On the open web, we implicitly consent to more than I think we mean to.
Maha Bali reflects on her open education story. This involves responding to three questions:
What does the open web mean to you?
Why should we care about the open web?
Who are you?
She talks about the challenges of doing a PhD remotely, participation in MOOCs such as Rhizo14 and the creation of Virtually Connecting. She also shares some of the limits to open education, especially in regards to those who are vulnerable.
The most useful network or community is the one you can build with your immediate team and colleagues in your school. They’re in the context and in the ‘know’. They’re accountable with you and they know the support structures — especially if it’s them — and can act on them. If you don’t feel you’re getting that support, find a mentor outside the context and learn to build relationships within. We need to be an active participant in those networks we choose to belong.
Matt Esterman reflects on the place of associations. Beyond reviewing our assumed attendances to such communities, Esterman recommends forming local networks. I have tried this in the past. The challenge I found with ‘local’ is catching up and being proactive.
Writing across each other’s blogs, I love how in some MOOCs, when people are focused on the same topic, one writes a post connecting ideas from multiple other posts, taking the ideas further, grabbing comments from elsewhere, and making something new, then recycling the ideas again. It’s a kind of “distributed” collaborative writing.
This is an intriguing reflection Maha. I like your points about writing across blogs, as well as connecting beyond ourselves. The one question I was left wondering is whether you would right the same post now? I too have written myself about the benefits of connected education. With both posts written a few years ago, I wonder if anything has changed? Would you still have the same outlook?
the true power in technology is not just the readiness. The skills. The playing around with tools to create something impossible.
It is the power to be seen.
To not be alone.
To feel that in the world, someone values you. That someone out there gets you.
A like your point Pernille. My only concern is that connections are not always guaranteed. As Bill Ferriter explains in regards to audience, connections are not a given, especially when we expect them to have certain comments. Here I am reminded of Clive Thompson’s argument about it being harder to write for ten than ten thousand:
Going from an audience of zero to an audience of ten is so big that it’s actually huger than going from ten people to a million.
Although connections are powerful, it is important to not over-hype the hoped for outcomes. All that we can do is create the conditions for comments. A point Kathleen Morris makes.
Can you remember the route by which you came to use Twitter to support your professional learning?
Ian, your post (and visual) raised many questions. I think my own experience of Twitter was somewhat multi-pronged. There was quite a bit of inadvertent nudging, during a course on thinking, while I also had a few friends on it. I have documented a part of my story here, as well as created a short video documenting it:
I really wonder if it is ever one thing, rather than an assemblage of parts. This has me thinking about blogging as well and how the take up of Twitter might compare with the early days of educational blogging? Would there be similarities? Do these things change? Would someone starting out on their path now be different to yourself starting out in 2009? How does it differ from a wider discussion of connected education? Always so many questions.
My criteria was: does I recognize this name, even remotely? Do I ever see or notice this person in my timeline? If not, the likely result was an unfollow. I haven’t yet made it to the bottom of my follower list, so more are likely to go.
Thank you Kevin for providing the impetus to weed my account. There is so much written about leaving Twitter and although I am not at that point, I have been feeling somewhat indifferent about it of late, so it was good to stop and reflect.
For so long I followed any educator who followed me. It just seemed right. But I have noted the consequence within spaces like Nuzzel. Although I have used lists in the past, but with my tendency to use Twitter on my phone, this can be tedious.
I went through and removed two thirds of follows. I basically kept those who I have had some conversation and connection with. I am not sure what difference this might make to how I use Twitter, especially with my dive into the #Indieweb. Time will tell.
My presentations from DigiCon15 Conference organised by DLTV held at Swinburne University, 24th and 25th July 2015
Digital Creating and Making (Fringe Festival)
So often we come to conferences and see new applications flashed around, showing their possibilities and potential, only to discover that in practise they require more time and energy than was previously realised. What is often missing ingredient in all of this is constraint. This can be the time allocated or our particular knowledge and skillset, but it also exists within programs whether it be functionality or the focus of the task at hand. Too often such constraints go unseen, but by identifying them, it provides us with more clarity and allows us to get on with things in a more focused manner.
Quick Makes is about giving the chance to tinker with a range of applications and programs, each with their own constraints, to discover that creating, making and engaging with technology is not only easy but can be fun, especially when we are focused. From mashing up a website with Mozilla Thimble to creating your own visual with Google Draw, spend a few minutes exploring the potential for technology to make giving a voice to learning more doable.
DLTV14 Conference, Swinburne University, 25th and 26th July, 2014
Listening to the Voices In and Out of the Classroom
Here is the blurb for the session that Steve Brophy and I presented:
One of the biggest challenges in education today is how to empower everyone and give a voice to every learner, this means moving beyond listening to those who seek to be heard and finding ways to capture every voice in and out of the classroom. From collaborating on a document to using a learning response system to reflect on a unit of work, this session will look at not only how we can use various web 2.0 tools to capture the different voices in and out of the classroom, but also how these tools can be used to provoke and prompt further into ongoing dialogue. Presenting our thoughts and reflections from a wide range of settings and scenarios, both Primary and Secondary, we hope that you leave this session armed with an array of tools and ideas that will help you go and listen to some of those lost and hidden voices today.