Ddigpins, ID, and Another 336699

Today is day 66 on the job at Davidson College as Instructional Designer and the last 33 sure passed faster than the first 33. It has been a fun chunk of time in which there has been tons of great posts from others in the field, a bunch of interesting projects at the college, and one unforgettable conference. My first post of 336699 was focused more on actual projects at the college, where this one will be tangental at points as it attempts to address a few things hanging in the balance.

DDIGPINS Response

Ddigpins is a continuation of #Digpins which aims to help participants cultivate their “digitalness” in (our current instance) Instructional Design. We are running this version on Ddigpins in a bit looser style as it is for the 5 of us Instructional Designers only and it is during summer so vacations/conferences are pacing things out more. Each week a different ID is responsible for the CTA, and last week Robert McSwain asked us to reflect/share on a ‘a ha’ moment when it comes to us starting down the ID path. I thought long and hard after watching his video and failed to come up with my moment. Not from not having one, but from having so many. Instructional Design has been a pseudo-dream job for me as I get to be creative in how I do things, collaborate with smart/cool people, and constantly learn new things. A recent post from Kerry Pinny on learning technologists (essentially IDs) had this great quote about ID work:

I would say my work now is mostly in the bottom five lines here more than the others, but this goes to show how diverse and dynamic ID life can be. Many great posts of late have reflected on the ID praxis and how entirely complicated and complex it is. So maybe that’s MY ‘a ha’ moment – I love doing this work because of its complexities. Over a decade ago when I started my M.Ed.Tech, I met an ID community online and realized how interestingly diverse their projects/positions were. I’d found a line of work that incorporated many of the things I loved as an educator and required many elements of my creative background as well.  I’ll write more on this later I’m sure.

DDIGPINS CTA

As this week is my turn to spark and engage the team, I thought I would talk about something I am quite excited about – D-D-D-D-D-DOMAINS! Domain of One’s Own (#DoOO) has been running at Davidson for a few years now with some courses requiring students to have a domain for their projects. ITS has decided to push DoOO as an “anchor” technology which means we need to build out a bunch of pieces for creating awareness around various initiatives.

One of the most exciting bits in here is we’re looking at crafting a community portal for all of our Domains. We are looking to pilot this in several courses/disciplines this Fall and are excited at what it will look like. I’ll probably report back on this in the next 336699 post.

For our CTA this week (I’m looking at you idteam_digpins) I would like you all to share and reflect on a social/community site that has been transformational in your work as an ID.

DOMAINS @ DAVIDSON

BACKGROUND

As a pseudo continuation of my CTA, the project I’ve been working on most is domains.davidson.edu Over the past couple months I have been getting more and more involved with our Domains at Davidson initiative. Before and after the Domains17 conference we have been looking at ways to create more of a sense of community around our Domains initiatives. Over the past month we have chatted with Tom Woodward and Jim Groom about adapting some work they’ve done at other colleges. We would like to create a community site where all of our domains can interact with each other and be social somehow. Our community pages will have a variety of ways to filter posts and content.

NEXT STEPS

We have meetings and consults set up with internal and external people over the next few weeks. For the next few months we will focus on building more literacies around Domains through class visits and consults. As we build out our resources we will focus on scaffolding the community pieces into messaging.

HOW MANY DAYS UNTIL NEXT PROJECT

Our first big meeting was today. There are many others planned, but we will focus on some pilot projects first and build out from there. Will defo report back on this in the next 336699.

Unpacking from/through/about Domains17

I left Oklahoma bursting. Still am really. After two and a half days with people/ideas/purplepenguins at #Domains17, I was full of all of the stories. On the evening before the conference began we were dropped at 21c Museum Hotel in Oklahoma City which is a converted Ford model T plant. We had dinner there that night and then moseyed over to Flashback Retro Pub for some coin op madness. On top of pulling a draw with Jim Groom on two heated Track and Field matches, I had some great conversations with friends old and new and some for the very first time in the flesh (ITF). Everyone was abuzz with the two days to come and we talked at length about many Domainy things – art, games, music, writing, architecture, research, food, and locations. It left me feeling lifted.

On the first morning there was a “Domains Fair” which was an eclectic mix of Domain of One’s Own (#DoOO) based initiatives at a variety of institutions. Said fair was DJed via #ds106radio and felt at once intense and cozy. If I had but one takeaway here it is the work Laura Taub (and others) are doing with #DomainsResist at Muhlenberg College. It is the most important work of archiving protest. Although I didn’t get to see the session on the second day based around this, the twitter feed afforded me to see: “Take back the archive. Take back the web. Tell untold stories. Make [campus] history.” These ideas really pushed me to think about how we should try and frame every project we work on.

To this point I am often asked: What is a domain? OR What is this Domains thing I keep hearing about? Depending on context and who is asking, I explain the history of DoOO and touch on Domain Literacy a bit, but I’ve never had a “go to” structure/response. Using the Cynefin framework to help talk through this, we could say Domains fall into all of the areas: Simple because it is “just” a website, Complicated as it allows you to structure multiple areas for sharing and exploration, Complex for there are an endless number of ways that it can be used as part of your digital identity, and chaotic – I’m not exactly sure how to describe this bit. My thoughts on Domains veer into many directions depending on the context, but Martha Burtis’ keynote helped me more clearly articulate an approach and structure with which to look at future projects. Although there were several notable takeaways, I think the main one was her breakdown of the four key components to DoOO: Naming, Building, Breaking, and Knowing. In this order, one could perfectly (and problematically at the same time) map out the cynefin framework as well – Name (simple/best practice-ish), Build (complicated decisions around apps and direction), Break (adding subdomains, using aggregators, reaching audiences), and finally Knowing (our ever chaotic realm of trying to prove we KNOW something and/or what knowing actually means). Refusing to get all philosophical at the moment, I think these four steps align almost perfectly with how I build meaning in my life in general. But that’s a whole other post.

Weaving in and out of conversations at Domains17 was the idea of metaphor. At the beginning of her keynote, Martha Burtis asked us to write down a word or two that we thought described all of the images she used as springboards to ideas. My interpretations of this was to name and then try to attribute pseudo abstract ideas to these pictures. After this, she asked us to think of a physical space that we thought represented the internet using #concreteweb. My initial response I now find lacking. In retrospect I would change my answer to my suitcase. It is a symbol for my wanderlust and potentially how I find the web to be a constantly evolving learning space. As a concrete space it can contain, and has, so many different things and continually gathers traces of its journeys. When I travel/experience/return from trips, I usually leave it open, in plain sight, long enough to fool myself into thinking I have processed many of the elements of that trip. Often times there are new items in it from the trip(s); postcards, stickers, books, shirts, a tie or two. As of this writing my suitcase is still on the floor of my bedroom unpacked. It remains the perfect analogy for my thoughts on Domains17 – open and unfinished.

