The articles and that post provide a highly-nuanced, very thoughtful examination of the difficulties we face in establishing universally acceptable standards in a world where universal standards appear impossible to establish—and raise questions for at least a few of my colleagues as to whether we should even be attempting to establish those standards.
Let me be blunt: when I read the six statements included in The New York Times article to see how our own conclusions might differ from the conclusions resulting from those Facebook guidelines for its content reviewers, I don’t see a single comment there that I’m comfortable expressing or defending. I’m not going to tell anyone that they can’t say any of those things, but I’m also not going to remain silent face-to-face or online rather than expressing my firm opposition to those words and other thoughts that are so patently and disgustingly uncivil, incendiary, and destructive; terribly hurtful to friends, colleagues, and other members of our extended onsite and online communities; and in opposition to so much of what I hold to be foundational beliefs as to how we should be treating each other. I want us, collectively and collaboratively, to be seeking ways to make America (and our social media environments) a bit more civil again, and I believe that starts with us doing our best to find some acceptable minimum standards to which we can comfortably adhere.
Let’s start with the six “true-false” statements cited by Times staff members Audrey Carlsen and Fahima Haque, including their up-front statement and question (“Most readers will find them offensive. But can you tell which ones would run afoul of Facebook’s rules on hate speech?”) and the same question (“Would this statement meet Facebook’s criteria for hate speech?”) posted after each of the six statements:
“Why do Indians always smell like curry?!They stink!”
“Poor black people should still sit at the back of the bus.”
“White men are assholes.”
“Keep ‘trans’ men out of girls (sic) bathrooms!”
“Female sports reporters need to be hit in the head with hockey pucks.”
“I never trust a Muslim immigrant…they’re all thieves and robbers.”
The final entry on the ProPublica slide deck provides answers purportedly taken from the training Facebook has provided to its content reviewers, and a follow-up article in The Times provides additional information on that topic. It’s not pretty; as ProPublica suggests in its in-depth article, some of those comments make it past the Facebook guidelines, as users of Facebook must know from reading some of what comes into their feeds. But that doesn’t make them defensible, acceptable, or right—at least to many friends, colleagues, and acquaintances, from a variety of political spectrums, with whom I communicate via Facebook and other social media platforms.
I have the same reaction to those six statements that I had last week to some extremely crude and derogatory comments an acquaintance made the mistake of making to me, face to face, in front of my wife and another woman—in a way that suggested he thought he was being clever and funny: I want to—and in this case did—ask him what made him think that what he was saying was acceptable discourse among friends or acquaintances (although my wording was much less civil and much more crude than the paraphrase I’m offering here). Being tone-deaf to the question, he continued in a similar vein for a few more seconds until I explicitly told him—again, in much cruder and far less clever language—that he could take his trash to a different garbage can.
As I carry that thought back into that ProPublica article written by Julia Angwin and Hannes Grassegger, and the responses Facebook representatives provide in that article, I’m not left feeling that the people at Facebook are completely tone-deaf, despicable, or out of touch with the world around them. One important conclusion reached by reading and re-reading that article is that they—and we—are struggling with some very wicked problems here. I also acknowledge the truth behind one of the many thoughtful observations included in the story:
“‘The policies do not always lead to perfect outcomes,’ said Monika Bickert, head of global policy management at Facebook. ‘That is the reality of having policies that apply to a global community where people around the world are going to have very different ideas about what is OK to share.’”
That article is also very good about citing positive steps Facebook employees have taken when they create their own do-not-cross lines (“graphic violence, child abuse, revenge porn and self-mutilation”) and how they have apologized when some of their decisions and actions (including deleting comments and temporarily locking users out of their Facebook accounts).
But what we’re left with is a classic example of a wicked problem: how to establish minimum community standards when significant numbers of people within a community are far from being in agreement. Which, of course, doesn’t mean we shouldn’t try.
With the roll-out of a new four-week ALA Editions online “Rethinking Digital Literacy” course a few days ago, I’m once again happily immersed in an ever-expanding, extremely intriguing moment of training-teaching-learning-exploring with a fantastic group of colleagues.
