingEDU community members come together during annual unconferences) to explore and document what they are seeing
Work at a global level to find ways to integrate the various stories we have with those we find through our efforts.
the earliest activities we are pursuing are creating an online site, before the end of December 2021, for teacher-trainer-learners to submit stories about how they have successfully adapted their work to pandemic conditions; a highly-interactive online workshop to help participants create their stories about pandemic-era learning successes (possibly in January or February 2022); and an online mini-conference (in March or April) to bring teacher-trainer-learners together to find ways to document and share our learning-success stories. We are also working to call attention to first-rate resources, including the recently-published book Learn at Your Own Risk: 9 Strategies for Thriving in a Pandemic and Beyond, by ShapingEDU Storyteller in Residence and Are We There Yet? team member Tom Haymes.
Writing about ShapingEDU and Priya Parker’sThe Art of Gatheringrecently as part of this continuing series of blog posts has made me more grateful than ever for the people and communities that serve as a source of support and inspiration to me in much of the work I do. What connects that disparate group of capital-M Muses is that each, without overtly embracing the label, serves as an activist within the communities served—a theme I intend to address more fully in a different post.
At the heart of our approach to gathering is a commitment to listen. To learn from each other. To maintain a playful approach to the work we do. To foster a sense of inclusiveness that welcomes newcomers as well as returning community members. And to focus heavily on those we are attempting to serve through our efforts. (Our commitment to reshaping learning, furthermore, includes a commitment to include students and other learners in our planning efforts and our events.) That’s something that is clearly visible through the online gatherings we have had this year—particularly the fourth annual ShapingEDU Unconference which, because of remaining concerns about gathering onsite during the pandemic, was once again completely held online (over a four-day period in July 2021).
Shaping the unconference around the theme of “Reshaping Wicked Problems” allowed and encouraged us to reshape our unconference structure a bit this year. Where previous unconference gatherings centered on an initial set of 10 actions the community was attempting to pursue, the latest unconference identified (though collaborative pre-conference exchanges online) 10 wicked challenges to be explored by unconference participants with an eye toward framing them within a newly-created structure of five calls to action that would guide our work over the next 12 months.
If drawing you into this level of immersion in the ShapingEDU community is successful, it will leave me with one more thing for which I will be grateful: I’ll see you there in the community as a contributor to the positive goals we are pursuing.
Celebrating Life. Making positive connections and collaborating with people from around the world. Living everyday with positive energy, possibility, passion and peace of mind. Learning from a School Counsellor lens. I'm not a Counsellor because I want to make a living. I am a Counsellor because I want to make a difference. Gratitude for ETMOOC roots.