As a parting thought I would say that Domains is like a lifestyle that one needs to improve no matter how good they think theirs is. Sure they are problematic and messy, but they can at least be an attempt to do share good things with the world. And while that could/should be criticized from many angles, we need to be diligent in our attempts to harness what is positive and critically build on them. There are issues like this in pretty much all edtech conferences, but if Domains is meant to be the “ascendant technology” it aspires to be, we all need to do more to bring diverse voices into the fray, whom domains will potentially best serve and amplify. Although there were many female presenters and attendees, we do have a lot of work to do after #Domains17. We must aspire to write stories that include more students, more POC, and more diversity in general.

Now I am off to read all the reflections others have written about Domains17 and there are many. Over the past month I have intentionally not read anyone else’s reflections so that my piece would remain uninfluenced.

If you’ve read other Domains17 posts which ones are your favourites and why? How can Domains18 intentionally include more diverse narratives?

PS: I must also mention how awesome @brumface‘s approach to organizing dinner. SRLSY! If you ever organize a conference, take her advice!

PSS: If you made it this far, the pic at top is a link ;)

Intentional Practice OR My first 33 days of Instructional Design at Davidson College OR #336699

It is business day 33 at my new job as “Instructional Designer – Quantitative Applications” as part of the Davidson College WildCat tech team. These first weeks have been full of fun events across campus and I feel quite lucky to be warmly welcomed by people here in the Technology and Innovation team, as well as a bunch of faculty, staff, librarians, students, and alumni at various events across campus. It may seem weird to have the exact day count at 33, but ever since I started as an Instructional Designer at UPEI several years ago, I have slotted out my time in 30/60 and 100 day chunks. I thank Dave Cormier for this, as he tasked me at the beginning of my time at UPEI to set goals for each of those marks, and then reset once you get to 100 and do it all again. Having clear markers of some sort is very important. Especially when you’re working in such an odd field as Instructional Design. Whenever someone asks me what I do and I say I’m an ID, it is usually met with confusion and a lot of explaining. But I will talk about this elsewhere.

As day 30 approached, I decided to break my time into 33/66/99 chunks instead of 30/60/100. I won’t break down the logic for this, but it has made me really pay attention to each day and where it falls inside the intervals. Mostly this also helps me to get a feel for what I have done, what I’m looking to do, and what is a bit further off down the line. My main goal when working with people is to amplify their work in the open. When I first meet people I use a variety of frameworks to begin our work together. Using these frameworks, I try to get as much of the work into the open and in my first 33 days here I have found many opportunities to do this. Although A LOT has happened in my first 33 days, I am going to briefly outline 6 projects/classe I’m involved in that have at least parts in the open and how I am excited for their trajectories. Each project will be broken down into: BACKGROUND, NEXT STEPS, and HOW MANY DAYS UNTIL NEXT PROJECT.

Religion 238 – Islamic Cities

BACKGROUND

Religion 238 is a class taught bi-annually by Rizwan Zamir. He has taught the class several times and decided over a year ago that he wanted to use a larger visual component to the course. To (very roughly) paraphrase Rizwan:

Using only text to get to the intricacies of how a city can be a spatial reflection of the empire and religion it is a part of has its limitations. By using some type of mapping assignment, we are able to better represent the actual experiences of people in the city and in the empire.

From my side, I came into the class on my Day 4 (!) which was VERY near the end of the semester. By that point, students had already divided into groups, chosen the cities they were going to map, and done most of their research. There were only 3 weeks left in the semester with students working in different environments as they prepared for final presentations. It was fun to get to work with each group on how to build out their presentations and to learn a bunch of stuff about Mecca, Istanbul, and Jerusalem.

NEXT STEPS

This course won’t be offered again until 2018-2019 so we have a bunch of time to prepare and rethink some approaches. Brian Little and I will be the Instructional Designers working on this project – we’re both pretty pumped to say the least. Also of great interest is that Rizwan is going to start an OER text/site/something based on his Islamic Mysticism in Spring 2017! (Will defo report on this later!)

HOW MANY DAYS UNTIL NEXT PROJECT

99ish for the OER part. 399ish for the next REL238 section.

 

History 306: WOMEN AND GENDER IN U.S. HISTORY TO 1870

BACKGROUND

In my second week here, I was invited to meet with Rose Stremlau about a digital mapping project she wanted her students to do for her HIS 306 class. Over the semester her students transcribed letters from the Davidson Archives written by Mary Lacy from 1855 – 1860. Rose wanted to get some ideas for interesting projects where students could reflect on the letters in a variety of ways. We decided on three separate outputs: word clouds, topographical maps, and blog posts with scans of the letters. Not all of these were shared in the open by students, but the blog itself is a worthy and interesting read. Many of the details make good yarn. And the student reflections are top notch.

NEXT STEPS

Rose is just great fun to work with and we have a few things on both front and back burners. What seems interesting about the HIS 306 class is that the focus will be a bit different each time, so every time it is offered students will make some cool stuff and (hopefully!) share in the open on teh internetz!

HOW MANY DAYS UNTIL NEXT PROJECT

99ish days until Rose’s Fall 2017 courses – I am sure we’ll do something then. Meanwhile, over the summer Rose has alluded to a couple of UBER interesting projects. Stay tuned and I’ll share as it comes up.

 

#HUMDavidson

BACKGROUND

There is a reimagining of how the Humanities are being taught/taken at Davidson. At the end of my second week here, I was invited to take part in a workshop with this as part of the email:

Design session, definitions, short-term and long-term goals, planning, brainstorming, course building, thinking about recruiting, connecting to campus programming, and more. Thinking about our theme for the next three years: REVOLUTION

Those who know me know I LOVE this kind of workshop. I haz all the ideaz! They’re not all GREAT ideas. Some are quite the opposite, but I haz them all. Needless to say it was a VERY FUN exercise. We (meaning @sundilu and I) were brought in primarily to figure out what type of digital mapping/timelining/whatever-ing would happen during the course. We’re still not 100% on what that will look like, but what we did get those 2 days was intros to a bunch of great people.

Of particular fun-ness for me was intros to most of the fellows. There are 10 student fellows who are going to help out during the fall and spring sections. One of my main side projects over the last month has been herding them up individually to make short “promo” videos that are both on the Humanities site and the HUMDavidson youtube channel.

NEXT STEPS

We’re working with a few peeps on campus to make sure that #HumDavidson gets a good look by incoming freshman. Of course, we’ll also be working with the team of faculty teaching the course and the fellows on varied critical instructional design approaches.

HOW MANY DAYS UNTIL NEXT PROJECT

We’ll be visiting this regularly over the summer, but 99ish is when the course kicks off! Of course, I’ll report back before and after then on how its going.

 

Whats this all mean?

