Learning on (and of) the Web

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“…ds106 is not just ‘on’ the web—it is ‘of’ the web.”

Alan Levine

The advent of the web enables a type of individual inquiry and collective synthesis that makes new experiments in constructivism possible. But creating the conditions for such epistemological emergence can be a challenging possibility to consider.

As Osberg and Biesta note,

“…if educators wish to encourage the emergence of meaning in the classroom, then the meanings that emerge in classrooms cannot and should not be pre-determined before the ‘event’ of their emergence.”

Such a conception of knowledge-creation presents a problem for educators in imagining a means of assessing the type of collaborative inquiry necessary to bring about this type of learning. However, Gardner Campbell has created a daily pop quiz that may provide a template for a daily barometer of individual engagement:

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The pic of Gardner Campbell included here was taken by Michelle Lamberson

To achieve top marks on this type of quiz, learners must be engaged in generating personal courses of study around shared themes, the fruits of which can then be woven together in expressions of individual and collective synthesis that become the processes of learning in the classroom.

Osberg and Biesta describe a similar process of emergence based in “the idea that knowledge is neither a representation of something more ‘real’ than itself, nor an ‘object’ that can be transferred from one place to the next.”

“Knowledge is understood, rather, to ‘emerge’ as we, as human beings, participate in the world. Knowledge, in other words, does not exist except in our participatory actions.”

Bonnie Stewart characterized the shift in thinking surrounding open learning environments such as MOOCs as indicative of a cultural transition driven by digital technologies:

When communications are seen as key to learning, the numeric focus of the information-centered paradigm cannot be reconciled with the significant and varied body of educational research which foregrounds the importance of interactive (Dewey, 1938), situational (Lave & Wenger, 1991), and critical (Freire, 1970) perspectives on learning. The communications approach focuses on the Internet not as a technology but as a medium for human engagement. “The Internet encourages discussion, dialogue and community that is not limited by time or place. The role of educators in this world is to facilitate dialogue and support students in their understanding of resources” (Weller, 2007, p. 6).

This facilitation involves the planning and design of learning environments and activities, to be sure; but these preparations are best informed by educators’ own experience and learning in these environments, and in the same spirit of inquiry that is being asked of the students. As one of the TALONS articulated a few years ago now, to exist in the Age of Information is to participate in it.

In a rash of social studies blog posts that were published in late January of 2011, as the class was studying Louis Riel and the Northwest Rebellion and the Egyptian people were staging a revolution in Tahrir Square, TALONS now-alumni Megan comes to a realization at the heart of literacy in the digital age:

And then you come back to me. Still sitting in front of her computer, and still on the opposite side of the world. I am a child, in this age of information. But I am also part of the age of information. I have just as much say in what occurs as everyone.

If what happened in Egypt is any indicator as to what can be accomplished through communication, I think that maybe, I need to realize, or maybe we (and I’m talking to all my fellow youth out there) need to realize that if we organize we can accomplish something big. People may say that children and youth are better seen, and not heard. But you know what? We are the new generation, and we should have a say about what sort of world we are growing up into.

So hey, there’s my two cents. Just tossing it out in the world of the internet.

But I guess you might say this:

I know that it actually matters now.

I am a participant in this age of information.

An important aspect of participating in the age of information is developing a personalized means of accessing, filtering, saving, sharing and synthesizing the cultural voice of the zeitgeist being expressed across the culture. To provide meaningful experiences in this emergent environment, educators are challenged to engage with information in new ways made possible by the read-write web, and social media.

bell hooks describes such a process of “engaged pedagogy” as “more demanding than conventional critical or feminist pedagogy.”

“For, unlike these two teaching practices, it emphasizes well-being. That means that teachers must be actively committed to a process of self-actualization that promotes their own well-being if they are to teach in a manner that empowers students.”

The question of well-being brings into focus many educators’ difficulty in embracing the Digital Age and its myriad publishing tools, social media, and unending streams of information.

How do I read it all? 

Where do you find the time? 

Etc, etc… 

In the five or so years I have been teaching and learning in blended learning environments that attempt to seed the type of culture implied by the advent of digital publishing technologies, I’ve settled into something of an information workflow that allows me to read and reflect on an ever-rising tide of information, but also to organize those readings and reflections, and publish my own thinking to a fluid community of peers and students not only in the present, but also into the future.

