I’m forever indebted to Alan Levine’s description of #IntroGuitar sometime last spring, where he included Gleneagle‘s Introduction to Guitar 11 in a list of experiments in Open Courses You Won’t Find in the New York Times, A Cheesy Edudemic Infographic, or Among Davos Champagne Sippers:
In a basic hosted WordPress web site, he has a place for his high school students and anyone else interested to post their recordings, videos, and writings about elearning to play guitar. There is a loose curriculum, but open participants can jump in and out easily.
And a semantic distinction, it is not a class that teaches guitar but one where you can learn guitar.
Already people are sharing stories of their guitars, taking tracks recorded by one participant and layering their accompaniment on top.
How much easier could it be to open up a course? A free hosted platform, invite people in? Who needs $6,000,000?
Not that I would turn down the six million, but I am humbled to have played a part in creating something that so naturally and easily manifests so many of the things we talk about as
21st Century Educators: choice, flexibility and relevance, the blending of digital and physical collaborative spaces, and the building of communities of practice for our students and the wider world.
As Alan introduced, the course itself consists of the 25 for-credit students that have enrolled in the class at Gleneagle, and a website I set up using the free WordPress.com site. From there, I have tried to set the for-credit tasks in line with creating a blended learning community for folks beyond the class to engage with and benefit from: categorizing assignments and allowing anyone who fills out a Google Form to become a site author, offering feedback, creating their own assignments, or tackling existing tasks on the site.
For those enrolling as Open Online Participants, there are few rules, expectations, or guidelines to speak of:
There are no minimums, and no apologies for open-online learners in Introduction to Guitar: do as much or as little as you like.
With this lackadaisical invitation, some of the most profound and creative learning in last year’s cohort was contributed by folks – from around the world – joining in for fun.
In a particular piece of open-serendipity documented in more length here, I took a poem written by one of Jabiz Raisdana’s students in Singapore and lent it some musical accompaniment that I shared as a Google Document.
From there, Nathan John Moes, in northern BC, recorded a gem of a cover – that has since disappeared from Soundcloud – which survives courtesy of an asynchronous jam provided by Keri-Lee Beasley (back in Singapore), who sings over Nathan’s version here:
In an example of truly rhizomatic learning, momentum gathered around a personally relevant course of study for those who found the assignment compelling; others were free to join in or pursue their own plans:
With the start of another semester of Introduction to Guitar at Gleneagle, I’m excited to build on our open experiences of last year, and have already begun the process of serving as tour guide to our prospective Open Online Participants (something I hope will help throughout this semester), and enculturing our new For-Credit Students into the blended online learning environment.
Over the next few weeks, we’ll hopefully be seeing the fruits of this initial infrastructure setup in the type of spontaneous creativity and learning many of our participants will benefit from in the coming months.
Want to join us?
You’ll find a variety of assignment possibilities categorized on the dropdown menu at the top of the page, and a host of student\participant examples to guide you in your first efforts. If you don’t find an assignment worth pursuing, make one up!
It is, after all, your course as much as it is anyone else’s.