Let’s be explicit here before we drown in jargon and fanciful proposals. Exploring digital literacy within the flexible structure of #etmooc started as a shared two-week journey with colleagues worldwide. By interacting with each other synchronously as well as asynchronously, supported by first-rate learning facilitators—including Alec Couros and Belshaw himself—we learned plenty. At the end of those two weeks, we walked away with more questions than answers, as is often the case when we are drawn into the exhilarating challenge of attempting to address a wicked problem. The result is that some of us continued to explore the theme; found and responded to tweets, blog posts, and online articles; and became part of an ongoing conversation with no easy-to-define beginning or ending point.
Even more rewarding for those of us who continue to explore ways to better serve our learners was the realization that the #etmooc connectivist approach provided plenty of inspiration as to how we can interact with and engage learners—an invaluable tool in a world where adult learning—particularly workplace learning—is often mistakenly viewed as something that detracts from “real work” rather than being seen as an integral element of successful work.
Building upon what I had already been doing to engage online learners (e.g., facilitating online office hours through Facebook, tweet chats, Google Hangouts, and other social media platforms), my colleagues and I continually look for ways to foster the creation and growth of communities of learning that support results-driven learning—we’re looking for positive, results-driven, meaningful change among learners here, not just blasting through a one-time session that produces nothing more than a learning badge or certificate of completion that fades almost as quickly as memories of the learning session do.
This more or less brings us full circle to the current Rethinking Digital Literacy course. Inspired by those #etmooc discussions and creatively flexible pedagogical approaches, I developed a course that begins within a formal learning management system (Moodle); offers opportunities for the learners to carry the discussions and the learning beyond the boundaries of that course (e.g., into blog postings, tweets, shared videos); and encourages the learners to explore and use any digital tools they want to use in their exploration of digital literacy. Much to my delight, the discussions among the learners are already well underway just days after the course formally opened to them.
The spirit of exploring digital literacy via their digital literacy tools is stunningly and encouragingly on display within the course discussion boards. One learner, quickly understanding that the challenge of defining digital literacy is going to be an iterative process, posted an initial definition that was followed by two refinements within the first few days all of us began working together. A few others are already reaching out to each other to establish a formal hashtag that they can use to extend their conversations into Twitter—one way of retaining access to their discussions long after their access to the learning management system ends. Another, with a strong background in IT, is already extending our definitions by suggesting that one aspect of digital literacy involves “an ability to translate the functionality of one [digital] application or format to another”—in essence suggesting that digital literacy implies an ability to help others learn how to use digital tools and resources.
What is striking about all of this is the breadth of experience, the depth of thought, and the levels of engagement these adult learners are already bringing to the course in its earliest stages—and how many apparently disparate learning moments are combining into a shared/collaborative moment that is continuing to grow as I write these words.
Ultimately, I suspect that our collaborations will lead us to acknowledge this defining moment as one in which, by attempting to define digital literacy/literacies and expand our view of the synchronous and asynchronous moments we share in our online training-teaching-learning endeavors, we gain a deeper understanding of what digital literacy might be, how it works, and what it means to us and to those we serve in a rapidly evolving learning and work environment.
The basic question about what any of us isn’t is one that far transcends librarianship and obviously extends into the entire field of training-teaching-learning (of which I clearly believe librarianship is a part) and many other fields. One current example is provided by the way the American Society for Training & Development recently completed a 2.5-year-long effort to find language other than “training” and “development” or “workplace learning and performance” to represent the work its members do; the solution was adoption of a new name (Association for Talent Development) that is far from the obvious solution Association managers were seeking.