Appropriately, this process has emerged over time, and continues to. But a lot of it looks like this:

Feedly ReadsReading

Favs

I stopped surfing around to the sites I tended to find interesting reads or views on a few years ago now, opting instead to follow my favourite sites on either Twitter, or in an RSS reader such as Google Reader. Now, unfortunately having lost the Reader, I’ve moved to Feedly, which does almost everything the former used to, and which is likely similar to many offerings from Digg Reader and a host of others.

My RSS feeds are collected into bundles that I can check at various intervals throughout the week: my News folder is a daily check, while Education, or Arts and Culture generally get more attention on the weekend. Something like Food or Music are generally lower in the pecking order, but as I flick through any of these folders, I am generally not so much reading what I find as filtering and saving the intriguing items for later on.

I do much the same thing on Twitter, where I use my Favourite option to save interesting things for later viewing more than as a sort of Facebook “Like.” 

Now, a lot of people probably participate in these first two steps, and that’s the last they ever see of these links and blog posts and other data flying across the web. But this type of reading demands a later stage in this filtering process where these items can be logged into digital long-term memory.

Delicious bitsWhich is where a service like Delicious comes in (Diigo and other sites can serve the same purpose here), as I then spend time – maybe once every few weeks – going back through those Favourites and Saved articles from Twitter and Feedly, and organize them for longer-term storage.

In Delicious, I’m able to save links to my Saves and Favs that I want to hang onto (helpfully, they have a Chrome plugin that lets me do this right from the page or article itself), as well as as descriptive tags that will help sort different articles, videos, posts or resources.

During the summer, when I have more time to cook, I actually send the favourites from my Food folder to another ap called Pocket which turns my iPad into a cookbook.

This way, as I approach a unit in Social Studies, for instance, or find myself in an email debate with one of my colleagues, or am writing a blog post about something one of my students blogged four years ago, I can consult Delicious and search the tag for “Confederation,” or “Enbridge Pipeline,” or “Student Posts,” et voila. 

Publishing

Blog Tags

When it comes time to publish, I find myself torn between two extremes of blogging or sharing: namely either the carefully-crafted or long-winded dissertation on a topic; or an attempt to capture a moment in time (which can still tend toward the long and windy…). This applies across platforms, to my blog probably as much as Twitter, or Youtube, or Instagram or Flickr.

But the important part of publishing or sharing online is that it can become the natural exhalation of all that good stuff I’m taking such pains to ingest with Feedly and Twitter and, y’know… life. The mass collections of data that these services offer in potential – much as the possibility for learning in life outside of screens – exists in proportion to our ability to synthesize those streams of information into our own view of things.

And it is this potential that I find so riveting about the social, metaphysical, and epistemological transformations brought about with the advent of the Digital Age.

In this view it is important to see one’s own publishing (especially in blogged form) as a node in a network of other information: thus the use of hyperlinks and reference to others’ ideas as support remains an essential quality. But so too does the impetus to organize new posts within a structure that will continue to organize your work into the future. So here we can see blog tags and categories, Youtube playlists, or Flickr albums playing an important role in your own informational tail being accessible, searchable and available to you six months or six years from the date of publication.

Over time these blogged gardens of links and stories and photographs can require weeding, and one is reminded of the health that returns to many of our perennial plants after a thorough trimming of its branches and tangled intersections.

Don’t be afraid to trim, hew, and hack. Unfollow, unsubscribe, reevaluate your workflow. As the Boss says, “there’s no right way to do it. There’s just doing it.”

Reclaim TALONS

Out Walkin'

While I attempted to introduce the new academic year in a blog post that wound up meandering into too many of my thoughts and feelings on the culmination of BC teachers’ recent strike action, here I intend to share my initial guiding interests and projects setting out into the 2014-15 school year. As I alluded to in my previous post on the dawning of September, I plan to continue my research into citizenship education as concerns digital pedagogy, curricular reform, and broader currents in educational philosophy.

In the last few years, I have become an admirer of Paulo Freire‘s notion of critical pedagogy, and try in my own practice, as well as my classroom constructivism, to create habits surrounding an ongoing praxis of reflection and action for myself and my students. Such a praxis suits the type of citizenship education Gert Biesta and others espouse as central to the emancipatory process introduced by Freire, and also aligns with many of the intentions of pioneers on the open web and in the digital humanities. In my work as an open educator this praxis also revolves between the theoretical concerns of pedagogy and the practical applications of these intentions.