Somehow I lost the thread of what my intention was with this post at the very beginning. It was intended to talk about how I am going to be intentional in my practice here and as a response to this post. So here it goes – every 33 business days I plan on updating and adding to a conversation about projects new and old whilst using #336699 and #instructionaldesign. Although this series is not meant to detail/outline/share ALL THE THINGS, it will give a glimpse into some efforts made to be more open and a window into some design processes.

images/lenses that may make my work clearer

most of my time at work i spend standing up in front of screens

some of my work is in classrooms

and little bits here and there are in meeting rooms across campus

when im working in any of the above ways, i visualize what is being talked about in my head and try to shape/re-shape the things being talked about

these following images are the most common ones that swirl in my head as i work(they are all stolen and/or adapted from other sources as noted):

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this one is what i aspire to do most of the time – find connections between peoples’ narratives/data/”images” and try to leave the space with some sort of take away – try to hit that center asterix even if in a “small way”

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this is a relatively “new to me” grid that i think helps figure where/when what images/approaches can be used and what questions should be asked – it helps as a starting point and is pseudo easy to explain

cynefin

 

 

 

 

 

 

 

 

 

 

 

this is the CYNEFIN FRAMEWORK – i learned about it several years ago and have used it frequently when working with, well, pretty much everyone. its a great way to structure talks and approaches around ideas. it can take some complex relationships and make them easier to talk about.

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these last two images are visitor and resident maps (#vandr). all you kind of need to know about this is HERE. i have used this exercise in countless classes, workshops, and consults. it is a great way to get people to feel on the same page and to help unpack some of the “digital dualist” notions that circulate. the colour image above is a map i did a long time ago, while the black and white one i did this week as part of the #DdigPINS class.

although these aren’t all of the approaches i use, they do capture some strong pieces that i have found of value when dealing with the variety of peeps in several types of #highered milieu.

birdz bye birdz

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Birds. They surround us. They mystify us. They fear and/or ignore us. They peck us. They patronize us. They parrot us. They make us envious of their abilities. They disgust us with some of their rituals and routines. They are such a huge part of our existence that it seems impossible to imagine our lives without them. They are beings, games, stories, songs, myths, poems, movies, and movements. How can one even write about birds without coming off as cliched?

I don’t know. I don’t have the answer, but I have MY answers and as #sncengl425 began last week reading and ultimately reflecting on “bird by bird” by Anne Lamott, I read/thought along in reference to all of my favourite bird moments/references. SO here I will share my “top 8 bird things” with you so that you can laugh at me. Or cry with me. Or be whatever it is that you will be as you read my “top 8 bird things” things that I thought about as I read through Lamott.

Although I am shortlisting, I want everyone to know that I truly love birds in pretty much all ways. Despite some horrid run ins with them, I have perhaps loved them because of how they have been represented in art and popular culture.

Instead of going on at length about this, here are my “top 8 bird things” I thought about while reading/writing over the past week+:

  1. Birds. Alfred Hitchcock. I was too young when I first saw this film, and it scared the bejeezus out of me, but somehow I have to watch it every once in awhile because of everything it is: perfect storytelling, editing, sound, shitty patriarchy, attempted feminism, and mostly cinematography/special effects. I mean – really. This film is textbook and I am so glad my mother didn’t think I was too young to watch it. This is more a philosophy or an optical lens to life than it is a film.
  2. Actual Birds. Like really. If you’ve never just taken time to try and check out the birds that fly around you no matter where you live, then I am sad for you. There are so many amazing things happening around us all the time, and they are existing on a plane we still really have no idea how to understand. #justsayin
  3. Birds. Permutations of their existence and the number of species that there are. And their colours. And how so many of them have disappeared and continue to disappear. If you care about these things, talk to my pal @lawrie
  4. “Featuring Birds”. Quasi. An amazing dystopian concept album filled with wonderful flutterings of instruments and poetic verses. If you’re going to listen to this album for the first time, seriously shut EVERYTHING else off and just dig dip. Its beautiful, sad, threatening, and rousingly bleak. Quasi is great in general, but I think this is their gold standard album. Go on a drive, or bus ride for an hour and listen only to this. It’s a commentary on so many tough things. And it’s just funny sometimes somehow too. (Also in the music category – “bird on a wire” – can’t talk about it still)
  5. Seagulls from “Finding Nemo.” If I need to explain this, then you’ve missed out. I am not a fan of Disney stuff in general, as I think there are a lot of cultural issues that I can’t reckon, but DAMN those seagulls. There is and ego/ID battle not happening there that is amazing. And done.
  6. Dead Birds. We’ve all seen them right? There is something amazing about looking at something that has so many intricate and beautiful parts after it has passed on. With all of their feathers and odd skeletons, birds make for amazing post-mortem viewing. And there’s not the attachment we have with dogs, cats, or other animals for the most point. Many times we encounter dead birds in spaces outside of our attachments and we can reshape our thoughts on passing. Or is this just me? Maybe this whole thing is weird, but I am not filtering so you know…
  7. Bird feces. So, in many narrative tropes, it is comical when someone gets pooped on. Do I have anyone out there, who like me, feels like they’re a target? Seriously, my lovely wife Sundi, has seen me get pooped on MANY times. It seems abnormal. So my only way to justify this is to think that the birds are targeting me because of my jealousy of their ability to fly. Perhaps they are the mystical figures who can invade and understand our dreams. And they are s**tting on me because they’re basically saying “don’t be all Icarus dude. Stay down there or else.” I dunno.
  8. Be less pigeon. So there’s this wonderful writer/person/activist out there (Audrey Watters) who writes about the tribulations we face as a culture because of our over-indoctrination of training and euphoria. Audrey writes all the things that matter and are well rounded and well researched that everyone needs to step into. And one of her catch phrases is “be less pigeon.” It is so far beyond me to try and capture her ideas her, but let’s just say she has made me feel so many things from so many angles about education and the metaphors it has on hand.

So yes, bird by bird. Describing each one as it comes at you. When I came to that part of Lamott’s text, I was so there. So flitting and flighting about in so many ways. And I although I feel peckish these first couple weeks, I truly feel my wingspan has opened because of some of Lamott’s ideas on writing.

She used a perfect and empowering image for me: the one inch picture frame. In an age where we can own the optics of our narratives, I think Lamott has afforded me a structure that works with my workflow – tiny flaps of limbs that may build to something else.

So, for the moment, I’m going for something long form and random and hope my peers will help me shape these things into a flock of pieces. But who knows, maybe like a parliament, things will break apart and move in other directions.

However this plays out I welcome feedback in constructively blunt forms.

I can handle it.

Sincerely yours in service,

DL

OurChatSpace OR What Mastodon could do for #HigherEd

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What mastodon, and its probable #OurChatSpace spinoffs, could do for #highered

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Our disclaimer runs thusly – even if mastodon is not long for this world, something with similar affordances will/should play into #NGDLE. As a GNU variant, we hope that more platforms and DIY solutions emerge. Our optics are around building competencies for users in environments that (hopefully) add value to people looking to engage and build meaning with others. These pursuits are wrought with challenges, but we need to try and we need to find ways to keep the hate out. So here’s to hoping that there are some venues to rock out to in #highered. We have thrown out the #OurChatSpace idea to create dialogue.

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With the recent release of the code and guts (see what we did there Thanksgivingers?) of Mastodon into the open, we could be looking at a shift in some communication ecosystems in highered. As policy makers across the globe (*waves to #codesign16*) try to decipher what a NGDLE could look like, this is a timely release of what could shape out to be a robust communication and collaboration tool. Of the main elements that have and will make up a learning environment, Mastodon (or variant builds thereof) seems well suited for handling cross-community collaboration.