Tackling the question of what librarians (and other trainer-teacher-learners) are not, I quickly found myself sinking deeper and deeper into quicksand. Trying to be absolutely ridiculous, I started with the idea that we’re not ditch-diggers—but then realized I know of librarians who occasionally become involved in digging into the soil within library gardens. Then I mulled over the idea that we’re not plumbers—but recalled working with colleagues who had to unclog plugged drains and toilets in library facilities. I even briefly thought about the idea that we’re not chauffeurs—but was quickly able to recall colleagues picking me up at airports or hotels and delivering me to sites where I’ve been involved in facilitating library events. So I puckishly fell into the only response that made sense to me in the moment: a librarian is not a cab driver; nearly everything else is on the table.
And that, I believe, captures part of the beauty, wonder, challenge, and difficulty of looking at librarianship, training-teaching-learning, and somanyotherprofessions that exist or are about to exist. (For more on the theme of trying to imagine what sort of work we’ll be doing just a few years from now, please see Michael Wesch’s moving video “A Vision of Students Today” and one of the students’ comments about preparing for jobs that don’t yet exist.)
What struck me, during recent conversations on this topic with numerous colleagues at the American Library Association Annual Conference in Las Vegas, was how much we are all struggling with finding exactly the right, concise word or combination of words to describe what we do. “Librarian,” for the average library user (or former user), is still a term firmly connected to the use of books—which completely ignores the numerous other roles library staff members play (e.g., subject-matter expert, often in more than one field of study; learning facilitator; innovation facilitator, through makerspaces, innovation centers, and other learning centers; community partner; grant-writer/fundraiser; manager/supervisor; writer; and so much more). In the same way, “talent developer” and “trainer” are equally and woefully inadequate to reflect our roles as learning facilitators; change managers/change facilitators; coaches and mentors; instructional designers; evaluators; writers; presenters; and so much more.
As the learners interacted with each other via Twitter today—and thanks to Jill Hurst-Wahl and others, with many of us not previously affiliated with the IST 511 course—they were clearly having fun with the topic. One student suggested “a librarian is not an obstacle on the path to equality,” “a librarian is not a building or a shelf of books or a search engine OR a computer,” and “a librarian is not a follower.” Another learner suggested that “a librarian is not a book-sitter but is a community advocate.” And Jill herself suggested that “a librarian is not timid.”
What is clear from the exchanges so far is that librarians (and other trainer-teacher-learners) are also not the kind of people who limit their exchanges to well-defined insular spaces; the extension of this class project into a larger virtual classroom that includes many of us not formally enrolled in the course is just one of numerous examples that librarians and many others are defined and driven by their ability to function within a variety of settings that quickly shift without warning.
From “Virtual Dave…Real Blog”
I don’t envy Lankes’s learners as they struggle with the overall question of defining what they aren’t and what they are: Trying to define what librarians aren’t (or are) in just a few words appears to be an impossible task—one that is equally daunting for trainer-teacher-learners (a term I’ve consistently used for lack of anything better to suggest the scope of the work many of us do). But I do envy them for the possibilities that are before them as they build upon the work of those who preceded them; find ways to partner with colleagues in the larger training-teaching-learning sandbox; and continue to define and create labels, policies, and practices that will help them maintain the key roles they play in the communities they/we serve.
Listening to Gustinelli, I realized that what students, faculty, and the school librarian at St. Thomas Aquinas are beginning to encounter is a perfect example of a disruptive technological change that combines elements of several tech developments we have been following through the NMC Horizon Project (e.g., smart classrooms, telepresence, and collaborative environments) along with a few we haven’t yet encountered (e.g., classrooms with glass walls upon which learners can write). Teachers not only must learn to incorporate new technology into their day-to-day work, but must deal with the repercussions of working in a classroom that is, through its glass walls, visible to those passing by rather than being the more self-contained onsite or online space in which so many of us have worked during our entire training-teaching-learning career. Furthermore, the school librarian is going to quickly have to cope with an environment where books are in storage while digital resources are in the forefront of faculty-librarian/media specialist/learner interactions.
And lest any of us think of this as someone else’s challenge, let’s not forget that the sort of transformation Gustinelli was describing is not going to remain behind the glass walls of a private high school for long if it leads to learning successes in that environment; those learners—and many more like them—are going to graduate into our college and university settings sooner than later, join our workplace learning and performance (staff training) efforts, and use our libraries to support their lifelong learning endeavors.
