A Highly Anticipated Twitter Chat

Standard

I participate regularly in Twitter chats, including #OklaEd, #VAChat, and #TWOTCW among others. The last one, #TWOTCW,  is moderated by Steve Wyborney in conjunction with his latest book “The Writing on the Classroom Wall.” The featured image above, in fact, is Question 1 from the #TWOTCW chat of April 18, 2017 (tonight as I work on this post).

As with many of Steve’s questions, this one featured really grabbed me: ‘Create a list of eight words that describe students.’ Asking for a list has occurred in his previous chats and generates two types of responses – a list of eight individual words or a phrase involving eight words. My reply usually is of the latter type but I cannot tell you why… Providing the questions early is a good one in my thinking, enabling chat participants to Consider their replies. Indeed, my post would have been something like “Exactly what their early environment enabled their becoming” – as noted, a phrase… But the subsequent questions by Steve reveal he’s seeking eight individual words such as the one I’ll likely post in a short while: “unique, culturally dependent, engaged or not, skilled learner / not.” Yes, I know – mostly shorter phrases.

But these are critical characteristics for students and their learning, I believe; and ones that I at least don’t know might have single-word replacements. And, yes, I even had to change ‘or’ to ‘/’ to get eight and not nine words… I’ll not discuss this list further here; but a recent blog post might provide more insight into my reasoning. Also, I had already made a note to develop another blog post on this topic. Stay tuned if you’re interested.

The real point I hope that I’ve illustrated with this particular post is that participating in Twitter chats does enable / encourage the level of Consideration of a topic that leads to Effective Learning. My experience with chats suggests that there are almost always one or more such questions that spark further Consideration / Effective Learning. Yes, having the questions ahead of time maybe contributes to richer participation; but having one’s tweets enables Consideration after the chat. Storify files are even better!

I hope you find this latest post of mine of value. Thanks for your reading it; feedback is always valued.

 

Words Are Not Adequate

Standard

Let me paint my circumstances: We are still arranging our furniture and ‘goodies’ in our newly-built home – so exciting of course but still time consuming – five months later. We had a mandatory trip back to New England for some unavoidable appointments (and some great socializing with friends). And, finally, as with any moves, there are required effforts to both in dropping licenses, voter registrations, … at the previous location and adding the same at our new location.

And of course, George Couros chose the past five plus weeks to facilitate the second edition of his online Innovator’s Mindset MOOC! Having gained so very much personally from the first offering, I really didn’t want to miss this second offering. I made the commitment to actively participate – in the weekly live YouTube sessions, the book re-reading (in my case), the Wednesday night #IMMOOC Twitter chats, and individual assignments. This blog post in fact fulfills the last individual assignment.

To say that I’m so glad that I made the commitment to actively participate cannot be overstated… While I gained much knowledge, experience, links, contacts, and confidence from participation in the first offering, I can honestly report that the most valuable outcome, I now understand, was preparation for the second offering. But then, those of us dedicated to lifelong Effective Learning know it to be critical to happiness / success (regardless of our definitions of both). Perfection is a useful if unattainable goal but continued attention to it will always be of great value. Yes, things change rapidly; but goals such as happiness and success can always be better approached with a better ‘tool box.’

So what did I accomplish as a direct result of my participation in this second IMMOOC offering? Here’s a (most certainly) incomplete list:

  • I resumed my posts to this Considerations blog – after a year-long hiatus associated with preparation for and implementation of our move from Connecticut to Virginia.
  • I gained a better understanding of the rewards of blogging (a central focus of the IMMOOC) – including developing visions of how knowledge and skills interact to enable improved use, self-assessment of those visions through sharing with others, refining those visions via dialogue with readers of the blog, and building my Personal Learning Network.
  • I was once again reminded how valuable the information found within “Innovator’s Mindset” – much more so because it was the second reading / Consideration of it for me (as with all books of relevance and value; most have at most one of these but not both).
  • I was introduced to the power and value of live broadcasting of presentations / dialogue – such as YouTube, Twitter, and Facebook.
  • I was reminded of the richness and value of Twitter chats. I regularly participate in #OklaEd, #Vachat, and #TWOTCW but understand better the value of exploring others as time permits.
  • I have gained a new thinking of my possible contributions to improved Effective Learning facilitation. I believe I do have contributions to make through my blog posts and am excited to be back adding new posts regularly. I’m also looking forward to Considering two new opportunities: writing a book as well as facilitating ongoing, online educator professional development.

