How NGL can inform my role as teacher

How does one enhance learning through technology? This is the question that guided my enquiry in the subject NGL with USQ. Through my journey in the course, I learnt that, regardless of the realm an educator may identify with, he or she needs to re-examine or redefine his or her practice in light of emerging technologies that have provided learners with an "explosion of resources" and options (Kop, 2012, p. 2). Educators, in contrast to their traditional role as "knowledge providers," are now required to help learners adapt in the changed environmental realities of the new information landscape, thus transforming into guides or coaches (Kop, 2012, p. 2). This is the fundamental realisation that will guide the redefinition of my practice.

These realisations about the transformation of my role - changing from a provider of information to a guide on how to find information - evolved as I progressed through NGL. As a learning coach, I was most interested in how my role would look like in the future, and in particular, whether there would be a need for educators (Kop, 2012), regardless of which institution or environment they traverse. If learners are able to engage in online networks and gather their own information, what role would an educator have. Like I highlighted in a fewposts about my concerns about what will happen to knowledge, embedded within this concern was my fears about what would happen to education providers, particularly as MOOCs were providing "free" education (Mackness et al., 2010 as cited in Goodyear, 2014). It was not until I came across the writings of David Weinberger, author of Too Big To Know, and others that I began to realise, as did Anne, one of my peers, that although learners have access to a plethora of information, they will always need help from "knowledgeable others," particularly those providing the skills they seek to obtain (Kop, 2012).

It is these knowledgeable others who have experience in navigating an environment that is "characterised by many technological variables and contexts," and are then able to help their students to make sense of the multitude of resources offered on the web (Kop, 2012), not to mention providing encouragement and mentoring along the way. In other words, it is one thing to offer "free" information (Mackness et al., 2000) but another to apply that information to the individual's life, perhaps illustrating why the completion rate for MOOCs or xMOOCs is very low (Goodyear, 2014, p. 42). I also know this from my undergraduate experience. Although I was curious and very enthusiastic about what I was learning, I needed guidance. I did not have the knowledge or skills to know where to look, how much to look and then to go through the process of having to articulate what I am learning into some coherent format. I could only do this with the guidance of teachers (i.e. historians, sociologists, lawyers, political scientists, anthropologists, English literature and Education teachers and tutors). Each of these individuals outlined pathways and the offered the guidance, as asserted by Siemens as even necessary, to seek, explore and consolidate knowledge.

As someone who now has experience in navigating the intricacies of networks, particularly how to negotiate within a "new culture of learning" (Menchaca, 2012) and not become overwhelmed by the vast disparate information networks that are available, I see my future role as providing my learners with the tools on how to navigate through the "sea of information" (Seitzinger, 2014) they face when even thinking about learning. Thus, through NGL I have realised that it is my role not to merely deliver information but to develop the "critical capabilities" in my students to access information and resources and then help them turn the "unfixed information" they find "into meaning that can be acted upon" (Menchaca, 2012). This is particularly so if I want to prepare them for success in the twenty-first century (Seitzinger, 2014, p. 412).

With the skills acquired through NGL I also see the potential to stimulate "serendipity" in the learning process, as espoused by Kop (2012), who highlights as essential to creativity and innovation. Through navigating extended online information networks I’ll encourage my learners to pursue "unexpected, surprising, interesting" (Kop, 2012) information rather than relying on what algorithm-based search engines and recommenders provide (Jarche, 2012). My learners will then apply this to what is already known, or what they already now, in order to produce novel or new ways of seeing the world. I believe this is pivotal to any transformation, whatever realm they belong to. For this reason, as a learning coach my role will be to help my learners with "information literacy" - that is the skills to analyse what is essential through advanced information gathering, and then applying that information in a format to develop knowledge, or in a novel way to transform the way they see the world.