But before we get ahead of ourselves, what exactly is Mastodon and why might it have such a huge effect?  Well, Mastodon “is a free, open-source social network server. A decentralized alternative to commercial platforms…mastodon.social is an instance of mastodon.” [https://mastodon.social/about] The Terms on the Mastodon site are from 2013 and speak to making users aware of how their data is being used. Looking at the open source code on Github, looks like it is an “alternative implementation of the GNU social project.” [https://gnu.io/social/about/] The man behind it is Eugen @Gargron from Germany (using this handle on Github, Twitter, and, Mastodon). A humble 691 followers on Twitter, his tweets do speak for themselves [https://twitter.com/Gargron]. It seems that a lot of the new action on Mastodon was sparked by this article http://www.dailydot.com/debug/mastodon-open-source-social-media/?tw=dd. And all of this is owed to that mythical oddball/free-thinker/open-advocate Richard Stallman.

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With our backgrounds as Instructional Designers/Technologists/Project Managers, we look at the following uses as potentially tremendously fruitful. These uses are based on the precepts that we can/will pull LDAP data from our college system. Pulling from this data daily (or several times daily), would help with consistency and integrity of the system. Assuming we can do this, the following uses are speculative, but very alluring if we can execute them in a manner similar to Tweetdeck to Hootsuite. Effectively what we are looking at is how to use columns in their most awesome ways. This would be an example of “low input, high impact” principle.

In course/cohort

Every current class a student is enrolled in would have its own column. Students would have the fully customizable/personalizable space to choose which columns are visible and their order. Replacing the discussion forums in a class, students would be able to engage with anyone in their courses, specific assignments by profs could use hashtags as filters. A potential great piece from this would be that past class rosters would be accessible. It would be “easy” to reach back to past classes and ask questions or share something influenced by previous ideas.

“Campus” notes

Every campus we’ve been on has newsletters of different types. In Mastodon you could use 500 characters (with links?) to share what’s happening that day or to promote events. If there’s a time sensitive event you could use this column.

School group/organization/hashtag spaces

This could be personalized and customizable. All of the groups and organizations you belonged to could be in one space. Or they could be separated with hashtags. Instead of managing dozens of emails from different spaces, they could be aggregated here. Depending on the power of your server, this could be very robust spaces.

Private/Public spaces

Institution wide one could be opted in to be able to privately direct message others. There should also be a way to bring public voices into the campus space. If you have an invited speaker, create a space for them to take questions both privately and publicly as well.

These are our initial thoughts. Please share yours in the comments or use #OurChatSpace :)

Hugs to you all!

(this piece was co-written with the lovely @sundilu)

music musings and another #ideavomit

Music is all of the things.

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It is the soundtrack and vessel of our other senses tying together moments that we cannot describe without referencing the sounds of our time(s). Sensory memory is so tightly tied to sound that we (or I at least) often recall so many things based on the sounds of our environments. When you make music on any scale – playing around campfires, dining room tables, in bars or bedrooms, through cafes, and/or in recording studios – you become very sensitive to how and where music is processed. Who is listening and how it can be taken into or out of context becomes a habitual part of your life. Again, no matter how much/little you play music it becomes a signal and symbol of who you are and what you believe.

This is what is so disconcerting right now. There is no victory song. Few musicians have stepped out in support of what has been voted into the White House. In fact, many have jumped out to prevent his ascension, complaing that their music is being used without permission. For those whom have voiced their support, they are mostly CORPORATE DERIVATIVE S**T. Yes s**t. They sing in cliches and gender-normativity. Most of their work reinforces patriarchal power and whiteness. What could/should it mean when the artists of our age protest and shy away from our next leader?

If we look at all great art, it is usually a response to great conflict and strife. Despite our (I will align myself begrudgingly with artists for the moment) naval gazing efforts, our work is informed {often primarily and wonderfully} by politics. Or the after affects of political decisions. Or, many other times, reflections of past political events. Or, in the even way MORE AWESOME WAYS, we invoke political change with our songs.

What is entirely sad and challenging throughout this entire campaign has been the lack of arts and humanities in the political narrative. How often were creatives, musicians, and/or artists used when invoking what the world needs now? My current work is trawling talks to find plugs for these types throughout the campaign, and I am mostly coming up empty. And that is horrid.

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Definitely the most thoughtful and effective piece on what has happened comes from A Tribe Called Quest. Their latest “We Got It frrom Here…Thank You 4 Your Service” touches on direct political commentary and critique while also being playful in broad cultural strokes. As a MAWG (Middle Aged White Guy), it is a joy to engage with the ideas on the album and is insightful in many ways. Many of the conversations I lurk on are drivers here and patriarchal power must end. Right?

And to continue my #ideavomit – 3 chords and the truth right? For me, I didn’t really get political music until the first time I heard Fight the Power. As a failing teenager several times in high school, Public Enemy shattered/enlivened my soul. Truro Nova Scotia, where I was living at the time, was/is very white and depressing. One wants to escape and engage a different world. Looking back, my desire to travel/study/live/work in other places started around the same time as when I first heard that song.

But lets step back. To where music is all the things. For those of you who know me, you know I’ve lived all over this planet for extended periods. From the distance over the past 20-ish years, each campaign has had a certain musical feel. If we look at the prez-elect-travesty (PET), we hear nothing. Fair enough, he’s a 70 year old privileged white male so what do you expect? His rhetoric is horrifying in this regard however – have you heard him even mention the arts or music or literature? What percentage of that is of his discourse? Aside, of course, from his recent twitter rant on Hamilton (see below), which is problematic and puzzling.

* * * * *

There will be no surprises here. If you want to participate in our actions, we need to openly engage and share. Challenges will surmount, but we will create people! We will create sounds that our next leader will be inspired by! Looking back, we will have curated for the next generation(s) pieces that we see as important to further open democracy.

If we are moving into the range of fake news, can we also move into the realm of fake music? Manufactured boy/girl bands? Bon Jovi esque derivative cliches? Hair rock bands with their cliched otherness? Country music with its tropes of god/truck/girl/dog structures? Pop music with its happiness/depression disguised as glee? We need to try harder. We need to make music that uses back against societal repressive norms. We’ve had enough love songs about boy meets girl. We must write songs about boy and girl and all others fight the obvious oppression that comes with Tweets like these:

screen-shot-2016-11-20-at-2-43-46-pm

 

If we can supposedly “regulate” news media, why do we not do the same with music? Sure self expression is important, but should we not be more choosey about what music/sentiments emerge at different points? How/why do we filter content in interviews with people, but not in songs? And, oh sure, I get how tricky/s**tty this can be, but we need some type of tool(s) don’t we? Most top 40 music continues to perpetuate gender/racial/cultural/relationship stereotypes and this sucks. If we are to try and understand the complexities of our world, we need to recognize the complexities of our many selves. Lets follow more examples like 69 Love Songs and make things that provide optics from as many perspectives as possible. Lets write stories that address the challenges we face as global communities. In short, FFS – LETS DO BETTER!

forever cohen

Leonard bids farewell. I have heard/read a lot of his work and am happy he left us with a great final record “You Want it Darker”.
 
