Category Archives: Storytelling

#DML2012 – The Experience of Listening. Was (Too Often) All.

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One of my takeaways from the DML 2012 conference is that the messages of connected learning have not quite caught up yet with the practices of academic conferences.

It’s a common complaint – both that I hear and that I sometimes make – that the learning spaces that we want for children should at least attempt to be modeled by the conferences/meetings where we go to talk about and explore learning possibilities. And while I get that there’s a culture or cultures to academia, and that much of the DML community is rooted in research and dissemination practices that are fairly formal, well, I’m struck that the medium and the messages of the event seemed to be in slight conflict. Even on the mothership, the interesting stuff was still rather on the edge.

Having run conferences and meetups and managed the learning of others’ both grown ups and children, I understand that it is a most difficult undertaking, so I should say right here that I found the DML event nothing short of wicked good. I learned a bunch and will be processing some powerful learning for a while to come. And yet. I’d gently suggest to the organizers of DML 2013 a few small points.

The first being a softball. I’m sure that everyone noticed that the space where the conference was held seemed far smaller than the people of DML. I think the folks there were the right folks – it was a fascinating mix of students and teachers and professors and researchers and makers and geeks.1 But the way the conference was set up – or at least my version of it2 – the sessions were overcrowded and packed into too small rooms and I couldn’t get to many of the things I wanted to see. Even when I could get a seat in a room – and to do so I had to stake out a space early – there were two or three other concurrent sessions I didn’t want to miss.

Here’s the tricky thing. At an event where the messages from the community and presenters and panelists were all about experiencing powerful participatory learning, well, we sure were expected, by design and practice and custom, to sit still and listen a lot. Certainly, we were listening to fascinating stories of promise and practice and learning and teaching and exploration and study and wonder – but we were listeners, and that’s a very particular kind of experience.

I listened to Super Awesome Sylvia talk about making things that mattered. And I really enjoyed hearing from her, particularly when she raised the differences between her learning at home and at school. But might we have made something together?

I listened to Jess Klein explain the potential of a HackJam. I love the tools and mindsets that Mozilla is building in that space. Having experienced a HackJam3, I know they are transformative. They are a Big Deal. Might we have done that together? At least a little bit? Perhaps this happened and I missed it.

I came to one session where a presenter began to read from a paper – the same paper excerpted in the conference program – on the power of media for engaging students. The presenter read from the paper that was provided to me already.

Even in our session on the multiplicity of composition – a session that we intentionally attempted to do differently than a talking head panel – we struggled to make it an active learning experience4. I don’t know if we were struggling against the Internet access in the hotel, or the expectations of the audience, or the limits of our imagination. Or maybe something else.

There’s work to do.

I thought the idea of the Mozilla Science Fair – an hour and a half long reception showcasing many of the institutions and organizations doing important learning work – was a great idea. But an hour or so of crowded tables meant we got short looks into thoughtful work. Those same twenty or so tables should’ve been parceled out over the entire event, with five at a time running engaging events modeling their fascinating and engaging practices. There was a big empty space in the conference area that cried out for us to use it for playing and making and exploring and doing together.5

How can we collectively do a better job of modeling the structures, habits, and aptitudes we want to see of learning and learners, particularly when DML learns together? And what can we do with the listening we’ve done to improve the experiences that are to come? Yeah, I’m saying “we” and “DML,” because, like Chad, I’m willing to say that I am engaged by this group of thoughtful people. I’d feel lucky to be counted as a member of the DML community. I so want them/us to do well.

And there’s room to grow.

  1. That said, I didn’t see lots of IT folk there – but perhaps I wasn’t looking hard enough. Or maybe operations types aren’t the crowd of DML. Oh. That’d be sad if it were true. [↩]
  2. Everyone, you know, has their own conference experience, a collection of what they saw, with whom they spoke, and a variety of other factors. No two people have the same experience, of course. I may well have had the “bad” one. [↩]
  3. That was masterfully facilitated at ISTE 2011 by Chad and Meenoo. [↩]
  4. The writing some of the participants shared during that session, I thought, is worth more of my time. [↩]
  5. The impromptu Occupy Badges session – a spillout of the overcrowded session on Badges – was a good example of what might’ve happened in that space. [↩]
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#DML2012 – Museums as Experience Places

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I’m sitting right now in a panel session on digital media creation and museums. it’s an interesting look at several institutions’ attempts to bring students into their spaces to create digital media projects. We’ve seen several examples of those projects this morning, and I wanted to get a couple of observations down before they slipped away. In no particular order:

