Week 9: A brave new world

 
Final class reflection

In some ways this class has validated goals I had already set for myself.  I had already decided that I need to better understand and use technology in my work as a community-based educator. I saw the opportunity to reach new audiences and reach them move efficiently and effectively with Web 2.0 tools. This class has definitely expanded my knowledge and confidence in using new tools, many of which I didn’t know about. I had also concluded that it would benefit me to develop a Personal Learning Network (although I didn’t know there was a name for it), which I have been doing using Google+, Communities of Practice, and Twitter over the past 12-18 months. This class has validated that goal as worthwhile and offered new resources to expand my PLN and new ways of thinking about it.  My “colleagues” are from all over the country and have many different experiences from which I can learn.  I have appreciated learning what other members of the class are doing with technology in their classrooms.  Those ideas have been inspirational. I have also appreciated the long lists of resources that have been part of the class “lectures.”

My future goal for using technology is to keep learning and trying out what I have learned. In terms of my professional relationships, I will definitely find ways to encourage others to use technology and reach out to collaborate on new projects. I have, in fact, seemingly emerged as a leader in the technology efforts within my organization. Although I’m not usually the person who knows the most, I am often the person who is willing to try something new and look for the opportunities represented in the learning.

In terms of course objectives, the following is an explanation of how I have met objectives.

• Provide instruction and modeling regarding digital etiquette and responsible social interactions related to the use of technology and information.  In addition to learning and using digital etiquette and appropriate social interactions through the class requirements related to blogging, I have met this objective in my work.  I teach a financial literacy class using webinars; I spend several minutes reminding participants how to communicate with each other respectfully, how to mute themselves to avoid background noise, and how to use the chat room feature to ask and answer questions and contribute to discussions.  

• Promote and demonstrate effective use of digital tools and resources. Familiarize students with Web2.0 tools that may be used professionally or within the classroom environment to establish deeper learning experiences through proper curricular standard driven development. Through class requirements I have promoted and demonstrated effective use of digital tools and resources. I have learned to use Google Docs, Animoto, AudioBoo for podcasts, GarageBand, blogs, wikis, Diigo, SlideShare.  In addition I have promoted and demonstrated effective use of Twitter, Google+, Google+ Hangout, Pinterest within my work environment. By taking this class I have expanded what I know and what I am aware of, in terms of tools and resources.  In terms of familiarizing students, I have used webinars to help my students understand the value of using Web 2.0 tools; I have also shared what I have learned in this class about Web 2.0 tools with colleagues.

• Become familiar with current technology issues, trends and technology use within the K- 12 environment. Discuss how technology use impacts student learning outcomes.  I have used the resources provided in the class, along with resources I’ve found in my own explorations, to increase my familiarity with current technology issues, trends and the use of technology, not only in the K-12 environment, but also in the higher education and workplace learning environments. By keeping bookmarks and lists on Diigo, I am able to go back to resources I have found.  I am following new contacts on Twitter and also have new followers on Twitter and Google+. In terms of student learning outcomes, with technology, learning can be more student-driven. Technology gives students the tools and resources to develop their own project-based learning.  It gives students the tools and resources to directly explore, without waiting for the teacher to teach; students can be empowered to own their learning.

• Design and implement digitally-based learning experiences with multiple and varied formative and summative assessments.  With the use of many of the tools I’ve used for this class, I have started looking for more ways to expand the use of technology in my classes.  Many of my students have had limited involvement with technology, so, although the main objective of my classes has nothing to do with technology, the fact that we are using various tools (webinar, excel spreadsheets, Survey Monkey, and now SlideShare) makes technology part of the learning environment. I have started exploring ways in which to expand this use of technology to develop more formative and summative assessments for learners.   

• Establish a core personal learning network of technology leaders to follow. Utilize this new network of educators as personal professional development. Since my midterm reflection I have continued to identify and follow technology leaders using Twitter, bookmarking in Diigo, RSS feeds, and Google +.  In addition to colleagues I identified in my midterm reflection, I have found a wider range of technology and education leaders using resources in class and exploring on my own. Twitter is my favorite source. I am following and reading tweets from @SNBeach, @teach1tech, @edudemic (and website), @theipodteacher, @wfryer, @MrJFawson (and blog), @MarkWagner (and blog), @schwier (and blog), among others. It’s not just education and technology leaders I follow. I also use Twitter, Google+ and RSS feeds to follow leaders in other areas of interest: marketing, financial education, workplace issues, politics, wellness, parenting, public health, nutrition, child care. I find great information and resources I wouldn’t have found otherwise.  I also contribute resources I find.  In addition, I’m working to more actively engage and share ideas in blogs and posts in social media.

