While checking out the readings for this week, I was grateful to find Scott Leslie has compiled the Mother of all PLE diagrams list.
I thought a good week 1 task would be to check them out and then make my own.
Except…I stumbled across a perfect one on his list, created by D’Arcy Norman:
In this post, Dave addresses (among other things), the whole challenge of assessment and grading in formal education if using PLE/N approach (yes, it’s an issue to be dealt with, no, it’s not insurmountable). In this video, Stephen Downes talks about a new tool/system that could effectively support the PLE/N way of doing things (easy ways to create and distribute all kinds of content in all kinds of formats/ways).
Both of these are important to me in understanding/integrating these ideas into real terms. For those of us who are - or work with - instructors, these practical considerations are really, really important.
It’s not uncommon for students to use wikis or blogs for course work (either within an LMS, or outside of it because the within-LMS tools are generally lame). But the problem of staying on top of all that content (especially if using multiple 3rd party tools – I use WP, you use Blogger, this other person uses pbworks, and so on) either keeps instructors from trying it, or keeps learning communities from going the distance and forming an integrated network if they do try it. it’s just too much of a pain.
I would love to use a system like Downes describes – could be huge!
PLENK 2010 begins tomorrow! Yay! Back to School! Kinda. (Back to MOOC?)
I’m taking it because I got so much out of cck09.
And, it will make
me blog, i.e., reflect differently about work, my field, etc.
Tonight I’m setting myself up (creating tags, categories, etc and organizing my blog to house my thoughts in the coming weeks). Hmph…”back to school” used to mean new pens, paper, books, etc. Perhaps I’ll buy myself a new pen anyway.
As an instructional designer/educational technologist/someone who works in post-secondary education, I love the whole grand experiment of a MOOC (Massive Online Open Course – 1149 participants!).
As a learner, I’ve already encountered the feeling of being overwhelmed I had at times in cck09, but I’m going to manage it differently this time. Like, I’m going to give myself more permission to speed-skim and/or pass on things like 100+ postings to the Moodle Introduction forum before the course even starts (yoiks)! It’s a bummer because that’s the network. But it’s too much to read, and honestly, forums are about my least favourite tool. So I’ll find other ways to connect. That said, my speed skim did pay off for my task of getting organized tonight…this fantastic guy kindly laid out all the PLENK links in a nice list, so I added them to my blogroll in their own category for easy reference.
I think one good strategy for connecting in such a massive group would be a video intro. Dave’s was really helpful, and I want to know what tool he used to do that! I’m going to opt for getting a jump on reading instead, though, at least for the moment.
I’ve been doing this ed tech thang long enough to remember the beginning of the “Learning Object Repository” thing, and watch it evolve into the Open Educational Resources movement. It’s a good thing.
At the recent etug conference, I attended a session where the idea about the difference between GIVING and SHARING was raised. I’ve been thinking about this a lot.
Giving, I think, is lobbing a bunch of stuff over the fence. Reams of content: there you go, there’s all our stuff - have at ‘er. This approach is what got this party started, and so this isn’t meant to be a disparaging comment. But I think we need to evolve the practice.
Sharing, I think, is making useful stuff available in a thoughtful, easy-to-access way. Thinking about what might be of USE to the broader community (what do we have in common?). Keeping it up to date. Including help/suggestions/ideas for implementation, pedagogy. There are certainly people moving in this direction, and people like BC Campus who are supporting people to move in this direction in real ways. It makes so much sense.
Sharing is harder, of course. My hope for the future of OERs is we all share fewer, higher quality things well. Such loaded terms (fewer than what? what’s quality? what’s “sharing well”? ) I know, I know. But it’s my hope, dammit. And I have faith that we can work it out. We Education people are used to dealing in things that are not an exact science.
Colleague and chum gotcurls wrote today about feeling the love for her professional community – ME TOO! How lucky, lucky, lucky we are to work with people and in a field so diverse, creative, interesting, supportive, fun….well, you get the idea. I don’t want to get all misty on ya.
The etug conference was just GREAT. The theme was “3 Cups of T: Teaching, Technology & Transformation”. But I’ve been calling it “3 Cups of Awesome” because it just WAS.
And because I got distracted by a shiny thing or a comment from the audience while I was saying thanks and goodbye at the end, I want to give a special blog-o-riffic shout out to LEVA LEE, who is just the most talented, smart, knowledgeable, gracious, thoughtful and tireless wonder woman behind the scenes – Thanks Leva!
Not sure if it’s because I’m a gardener or not, but gardening metaphors always seem so apt. I’m thinking about metaphors for community right now because of an activity we’re doing in ISWO where we all gather images and words to represent community. I pushed myself past the first (garden-related) metaphor that came to mind, and came up with popcorn.
Now, first I have to tell you, I’m a traditionalist in the popcorn realm. No microwave bags in my house – it’s all about the pot, the oil, the cold naked kernels under a clear glass lid, and watching for the first brave ones to explode. And then the satisfying cacophony as the rest of the kernels erupt into their potential.
That’s kind of what it’s like at this point in the course: we’ve laid the groundwork, provided support for people to get a strong jump on the course…and we wait perched over the glass lid.
And the first brave kernels are exploding already! The course hasn’t officially begun and I’ve already been inspired this community in its very early days. There are new technology things I want to try, and new people I’m looking forward to getting to know better.
It’s going to be a great 4 weeks. Even if this metaphor takes corny to a new level. badum bum.
Two things are happening which should get me blogging more regularly again:
- I am co-facilitating the ISWO (Instructional Skills Workshop Online) – it’s an intense, 4-week online course about online facilitation. And this time, we’ve added a blogging component.
- My copy of Digital Habitats has arrived!! Awesome! (See previous post – this could be on my list of Things Awesome: “when amazon.com order arrives!”). Anyway, this book will give me lots to think about, I can tell already.
So, about the course blogging. As an instructional designer who works for a university that has a LMS (Moodle) which has a lot of great tools to support a variety of learning activities (except the blog, unfortunately, is meh) – why add an external blogging component?
There is lots written about this; I don’t need to be convinced of the educational potential of blogging. It’s more the logistics. There is an instructional design pro/con thing to weigh here – on one hand, blogs are a great tool for reflection, they have a life outside the course (i.e., the blog belongs to the blogger, they can take it with them and continue engaging in reflective practice, it evolves as they do, etc), and hopefully, people will hook into and experience the benefits of the network as they connect with other bloggers.
On the other hand, they are outside the course. This means we all need to go find the blogs, and all the discussion/sharing no longer takes place in the course/forums. Part of me says, “so what?” This happens in f2f classes – people talk and think outside of class hours (we hope). Still, the “one stop shop” argument is a strong one for busy people who want all the course stuff in one place.
However, I am confident for a few reasons:
- we have plans for making the blogs easy to find (Moodle rss block and a list)
- the blogging activity is framed as a tool for personal reflection and learning. We ask for one reflective post about their learning per week, but aside from that, they are invited to do (or not) whatever they want. And there are forums, wikis, polls, surveys, quizzes, etc, in the course for topic discussions/activities and practice facilitation by participants (the heart of the course) – so lots of reasons to be in the course.
- my experience with “required” blogging in a course (cck09) was really positive. I liked that I “had” to do it, and got a lot OUT of doing it. There is something powerful about publication of your ideas; you try a bit harder
- but MOST importantly, we have a dedicated blog steward. A live person, who is a passionate, dedicated educator who is excited and knowledgeable about blogging and PLNs, who will support the blogging activity running parallel to the course.
Can’t wait to see how it all turns out!