In order to discern what is important and worthy of consideration, I, along with any educator, will need to develop in my learners the skills to view their learning through a critical lens. It is through the use of "ideology critique," a method espoused by Friesen (2008), that one is able to imagine alternative ways of knowing or being, a skill that is pivotal if one is to succeed in the twenty-first century, whether it is in the "knowledge" or "service" industries (Friesen, 2008), and perhaps most importantly, as an employee or entrepreneur (Preece, 2006). I illustrated this in a previous discussion about the importance of critical thinking, and how using a "historicising" and "denaturalising" technique the individual can question "common sense" ideas, even within the realm of technology, where ideas about technology can be used to perpetuate specific ideological agendas (Friesen, 2008). This can be seen in spheres that seek to perpetuate institutional paradigms, thus perpetuating pre-existing models, such as conventional educational institutions. Thus, it is critical thinking, and its demythologising potential, that enable the realisation of alternatives - the imagining of new realities - such as can be achieved through "progressive research design" (Friesen, 2008).

As an educator who is primarily concerned with how my students learn, I, as well as my peers, found that using new technologies in a networked world for teaching and learning not only enhances the acquisition of knowledge, but also the skills to locate information and then use that information to fulfil individual needs. NGL achieves this through providing learners with the opportunity to become active, self-regulated participants in a networked environment (Glastra et al. 2004). After participating in NGL I see learning, now more than ever, as not restricted to formal education courses but as encapsulating "informal, self-directed, vocational and/or interest-based learning" (Goodyear and Carvalho, 2014, p. 139), as well as learning that is required for individual transformation, particularly for individuals wanting to re-skill in a new area or even change their lives.

For this reason, in reference to the SAMR model that I have previously discussed in reference to my fourthcoming design-research project, I have been modifying my practice through applying what I have been learning about networked learning and encouraging my students to do the same. A few of my senior high school students have embraced creating their own blog as a way of writing about a subject they are interested in (i.e. I have a few gamers that have created gaming blogs) whereas some are not as interested in writing, and have expressed their desire to not engage in blogging. This is just one way that I am seeking to redefine what I do, and I can imagine will lead to all sorts of new possibilities, beyond just using technology just to substitute, augment or modify my practice.

At this stage of the teaching process I have realised that I am at the "integrative" stage of networked learning (Kligyte, 2009). I have transformed the way I live and work through the use of digital technologies and the online connections that I make or maintain, often blurring the line between my professional and personal identity. This is espoused by Harold Jarche, a personal knowledge management leader, who writes about his blog permeating both his professional and personal life (Jarche, 2012). This type of interaction is becoming more valued in a world where authenticity is the key to success (Glastra et al., 2004) rather than perpetuating the artificial professional/personal divide. Indeed, I have noticed how individuals who reveal their humanity through their practice are most alluring.

References:

Bell, A. et al. (2010). Undergraduate experiences of coping with networked learning: Difficulties now, possibilities for the future. Proceedings of the 7th International Conference on Networked Learning 2010. Retrieved from http://www.lancaster.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Bell_2.pdf

Friesen, N. (2008). "Critical Theory Ideology Critique and the Myths of E-Learning," Ubiquity, 9(22), p. 1-12.

Glastra et al. (2004). Lifelong Learning as Transitional Learning, Adult Education Quarterly, 54, p. 291-307.

Goodyear, P. (2014). Productive Learning Networks: The Evolution of Research and Practice. In L. Carvalho & P. Goodyear (Eds.), The Architecture of Productive Learning Networks (pp. 23–47). London: Routledge.

Jarche, H. (2012). Seek Sense Share, Retrieved from http://www.jarche.com/wp-content/uploads/2012/09/seek_sense_share.pdf

Kop, R. (2012). The Unexpected Connection: Serendipity and Human Mediation in Networked Learning. Educational Technology & Society, 15 (2), 2-11.

Menchaca, F. (2012). The Future Is in Doubt: Librarians, Publishers, and Networked Learning in the 21st Century, Journal of Library Administration, 52(5), 396-410.

Preece, J. (2006). Beyond the learning society: the learning world? International Journal of Lifelong Education, 25(3), 307-320.