Reclaim TALONS 

One such foray into the practical application of my research interests has me finally setting out on an adventure I have long-anticipated.

Since taking the TALONS communities onto the public web, first with Edublogs.org, then Wikispaces.com and free WordPress.com sites, I have largely pursued a narrative of online learning which focused on the skills and awarenesses required in the digital sphere. Working across these public platforms, my students and I have contemplated digital citizenship and storytelling, as well as had many opportunities to connect our classroom learning with a wider audience than within the school district’s information silos.

Each of these services – Edublogs, Wikispaces, and WordPress, among others – have afforded us the opportunity to dip our toes in the public web without first surmounting the limits of my own technological expertise around how to manage and administer our own classroom spaces and domains.

Screen Shot 2014-09-28 at 2.42.53 PMBut in the meantime, I’ve had the pleasure of getting to know and work with a handful of innovators in higher education who have shown me the relevance of gaining such expertise, both for my own development as an open practitioner, and as an opportunity for the students I work with.

In his 2009 essay, “Personal Cyberinfrastructure,” Gardner Campbell presented an idea Jim Groom, Tim Owens and Martha Burtis have since ran with at the University of Mary Washington:

Suppose that when students matriculate, they are assigned their own web servers — not 1GB folders in the institution’s web space but honest-to-goodness virtualized web servers of the kind available for $7.99 a month from a variety of hosting services, with built-in affordances ranging from database maintenance to web analytics. As part of the first-year orientation, each student would pick a domain name. Over the course of the first year, in a set of lab seminars facilitated by instructional technologists, librarians, and faculty advisors from across the curriculum, students would build out their digital presences in an environment made of the medium of the web itself. They would experiment with server management tools via graphical user interfaces such as cPanel or other commodity equivalents. They would install scripts with one-click installers such as SimpleScripts. They would play with wikis and blogs; they would tinker and begin to assemble a platform to support their publishing, their archiving, their importing and exporting, their internal and external information connections. They would become, in myriad small but important ways, system administrators for their own digital lives.3 In short, students would build a personal cyberinfrastructure, one they would continue to modify and extend throughout their college career — and beyond.

In addition to building technical knowledge and skills required to exercise agency and voice in the post-Gutenberg age, students charged with the creation and maintenance of their own personal cyberinfrastructure would be engaged in learning across the disciplines of “multimodal writing to information science, knowledge management, bibliographic instruction, and social networking.” To read Campbell’s 2009 call for this type of university education strikes me at this stage in my research and interest in the digital humanities and citizenship education as the intersection of the two, and something that ought be explored at the highschool level.

By Campbell’s description, this discussion of a technology-infused education, is everything at the core of popular discussions of digital skills, literacy and citizenship. “If what the professor truly wants is for students to discover and craft their own desires and dreams,” he writes,

a personal cyberinfrastructure provides the opportunity. To get there, students must be effective architects, narrators, curators, and inhabitants of their own digital lives.6 Students with this kind of digital fluency will be well-prepared for creative and responsible leadership in the post-Gutenberg age. Without such fluency, students cannot compete economically or intellectually, and the astonishing promise of the digital medium will never be fully realized.

While Campbell admits that such forays onto the open web wait until students enter college, the intervening years in educational technology have only hastened the need for students to protect and manage their own data. In British Columbia, FOIPPA laws surrounding storage of student-data on locally maintained servers creates the need for many district’s and educators to work within closed or clumsy information management system provided by Pearson or Microsoft, where after spending millions for the software, the rights to the intellectual property of student work is retained by the company.

The same laws might be seen as the impetus for public school students in British Columbia to be educated in owning once and for all their digital selves, as it is in the interest of so-called ‘protection’ of this information that the laws exist in the first place.

Since the University of Mary Washington launched its own riffs on Campbell’s cyberinfrastruture in projects such as Domain of One’s Own and Reclaim Hosting, I’ve often mentioned to Jim Groom that I would love to bring what he and Tim Owens and Martha Burtis have created to the TALONS classroom. For only my own hestiation has it taken this long to bring the project about though, as Jim has been enthusiastic about the prospect from the first. Within a day of sending Jim and Tim an email outlining where I wanted to go with the TALONS data, the class site had migrated to its new domain (http://talons43.ca).