• Use knowledge of digital tools and technology applications to facilitate experiences that advance learning, creativity, and innovation in both face-to-face and virtual environments.  Learning about and using SlideShare in my final project will definitely be something I can use for other situations in both face-to-face and online work.  In addition, in my midterm reflection, I mentioned developing a greater use of social media as an education tool.  I said, “One idea I have is to create a social media campaign as a type of lesson plan to educate learners on a specific learning topic with specific educational objectives. I would use social media to reach a larger audience ….”  I have done this by collaborating with UNH Health Services to promote the use of an online financial education resource for UNH students called CashCourse.  We used Twitter to encourage students to find information on the site and then tweet what they found. A prize was offered for the best tweet, encouraging more students to explore the site, find information, and tweet about it. In the process of exploring and tweeting, students were also hopefully learning new information and finding new financial resources they could use and go back to in the future. Social media seems to be somewhat controversial, even among those to whom technology makes sense in the classroom.  Using social media can also enhance learning. Here is a recent blog post from the Association of American Educators about the value of social media in the classroom.   In my midterm reflection I also mentioned fully embracing the concept of curation as a result of this class and the learning I have done.  I intend to continue using that concept in my work.

• Evaluate, adapt, and reflect on emerging tools and trends by participating in local and global learning communities and by reviewing current research and professional literature. In my midterm reflection, I mentioned “two of my sources for current research and professional literature are Shelley Wright, a teacher, and Jane Bozarth, an expert on eLearning. Shelley Wright recently wrote a blog post called “The Flip: End of a Love Affair," a commentary that demonstrates an evolution of thinking on emerging tools and trends.  Jane Bozarth shared a recent post at Learning Solutions Magazine on storyboarding, a discussion of an emerging tool."  I continue to read those sources.  In addition, I am following other blogs and RSS feeds that include current research and professional literature.  Such sites include “The Journal”, and “Learning. Change. Design.”, “Blogging about the Web 2.0 Connected Classroom” and “Remote Access” .

Final project reflection

I created this project for a community-based program I teach called Making Money Work for You. It's for adult learners who often have financial or credit issues. It's offered in both a face-to-face and webinar format.  I have wanted to create some type of tool that will give participants instructions for completing the homework they have to do each week.  We go over the worksheet in class, and although I tell them to call or e-mail if they have questions between classes, they don't always do so. 

Originally I considered doing a video to provide web-based instructions, but using a presentation format on slideshare is a solution that will be easier to implement for students. It's simple for them to access and simple to use.  Moreover, I don't have to worry about someone not having the right software/hardware to access the tool.

I've been wanting to try slideshare as a tool for other situations, as well, and it was extremely easy to use for this project.  I will definitely use it again.

My lesson plan link.

My final project artifact on slideshare

Mmwfy mimo instructions class from extteach

Week 8 It’s all about connecting

“Everyone you will ever meet, knows something you don’t.” Bill Nye

I have been an advocate for Personal Learning Networks for a while, well before taking this class; although the class has validated my interest and commitment to the practice of nurturing a PLN.  The class has also offered me new connections and challenged me to look for new connections on my own.  I read class assignments, but also end up following tangents while completing assignments; in the process, I find new PLN members.  I’ve also realized I’m a collector.  I collect new names of authors, bloggers, educators using technology, and educators whom I consider subject matter experts (SME’s) in disciplines for which I have professional needs or just a passing interest.  I include still others in my PLN for no obvious reason, except that they have a unique perspective.  I find names by reading blogs, tweeting, and by attending conferences and workshops. I follow names because others with similar interests follow them.  Some I follow for an extended period, and some I follow just for a few days.  Some I eliminate because my learning needs or wants change, and some have been part of my PLN for months or years.  One could say that I have multiple PLN’s, as my learning interests are broad and diverse.  I once had a PLN focused on the Civil War, a period of our history I find intriguing, to say the least.

I mainly use Twitter and Google + for my PLN.  I have two Twitter accounts, one for my personal use, and one to which I contribute professionally.  I use them for different purposes, but in both cases I find things I wouldn’t have found without Twitter: new information, new resources, new opinions.  I hope I also offer valuable tidbits to others.  Twitter tends to be for following connections whom I don’t personally know.  I use Google+ to connect with colleagues in New Hampshire and around the country; we share resources and ideas, often on subjects related to learning and technology. 