Seitzinger, J. (2014). Curate Me! Exploring online identity through social curation in networked learning, Proceedings of the 9th International Conference on Networked Learning 2014, Retrieved from http://www.networkedlearningconference.org.uk/abstracts/pdf/seitzinger.pdf

An outsider looking in

Seeing myself as a bit of an "optimist," somebody who likes to think about what could be or how to make things better than they were before, much like David has recently posted about being motivated by an optimistic view to make things better. I'm often listening to speakers on TED or even rummaging through Reddit's education forums for discussions on education. Recent posts by peers about the need for reform or change in the existing models of education has sparked thoughts on being in a system, and how much our thinking is shaped while we are in it and how different it begins to look once one is on the outside looking in.

   by  opethpainter 

Although I still see myself as part of the discourse in educational communities, and always will be (once an educator, always an educator) I'm no longer teaching as a high school teacher or university lecturer, engaging in the institutional practices of everyday structure, order and control. Well, this is how I experienced it. I'm now on the outside, providing tutoring and coaching to high school and university students, listening to their experiences in a whole variety of schools, from public to private, from schools of humble means to ones with swimming pools, and even golf courses. What has been most interesting is using the different learning platforms that high schools and universities are delivering their learning resources through. Most are using LMSs, certainly not the "menu-like" approach that Anne highlights in her discussion about offering a more individualised experience of learning for students.

Recently I was offered by a long-time colleague friend who is also has her Doctorate in Education at a major university about creating a training organisation that provides literacy and numeracy certificates for teachers, particularly ones that prepare them for the mandated literacy and numeracy tests that teachers will have to undertake to obtain their degrees. I was initially interested in the idea until I gave it some thought. My major concern was doing more of the same and eventually turning into a system that supports the very system that is far too long and outdated. Do I want to perpetuate that system, being a pawn in the system I thought to myself. No.

However, I admire individuals like David, Anne, Brendon, Mari and many others in NGL who remain a part of the system and still hope to make things better from within. As Anne writes how she is trying to "nurture communities of practice" in the "highly traditional structures" within which she works. This is indeed noble but I think as David highlighted it can be depressing, leading to a "pessimism" that I think permeates secondary and higher education, and something in the end that I, and many of my colleagues who left to other areas, some even leaving teaching for good, did not want to be a part of. What I learnt and fundamentally believe is that negativity arises when one is not living according to their values. When this happens it is only natural to feel pessimistic, frustrated and hopeless.

When reading my peers posts it is as clear as day that we are all passionate educators who went into the profession because of our love of learning, particularly of the potential of learning to transform individuals in who they have the potential to be. When there are so many constraining forces, it is inevitable that the participants are going to feel frustrated. This is why Sir Ken Robinson and Sugra Mitra, as Anne highlights, are getting so much attention online, I don't think I haven't seen a forum on education that has not highlighted their speeches in way or another about the systemic issues in education. They are all speaking about a fundamental reality, our education systems are archaic and have to change. However, my concern is that teachers are targeted as the creators of the problems, as I think their powerlessness invites them to becoming scapegoats far too easily. In my opinion the issue is far more complex.

There is a really good analogy shared by Derek Stivers in his post, "Fish don't know they're in water." He uses the fish in the tank analogy. When the fish is in the tank he or she cannot see the water because that is all he or she has ever known. It is not until the fish jumps out that he or she sees a whole new world, a new way of looking at things. I came across Derek after Brendon reshared a video by David, the lecturer of NGL. I then proceeded to watch all his videos - all with the theme of living a life on your terms, but also the importance of learning new things and seeing things from a different perspective.

I've noticed that it was not until I left the "system" until I really could start thinking of other potentialities. While I was in there, regardless of type, the institutional factors permeated my entire being, I was like the fish in water. It was only through leaping out of the water, particularly through my interaction with individuals in other areas of education, such as teachers at progressive schools like Steiner or Big Picture, or other fields, such as coaching, that I began to see there are other ways of being educated.

Does our "filter bubble" narrow our learning online?