There’s an even more interesting—but rarely considered—aspect to the challenges we all face as our learning environments quickly change to reflect the rapid rate of technological change that is all around us: we literally don’t have the words to describe what we are doing in a world where our old labels (e.g., teacher, trainer, learning facilitator) are simply not broad and rich enough to capture the nuances of all we are doing. It’s as if we’re facing a vocabulary deficiency that is every bit as challenging as the attempt to define digital literacy has become. We see this as school librarians struggle to not completely lose that term to the more contemporary “media specialist” appellation. It’s the same struggle we see happening in workplace learning and performance as ASTD (the American Society for Training & Development) transforms itself into ATD (the Association for Talent Development). “Talent Development” may be where industry jargon is headed, but “training” is still the far-from-adequate descriptor that is most familiar to trainer-teacher-learners.
And yet that sort of wicked problem—not only dealing with the changes coming our way, but also finding the words to define and describe what we do—is a large part of what attracts us to attend the 2014 NMC Summer conference. In fact, NMC CEO Larry Johnson addresses it directly in his “Welcome” statement in the conference program: “The NMC was founded on the values of collaboration and sharing, and every year, new projects are born from the conversations that take place here. Every year, I look forward to the chance to learn from some of the very best minds in new media anywhere, and judging from the program, I will learn a lot this year from all of you.”
So it’s probably no surprise that as our pre-conference dinner was breaking up and someone wondered aloud when the conference formally begins, I didn’t miss a beat before responding: “Oh, that’s easy; it started the minute we sat down together this evening and started talking to each other.”
One consistent theme that connects several of the challenges is the need to help teachers (and, by extension, other learning facilitators) develop better teaching/training skills. It’s an obvious element of addressing the problems of low digital fluency among teacher-trainer-learners, lack of rewards for teaching/facilitating learning, addressing new models of education as well as workplace learning and performance (staff training), and keeping education (and training) relevant.
Moving to an even deeper level of engagement, we might find ourselves inspired to seek productive and creative collaborations by the fact that “[e]mployers have reported disappointment in the lack of real world readiness they observe in recent graduates who are prospective or current employees” (p. 21)—something clearly not solely a problem for those in academia. Pasi Sahlberg has already, through his book Finnish Lessons: What Can the World Learn from Educational Change in Finland?, provided one potentially fruitful route of exploration for those seeking business-education collaborations. Sources cited within the Horizon Report, including the UK-based JISC, provide other collaborative models through which “schools, public libraries, and community learning bodies” partner to explore information and communications technology in learning (quoting from Wikipedia).
And our own experiences working in and with a variety of learning organizations places us in a great position to tackle a broad and particularly wicked problem: “It is difficult for institutions to stay ahead of workforce needs” (p. 21).
My own involvement in New Media Consortium projects, American Society for Training & Development (ASTD) activities, and a variety of training-teaching-learning endeavors through the American Library Association, has convinced me that collaborations among these three first-rate learning organizations could produce positive results that the organizations and their members cannot accomplish on their own—it’s really no different than the JISC approach to bringing schools, libraries, and community learning bodies together. And I suspect that trainer-teacher-learners with experiences and affiliations far different from my own can readily see equally strong prospective partners capable of addressing the challenge of finding ways to stay ahead of workforce needs.
Learners themselves seem to understand that we need to be working more diligently to create a vibrant and responsive lifelong learning environment moving beyond traditional silos within our organizations (academic learning opportunities that don’t interact with staff training programs that don’t interact with learning opportunities provided by libraries). There is clearly recognition—at least among Millennials—that lifelong learning has become essential to lifelong success in the contemporary workplace, the 2010 Pew Research Center report Millennials: A Portrait of Generation Next, documented. Expanded interactions among NMC, ASTD, and ALA members alone could produce positive responses to that perceived need and the challenges noted in the latest Higher Education Edition in the Horizon Report series.