Recently I saw an example of how effective social media can be in making connections, not necessarily for a PLN, but to use knowledge to respond to other needs as well.  I recently attended a national conference with several New Hampshire colleagues and colleagues from around the country.  Many of these contacts were or have become part of my PLN.  We connected using various social media tools after the conference. We use those contacts to expand our learning and to access new resources.  One of my NH colleagues is Dr. Shane Bradt, who teaches and consults on using GIS. Another colleague, Megan O’Neil teaches personal finance in Maryland.  The area in which she works was hit hard by Hurricane Sandy.  Using Facebook, she sent out a plea from a volunteer coordinator looking for support for a small Maryland town.  As someone in her PLN, Shane responded, offering GIS tools to help create a system to match volunteers with specific needs.  Because they are part of each other’s PLN contacts, Megan had learned enough about Shane’s expertise to link him with someone who needed that expertise fast.    

In his blog post, Miguel Guhlin references Christopher Parsons’ four things to do with the “overwhelming amount of unorganized content” each of us finds online: read, evaluate, critique, and write.  Outside of this blog for class, I haven’t arrived at the “write” stage.  Posting to Twitter and Google+ is a somewhat less intimidating (and faster) way to share ideas and content.  But I see the value of intentionally building and using a PLN.  Moreover, I like Guhlin’s gentle encouragement to try blogging. Two comments from Guhlin’s blog especially resonate with me; “We need to think of learning as an experience that happens when we connect with others.” And the second comment,  “Whenever there is contact with other educators, I find my enthusiasm and energy for education renewed.” I totally agree.

Week 7: Thoughts Regarding Learning in Hand Videos

Again, I work in a nontraditional educational environment primarily with adults. The subject of mobile learning has really just emerged in our discussions; we haven’t fully figured out how to effectively use computers yet!  It’s exciting that so many apps are available to use and exciting that we have the option of using them on handhelds.  In addition, Tony Vincent’s ideas were helpful, both from a technology and project-based learning perspective.  Moreover, the video serves as a great reference to go back to in the future to consider new ways to incorporate technology.

In terms of my work, I would probably not use a project based learning lesson.  My classes typically don’t include any type of project.  In addition, my class participants don’t all have access to handhelds; a few have Smart phones, and iPads and iPods are also limited.  Some don’t have computers. However, I could use the video’s ideas for myself as an alternative to other delivery methods or to enhance learning.  For example, I teach a six week financial education class that requires participants to complete a “money in money out” sheet each week, keeping track of income and expenses over the six week period.  The final class requirement is completion of a spending/savings plan for a month that incorporates “data” gathered from keeping track of spending habits.  Typically there are class participants who struggle with understanding how to complete both the “MIMO’s” and the spending plans. Based on what I learned here, I could develop a video that details the process of filling out the forms and post it online.  Those participants with access could watch it between classes to review the form and hopefully get answers to their questions.  

My overall reaction to the videos is an increased awareness of the broad range of teaching and learning opportunities presented by technology.  The variety of apps/tools is both awesome and challenging, even overwhelming.  The videos give me ideas to start exploring.

Webinar: Interactive Learning

Is Your eLearning Interactive? (Kineo webinar)

During the past year I have become aware and taken advantage of a number of professional associations, businesses, and institutions that offer free webinars to anyone who wants to listen. I work for an organization that primarily targets nontraditional adult learners and is working to increase learning access through technology. Therefore, I often listen to webinars related to elearning and training. Through these webinars and their associated blogs, I have become aware of leading experts who regularly offer learning opportunities. I consider these experts as part of my personal learning network and use these learning opportunities as part of my professional development (ce5160 course objective number 6). I add to this network as I become aware of new resources.

 One of these experts is Cammy Bean, who works for an elearning company in Massachusetts. She writes a blog (which I follow in my RSS feed) and offers free webinars, which are also archived. Rather than focusing on a K-12 environment, these blogs and webinars are more relevant in a context of organizational training and adult learners. For this assignment I listened to an archived webinar called “Is Your eLearning Interactive?”. 

