And I realize the way you do it is to do it. #

#

You write the blog entry. #

#

You speak truth to power when you have the opportunity. #

#

And you serve the children who have put their faith in you. #

#

You let their voices rise. #

#

And you let their voices inform and embolden your voice. #

#

Because that’s what’s needed. #

#

And that’s how we win. #

Twice today, I was reminded of the exploration work that we did in CyberCamp the previous two summers, and how that was such a transformative experience for teachers here, as well as for me.   That was time carved out of the craziness and spent in reflection and exploration, with the requirement that, yes, we would write each day, if only to bang our hands against the keys to drum out the frustration of lack of progress.²   One true win of the Digital Learning Collaborative work so far is that we’re working that space for thinking about teaching and learning³ into the regular school year, instead of keeping it waiting in the summertime. #

My other win for the week is that I’ve managed to slip over here a few times and to bang out some words, even if they’re these wistful ones.  I hope to return to a semi-regular rhythm here over the next few weeks.  We’ll see if that works out – and if it does, if it happens to be useful to you.⁴ #

1. I know I’m pointing to the DLC work lots lately.  That’s because, well, it amazes me that I get to do it.  And it’s important.
2. But there was never a lack of progress because the rhythm of the work kept us moving.  And when the rhythm of the work wasn’t enough of a push, the support of trusted colleagues was.
3. With technology, but it’s not so much about the technology.  Don’t tell.
4. I still subscribe to the notion that if it’s useful for me, it may well be for you.   But I might be wrong.

#

#

I think, though, the careful consideration of audience and purpose that I engage in before creating a resource is a valuable one for all readers, writers, and creators.  Perhaps there’s value, in a connective writing class, in spending some time on rhetorical analysis, specifically in the vein of thinking about multi-purposed work. #

This isn’t a new statement for me to make, either here or in my classroom(s), as I’ve always operated under the assumption that the best writing happens when writers consider their audience and their purpose for writing, allowing them to determine the focus they should take in a particular piece.  This idea (often called the rhetorical triangle, with each of the points defined slightly differently by the person(s) doing the defining) can and should be expanded to include all kinds of composition and writing, not just print texts.  This leads me to the teaching point that I would want to include in my connective writing work: #

As much as possible, all texts should have a life outside of the classroom. #

This “extra-curricular life” can take multiple forms, and won’t make sense for all types of writing and creation, but I strongly believe that we should never create something that will die after a teacher has blessed or cursed it with a grade.  I’ve always believed that, but the more I learn, the less I’m willing to suggest that such multi-purposed work should only happen at the end of a course, after all the practice work is completed.  Project-based learning, too, embodies this philosophy, as projects should have a life outside of the classroom. #

What does “extracurricular life,” or multi-purposed work, look like in a professional learning experience for teachers?  One way I attempted to create a multi-purpose-able resource in CyberCamp was through the series of Works in Progress (WiP) presentations that we asked every participant to do.  As I explained at the beginning of CyberCamp: #

One of the values of CyberCamp is sharing.  Talking about what we’re up to is a good way to better understand our own work, and the act of sharing it with a group is useful, too, because it allows your fellow CyberCampers to help you out, be it through good questions, suggestions, or becoming an extra set of eyes and ears in the world seeking resources to help you with your project. #

Because sharing is so essential, we’ve set up time here at CyberCamp for everyone to have a 20 minute block of time in which to share their work.  Each day, we’ll ask two of you to share what you’re working on and then we’ll give ten minutes to the CyberCampers to give you some constructive feedback.  We’ll be talking more about what “constructive feedback” looks at CyberCamp, but know that you’ll be getting help – not criticism. #

Again, because sharing is so essential to what we do, we’ll be adding an extra level of sharing to your process.  We’ll literally be sharing your Work in Progress conversation with the world and archiving your presentation here on the blog using a tool called Ustream.  This will allow you to share your work with, and to learn from, the world.  While that can be scary, trust us when we tell you that your work is important and worthy of being shared. #

Other examples of multi-purposing in CyberCamp include our project proposals as well as our blog.  Pretty much, any well-written blog (as a whole, not each entry) is a fine example of multi-purposed writing.  But perhaps that’s another post. #

One of the struggles, of course, with trying to build multi-purpose resources, or to find ways to ask learners to do so, at least one that I worry/wonder about, is making sure that I’m never putting the needs of future learners or secondary audiences ahead of the learners who are the “primary” audience for a particular activity/event/experience.  Let me try to say that better – we can sometimes create problems for our class when we try to create opportunities with “outsiders,” particularly if we’re forcing a connection that maybe isn’t organically or authentically there.  Connections just for connections’ sake are bad ideas, maybe even educational malpractice.  The trick becomes figuring out where those lines and boundaries are, and when to say no to kind invitations to meet/Skype/join up with others who may or may not be in a similar place, educationally speaking. #

Another struggle, I suspect, is figuring out how to contextualize those creations in a way as to make them as useful as possible.  I’m beginning to practically understand why so many higher ed folks talk about learning objects and repositories and a slew of related issues, and struggle with those things, too. #

#

Thanks in advance! #

#

In fact, I’m counting on it. #

One of my hopes for CyberCamp is that we are able to model how transparent and connected learning doesn’t have to be limited to a specific time, place and location, that teachers in my district can learn from you, and that you can learn from them.  We’re all in this together, and that’s a good thing. #

We’re putting so much of CyberCamp online in part to honor the wisdom and knowledge of our teachers, but also because we want to model the power of learning networks as professional learning communities.  But that only works if people stop by and join with us in learning and sharing and thinking and questioning and . . . well, you get the point. If you’ve read this blog for any period of time, then you know that I think we’re all better when students and teachers all share and learn and take turns leading.  Teaching and learning can be so isolating – but it doesn’t have to be that way.  CyberCamp, I hope, is an attempt to demonstrate that. #

So, I’m writing this post to formally invite you, whoever you are, to come and join in the fun.  And the hard work.  I’ve nothing to offer you except a great deal of learning.  But if you do come and leave a comment or two when you can, our CyberCamp will be all the better for it.  I thank you in advance, and hope to see you at CyberCamp. #

Oh, and by the way – we don’t own this model of learning.  There are plenty of folks trying this type of work – and I am grateful to them for sharing what they do as they do it.  That said, I wanted to explicitly remind you that, if you like what you see here, feel free to take it and adapt it to your communities, to your needs.  I pledge to you that I’ll happily come to your CyberCamp.  In fact, I look forward to it. #

#