What the report does, then, is highlight the challenges we face so we don’t lose sight of them. It reminds us that we are far from alone in trying to resolve those challenges. And it encourages us to draw upon available resources to better serve those who rely on us to provide effective learning experiences that address their—and our—short- and long-term needs.
We may be identifying yet another digital literacy skill: an ability to function simultaneously within a variety of timeframes we don’t normally consider while we’re learning.
Before we take the leap into a bit of virtual time travel to pursue this idea, let’s ground ourselves within a familiar idea: much of the formal learning with which we’re familiar takes place within clearly-defined segments of time, e.g., an hour-long workshop or webinar, or a course that extends over a day, week, month, or semester. We work synchronously during face-to-face or online interactions, and we work asynchronously through postings that extend a conversation as long as the formal learning opportunity is underway and participants are willingly engaged.
What we are seeing as we more engagingly explore online learning in general and, more specifically, through a well-designed massive open online course (MOOC) like #etmooc, the Educational Technology and Media MOOC that Alec Couros and others are currently offering through March 2013, is that this connectivist learning process is far from linear—rhizomatic is one of the terms we’ve been using extensively throughout the course. We are also seeing that our learning process does not have to be limited to exchanges with learners and others who are participating within the formal linear timeframe suggested by a course such as #etmooc that officially begins in January 2013 and formally concludes at the end of March 2013. And that’s where we find ourselves on relatively new time turf.
What now is happening is that conversations can be comprised of those wonderfully synchronous, in-the-moment exchanges that are most familiar to us; those asynchronous exchanges that extend the “moment” to an hour, day, week, or semester-long period that formally defines a course; and those unexpected moments of participation by people not currently enrolled in a course, but drawn into a current extended moment of conversation by having their previously-posted work become part of a current conversation.
The seeds for viewing learning time in this unorthodox way were planted before I joined #etmooc at the beginning of February 2013. While facilitating two offerings of the online Social Media Basics course I have developed with colleagues at ALA Editions, I saw that learners from the first four-week offering (completed in June 2012) were beginning to interact with learners from the second offering (completed in early February 2013) via the private Facebook group I had established for any interested participant.
Some of these interactions took place during live office hours held within the Facebook space in January and February 2013. Some of the interactions took place via asynchronous postings between members of the first and second groups of learners. But most intriguingly, some of the interactions involved learners in group two going back to read postings completed when the first offering was in session—then incorporating aspects of those earlier (past-tense) comments into present-tense conversations that clearly have the potential to extend into future conversations when the next group of learners join the group (and the extended conversation) as the course reaches a third group of learners in July 2013 (or “reached” a third group if you’re reading this after July 2013).
The same backward-forward extension of conversation has crept into #etmooc. Ideas initiated in one setting, e.g., through a blog posting, extend into other platforms, e.g., within the course Google+ community. Cross-pollination and cross-time postings then occur via additional conversation within the context of a blog posting that may have been completed a day, week, or month earlier—but that remains very much in the moment through new postings within the context established within that initial post.
This becomes a bit tricky, so let’s take it step by step to bring a little order to the learning chaos this so obviously creates. I posted “Synchronous Sessions, Asynchronously: Blending Meetings, Learning, and Digital Literacy” on February 20, 2013. A couple of #etmooc colleagues transformed the piece into an extended conversation by adding comments that are continuing to be attached to that February 2013 posting as I write this piece a few weeks later. The conversation also is growing rhizomatically through extensions via Twitter, Google+, and the follow-up blog posting you are currently reading—which makes me realize that we not only have an organically-growing example of what we are discussing, but a conversation that will benefit from a rudimentary level of curation. (I’m providing that curation in the form of “see-also” references added at the bottom of the various postings within my own blog so anyone joining one part of the conversation can easily find and follow those rhizomatic roots and shoots in the form of the other postings).