Elearning refers to training/learning that is offered online or using technology. As organizational training moves to more technology-based solutions, there are increased challenges to engaging learners. Moreover, technology offers opportunities to enhance and improve older modes of learning and content. According to the webinar, interactivity can use human-to-device interaction or human-to-human interaction. Interactivity is on a continuum that goes from passive learner control (such as watching TV) at one end, to complete user control and freedom (such as immersion in a simulation or game) at the other end of the spectrum. Increasing the interactivity of elearning away from the passive end, also potentially increases the attention of the learner, improves retention and can be more fun and engaging. The webinar discussed various tools and strategies for incorporating interactivity into elearning, including polls or quizzes, using Twitter hashtags, simply asking questions that elicit responses, using learner reflection, engaging learner emotions, using scenarios that call for action, and other techniques. Examples were shown from actual elearning training programs.

Coincidentally (or maybe not so coincidentally) I teach using webinars. So this webinar was very relevant to how I teach. I will use the ideas discussed in the webinar in my own webinars. Webinars are challenging to get learners to interact; it’s very easy for them to be passive, and it can be hard to engage them. When I teach in person, I feed off the energy of the class and use body language and learner actions as feedback for how I am teaching. Webinars are challenging because I can’t get visual cues from learners, and it can be hard to get verbal cues. So interactivity is a big deal. Having new ideas from this webinar that in turn spawn other new ideas, will enhance what I do in my teaching, both in webinars and face-to-face classes. I have colleagues who also use webinars, so I will share the webinar and ideas with them as well.

In addition to course objective number 6, the webinar pertains to objectives 7 and 8. “Use knowledge of digital tools and technology applications to facilitate experiences that advance learning, creativity, and innovation in both face-to-face and virtual environments.” “Evaluate, adapt, and reflect on emerging tools and trends by participating in global learning communities and by reviewing current research and professional literature.” Taking the opportunity to listen to webinars taught by experts in the training and elearning field is often part of a global learning community. These experts in turn connect with other experts, both industry and academic, and follow the current research, trends and discussions. Technology through webinars and elearning enables easy access to all of this current research and professional literature.

Animoto video - Our Greek Adventure

Podcast - explanation

Week 6: explanation of podcast exercise

In preparation for developing my podcast, I listened to two podcasts, the first from my work, developed nationally, that served to discuss the use of social media and the value of PLN's in the work of Cooperative Extension.  The person interviewed, Anne Adrian, is a Social Media Strategist for the Miltary Families Network, using social media to reach professionals working with military families before, during and after deployment.  This group of Extension professionals is providing educational resources and support to other professionals and directly to military families through financial education, childcare provider education, caregiver education and other programs that address the many needs of these families. Anne Adrian discussed the challenges of getting Extension and other professionals to use social media and personal learning networks as tools to enhance our work.  The link is here: link.

The second was a podcast from NPR's Fresh Air, in which Michael Feinstein was interviewed about his book "The Gershwins and Me."  Feinstein worked for Ira Gershwin during the last 6 years of Gershwin's life as an archivist, among other assignments. He tells the stories behind some of the Gershwins' songs and talked in the interview about his personal favorite renditions, such as Peggy Lee singing "The Man I Love" in 1956, which NPR played during the interview.  It was a fascinating discussion that I would not have heard if it weren't a podcast.  The link below goes to a list of NPR Fresh Air Podcast links. The link to this interview is number 6 on the list.  The podcast takes a few seconds to load. 

A link to my podcast is below. I selected a topic that is an interest I have through my work, and one with which I have had some recent experience in a class I'm teaching. I also think this is a podcast I would be able to use in my work.  


I found the experience somewhat frustrating to do. I tried to use Audioboo, but it would not load for a new recording (I'm using a Mac?). After 3 tries I switched to GarageBand on my Mac, used that to record (quite easily), convert to an MP3 file, import to iTunes, drag and drop to my desktop (all as instructed in the tutorials I watched) and then was unable to figure out how to upload to Blogger.  So, at that point, I switched back to Audioboo, and very easily uploaded the existing MP3 file made in GarageBand to Audioboo, and with some false starts, was able to embed the podcast into my blog (after watching Kim's helpful Jing lesson).  The first time I did it I realized it was too long (3.5 minutes), and Audioboo cut me off after 3 minutes. I cut and re-recorded, and what had originally taken a couple of hours to research and figure out, took me 10-15 minutes the second time. Hurrah!  