So, GOOD NEWS??? Yes, for me for sure!!! And for other participants as well, from my reading their posts. AND for all others learning about IMMOOC too late to participate in this offering. (Start by reading and Considering George Couros’ book! Follow the IMMOOC facilitators on Twitter: @gcouros, @KatieMTLC, and @TaraMartinEDU. Search the #IMMOOC hashtag on Twitter. And watch for (hopefully) future offerings of the Innovator’s Mindset MOOC.)

Are Education Changes Headed in the Right Direction???

Standard

The changes mentioned in this blog post title are innovative changes – the critical theme oh the IMMOOC 2 activity with which I’ve engaged with George Couros and many others over the past few weeks. To address the question found in the title, there are several other questions that must be addressed:

  • What is our definition of innovative?
  • What changes are we Considering?
  • Why do I believe these changes will result in innovative education?
  • How can we assess if we’re headed in the right direction?

Let’s examine each of these briefly.

What is our definition of innovative? In his book, “Innovator’s Mindset“, George Couros offers this definition of ‘innovative’: Something is innovative if its outcome(s) or result(s) are both new and better. Therefore changes to education will be innovative only if the student education is both different from previous practice and results in better learning.

What changes are we Considering? I cannot overstate how many great ideas and resulting changes have been introduced by MOOC participants; even a representative list is impossible. For this post, therefore, I will offer my personal list: (1) facilitating learning, not teaching; (2) keeping the approach student-controlled; (3) facilitating the development of four basic skills: Effective Learning, problem solving, communicating, and working in groups; (4) eliminating textbooks; (5) eliminating exams (in favor of project outcomes) ; and (6) eliminating grades in favor of course grades assigned by teachers with input from each student and their peers. It is my thesis that this list is collectively quite different from standard pedagogy. It will be appropriately Considered innovative if the student learning improves.

Why do I believe these changes will result in innovative education? Taken together, the six changes listed in the previous paragraph have the potential to put each student in control of her/his education, to develop and convert to habits skills so important to lifelong learning that is critical to success regardless of the definition of that success, to rely on the essentially limitless information gathered from social media, to utilize organization and critical thinking skills (included in my vision of the other four skills listed by the way) to assess the gathered information for usefulness and understanding, and to address meaningful assignments. As a result, this approach will provide a learning environment providing students with Dan Pink’s three elements (autonomy, mastery, and purpose). Facilitating these efforts in such an environment, I strongly believe, will result in an innovative education for all learners involved.

How can we assess if we’re headed in the right direction? Immediately, it should be apparent that there will be no testing (except for any mandated by government); there will be facilitating, not teaching with minimal if any lecturing; there will be no focus on information chosen as ‘correct’ and included in textbooks; there will be student choices of problems addressed (associated with teacher defining questions aligned with appropriate standards); and there will be no ‘right’ answers, there will be failures to learn from, and there will be development of useful answers. Facilitated properly, these changes cannot help improve education / learning with increased motivated student engagement: biased very probably – but certainly headed in the right direction. But true assessment is also easily incorporated. Suggested tools can and should include: feedback from students including use of focus groups; ‘external’ feedback on presentations / demonstrations of outcomes; use of outcomes to improve people’s lives; and the improved and ‘not-dictated’ upgrading of student procedures. To me, the last one listed has the most potential …

The featured image above as well as the image below from George Couros represent times past when the chosen sources made up of chosen content represent the approach to education not so long ago (sadly, too often in use today…). The suggested changes (and those of many other experienced educators) are critical and INNOVATIVE in my thinking at least.

IMG_0100

Really??? Am I Alone???

Standard

So I find a link to this article in a Facebook post. As I am reading, I find the following passage:

“Let’s consider a classroom of a traditional teacher:

Students come into the classroom and begin to work on a worksheet. The teacher then delivers the content for that class. It might be a lecture, video, or reading from a text. Then the students do an activity with that newly learned content. Then the teacher offers more work to practice the content usually in the form of homework. Generally this is a standard day in a classroom of a traditional teacher.”

I don’t know about you but I find this description of a ‘traditional teacher’ so very troubling – first because it’s probably more often true than I would hope and, second, it is so counter to facilitating Effective Learning.

To me, with this being the ‘problem’ that the author believes artificial intelligence and virtual reality addresses better, how can this article (sadly I encountered a  second article just last week…) get published / posted? It (actually both) improve efforts that i at least should NOT be made in the first place!