The latest shoot came in the form of the online reference, posted by #etmooc colleague Christina Hendricks, to an article that Pekka Ihanainen (HAAGA-HELIA University of Applied Sciences, Finland) and John Moravec (University of Minnesota, USA) posted in November 2011: “Pointillist, Cyclical, and Overlapping: Multidimensional Facets of Time in Online Learning.” It’s all there in the first two lines of the abstract to that wonderfully twisty-turny densely-packed exposition: “A linear, sequential time conception based on in-person meetings and pedagogical activities is not enough for those who practice and hope to enhance contemporary education, particularly where online interactions are concerned. In this article, we propose a new model for understanding time in pedagogical contexts.”
Perhaps, by this time, your head is spinning beyond the boundaries of time and space; mine certainly is. But there’s no denying that what Ihanainen and Moravec explore in their thought-provoking article—and what many of us are experiencing in online venues ranging from live Twitter chats (that extend beyond the synchronous sessions via retweets appended with follow-up comments) to those Social Media Basics interactions that now include conversations that have extended over a half-year period and will undoubtedly take on extended life through an even longer “moment” when the course is offered again later this year—extends the challenges. And the possibilities. Which provides us with another wicked problem: how our traditional concepts of formal learning are adapting to learning in timeframes that increasingly include extremely extended moments without firmly established beginning and ending points. Our communities of learning are clearly one part of this evolving learning landscape, and we may need to acknowledge that we haven’t yet defined or developed some of the other key pieces of this particular learning jigsaw puzzle.
N.B.: This is the twenty-first in a series of posts responding to the assignments and explorations fostered through #etmooc.
For those of us wanting to continue our explorations within the context of the Wikinomics model, we turn to another variation on the open theme: the TED (Technology, Entertainment, and Design) talk—“Four Principles for the Open World”—that Tapscott delivered in 2012. He takes us a bit deeper into the open movement by suggesting that there are four pillars of openness: collaboration, transparency, sharing, and empowerment: “The open world is bringing empowerment and freedom,” he tells us at one point.
We aren’t, at this point, anywhere near achieving that goal. But Tapscott, by introducing us to the concept of murmuration near the end of his TED talk through a video showing an exquisitely beautiful murmuration of starlings, provides an example from nature that should inspire all of us to start by participating and collaborating in Open Education Week (conversations on Twitter will be organized though use of the #OpenEducationWk hashtag and nurtured through the @OpenEducationWk Twitter account) and then incorporating open practices into our training-teaching-learning endeavors wherever we can.
N.B.: This is the nineteenth in a series of posts responding to the assignments and explorations fostered through #etmooc.
When a friend and I first read about Chicago Mayor Rahm Emanuel releasing a stream of expletives and walking off of Sean Hannity’s Fox News program in November 2012, we immediately began an online search to locate a video of that explosive moment. I’m admitting up front that our search wasn’t driven by skepticism; we simply wanted to see the altercation with our own eyes. And within a couple of minutes, we not only had determined that there was no footage to be viewed, but that the original source—The Daily Currant—clearly identifies itself, on its “About” page, as “an English language online satirical newspaper that covers global politics, business, technology, entertainment, science, health and media.” The site also informs readers that the stories “are purely fictional. However, they are meant to address real-world issues through satire and often refer and link to real events happening in the world.” But we had to take the extra step of looking at the “About” page, because nothing on the page containing the original story hinted at anything other than a news report posted by on online publication.
Think of The Daily Currant as an online version of The Daily Showon Comedy Central or a subtle version of The Onion. And also think of it as a reminder of the need for finely-honed crap detection skills—one piece of the overall skill set seems to be an integral part of any definition we can create for our constantly evolving sense of what “digital literacy” means in its broadest as well as its most specific sense.
But there’s nothing nuanced or complex about the obvious need for highly-developed crap detection skills in our onsite-online world—a theme brought into full focus for us through Howard Rheingold’s #etmooc digital literacy presentation on “Literacies of Attention, Crap Detection, Collaboration, and Network Know-How” last month. Picking up on themes he has obviously covered elsewhere, he talked about walking his daughter through the process of exploring a website that initially appeared to be an official site about a well-known historic figure, but eventually turned out to be a far-from-objective source of information. He also recalled taking an online pregnancy test that confirmed he was going to give birth to a baby girl and that the father of his child was Fabio Lanzoni.