I would definitely use a podcast again, and see it as a great tool for my work.  A podcast could be posted as an additional resource on our website to explain or enhance printed fact sheets.  I think the shorter time (2-3 minutes) rather than the 30 minute podcast I listened to, makes the format more flexible for learners and easier to use. The interview/dialogue format of the two I listened to in preparation was easier to listen to than the format I used, in which there was only me, reading a script.  I also think the NPR podcast use of music also successfully added more variety, which made it better.

Podcast - Listen

listen to ‘Cutting Food Costs’ on Audioboo

Podcast Script: Cutting Food Costs

One of the discussions I frequently have in my financial education classes with adults is how to save money on food shopping. If someone is having trouble managing a budget, finding ways to cut the cost of food is important.

During the past week I’ve had several conversations with people struggling with finances; in all cases the cost of food came up.  One gentleman was an older man who lived alone and couldn’t quite make his fixed income stretch to cover his spending. In another case a young mother with three boys talked about the amount of food she throws away.  She cooks too much for meals, and no one in her family eats leftovers.  

When the topic of saving money on food came up in class, we had a discussion. What are some tips we can share to cut food costs?  Here are some tips we came up with:

First, plan meals in advance, making a menu for at least a week. When you plan, make sure to include healthy foods, easy-to-make recipes, and leftovers. If all adults in the household work or are in school, planning ahead makes mealtimes less hectic. You know what’s available, and you can prepare a meal faster. Less stress and fewer grumpy hungry people in the house are added benefits.  Planning ahead also allows you to avoid using convenience foods and instead prepare foods with less expensive ingredients.  Planning ahead can also help avoid eating out as often.

When planning meals, consider using fruits, vegetables, whole grains and less meat.  Foods such as lentils, nuts, and beans can be less expensive than meat, while providing many of the same nutrients.

I want to put in a pitch for using leftovers. I’m surprised how many people tell me they won’t eat leftovers.  I live for leftovers. I love coming home from work and realizing (after consulting my meal plan, of course), that I have a meal already prepared. I can also freeze leftovers and use them on another day.

Use your meal plan or menu to make a grocery list and take it shopping.  Use store flyers to determine the best prices on products you need.

Don’t shop when hungry. Everything can look good if you’re hungry, possibly increasing your grocery bill.

Use coupons on brands and products you would buy and use anyway. 

Compare prices on brands by using the unit price shelf tags. 

Try store brands, which are often produced by the same companies as the brand names. 

These are just some of the tips my class provided. What are some ideas you use to cut food costs?

Midterm reflection

Week 5: Midterm reflection

There are four objectives I have met or touched upon for the course.

1.     Become familiar with current technology issues, trends and technology use within the K- 12 environment. Discuss how technology use impacts student learning outcomes.

I have definitely become more aware of technology issues in the context of the K-12 environment. I have also become more familiar with the technology issues in the higher education environment and in the “learning environment” in general. In my work as a community-based educator I’ve become even more aware of opportunities to use technology, partially from the class and partly as result of seeking out other learning opportunities relative to using technology for teaching and learning.

In terms of the impact of technology on student learning outcomes, there is a great deal of discussion online about evaluating the use of social media and other technology in learning. One such discussion is posed by Jeff Merrell of Northwestern University in his blog Learning Change Design.  I believe that discussion will be ongoing.  The discussion is not only important in the context of K-12 education, but also important in my work with adults who participate in educational opportunities for many reasons and for whom learning outcomes may be more difficult to define and measure than for K-12 learners. 

2.     Establish a core personal learning network of technology leaders to follow. Utilize this new network of educators as personal professional development.

Over time I’ve developed a personal learning network of technology leaders in education. I’ve been following them on Twitter and Google+ and via RSS feeds. Some are Extension colleagues from around the country, who are specifically working in the area of promoting the use of technology within education for Extension on a national level. These include Steve Judd on Twitter, @sjudd,  and eXtension Network Literacy on Google +.  In addition, several have blogs, including Anne’s Spot, a blog by Dr. Anne Adrian from Auburn University.  Anne recently blogged about using social media in higher education as an education tool.  I interact with this part of my PLN by posting on my Google+ and Twitter accounts, or responding to other posts.  As part of my PLN contribution, I forward their posts to those who follow me on Twitter and Google+.

Other PLN “members” are online magazines, such as Learning Solutions Magazine.   I have been following some of my PLN members since before taking this class; others are blogs and online resources I have discovered as part of the work for this course. One example includes Mission to Learn, a blog by Jeff Cobb.   I have also recently added Diigo to my toolbox of resources for my own professional development.

