This week, I am excited to continue my connected learning inquiry as a participant in a new course, Teacher Practice in a Connected World, taught by Meenoo Rami, author of Thrive: 5 Ways to (Re)Invigorate Your Teaching.
I feel very grateful to be enrolled in the course on a scholarship from The Rendell Center for Citizenship and Civics.
Our first task is to write a statement of goals. It’s a perfect opportunity to reflect on my connected learning and teaching journey which began about one year ago and summarize my hopes and goals for the future.
A connected learning manifesto
During the past year, I became a connected educator. Locating other teachers actively sharing and interacting on social media, developing a robust professional blogging regimen, participating in the Making Learning Connected MOOC, and progressing into a participatory flow through a myriad of online learning communities has led me to a place in which the distinctions between teaching and learning, virtual and real, online and offline, have all become blurred beyond recognition.
It feels like a long way from my teacher preparation courses nearly ten years ago. In those days, ‘educational technology’ was a set of multicolored markers and making a gradesheet with spreadsheet software. My college of education, one of the largest in the United States, had exactly one SmartBoard that I am aware of.
Technology has been redefined in the past ten years and is now on the cusp of being used to redefine education.
I believe that connected learning, specifically digitally networked learning will replace schools as we know them in the not too distant future. I also believe that this is a change that will benefit learning as a function of being human, education as an institution, and the world as a whole as our capacity for international understanding and cognitive empathy increases.
Connectivist Massive Open Online Courses (cMOOCs) are a prototype of this development in learning, as are the many various online spaces from student blogging platforms to maker spaces, interest focused forums to social media. I have learned a lot as a participant in the COETAIL community of international educators. Edcamp is also a revolutionary development and I was honored to help organize the first Edcamp Tokyo.
I am joining this movement and the ‘Teacher Practice in a Connected World’ course because I want teachers, as professional learners, to wrest and maintain control of educational technology and connected learning. We must master and use technology to continue to alter the course of the education so-called pendulum so that it swings ever more strongly toward learner empowerment.
Hopefully, we will be able to begin to design networks that can realize the potential for connected learning that already exists. In fact, the networks already exist. We need to coach ourselves and our colleagues to use them and take ownership. I am hopeful that one aspect of this course will be to create channels to encourage more teachers to join the digital collaboration that has already begun.
To do this, I think I need to understand the attitudes and practices that currently exist beyond my school and connected learning networks. Why isn’t everyone sharing online? When I invite colleagues in my school to participate in a MOOC or join a discussion forum, they literally never do. Am I selling it wrong? Is there something I could do to make it easier for them to begin?
I have approached connected learning from a totally practical perspective, as a learner, and I would like to spend some time exploring a more theoretical point of view. I believe that would enable me to better apply what I have learned as pedagogy.
Design thinking, experience design, and learning design are disciplines that I believe are essential to my goals to transform my classroom into a connected learning space. This has been of interest to me since I blogged about it in the post, Metateaching: Teachers as anthropologists and designers. The Macromedia Design Thinking MOOC has been an eye opening experience and something very different than learning that I have done in the past, particularly compared to ‘education’ classes. I see the potential of design principles to create environments in which interest driven learning and standards based education can connect and thrive.
The Maker Education Initiative is particularly interesting to me as a vehicle for supporting authentic learning and connecting it to the expectations of institutions and governments, particularly with so much emphasis being directed at STEM education (science, technology, engineering, mathematics). This year, I started an after school Maker Club. It has been fascinating to see our young makers’ attitudes toward creativity and collaboration change in the first few weeks from trepidation to confidence and enjoyment.
Another project I look forward to developing further is Independent Inquiry. I started it two years ago as a way to replace homework with more relevant learning. Now, it incorporates values and principles from many of my favorite learning organizations including Connected Learning and the 21st Century Fluency Project. This summer, I plan to revise and reiterate the reflection tools once again for the next school year. Ideally, I would like to collaborate with other teachers interested in connecting students pursuing similar inquiries or to inspire each others’ curiosities. Many classrooms are applying Genius Hour, but I don’t see the kinds of sharing that existing networks could facilitate. I would like to help improve that situation.
Finally, my goal is to have fun again this summer. Last year, the Making Learning Connected MOOC showed me how connecting formal and informal learning is enjoyable. I would love to invite and engage with more wonderful people and excellent learners!
[Edit 2014.05.30 This post reimagined as a Frank Zappa fueled multimedia blitz: http://zeega.com/165935]