Hence the title of this short blog post: Really??? Am I alone???

Ah, Yes – Less Is More – Always

Standard

The featured picture is yet another gem from George Couros through his phenomenal Innovator’s Mindset MOOC (#IMMOOC). Five great suggestions for sure; I’ll be discussing my favorite: “3. Less is more.”

In my 29+ years as engineering faculty, I always included group / team projects that were student-centered and student-identified – addressing a driving question from me. Leading up to the introduction of the project, the students and I would Consider working in groups via development of a group contract. We also reviewed the using problem solving effectively to address the project – with emphasis on ‘effectively.’

It never ceased to amaze me as I followed the various groups’ efforts that there were always two typical approaches to their efforts (in spite of my not-so-subtle suggestions to some that they change): (a) the groups whose key focus was developing a great starting direction for their efforts; and (b) the groups whose key focus was developing a great complete design for their project.

The results or outcomes were nearly always the same: The groups looking for the direction began their development efforts quicker, thereby encountering critical requirements faster, addressing them sooner, and arriving at a useful and timely outcome. On presentation day, they had much to say – what the critical items were, how their outcome addressed the driving question, and what could be done to probably make the outcome even better. If there was a prototype to be demonstrated, it worked!!!

The groups working on a complete design were brought to essentially a crawling pace because someone in the group (often correctly by the way) identified an issue that prevented a great design. Occasionally, they identified their flawed approach in time to yield at least a somewhat useful outcome; once in a while, they actually had a design that enabled them to develop a useful and timely outcome. But most groups ended up ‘throwing something together’ at the last possible minute, sadly at times not even on the path to a useful outcome. Their presentation was not well organized, questions posed to them were unanswerable, and any prototype, if expected, was unworkable.

I’m sure you’ve identified the connection to the blog post title by now. Doing less planning and upfront organizing, getting started as quickly as the direction / first steps is identified is better – more!!! This is an important part of problem solving that we educators must facilitate in term of habit development for our students (and ourselves by the way if not habitual already). My thesis: Addressing every situation faced – including learning – as a problem to be solved yields a better outcome quickly. With more effective efforts, there are more opportunities for innovation!!!

An Addition to ‘School vs. Learning’

Standard

Yes, it’s the same featured photo used for my blog post of a few days ago… It’s been an important one to me since first discovering it. Very presumptuous of me I know, but I have a suggestion for an added comparison for the list in the photo.

Today at the Y, I was about to begin my regular exercise-bike ride. My routine is to exercise while listening to podcasts on my iPhone. I subscribe to a number of series and just, sort of randomly, start whichever is the first one in line. Today’s was titled “The Future of Happiness” from Amy Blankson, part of the Unmistakable Creative series. Her fundamental thesis is that “Happiness Leads to Success, rather than Success Leads to Happiness.” [The title of the podcast in fact is the name of a book she has written.] The portion of the podcast most directly linked to innovation and learning begins at about the eleventh or twelveth minute. My thoughts: Ms. Blankson provides great suggestions about the importance of happiness to success. That happiness is in large part shaped by our perception of the world. Circling back, our perception of the world associated with opportunities to help others (through innovation) leads to happiness – while leads to success.

So here’s the suggested comparison: School is connected with stress. Learning evolves from happiness.

Educators and Learning

Standard

I’ve just completed my first reading of the latest post to the blog of R.H. Steele. His blog, “Risk to Learn,” is one of my favorites; this post, as I do for each of them, will be Considered very carefully. He reflects on the many needs / challenges of students today and asks two questions: ‘Where do academics fall in today’s education?’ and ‘Whose responsibility is it to tackle these needs / challenges?’ I agree with his thinking: It’s the responsibility of teachers to facilitate more than academics, to deal with all the needs / challenges of students.

Steele makes the statement: “When I was growing up schools had one job: Educate through the teaching of content.” For sure, back then (you know, ‘when dirt was clear – not dirty yet…’), there was much stronger parental influence reducing some unfortunate demands on teachers. But I’ll take issue with this comment in the following sense: I’m quite certain there were many educators that did more than teach content; many facilitated the learning (not the memorizing) of core knowledge and the development of the skills of lifelong learning.

Learning has progressed from the time of no books to today when books document yesterday’s research at best. My thesis: If the research and the learning tools that exist today were available at the time of Aristotle or any of the scholars of later times, the great educators back then would align with the great educators of today. And the demands for dealing with the needs / challenges of students would be the same… “I only provide the conditions in which they can learn.”