  • There’s a recurring theme here that, if the mission “students should be making things here” is stuck to, other constraints (time, logistics, resources, etc.) can be worked through. Yeah.
  • Bringing in students to make things is a pretty simple idea, but a resonating one. How can we promote more situations like these for students? And, as I’m in a suburban and rural area, I wonder about what spaces beyond big city museums can be places for students to come into to make things with. Where can we send kids out and whom can we invite in to be in making together?
  • Panelists have mentioned that they are not fiddling with the work produced by the students. “We don’t edit the students’ projects,” one panelist said. There’s an interestingness in the idea that students can say things to museums that the museums themselves cannot say, for a variety of institutional and logistical reasons. I’m struck by the reminder of the power of an outsider voice being brought into an institution. This is a two-way thing, of course. And having outside eyes, ears, and voices in your space is a valuable way to see that which you cannot. But it requires an intentional desire to invite in outsiders. I wonder about when our schools and classrooms are inviting outsiders in, and how long they can remain outsiders.
  • I’m struck by how the constraints of design processes and museum practices are useful in design process thinking. But they’re referred to here as opportunities, rather than restrictions. This is a good example of “Yes, and” thinking. I’ll say more about that in my next play post.
  • I’ve been in several sessions so far here at the DML conference, and all of them expect too much listening from the audience. Not enough engagement. This isn’t a dig on this particular session – there’s certainly a culture to this conference and to conferences and institutional dissemination in general – but I’d like to see more doing in sessions like these, particularly as we’re talking about engagement.
  • In the Q & A, it surfaced that the students are asked to write and reflect on their work – blogging, journaling, etc. That’s really important – but it was suggested that they have trouble getting the students to engage in those tasks.1 I asked about how the museum staff working with them are surfacing and modeling their reflective practices. It seems to me that they should be writing with the students. I heard that the Smithsonian is working to digitize many of the journals and logs in their collections – looking forward to seeing those, but that’s not quite what I meant.
  • It’s fascinating to continue to think about how museums are vibrant spaces of learning and making and being together.
  1. Gever Tulley mentioned that students blog at the end of every day at his Tinkering School programs – note to myself to follow up more on that. [↩]
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Enter #EduConText

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Teachers should create. Coversations can lead to tremendous bursts of creation and excitement. Capturing creation through writing and returning to it later is how innovative ideas are refined.

Enter #EduConText.

Each day leading up to EduCon, Zac Chase and I will write about some of our thinking surrounding selected EduCon sessions.  We’ll also share some questions to prompt your own thinking and inquiry around the ideas we see that might arise in the session.  There are plenty of fine sessions at the conference.  We’ll pick a few of them.  You choose some others.

#EduConText is about moving into EduCon conversations with the same critical lenses we help our students refine each day. Because a rah rah chorus of excitement and enthusiasm isn’t really going to do much to make our schools better places.

And, of course, the Internet is a free place. For now.  So you should feel free to write along with us.  Prompt us.  Share your thinking.  Preflect on the conversations you’re planning on joining. Dig in.

During EduCon, we’ll be supplying some writing prompts to help attendees, both virtual and face to face, archive their written thinking around the conversations in which they take part.  Because your learning is worth remembering.

After EduCon, we’ll encourage folks to set writing goals for themselves that will allow them to reflect on how they incorporate new ideas into their practice and around documenting what they want to be sure to keep.

How can you participate?

Simply add the tag “#EduConText”1 to your blog, wiki, and twitter posts (or any other kind of post). From there, we’ll archive the tag and see what we build.  Mostly, we hope that #EduConText is a gentle reminder to write and write often about what you’re seeing, hearing and thinking.

Worth doing, right?

Let’s get to it.

  1. Or “educontext.”  Either way. [↩]
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The Clock’s Ticking

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Right now, according to Sir Ken Robinson, my children are at the peak of their divergent thinking abilities.  And those will diminish as they advance in their schooling.  Uh oh.  So, how do we build schools that amplify, rather than eradicate, divergent thinking?

This is not an idle question. Watch the video and then help me answer it. Quickly.

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Hyperlinks as Punctuation?

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How might you punctuate the words below in ways that create different meanings? Might hyperlinks serve as punctuation, too?

I haven’t a clue, just thinking out loud, but I can think of at least three ways to punctuate those words below, each creating very different meanings, not including hyperlinks.

You?

The words in question:

I don’t write well like you do

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Seeing Mindfully, Thanks to D’Arcy

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It was about a year ago that D’Arcy Norman suggested that, if folks wanted to, we might challenge ourselves to shoot a photo a day for the year 2008 and share as many of them as possible.  I didn’t do so hot about the sharing part, but I’ve managed to work the question “What’s today’s picture?”

into my daily thinking.  My family, when we’re out and about, makes suggestions about what the day’s picture should be, and we’re building together a wonderful family archive of the photos I’ve taken and the memories that they carry.  This is, perhaps, my most thoughtfully documented year.  But that’s not even the good bit.

What D’Arcy’s invitation, and the group’s examples and conversations, did for me was to literally fiddle with the way that I see the world.  He calls it “mindful seeing,” and explains in a post he wrote last January:

Mindful seeing is the process of turning off the filters, of seeing your surroundings unfettered and unobstructed.

When viewing the world without filtering, even the most boring and banal subjects can become wondrous and interesting. We are constantly surrounded by interesting things that we normally don’t see – textures, lighting, patterns, shapes, objects, groupings, even messages.