I suppose, given all these twists and turns, that we should be grateful some of our best online pranksters are transparent about the reliability of what they are disseminating. One of my favorites, for example, is the Fake Library Stats (@FakeLibStats) Twitter account, where we have, within the past 24 hours, fake-learned that “35% of librarians send overdue notices to their friends & family to whom they’ve loaned a book,” “97% of librarians have alphabetized their friends’ spice racks,” and “98% of all librarians secretly want to weed and then rearrange their friends’ book collections.”
If laughter helps us learn, then we should acknowledge and thank The Daily Currant, The Daily Show, The Onion, @FakeLibStats, and many others for helping us hone that part of our digital literacy skill set covered by the concept of crap detection. And, in the meantime, let’s see if we can track down confirmation that the U.S. Department of Homeland Security is demanding that Donald Trump produce a copy of his birth certificate so he can be assured that he won’t be disqualified, as a non-citizen, from running for president if he ever again considers pursuing that path.
N.B.: This is the seventeenth in a series of posts responding to the assignments and explorations fostered through #etmooc.
Using courses purchased from Cengage Learning’sEd2Go, San Francisco Public is making these courses available at no cost beyond what we already pay in the tax revenues that support library services. The list of subject areas covered is magnificent: accounting and finance; business; college readiness; computer applications; design and composition; health care and medical; language and arts; law and legal; personal development; teaching and education; technology; and writing and publishing.
The initial list of courses is spectacular, as even the most cursory review reveals. Following the teaching and education link, for example, produces several subcategories of courses: classroom computing; languages; mathematics; reading and writing; science; test prep; and tools for teachers. Following that classroom computing subcategory currently produces links to 13 different offerings, including “Teaching Smarter with Smart Boards,” “Blogging and Podcasting for Beginners,” “Integrating Technology in the Classroom,” and “Creating a Classroom Website.”
SFPL’s Ed2Go offerings under the personal development link are organized into 10 subcategories including arts; children, parents, and family; digital photography; health and wellness; job search; languages; personal enrichment; personal finance and investments; start your own business; and test prep.
The offerings appear to be wonderfully learner-centric in that each course listing includes a “detail” page that provides learners with a concise description of the learning need to be met by the course; a formal course syllabus; an instructor bio; a list of requirements so learners know in advance what they need to bring to the course; and student reviews offering comments by previous learners.
One of the most fascinating aspects of the Ed2Go roll-out is how it reflects SFPL’s growth as a learning organization that uses learning to serve its community; when I last spoke with colleagues a couple of years ago about their plans to offer online learning to library users, the plan was still in its early-development stages. Discussions, at that point, were centered on short staff-produced videos using Camtasia or other online authoring tools. Members of the library’s Literacy and Learning Area Focus Team have clearly made tremendous progress since that time in finding ways to offer learning opportunities to library users, and they are far from finished.
“We’re rolling it out slowly,” a colleague told me this afternoon. “Training is one of our big pushes right now. It [Ed2Go] is our first start, and we have other ideas down the pike…We’re serious about internal [staff] training, external [non-staff] training—going out to the public.”
The idea of having staff produce videos is still under consideration, as is the idea of having library staff take an even more active role in providing more learning opportunities for the public: “We’re talking about doing out own trainings and putting them online, but that’s down the road. We’re not reinventing the wheel—but we are rounding it.”
If we want to learn at a deeply significant and long-lasting level, we clearly need to keep re-walking familiar paths while remembering, each time we recreate those journeys, to look at them as if we’ve never seen them before this moment.