The journey had begun.

In the week since, I’ve also moved the open course Philosophy 12 from its old WordPress digs to a subdomain on the same site (http://philosophy.talons43.ca), and will do the same with the school’s open Introduction to Guitar closer to the spring. Tim and I have begun to see if data from the class’ years’ old subject wikispaces will easily migrate to DokuWiki apps residing on the same site (eg. http://socials.talons43.ca), and in the next few weeks the TALONS will be setting up their own blogs as extension of the webspace which they will use to chart their learning over their two years in the program. When they come to graduate from the program, and move into grade eleven and beyond, they will have the opportunity to take their data with them, transfer it to their own domain, and continue in their digital educations.

As the province begins to etch out its vision of personalized learning, I submit what comes of our continued experiments to the discussion of citizenship education in the 21st century.

“…not a class that teaches guitar, but one where you can learn guitar.”

#IntroGuitar Performance Day

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.Screen shot 2014-02-02 at 11.51.56 AM

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:

Sylvano Bussotti, Rhizome, 1959 (Via MaryAnn Reilly)

But that’s not even all of it: Jabiz took his own swing at what had become of his student’s poem, and so did Colin Jagoe (in Ontario) , and Leslie Lindballe (while she was down in Peru).

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? 

Visit TalonsRockBand.Wordpress.com and our invitation to Open Online Participants, drop your details in our registration form, and familiarize yourself with the course site.

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.

This year’s new Dylan: Design Thinking

Image by David Kernohan

I’ve quoted D’Arcy Norman’s MSc thesis here before. However, newly immersed in the introductory strides of Design Thinkingcourtesy of UVic and #TieGrad’s EDCI 335 course, I think the following bears on our emerging discussions:

…educational technology can be prone to cycles of hype and fetishism, where new tools and applications are rapidly adopted by individuals who are seen as innovators in the field, with little time for thorough or rigorous investigation of the pedagogical strategies that may be enabled by the affordances of these new tools.

Not explicitly a “technology,” per say,  a quick Google search reveals Design Thinking as a possible blank-filler in the educational Mad Lib of How ___________ will revolutionize education! Within this wider family network are pedagogical approaches: project-based, inquiry or experiential learning; tools: Twitter, Blogs, Skype in the Classroom; or the more nebulous -ifications: Gamification, MOOCification, Learnification… 

An Emerson quote I find myself falling back on in such moments of cynicism goes something like, “At the periphery there is infinite complexity, yet at the center, simplicity of cause.” In other words: might each of these various revolutionary manifestations be riffs on the same basic principles?

And might these principles be part of larger intellectual traditions that will provide us a better understanding of learning, society and education than venture-backed entrepreneurs?

As Bill Storage points out in a particularly scathing historical critique of the design movement,

“The term [design thinking] has been redefined to the point of absurdity. And its overworked referent has drifted from an attitude and guiding principle to yet another hackneyed process in a long line of bankrupt business improvement initiatives, passionately embraced by amnesic devotees for a few months until the next one comes along.”

Principles of Pedagogy

In my final presentation in our last course, Social Media & Personalized LearningI attempted to frame my views of learning and the potential of new media to continue to inspire the original tenants of the Project of Enlightenment. The basic underlying principles – which in turn created the elements of design in my courses and informal learning spaces – concerned themselves with the generations-old philosophical traditions of the enlightenment movement. These principles of pedagogy addressed concerns that were:

  • Epistemological
  • Metaphysical
  • Aesthetic
  • As well as Social-Political

Epistemologically speaking, my “design thinking” is rooted in an emergent view of knowledge whereby “knowledge is neither a representation of something more ‘real’ than itself, nor an ‘object’ that can be transferred from one place to the next.” This is supplemented by the metaphysical premise that we know ourselves by knowing others, and that new ways of knowing others create new ways of knowing ourselves, which in turn becomes a question of human aesthetics as the search for new and evolving selves continues.

Each of these ideas culminates in the crowning achievement of the Enlightenment revolutions in Europe: the creation of the democratic public sphere:

…an area in social life where individuals can come together to freely discuss and identify societal problems, and through that discussion influence political action.