For those of you who know me, he was a HUGE influence on my world view. My work. My soul.
 
For me he was equal parts insightful, comical, abstract, personal, sensual, political, spiritual, and really just wonderful. And dark as all get up.
 
His work has influenced many people I’ve met on different levels. For me, who really started to “understand” poetry because of him – well what do you say about that? But he pushed my mind/self into places that challenged and blew me up. So much so that I have continually loved re-engaging with his new/old work frequently.
 
Such a soul.
I remember reading his poems in so many different people’s houses throughout my academic career.
I forget where I read this very recently but it was something like: “At 35 Cohen sounded like an old wise soul, now he sounds eternal”. Indeed. As a favour to yourself, go find all of his poems and songs and interviews and all the things he has left us. He was such a great artist. And a kind soul.
 
So here is my clickbait my friends – my “favourite” five Cohen things and you WON’T BELIEVE NUMBER FIVE! But seriously, I’m leaving out dozens of great things. I could just take pics of all the pages of his books I have on my shelves here, but go find them yo! And I am leaving out so many things (THE FUTURE – SO RELEVANT RIGHT NOW RIGHT?)
 
1. As the Mist Leaves No Scar – this is where it started for me. If you ever bump into me, I can/will recite this piece because its where my admiration of poetry began. In my 4th year of grade 10. (That’s another story):
3. So Long Marianne live (when he was 80!):
4. Pixies cover I Can’t Forget – for those of you who know me you can guess how messed up I was when the 2 musical/poetical worlds collided:
5. Dear Heather because this guy went so far with experimenting with how beautifully complex our world can be. His approach to things could not be predicted. This is all of the cultural complexities and oddness one might expect from someone who floated in/out/through/with/without/because of/in relation to/exploring what structures of words and sounds could be. Oh. And he did this when he was 70 so if you think experimentation ever ends, Leonard has a solid for you right here:
Farewell Leonard and thank you so much for all you gave.
What were your memories of Leonard Cohen?

An #opened16 #IdeaVomit

img_4175Gardner Campbell’s opening keynote was preceded with a short film he’d made. Divergent and clashing visuals and sounds meant to frame a complex/chaotic story of how @gardnercampbell struggles with his own sense making. Or at least that’s what I thought it was. Amongst the clashes was A LOT of Bob Dylan. Many clips from “No Direction Home” with the highlight (for me at least) when Dylan is asked in a pressing by a photographer to suck his glasses. An awkward moment ensues where Dylan refuses and responds “No, do you want to suck my glasses?” It was right there for me. Our iconic image of Dylan is with those sunglasses, those lenses. How we frame things. Performative natures in our work. How outside forces try to “reframe” our work for us – we push back against their control. We push back. So many of us here and our transformative experiences. Why we do what we do. What stories we want/need to share. Gardner delivered such a riveting talk that the only question from the audience was someone who repeated “would you suck your glasses?” to which he responded, “will you suck my glasses?” It was like a meme in the flesh.

Gardner’s story set a tone for the conference that echoed throughout. People are here because they want to share their stories and learn about other’s stories. Most of the stories I’ve seen are about care and love in the time of great change.

My favourite analogy or metaphor comes from @amcollier’s talk. Presenting on critical instructional design, she referenced the Pont des Arts in Paris where people worldwide share a visible source of their love. They put a padlock on the fence on the bridge to symbolize their love. Its a beautiful mix of different colours and shapes of locks. Its a wonderful way to share with the world. And the weight of the locks is slowly destroying the bridge. What a great image of the way our work can lead to unknown ends.

On the last day of the conference Sara Goldrick-Rab! If you missed, I’ll leave you with Dave Kernohan’s notes from her talk. It was amazing and terrifying at the same time. Stories of a few students and their harrowing journey in/through/out-of higher ed.

Also, I went to a panel where student projects were shared and the focus was on agency. Each of the students shared unique stories of projects they’ve worked on. My main take away was from Erika Bullock? – how do you make someone care? We can do whatever we want to help shape your digital identity, but if you don’t have an audience or a final space for your projects what do you do? How do you share your story? She shared my favourite slide of #opened16 as well :)

To sum up, in a scattered way: I am having all the feels! Those of you’ve I’ve shared time with – thank you so much. Those I haven’t – lets hang on teh twitterz or some such :) Although this is my first Open Education conference, I feel like I’ve been here for years. Virtually I have been here a few times and I have met many of you in this crowd. Its been wonderful and frustrating at the same time meeting so many people. Hearing your stories, sharing some of mine, and even rocking out a couple of songs with strangers in front of a wonderful crowd. I will definitely be back and look forward to more of your stories.

Thanks for all teh awesomez peepz!

What are your stories from #opened16? Add a comment or shout on teh twitterz to @daniellynds with the hashtagz!

wth ngdle? OR my first ideavomit

bicycles-1271030_1280

Using online learning environments while living and working in six different countries over the past 15-ish years has given me a unique lens or set of filters with which to engage in the JISC #codesign16 challenge. Working as a student, teacher, manager, and academic staff in these environments adds to the angles I will try to throw at the idea of a Next Generation Digital Learning Environment (#ngdle). Before I jump into this, I want to warn you that there is pretty much NOTHING traditional about my background/views/feelings/approaches to education. I am the outlier of the outlier. That person from out of nowhere/anywhere that probably frustrates/excites you at times because you often have no idea how to predict they will engage. Also, this is the first in a series of posts to be collected someday as #IdeaVomits, so that should give you enough of a caveat to proceed.

So let’s start with prediction, because that is one of the most prevalent conversations at conferences. What will be the next (blah blah blah)? Where will we be in X years? How do we prepare our learners for careers that don’t exist yet? These are common enough questions, and probably need to be asked heading towards whatever answers institutions are looking for in the #ngdle.

For me, though, the most important questions center around the WHO-sphere of inquiry. If you are looking at an #ngdle and the people you have assembled have not worked in digital learning environments much, you are probably facing some challenges. As Donna Lanclos points out, we must avoid, “assessment as controlling process,” which is what much of education was and/or has become. As we guess our futures, we must avoid the problems of the past/present. We must include representatives from all contingents of campus(es). In doing so, as Peter Bryant protested, we MUST focus on the things that are evident in our future educations: “Social media! Participatory culture! Digital Citizenship!”

But what lenses and filters do we use to assess these things? How can we establish some type of common ground? For me, one of the most helpful frameworks for discussion has been Dave Snowden’s Cynefin Framework. A lot of conversations in education try to force solutions of a “obvious” or “complicated” nature, but if we really look at most learning landscapes, we know that most of our work is at least complicated, with most of it sitting in the complex realm. If we can at least accept what filters to start with, we can begin building something.

cynefin

So there’s all of those things. And then there’s the complex/chaotic world(s) of the (net)work(s) of Audrey Watters. One of her most recent pieces parallels the use of weaponized pigeons (and other animals) to how we have created assessment systems for students. As we think about #ngdle we need to really think about this piece from Watters’:

“Education technology is not always loyal to institutions, of course; it’s not always loyal to democracy either; it’s not always loyal to learning or to teaching – to students or to teachers; but it’s always fiercely loyal to itself and its own rationale, to its own existence.”