Photographers are often described as distancing themselves from their surroundings by “hiding behind a camera” or “viewing the world only through a viewfinder.” I see photography from the exact opposite side of the coin. By mindfully seeing the world around me, I feel as though I am seeing much more than I would otherwise. I see patterns, convergence, divergence, shadows, lighting, juxtaposition, and composition that are likely missed by others. That’s not to say that I am “better” than any other – just that by being mindful of what I am seeing, I am aware of what is around me. And when I am aware, I am better able to take an interesting photograph.

I am paying better attention now that I’m thinking about what to capture, and what will look good, and what’s worth remembering and the like.  And as I begin my second year of trying to take a picture everyday, I’m not worried about whether or not I’ll keep up with shooting (yep) and posting (not so much), but it’s becoming a part of my day, a piece of who I am and what I do.  That’s a big deal.

D’Arcy, I’m grateful for your example.

If you’re interested, the group’s still there, and getting started with 2009.  There are also lots of other groups doing the same or similar projects.  Find one you like and join and start shooting pictures.  You don’t need fancy equipment – I alternate between a DSLR and my cell phone – you just need to be willing to look around and really try to see it.

You’re welcome to take a peek at the pictures that I do share online.  Probably the best way is to just take a peek at my photostream. I’m less interested in the presentation than I am in the capturing and saving and seeing – but one thing I’ll be working on this time around is the workflow that I use to upload, tag and organize my photos – that could use a little bit of tweaking.

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NCTE Brain Dump

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I am sitting in the lobby of my hotel in San Antonio, waiting for the shuttle to take me back to the airport. For the first time since I arrived here, I am sitting at a full keyboard to write instead of frantically thumbing words into my iPhone keyboard. Here in the lobby, I have free wifi access, something that just wasn’t an option for me at the NCTE Convention.

I enjoyed very much having the opportunity to share work that we’ve been able to do with students in my district, as well as talking about the possibilities and logistics of tools like uStream, Mogulus, Twitter, Plurk and many others. The value of these particular tools, of course, is in modeling and demonstrating possibilities. We have so many options available to us, in theory, and we need to know what the barriers are to access so that we can begin to, or continue to, knock those down.

The Tech-On-The-Go kiosks, brainchildren of Kylene Beers and the product of a great deal of hard work by Sara Kajder and others, were a window for the conference attendees into the world of the shift that Karl and Anne and others talked so eloquently about in sessions all over the conference. Well done, y’all.

These kiosks, too, were windows into the conference for friends and colleagues and network connections of mine via our uStream and Chatterous sessions, opportunities to mix the friends that were here with the friends who were not, at least physically.

But it was just a taste, a frustratingly flighty, teeny tiny taste, of what it should have been. It should have been that we were able to make those connections in sessions and hallways, bringing in colleagues to share and think with as we learned together in conference presentations and conversations. (And, for $13 a day, I could have done so, although paying extra for what should be a piece of the puzzle for everyone rubs me the wrong way.)

I think NCTE is in a wonderfully frustrating place at the moment, looking at its almost 100 years of work and thinking very seriously and strategically about what is next, and how teaching and learning is changing and has always been changing. They are embracing the shift, as Karl has said, and it’s time for them to continue the push that they made this week.

Many of us within the organization (and plenty of folks who aren’t yet members) are willing, interested, and able to help with some of the geeky bits, as the legions of volunteers in the tech kiosks and several of the presenters in the sessions demonstrated. But it’ll take some support from the organization to make that happen.

One thing I hope next year’s organizers are already thinking about is how to provide meaningful wifi access to conference attendees so that we can not just see the possibilities in sessions and at kiosks, but can begin to practice with them in sessions and hallways. My computer, my favorite learning tool these days, sat unused in my bag as I relied upon my telephone and its connections to the outside world to bridge the gulf between myself and my learning networks who, although not all physically present, were here with me, and continue to provide me with questions and support and kind words and pushback. Through that connection and my networks, my NCTE conference, while physically situated in downtown San Antonio, reached literally around the world and all across the country.

More and more, I rely on those networks and those connections to help me do my learning and work. As I argue that we need to provide this connectivity in our schools and classrooms, I would also argue that we need that connectivity here, when teachers gather to learn and to work together to improve the learning we facilitate with our students. Shift happens, but we can and should be helping it along.

Kathleen Blake Yancey, president of NCTE, gave perhaps my favorite presentation of the conference, a stunning mix of image and speech, of thinking about teaching and thinking about technology, specifically the technologies of composition. (I hope that it is soon in video form so that I can share it with you. She has said she has interest in producing such a video, and you need to see what she did and what she said about composition here in the early days of the 21st Century. I’ll share if it makes it online.) Just before she closed, she reminded us all that, “If you are writing for the screen, you are writing for the network.” NCTE gets the shift, has defined it, and is beginning to talk about it in a thoughtful way. I am eager to see how the organization can take the talk of shifts and begin to model through actions what it says is the case.

Won’t that be an impressive thing?

I have enjoyed my time at the convention, connecting with colleagues old and new, and helping them to connect with the wider world of possibilities. I have faith in language and in language arts teachers, in the power of the written and spoken word and all the other ways we have to create, compose and share, and I know good things are coming. I also know, though, that time is short. Let us all be renewed and restored and get back to work. There’s plenty for all of us to do.

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