Douglas Kellner talks about how the advent of the bourgeois public sphere brought about the possibility of,

[f]or the first time in history, individuals and groups [shaping] public opinion, giving direct expression to their needs and interests while influencing political practice. The bourgeois public sphere made it possible to form a realm of public opinion that opposed state power and the powerful interests that were coming to shape bourgeois society.

Many of the different pieces we’ve been supplied as part of our reading on Design Thinking poises it as a revelatory challenge to the project of democracy and enlightenment birthed in the 1700s. Bruce Nussbaum wrote in 2009 about how

“… it is the evolution of design into Design (with or without the “Thinking” term) to redesign large-scale social systems in business and civic society that has folks moving to embrace it. In this era of melting models and flaming careers, of economic uncertainty and social volatility, Design has a set of tools and methods that can guide people to new solutions.”

(Nussbaum has since called “Design Thinking” a “failed experiment.”)

Harvard’s Peter Rowe, who first introduced the concept of Design Thinking in 1987, characterized the phenomenon thus:

“Quite often references are made to objects already within the domain of architecture. On other occasions, however, an analogy is made with objects and  organizational concepts that are farther afield and outside of architecture. Sometimes these analogies serve a designer’s purpose for more than a single project and thus become incorporated as a central part of that individual’s design thinking.”

If this sounds familiar, Don Norman is quick to point out that “radical breakthrough ideas and creative thinking somehow managed to shape history before the advent of Design Thinking.” He continues by saying that, “‘Design Thinking’ is what creative people in all disciplines have always done.”

This raises a few questions for me:

First, what are these dispositions then, I wonder, that compose Design Thinking / Creativity / Interdisciplinary Learning / Project-Based? Aren’t collaboration, creativity, social responsibility, cultural understanding, communications, innovation, and critical thinking (all taken from the BC Ministry of Education’s Guide to 21st Century Learning) at the heart of John Dewey’s vision of learning? Immanuel Kant’s? Socrates’?

And secondly, from whence does the compulsion to endlessly repackage, repurpose and re-sell these ideas emerge? In this vein I wonder why we are so reluctant to acknowledge the longer traditions that these intellectual pursuits have enjoyed?

The question begged by these others, I think, is that of who benefits from presenting the nature of learning with such a historical myopia?

Reengage

Beach Day

Baker's Beach, Francis Peninsula Sunshine Coast, BC

For the first time in what feels like a while, I took the almost the entire summer as vacation this year, and came back into school fresh with (albeit unfocused) enthusiasm and energy for September. By design or retro-active justification, I like to come into a new school year without too many preconceived ideas about what it is my classes and I will wind up creating over the course of the year. In the TALONS class especially, but even in my other classes with Gleneagle’s general population of students – Philosophy 12, Intro to Guitar 11 – I like to rely on the formative rituals of group development to bring the individual character of a class to the foreground before making too many concrete plans. The Rites of Fall, whether retreats, or seating plans, or syllabi, have a way of bringing out the personalities and stories that will shape the year for all concerned, and I like to think I’m pretty good at trusting in them to do just that.

I make plans, and frame the content of my courses within my own developing sense of its relevance to myself, the themes I see running through current events, educational trends, popular culture, or what I know about the groups I’ll be working with come September (as TALONS is a split class, our grade nines replace the departing cohort of grade tens, and welcome a new group from our feeder schools).

Above Garden Bay

But I’m very much aware that these are mostly points of departure.

All of which is part of what has me excited about the TALONS Teachers’ approach to goal setting and planning for this school year, a process we are in the midst of sharing with both morning and afternoon classes these first few weeks of September.

Borrowing from an idea brought to me – among countless others – by Langley teacher Sherrine Francis, Quirien Mulder ten Kate, Andy Albright and I each resolved to focus our work and teaching with the TALONS group around a single word that would ground our teaching and provide something of a thematic conversation piece for us with our classes. I will allow my colleagues to speak for their own chosen words, but back in June I decided to set my sights on the idea of engagement, of occupying a person’s attention or efforts, of binding, as by pledge, promise, contract or oath.