Why do we even need a #ngdle? As many have argued, if its just Learning Management Systems with social media and other interactivity added in, what is so NG about it? We already have affordances for these things in some of the systems we have.

So are there answers? Reading, researching, working, and creating with/in learning environments for many years has me thinking a few things that are confounding/conflicting. First of all, in the Cynefin framework we are asking complex/chaotic questions. Answers to these types of questions are difficult to measure by their nature. Yet we need to find ways to educate people in all the things. And there are so many things we require comparing and predicting.

Secondly: context is everything. In this world of knowledge abundance and context collapse we are constantly at odds for what contexts we need to participate in and foster. And at the underbelly of all this, is a question Dave Cormier recently posited: What is education for? All of the greatest educational minds can gather in whatever conferences/workshops/symposium/think tanks and come away without an answer to this. Why is this? Because the diversity and convergence of our natures/backgrounds/disciplines/privilege/instincts do not allow for “obvious” answers.

And that’s where it ends. So instead of frustrating ourselves trying to force obvious answers onto complex questions, why not look around the room/campus/community you want to learn with and find out what is best for all of you? If you can’t decide, start expanding the people you’re talking to and involve as many perspectives as you can. This definitely complicates things, but shouldn’t these conversations always be so? (Y)Our future is (y)ours and we need to find as many perspectives on what education was/is/will be in order to find a path forward.

Concerning these things, what do you think of #ngdle? Add your voice to the conversation using #codesign16. Engage with us and lets see where we can move with these things.

NB: #IdeaVomit term stolen from Safiya U Noble from her #budsc16 keynote at Bucknell University

Open Writing Experience/Experiment

Let’s pretend that we were schooled in places that didn’t care so much about how perfectly words and sentences and paragraphs and phrases and chapters and songs are put together.

What if we were from a place where, instead of everything being entirely standardized and aesthetically euthanized, it bred openness to structures. And systems. And codes. And agency.

If we take these precepts into writing, this openness, would it be seen as an experiment? Hasn’t it been done in so many ways, in so many places, in so many wordspaces?

Sure it has. There have been movements that have shattered how we perceive all forms of communication ~ that’s how it should be. As a species with upteen ways of communicating, we should always try to expand the envelope(s) of how we share our inner imaginings. Our inner us.

But that is not what this thing is about. At least not entirely.

This thing is about sharing works in progress as they grow out and hopefully find even tiny audiences that otherwise they may have missed. This thing is about connecting with other people who want to share their inner imaginings with people they would otherwise probably not encounter. It is about anyone who wants to join in to find pieces of themselves that hitherto have not emerged.

This thing is about who we become as we share drafts of what we have worked on as we navigate this giant lab experiment of species(es). It is the open experience that we hope to engage with.

We are the:

Open

Writing

Experiment/Experience

Or on the internetz, we are #OWE via #SNCengl307

Please do join in the fray. Post your own work under the hashtag(s).

Share your constructive feedback.

CLICK HERE TO JOIN US.

You #OWE it to yourself ;)

picking parts & #flexlearning2015

Vibesware_Guitar_Resonator_Head_Playing

I haven’t been to an #edtech conference in person for a long time. Most of my professional development for the past few years has been through live streaming and/or following twitter chats. Many of these events have been very fulfilling as they offer me new view points and resources to use in my field. They open me up to new people and networks. They expand my view of what education can be. Most weeks I engage in a few streams and/or chats. I find them to be very cost effective ways to keep current with some trends in higher ed and I get introduced to a bunch of diverse people/concepts/approaches.

This was also the case with #flexlearning2015, although unlike the live streams and tweets, I witnessed a lot of the things I’d forgotten about with in person events. A lot of the time people go to these events to be told HOW to do something. From my experience, this usually ends up being a fruitless venture. People go to these workshops, create an account in *new thing* and don’t end up using it much (if at all). We all hear people say “I have an account in *new thing*, but I hardly ever use it. This is what I see as the main problem with this approach to professional development: it is way more complex than just learning/using *new thing*. There has been a sea change occurring in education for some time and it will not be tamed with *new thing*. There may be no way at all of ever taming it. These transformations are what make education what it is – constantly learning new approaches to teaching.

Although I may sound naive here, I truly believe that unpacking the complex issues that orbit the use of technology in the classroom is something that most people don’t do. This is mostly because of resources and exposure. If you have been teaching for many years, you usually just do not have the time to research or engage in contemporary practices. When you have intense professional and personal commitments, adding nuanced pedagogical research to your plate is often impossible. So what do you do? You go to a conference/seminar/workshop on themes that you are expected to work into your practice. And what happens in these spaces is people expect to take a bunch of notes or ‘get their hands dirty’ with this tool or that, return to their jobs, and somehow start incorporating said tool(s) into their practice.

Having used some form of online educational tools for over a decade now, my motto when I consult is that using these tools is akin to playing an instrument. And I have never heard of someone who sat at a piano once every few months and became a decent player. Same with guitar. Or accordion. You cannot become proficient in pretty much anything if you only use it once in a while. Although practice does not necessarily make perfect, it sure can help.

But how do you find the time to practice? If you want to learn how to use *new thing* in your classes or organization, where/how do you do it? You’re looking to go paperless – how do you know which tool to use? Let me assure you, usually a conference is not going to tell you. Conferences are meant as a way to share ideas, projects, and dreams. To connect with people and to help you understand how complex *new thing* or *anything* may be to master. They are usually not meant to teach you how to play guitar, but are more about listening to how the guitar is being played in different contexts. And when you find someone playing the way you picture yourself playing, you start playing more yourself. You start following other people who play. And you do it everyday. Even if its only for five minutes. Take that five minutes every day. Or at least book it into your schedule a few times a week. 

If you do this, you will become much better at *new thing* or *anything* really. When you get better at one *new thing* you will, usually, be able to transfer some of those skills to *some thing*. When you learn guitar, you can move some of those elements to a bass or cello.

What do you think? Does the instrument analogy work for you? Have you ever tried to learn an instrument? Do you think it could be compared to learning new teaching methods? Was the time you put in worth it?

Writing reflection from #rhizo15 & #HPJ101

After years of lurking around various communities, I decided recently to share a lot more of my work and interests with others. As a major lurker in #rhizo14 last year, I decided in March that I was going to do something everyday during the #rhizo15 course, even if it was a series of slides with pretty clusters and nodes and such. Leading up to the course I did a lot of writing in my journal trying to sort out what kinds of things I may be able to contribute. In the first week of the course I even wrote a blog post centred loosely around Learning Subjectives with a hint of Wassily Kandinsky.