3.     Use knowledge of digital tools and technology applications to facilitate experiences that advance learning, creativity, and innovation in both face-to-face and virtual environments.

While I have used social media for educational purposes on a fairly narrow basis, I have started looking for opportunities to expand my use of social media to advance learning. One idea I have is to create a social media campaign as a type of lesson plan to educate learners on a specific learning topic with specific educational objectives. I would use social media to reach a larger audience than would attend an in-person class, and direct adult learners to access educational resources and materials online through blogs, videos, webinars and other online programs. 

As a result of this class and other learning opportunities, I have also more fully embraced the concept of curation, helped to form and use a Community of Practice on adult learning and technology with colleagues, and developed my blog for this class.

4.     Evaluate, adapt, and reflect on emerging tools and trends by participating in local and global learning communities and by reviewing current research and professional literature.

My work on this objective is similar to that discussed in the personal learning network objective discussed above.  Two of my sources for current research and professional literature are Shelley Wright, a teacher, and Jane Bozarth, an expert on eLearning. Shelley Wright recently wrote a blog post called “The Flip: End of a Love Affair," a commentary that demonstrates an evolution of thinking on emerging tools and trends.  Jane Bozarth shared a recent post at Learning Solutions Magazine on storyboarding, a discussion of an emerging tool. 

What is the tool and what is the project?

Week 5: is it the technology that drives the project or the project that drives the technology? 
 

In his article “It’s not About the Tool: Why Online Student Collaboration Should Focus on State Standards,” Sean Capelle cites Richardson and writes, “These tools, when implemented in classrooms, will prepare students for comprehending new literacy mediums and new challenges that the future holds.” Capelle adds, “However, while blogs and wikis are avenues for collaboration, it is important to note that for educational purposes they are nothing on their own.” So, while Capelle seems to embrace Richardson’s thoughts, he also provides a caveat. In other words, using wikis and blogs (and presumably other technology tools) is not the end goal.

I agree with Capelle that technology tools are nothing on their own; therefore technology cannot fully drive the project.  However, it may be too simplistic to decide that the project should drive the technology. The project should be, to some extent, about learning the technology. We should be past the point of seeing technology as separate from other teaching and learning considerations.  As we’ve discussed in past weeks, and as NH ICT Literacy Standards and NETS standards dictate, media literacy has to be part of the education plan.  So, to the degree that media literacy is a desirable and mandated goal, projects must be designed to incorporate using and mastering technology tools and the participation that comes from effectively using technology.  In other words, there is more to the technology than the tool itself. It opens new opportunities, not just for learning, but for fully participating in that learning and the culture beyond it.  Effectively using technology forces us to teach and learn in different ways. Thus, projects must be designed to promote media literacy.  If we fully reject the notion that it’s “the technology that drives the project,” it may well become an excuse not to develop projects that incorporate technology tools.  Tools have to be used in order to further the goal of media literacy.

Project New Media Literacies says, “Frequently, computers are used as an appendage to a physical library or as a word processing tool. These are good uses for computers, but they don’t really teach students about the participatory culture that exists online – the participatory culture that they will be expected to take part in as adults. In fact, many students are already engaging with participatory culture, and they’re bored by uses of computers that don’t incorporate it!”

Using technology forces a change in the way teachers teach and learners learn. It can force a change in the classroom culture.  It provides new opportunities. Because of the benefits technology offers, projects and technology tools can’t be viewed as separate considerations. The appropriate technology tool must be determined by the project; we can’t focus on the tool just for the sake of using the tool. But using technology and all that implies (collaboration, participation, mastery of and comfort with using a broad range of tools), must be viewed as an integral part of projects and learning. 

Are we are all curators?

Week 4 - reactions to Google Reader and Social Bookmarking

I’ve tried a number of ways to “file” or “store” or keep track of articles and websites that I want to access again.  It’s important because either I need more time to read or reflect on the content, or because I want to use the article/site for a future project. It's a challenge. Google Reader and Diigo have helped.

In thinking about Google Reader and Diigo, I like to explore them through the concept of curation. Both function for me as tools that I use to curate information, both for myself and for others with whom I have a teaching/learning relationship.  These curation tools help me sort through and organize information I have found and want to find again.  I’m still deciding exactly how to best use both tools, but I’ve gotten better at defining what I want to include in my RSS feed and Diigo lists. 