As a social studies teacher, I feel as though I am entrusted in some ways with a responsibility to promote and provide guidance in navigating an increasingly disengaged democracy. And as a teacher who frames a lot of what I’m trying to accomplish in notions of socially constructed knowledge, and the potential of connectivism, I think that a lot of the skills this type of collaborative wordview deems necessary begin with a personal engagement in a collective struggle. It doesn’t matter if I’m teaching Philosophy, or Guitar; mostly I come back to Richard Dixon’s notion that “every class is just another chance for young people to practice building and maintaining communities.”

Untitled

And so I find myself this September thus far talking a lot about the potential of digital technology and social media to complement the learning we are doing in the classroom. About how it can offer space for a different sort of relationship between peers, and teachers, and the community beyond the school. About how these digital extensions of our physical communities can support the lives and learning of the participants.

But also about how this potential relies on collaborative engagement.

Engagement with our own learning, as well as with the learning of others. Engagement with our local communities, the people down the hallway, and our peers across oceans and continents.

Which is what I find myself coming back to in the way of a research topic and background interest for the start of my master’s education and my Personalized Learning and Social Media class at the University of Victoria: to explore the potential and the means of digital media and storytelling to support and complement physical learning communities in my classrooms, school, and personal learning network. It’s nothing particularly new to this blog,or my own learning in these last few years, but I am happy to have the focus of EDCI338’s assignments, as well as my newly minted #TIEGrad cohort, to help in the further exploration of these ideas.

Amazing Stories of Openness on the Web

It was a pleasure to share this story of openness that came out of #philosophy12 with Alan Levine‘s (aka @cogdog) newest incarnation of True Stories of Openness on the Web

We all start out in our educational careers (meaning when we were in kindergarten) knowing intrinsically the value of sharing. Somewhere between there and graduate school, we lose track of this simple concept, be it worrying about intellectual property rights or fearing theft.

The open ecology of the internet can undermine this learned and limiting stinginess. In this session we want to celebrate the True Stories of things that happen to educators when they share something openly on the web. We asked colleagues to share with us a video of their own stories of something surprising, valuable, powerful, or just plain inspiring that happened when that piece of media, that document, that video, that blog post, became valuable to someone they did not know before.

 It was cool to see Inquiry Hub principal Dave Truss’ story of connectedness inspire Shawn White to share his own Open moment in a video, and I’m looking forward to seeing what others might contribute to this year’s collection.

You can share your own Amazing Story of Openness by recording a quick video and filling out the form here.

Philosophy Pop Quiz

This post is also on the #Philosophy12 blog

I’m grateful to Dr. Gardner Campbell of Virginia Tech for letting me bring his daily pop-quiz into #Philosophy12 this semester, as it creates a context for learning that highlights behaviours that are congruent with the philosophical mode and constructivist’s approach as well.

The five questions of the quiz aren’t assessments of any specific understanding, but rather inquiries into habits that will lead to a conducive learning environment in the physical classroom. Our open online participants, I would guess, are the types of learners that are engaging in these behaviours (they otherwise wouldn’t likely be participating with us).

Dr. Campbell’s daily check in goes as follows (score yourself with the numbers supplied):

  1. Did you read material for today’s class meeting carefully? (No – 0, Once – 1, Yes, more than once – 2)
  2. Did you come to class today with questions or with items you’re eager to discuss? (No – 0, Yes, one – 1, Yes, more than one – 2)
  3. Since we last met, did you talk at length to a classmate, or classmates about either the last class meeting or today’s meeting? (No – 0, Yes, one person – 1, Yes, more than one person – 2)
  4. Since our last meeting, did you read any unassigned material related to this course of study? (No – 0, Yes, one item – 1, Yes, more than one item – 2)
  5. Since our last meeting, how much time have you spent reflecting on this course of study and recent class meetings? (None to 29 minutes – 0, 30 minutes to one hour – 1, Over an hour – 2)

Gardner talks about how the quiz is a predictor of how ‘productive’ his classes will be, and in a quick show of hands to reflect today’s scoring, I can see how the class’ honest reflection and response to these questions is potentially a very accurate picture of the engagement at the outset of the day. But more than that, I appreciate what Gardner might call the ‘meta-message’ contained in the brief assessment, and what GNA Garcia described as, “thinking about how [learners] are thinking about what they think about and when,” and thus creating “habits of mind.”