This becomes more obvious than ever to me earlier today when I have an unexpected opportunity to re-view EDUCAUSE Director Malcolm Brown’s stimulating “Ideas That Matter” presentation from the New Media ConsortiumHorizon ProjectSummit on the Future of Education held in Austin, Texas in January 2013. I enjoy the presentation when Brown originally delivers it. I take notes that I reread with fresh eyes a few days later. But it isn’t until I watch the newly-posted video of that discussion of the creative process needed to address wicked problems—those complex and ambiguous problems requiring innovative approaches—that I see how much my perspective on the topic has evolved over the period of a single month.
What makes the viewing of that video transformative is that it places me, in a very visceral way, in two distinct yet interwoven moments and frames of mind. The original moment, environment, and frame of mind is the one created by the act of being part of a summit where all attention is focused on a single, spectacular theme—the future of education. The contemporary moment is the one that is here and now, just one month later, when I continue to be part of a group absolutely transformed by participation in #etmooc, the Educational Technology and Media massive open online course (MOOC) that Alec Couros and others are currently offering through March 2013.
Brown, like Couros and his associates (his “co-conspirators”), lays the foundations for explorations without establishing a clear vision of the outcome. We know we’re going somewhere, we know it’s going to be a journey well worth taking, and we know we’re going to experience unexpected pleasures along the way, but we have no idea what the destination is until we help create it through our own participation. It’s a learning process, and the most successful learning processes are those that the learners themselves—ourselves—help define, create, and complete. We allow for successes far greater and more significant than we can envision at the beginning of the learning process; we create an expectation and acceptance of the possibility and likelihood of failures along the way; and we create the most wonderfully odd juxtapositions that in and of themselves serve as the sandboxes capable of producing results worth seeking.
Brown, at a key point in his presentation, draws our attention to John Cleese’slecture on creativity—a spectacularly entertaining and thought-provoking presentation that was originally delivered in 1991, yet continues popping up via online links with great regularity and proving itself to be as timely today as it was more than two decades ago. Being onsite with Brown means that we experience Cleese second-hand; watching the video of Brown’s presentation provides the invitation (consider it a command performance) to take the time to actually relive Cleese’s lecture in the moment, in juxtaposition with what Brown is offering. And we’re all the richer for this opportunity to re-walk both those paths again as frequently as we allow ourselves to be drawn to them, just as we’re able to re-walk some of the paths we’re creating, visiting, and revisiting through the various platforms that #etmooc uses (Blackboard Collaborate presentations; blog postings; live tweet chat sessions; postings in a Google+ community; and a variety of other settings limited only by our own imaginations and the amount of time we have to give to our continuing education efforts in a vibrant community of learning).
But let’s stay with a key point that Brown makes by quoting from Cleese’s earlier yet virtually contemporaneous presentation: creativity “is not a talent; it is a way of operating.” Every time we creatively pull ourselves back into an inspiring learning moment by re-reading our notes, or re-viewing an online presentation, or re-reading a blog posting (and, perhaps, adding to what is already there by posting a new comment that draws the original blogger back to what he or she wrote days/weeks/months/years ago), we keep our learning moments alive, productive, and fertile.
Jumping from Brown to Cleese also takes us deeper into that fabulously Cleesian world where he begins by telling his audience (which, thanks to the video, now includes us in the sort of wonderfully synchronously asynchronous moment that I’m attempting to create with this article) that he can more easily explain humor than he can explain the creative process. Then proceeds to do both by talking about creativity while continually interrupting his own presentation with a seemingly endless string of light bulb jokes. Then finds a way to connect the learning dots by helping us understand how the juxtaposition of seemingly unrelated ideas (like creativity and light bulb jokes) can move our minds from a comfortably closed state (that is antithetical to creativity) to one open to unexpected possibilities (which provides a field where seeds of creativity can sprout, grow, and thrive). He makes us laugh repeatedly by reminding us how important these absurd juxtapositions are, and then producing more of them to prove the point. By the time we leave Cleese and Brown, we have strengthened our ability to engage in the process—and even make sense of the sort of juxtapositions I calculatingly create in the headline to this article.
N.B.: This is the fourteenth in a series of posts responding to the assignments and explorations fostered through #etmooc.
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.