Intuitively I like the concept of curation, which I mentioned in an earlier blog post, and which struck a chord when I first heard it.  I first heard the term when it was used by more tech-savvy colleagues, and have since seen it used in blogs about “working differently” as educators or teaching and learning.  Wikipedia officially defines the term digital curation as the “selection, preservation, maintenance, collection and archiving of digital assets.”  In two blogs called “Students Becoming Curators of Information” and “Who are Your Curators?” the writers discuss the value of curating in the context of classroom experiences. In the second blog, Jeff Cobb talks about the potential of curation for lifelong learners: first to find great curators, follow them, and learn; and second to be a curator, and learn as much as possible. 

We all have the potential to be curators of information.  It may be the best way to teach and learn in this age of so much information.

A whole new world

Week 4 Digital Media- New Learners of the 21^st Century

Two things struck me about the video. First was what we were all supposed to notice – kids involved in learning with technology. There were obvious innovative ideas and exciting things going on. Kids were using technology to engage in new ways with art and documents and each other. They were using games to take problems and find solutions, think creatively, and look at things in a different way.

The second reaction that struck me was the passion with which the professionals interviewed have embraced digital media, and the degree to which each sees the potential for learning.  This was across the age span and across subject areas. Granted, all of these professionals were in situations in which they have been part of change, but each was able to give rich profound reasons for interest in digital media and learning.  In my work I have heard a great deal only about Internet safety and causes for concern with kids and social media.  Now I’m hearing other professionals talk about what digital media has to offer kids, the advantages of using it in education. And they are doing so with passion and excitement and presenting fascinating ideas.  In my experience, I’ve come to a new understanding in interacting with the digital world.

Some specific thoughts resonated with me. First the concept expressed by one educator about the love of embracing change was key.  As professionals, we have to think about education and interact with teaching and learning differently. Second, I enjoyed hearing about what you learn from designing a game, because I was asking myself that question. What are the “take-aways” of this? Third, I’ve heard this before but loved it in this context: kids need a passion, whatever passion, to get them to become learners.  Our kids are facing a world that will be constantly changing. What do they learn that will help them adjust to that reality?  

A view through the portal

Week 3: Thoughts on a Portal to Media Literacy Video

In the video A Portal to Media Literacy, Dr. Michael Wesch discusses the messages of the typical classroom in the context of a “crisis of significance.” In short, college students are not finding anything of significance in their education, beyond their grades.  Classrooms are designed to get students to “obey authority” and “follow along.”  Wesch finds the messages of classrooms to be concerning, a context in which the expert in the front of the room dumps information in the name of education. His own interactions with students have left him with the opinion that students aren’t engaged in learning or content in such traditional classroom experiences. 

Wesch has analyzed the messages of the classroom and the traditional interaction between “expert” and student, to find that technology offers an opportunity to change the context of learning.  In fact, information doesn’t have to be produced by experts; anyone can be an information producer.  Delicious and diigo allow information to be organized without folders; RSS brings selected content to us.  Wikipedia allows anyone to see the discussion behind the scenes of how specific information is produced.  Technology and media allow us all to be learners and connect to information and content on our own terms and with our own goals for learning.

Wesch has drawn some conclusions that I find especially meaningful. First and foremost, learning relies on the creation of meaningful connections with others, a network of connections, not an expert.  Second, the classroom using technology can be a place to experiment and try new things; it’s new to all of us and constantly changing.  No one is stupid and no one is truly the expert.  Third, as educators we can’t assume that our students are media literate.  We can guide them in learning and using the tools available.

In a counter argument about the benefits of technology, MIT researcher Sherry Terkle published a book in 2011 called “Alone Together: WhyWe Expect More From Technology and Less From Each Other” in which she expresses her conclusions from 15 years of research that social media isolate us and allow us to disengage from true social relationships. While not focused on learning, she cautions about social media and its negative consequences on social connections. She summarized her opinions in a New York Times op-ed piece in early 2012. She also did a TED talk called “Connected, but alone?” on the subject.  Her warnings make for an interesting perspective but they are in sharp contract to the videos Dr. Wesch included in his presentation showing students actively engaged with each other and technology in his classroom game. Perhaps Turkle’s beliefs, while reacting too negatively to the use of social media, can be seen as further reinforcement for Wesch’s advice that we cannot assume students’ media literacy. Technology offers tools but they need to be used with respect and thought.  