As part of #rhizo15, I encountered a lot of fun people and decided that I wanted to start engaging these people in a more frequent and somewhat more formal manner. Somewhere around this time there was a Hybrid Pedagogy call for editors and I thought I should throw down my digital gauntlet(s). And so I did.

From May 12-18 I participated in the #hpj101 pseudo-open online course with 50+ participants who submitted to the Hybrid Pedagogy call. The course consisted of several forum discussions, two live twitter chats (which were awesome!), collaborative editing on two documents, a picture assignment, and a reflection on writing. Essentially HP was trying to get a feel for a group of people who would compliment each other and add some interesting perspectives to the journal. It was a very fun week of sharing and I feel like many things are still sinking in. There are so many awesome people and ideas out there dontcha know?

So there is our preamble-esque thing :)

Inspired by Gregory Zobel openly sharing his writing reflection from #hpj101, I thought I would do the same. So here it is, originally submitted as a Google Doc, with yet another preamble of sorts :)

I find this piece of writing interesting because it started thinking about #rhizo15, but ended up being used in #hpj101. For those of you following along as a rhizo-er, to some extent this piece became an invasive literary piece, interwoven between two simultaneous events which contained many of the same people and ideas. Does this then qualify, to some extent, as a practical artifact for #rhizo15?

~ ~ ~

taken from my moleskine journal – March 30, 2015

began as words to push me to write more, then transformed into a pseudo slam poetry piece that i never thought i’d write

slightly reformatted to read better as a google doc :)

~ ~ ~

write more

and more often

write with

various utensils

write using

many fonts & colours

write on lines

on graphs, on empty spaces

write everyday

something

anything

everything

~

write lies, lists, lessons

write feelings, fights, figures

write worlds, wars, wrongs

write songs, sonnets, sonically

write quietly, quickly, quizzically

~

write until you know that every

possible space inside has been

devoured and explored en route

to the negative and/or positive

spaces created by your writing

~

write as though you feel that

someone, somewhere, sometime

will read the spaces you’ve made

and will gradually feel as though

something, somehow, sums up

their situational dream-mare

~

write because you can and

because you should and

because you can’t stand

not doing it anymore

~

write for the lovers, the

haters, the makers, the breakers,

the thinkers, the fakers,

the players, the teachers,

the doctors, the lawyers,

and the movie stars

and write for the writers

~

write for you, me, and everybody we

(wish we could) know

~

write for / about / through /

as / around / after / before / of / on

all of us

~

write in the sun

write under the moon

write over a table

write until you are beside yourself

~

write before you fall asleep & you fail to keep

awake forevermore

hoRHIZOntally : Learning Subjectives for #rhizo15

“Every work of art is the child of its age and, in many cases, the mother of our emotions. It follows that each period of culture produces an art of its own which can never be repeated.”

 ~ Wassily Kandinsky, Introduction to “Concerning the Spiritual in Art”

One of the few books that has moved around with me since my under graduate days is “Concerning the Spiritual in Art” (Gutenberg OR Amazon) by Wassily Kandinsky. When I first read it I was a fine art undergraduate living in Montreal surrounded by a great community of artists, many of whom remain my spiritual kin. It was a hugely influential text for me as I attempted to synthesize theorietical and practical courses in painting, writing, filmmaking, drawing, and the philosophy of art. More than any other art book, it has been a reference for me over the years, returning to random passages for inspiration when the need arises.

Since the first time I read it, the Kandinsky quote above has pushed me when I look at art: is it saying something that is not just ‘new’ but is it saying something ‘now’? Does it change the way I feel/perceive ANYthing? One of the fields that does this for me is data visualization. Several years ago I had the opportunity to see David McCandless present some of his data visualizations at a conference. Before going in to see him, I overheard some others at the conference who said he made infographics, so my expectations were very low, but he definitely delivered and the seed for my own explorations in dataviz began.

As an Instructional Designer, I feel that dataviz is hugely important in a lot of what I do. When a subject matter expert comes to me with a bunch of content that is predominantly, but not necessarily, text, I try to “re-format” as much of it as possible to make it easier to read and understand. Or, when doing presentations, I feel that it is essential nowadays to condense as much information in visuals as possible. If a picture once did speak a thousand words, dataviz amplifies that idea x-fold.

Since seeing David McCandless I have been lurking in a bunch of #dataviz communities and look at dozens of examples daily. I have dipped into the field and been happy to find Edward Tufte’s work as well. And a bunch of other stuff.

So. To summarize, my learning subjective(s) for #rhizo15 is to finally create a bunch of dataviz work and see where it takes me. In the first week it has already lead to variations using photo tweaking appsa song and a rhizo-trance video mashup, so thats pretty impressive. And definitely rhizomatic I think.

As we near the end of week one of rhizo15, I am very excited to be spreading out some and hope to start pushing things as well.

~ ~ ~

What data visualizations do you think are good examples in the field? If you’ve had a look at some of my work, where do you think I should go next? Is there anything you’d like visualized that you think I would have fun with?

~ ~ ~

Vassily_Kandinsky,_1913_-_Color_Study,_Squares_with_Concentric_Circles

Wassily Kandinsky ~ Squares with Concentric Circles, 1913

Mutiny in the Open – OR – The 5 Stages of Twitter

NB: “Mutiny in the Open” – the title of this post, is taken from one of Bonnie Stewart’s headlines in her post “Twitter for Teachers: an experiment in openness” as this post is meant as a kind of companion piece to hers. (It would be beneficial for you to read her post first or as well)

Preamble:

In mid-August, when tasked with teaching two sections of Ed 474, I was both entirely excited, yet wary: I hadn’t taught in a while and this would be my first time teaching a full semester course based solely on Technologies in Education. My primary focus over the past few years has been giving workshops and consultations to professors in course design and online engagement, so cueing up to teach a course to Bachelor of Education students seemed both exhilarating and daunting.

When hired for the course, I was paired with friend and colleague Bonnie Stewart. She would teach one section, I would teach two. We were asked to give a fairly consistent experience to students in all sections. Our way of doing so meant that we shared the same 12 primary readings, the same assignment structures (weekly Moodle forum posts, tweets, a panel discussion, and a final presentation) and the same hashtag on Twitter: #ed474. It was this last piece that constantly thrilled, frustrated, and exhausted me throughout the course.

How does one use the Twitters?

If you have a look at my Twitter feed, you will see that I am not prolific, at this point, by any means. Over the past 3 years of usage, I would definitely call myself a lurker and occasional contributor. Not to say I don’t use Twitter everyday, because I have and do, I just mostly use it to keep up with the people I find fascinating in education, art, music, literature, and other areas.

I have also been lucky to be included in a lot of engaging get-togethers, online and in person, with people that have embedded Twitter in their lives. So, I thought I had a very good idea of where and how it worked. My ideas of how to model Twitter participation seemed sound. Then the course started and everything went a little pear shaped.

