So for now, I will be on here. I will be in my classroom fully present. I will try to find a better balance between sharing and staying quiet. I will be in the Global Read Aloud community, the Passionate Readers community. I will be actually reading more of the fantastic things written by others whose work inspires me to be more than I am. I will be diving back into research. I will be looking at my own practices in order to grow. I will be by my fireplace reading a book. I will be at my dinner table laughing with my kids. I will be just Pernille, not Pernille that has a lot to say and doesn’t always know when to be quiet. If you see me on there, it is probably a cross-posting from Instagram or a very rare moment indeed. But until then, take care of yourself. I am trying to take care of me.
The confluence of distraction and rapid change in today’s digital environment can result in confusion and frustration. We’ll focus on limiting distraction and choosing tools and workflows that will help you do more with less effort. The foundation will be a quick overview of digital productivity patterns (pomodoro, GTD, etc.). From there, we’ll move into successful patterns for getting work done in key workplace applications.
Six educators who’ve become popular voices on social media share advice for developing online professional learning networks.
Ferlazzo: Far too much time. I need to get a life!
Fast: I usually get on Twitter after my kids go to bed at night. I’m often on there for an hour or so. I consider it my professional reading. If I’m not on Twitter, then I’m reading a book or an article.
Sheninger: We all can allocate at least 15 minutes a day to learn and get better. Why not make the time to do this on a platform like Twitter where we can personalize the experience? Balance is key.
Ripp: I do the quick check-ins a lot as opposed to spending a long time at once. I do try to reply to every single person that tweets me specifically, but sometimes that is a losing battle. I am still working on the balance between my online learning life and the life happening right in front of me every day.
It makes me think that being a ‘thought leader’ is something that needs to be maintained.
It’s not only safe to swim on this beach, you will stretch your abilities extending with us.
So it is time for me to step back a bit. To do less work publicly, to share less, to not be so immediately available. To be just Pernille, the person who doesn’t have all of the answers necessarily. That only creates something because she cannot help it. That gives all of her when she is in a public space, but then steps back when she is private.
Let’s stay connected and let’s address the core of the topic: how do we help each other achieve our professional best? Whether in person, on the phone, by e-mail, or online, let our connection, above all, be human, compassionate and genuine.
Like the idea of connecting with classes around the world but not sure where to begin? Our new guide breaks down different entry points with lots of tips and ideas!
On the open web, we implicitly consent to more than I think we mean to.
- 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.
This isn’t an issue for individual professors. This is an organized effort. Sociologists may know a little something about those. Learn how to organize, then organize.
- Beware the hand-wavers and the hand-wringers
- On the flip side, don’t be a hand-waver and hand-wringer
- If you or a colleague is under attack, help your institution to help you
- Take care of your family
- Master platforms
- Get long-term
I wonder what this means for K-12 educators and the call for connected educators?
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.
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.
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.
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.
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.
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.
Click here for the resources.
Becoming a More Connected Educator
Becoming a More Connected Educator (DIGICON15) – Created with Haiku Deck, presentation software that inspires
Click here for my notes and resources.
Becoming a More Connected Educator (Spark Talk)
A Periscope video of my 12 minute Sparktalk for DigiCon15.