Together to Learn

 Week 3: Thoughts on Virtual Learning Community Chapters

I can relate to “community” as a metaphor for an online learning group, as Schwier proposes, as a group of people bound together to learn.  I’ve seen learning communities evolve online among geographically-dispersed professionals who start to share articles, perspectives and resources that enable them to learn from each other and literally change the way each person works.  I have online “relationships” with colleagues in Alabama, Minnesota, and Ohio whom I have never met and probably never will. But despite not really knowing each other, we share learning and informally point each other in new directions to learn more.  We are bound together loosely but use each other to enhance our own learning.

I also like Schwier’s sense that learning communities are everywhere we look.  They aren’t all online; they can be book clubs, fishing groups, quilting bees and survivor support groups.  They are all communities of interest and provide informal learning opportunities.  They offer social connections and often rich learning through social engagement (and Schwier reminds us, intimidation through social engagement, sometimes).  But technology can bring together learners who would not have connected through any other means.  New online collaborators offer different perspectives and an opportunity to access new information and ideas. 

But the jury is still out on participation in communities or online environments, as Schwier also calls them.  In fact, he asks whether online environments promote social engagement or social isolation before pointing to research from Canada that online networking can increase participation in communities and social organizations.  He concludes that online learning communities may be engaging and/or isolating, depending on the participants and their agendas. In the end, technology, as we all know, has advantages and disadvantages, but also presents new opportunities in connecting and learning. 

Eureka!

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Week 2 – Initial thoughts about chapters 1 and 2

The phrase “Do-It-Yourself Learning” (p. 11) in The Connected Educator  resonates. The fact that we each have the ability to design and pursue our own learning plan and opportunities is librating. First, I get to make decisions about my own learning; I get to look for ways to expand what I know into the many areas in which I want to know more. But, better, and even more liberating, is the fact that as an educator, I am no longer the expert who makes decisions about what someone else needs to know. 

All right, true confession: I’m struggling with that last statement. Where does my responsibility as an educator begin and end in terms of teaching and learning? What do I decide about others’ learning, and what do they decide?  As someone who teaches adults in the community, this line may be a easier for me than if I taught in a traditional classroom.  The reality is that my students decide whether to show up or not, and if they don’t find it personally relevant at the time, they walk, most of the time with few measurable consequences.  What I teach is specifically related to life skills – managing money, reducing debt, developing more effective parenting strategies.  What I teach has to be relevant to someone’s specific day-to-day life; my students have to see a need and experience a benefit.  Also, my overall goal is to empower people to know they can change the way they do things; ultimately it is their decision about what and how to change.  I’m there to provide information they may require and/or desire, but they have to run with it.  I’m giving them new tools and resources and hopefully a new perspective (and often a pep talk).  But, at the end of the day, they, as learners, have to do it for themselves.  As this idea has evolved in my personal teaching philosophy, I’ve even found that I’m not completely comfortable with using the term “teaching” because it changes the focus from “learning.”

That brings me to collaboration and connected learning communities (chapter 2).  In my own organization we have started to collaborate in such communities.  As a follow-up to professional development on adult learning and technology, a group of my colleagues and I decided to form a Community of Practice within Cooperative Extension to study the subject of adult learning or andragogy.  We met and formed a loose structure and a plan. There would be no chairperson of the group, no one leader; rather, we would all contribute to the group’s knowledge.  Coming to consensus in a group of strong-minded independent thinkers was a challenge in itself, but finally we chose a book to guide our discussions.  Each of us volunteered for a specific week in which to post a summary of one of the book chapters using Google+; other members would post comments and discussions.  Going forward we will meet via Google+ Hangout once a month to discuss the book as a group.  The book we chose was The Adult Learner.  It’s been bumpy and may not last, but it’s an attempt to address a real learning issue that we’re facing as education professionals and address it for ourselves; we’ve taken ownership of our own learning.

Back to my learners: I’ve noticed that somehow they’re getting the message about taking ownership of their learning.  They also collaborate together in their learning, without my orchestrating it.  They share ideas and stories and frustrations.  They support each other. They realize that others have the same challenges they do. I see the light bulbs go off.  I hear people get excited, because they understand through the process of learning that they can do things differently and get different results.  The “eureka” doesn’t happen all the time, but when it does happen, it’s a pretty amazing feeling.  As it turns out, I do make my own contribution to their learning, but the group together is what makes it work best.  Eureka!