The 5 Stages of Twitter

Within the course, participants were expected to tweet at least 4 times a week, with an initial tweet summating their Moodle post, and 3 other tweets either addressing classmates or others using the #ed474 hashtag. I had never done anything like this before and, although we went over several pieces before and during the course, what ensued was quite interesting. Over the 9 weeks I saw many of my students transform their opinions about Twitter and its affordances, and through these moments I have loosely defined what I see as 5 stages of Twitter. What follows is a brief explanation of what these stages are, paired with a few factual examples from moments with my class.

To begin I would say safely that at least 10-15% of my students were already Twitter users of some type, but I think none of them really understood its full capabilities for networked learning or participatory education.

I. Reluctance

Self explanatory – for a variety of reasons, participants REALLY DO NOT want to use Twitter. There were many knee jerk reactions to tweeting – “Tweet this” and such, and early on many participants derailed the idea. A variety of reasons presented themselves in this sphere, although I would say safely that the primary issue was about safety and digital identity. More often than not, I heard people say they didn’t feel comfortable posting things publicly or were concerned that their tweets (or accounts) could be trawled and exploited. Basically, the concept of learning in the open had no capital for them. Despite the modelling, readings, and sharing, they just wouldn’t come out of their eggs (not literally – I made sure everyone hatched in the first week) and try learning in the open.

After some modelling in class and through the first week of class, many of these issues dropped and participants carved out a way they felt comfortable with. Some others grudgingly continued on and ended the course in this phase. They did the bare minimum for the course and treated Twitter like a plug board for accomplishments. Its doubtful to me that these users will continue on with their accounts. A few have already cancelled theirs.

Some reluctant users even turned to derision of the concept of tweeting, but mostly when reminded by the almighty syllabus, they came along as it was a vital part of their mark. There was also a concern about why we had to use Twitter at all. There was a very powerful moment in class where someone stated that they felt they were being forced to use Twitter as a tool, to which we all agreed – Don’t we always force some type of tool usage in classrooms? Doesn’t every tool have different affordances?

II. Confusion

I think I would say that this is where most users stayed for part of the course. People had issues with following/controlling/managing their feed. One of the main questions that kept arising was: How do I follow it all? No matter how many times we went over this question, or what kind of modelling happened, people were overwhelmed.

To be honest, there were moments when I was overwhelmed as well. With roughly 70 students tweeting at all hours of the day, it was hard to keep up with who had said what and when. It was very interesting as I often engaged people in Bonnie’s section, and she mine. #ed474 became a space where we had created an open discussion with not only our students, but other people from all over the world. It was confusing, and at points rough, but at the end of the course a majority of the students were not confused. Not to say that moving up meant they liked it or will continue to use it, but they at least see its relevance.

III. Awareness

“Ahhhh…I get it.” The first time I heard this out loud in class was week 3. I had told everyone to BYOD (Bring Your Own Device) as we would be live tweeting in class. With the stream flowing behind me and members of class engaging each other as I talked, the real time piece hooked several people in. Whereas before they had been engaged in asynchronous conversations, they finally saw directly into the Twitterverse and one of its strongest points: the live forum!

This was supported when, each week, I promoted live Twitter talks with different hashtags (#PTchat #satchat, etc) that afforded them glimpses into communities with similar interests and goals. Our classes continued to have the live Tweets every week and often people outside class would jump into conversations allowing for ever expanding discussions.

If I could have done it over again I would have modelled this from day one and set up a special hashtag and treated it like an office hour or the like. This would have given them an immediate live environment to see how complex and wonderful Twitter can be with live events.

IV. Acceptance

My guess would be that at least half of us came away from this course accepting the affordances and opportunities of Twitter. What that half will end up doing with it is anyone’s guess. Both sections I taught were Pre-Service teachers with half specialized in early/intermediate years and the other in secondary. With a handful of panel discussions and presentations based on the many uses of Twitter, by the end of course there was little denying its possibilities. Some participants were talking about how they plan to use it in their practicums and future classrooms. Some had started using it for professional development. Most came away from the course with a real feel for what is possible, regardless of what they do with it in the future.

My takeaway here: It was tough to get this far in the 9 weeks. Networked learning doesn’t happen overnight and the “how to” of Twitter is not even close to being a manual of success for engagement. Its a very personal road, and one that is tough to lead down when you yourself have mostly lurked.

V. Engagement (Enthusiasm)

This would be the hardest one to really gauge, although there were some really clear “wins” with some of my students. A few students engaged and entered conversations with some of the authors of articles on our course. Others engaged in discussion with learning networks that they’d never known existed. Yet others were happy that they were retweeted by local celebrities.

The main point here is that they not only felt engaged, but were engaging others in the open.

And then what happened?

The nature and structure of ED 474 (especially the Twitter element) made it a very challenging course to both participate in and facilitate.

While many students walked away with a clear roadmap for how, when, and why to participate (with enthusiasm!), there were still a number who never left reluctance. This is such a strange point. How often in any class does everyone walk away feeling successful? As educators, don’t we always feel like there’s something “better” we could have done for our learners? As learners, how many courses have we been in that we felt the immediate (if ever) impact of?

A lot of the discussion around technology in education is very binary in this way: is tech better than traditional means? Does Twitter work better than ultra-short fiction as an assignment? Through using Twitter I felt that many participants were able to better break down these binary discussions (even if it took more than half the course to do so) and I am sure they are the better for it. In the last few weeks our #ed474 stream showed more and more students challenging this binary approach and offering more complimentary solutions over either/or conversations.

Personally, there were moments when I felt challenged as I’d never been before. Sometimes when I went into the open, I was greeted respectfully and with constructive comments, while others made me feel very vulnerable. The conventional power structures in a class dissolve when you’re in the open. You’re part of a collective. There are players in that collective who like to play power by assuming certain positions at moments that benefit them and you have to be aware of that. It can be a very delicate place to be and not one that is always comfortable. I felt challenged and those challenges led to a lot of growth. My belief is that since I was always very open and fair with my classes, they felt the necessity of being the same. We shared a community. Even if for a short window.

Of great importance is that I got to know the students in ways that I never have before. It was ultimately a very intense and informative experience for me. With these people I watched “Fearless Felix” diving from space, attacks on American embassies, Hurricane Sandy fallout, the American elections, and many other events. We were often online sharing our thoughts on ideas outside #ed474 and the context of our class. Then there were nights when we commented on Louis C.K.’s SNL pieces and other light-hearted moments. Quite a spectrum for a course on Technology in Education.

During the last week of the course, we decided to come up with a new hashtag so that the cohorts can stay in touch through Twitter in the future. We decided on: #edt13. With this hashtag, the sections move out together having braved the 5 Stages together. There is a value they have invested in moving forward with a shared calling card.

If nothing else, at least this group has a way of staying connected with each other, no matter where their learning futures bring them. And for my part, I have a way of staying in touch with people that brought me through a process I found both exciting, and scary.

It was also, at a lot of points, a whole lot of fun.

(THIS WAS ORIGINALLY POSTED ON NOVEMBER 12, 2012 ON A SITE I DECIDED TO LET GO BECAUSE I DIDN’T WANT TO GIVE ANY MORE MONEY TO GODADDY)