In the late twentieth century and early twenty-first century I was so excited about the potential of the Internet. I saw it as offering an endless array of information, for any interest area and as I was learning about freedom of speech during my undergraduate years, I saw the Internet as a great democratising force, a platform where anyone could share their opinion. However, after reading an article that cites The Filter Bubble, a book by Eli Pariser in 2011, I am now beginning to think whether what I anticipated has "backfired." Rather than being a democratising force it is largely "controlled through personalisation" (Pariser, (2011) as cited in Menchaca, 2012)."

   by  Ali Smiles :) 

An article by Menchaca (2012) outlines a study by librarians and publishers in the networked learning of the 21st century and outline how when students research for information they do not consider the "library resources" as students had in the past, but "overwhelmingly use social networking sites, such as Facebook (Head & Eisenberg, 2011, p.36 as cited in Menchaca, 2012). By "liking and commenting" on their friends' posts and websites, through Facebook's algorithms, and this occurs for YouTube as well, the individual encounters "more of the same," in other words, more information that already confirms or reaffirms what he or she is interested in or wants to know about. As a learner I know I am certainly doing this.

Gone are the human filters (i.e. editors and publishers), who decided what was printed, and had peers that would "call them out." A consequence of the "filter bubble" is that individuals will only seek what they like (Menchaca, 2012). We will seek out those friends whose "online behaviour mimics and reinforces our own (Menchaca, 2012). Pariser in The Filter Bubble describes how the "socially constructed information" of our "circle of association contracts tighter and tighter," to the point that we become "locked" inside a "bubble," that is "tailored" on our preferences.

This is one of the reasons why I have always thought a formal education to be necessary. When I was completing my undergraduate in Education and the Arts, where I studied History, Political Science, Sociology, English Literature and Law, I was "forced," for want of a better word, to go into realms that I had not ventured before and that I was highly unlikely to have discovered on my own. I also saw academics as having "checks" and "balances" on their writing, in contrast to how I perceived the information sharing on the web. I have since learned that the Internet has its own accountability mechanisms built in but, as George Siemens, in his talk that I wrote about a few weeks ago, outlines that although "networks are great ... they still need to be augmented with systems of control," without it, I believe, we may only learn what we like rather than what we "need to learn" (Menchaca, 2012)."

Brown and Thomas (2011), as cited in Menchaca (2012), argue that "networked digital information has altered education by keeping the information "unfinished and unfinishable." This means that in contrast to 20th-century education, where information was linearly transferred from teacher to pupil, the "new culture of learning" is where students are engaged in networked communication but are living by the "law of least effort" (Menchaca, 2012).

The consequence of this was outlined by Daniel Kahneman, a psychologist and 2002 Nobel Prize winner in economics, in his Thinking, Fast and Slow, that "humans solves new problems in a manner quite opposite to how the filter bubble operates." He outlines that studies have revealed that as humans we "gravitate" to what is easier, and the Internet, inadvertently, has enabled us to acquire information (always a hunger in us aa a species) but we will take the course that demands the least cost (Kahneman, 2011, p. 35 as cited in Menchaca, 2012), thus resulting in learning that does not effect "cognitive dissonance, surprise, or doubt," the elements nurtured by "contrariety" (research that reveals the opposite side or difference), something that I have always believed was nurtured in my undergraduate education.

New understandings like this, such as the filter bubble and the consequences of social media and more widely the Internet, impacts not only my future as a teacher and learner but the future of us all. The question that I initially posed as the title of this post is something that I will continue to seek to answer.

References:

Menchaca, F. (2012). The Future Is in Doubt: Librarians, Publishers, and Networked Learning in the 21st Century, Journal of Library Administration, 52(5), 396-410.

The least likely to learn online

If someone had asked me only one year ago whether I would consider studying my masters online I would have had said a steadfast "No." My engagement with online learning was researching information on the web and watching videos (i.e. YouTube, TED, Vimeo, etc.), like Clare, but not enrolling in an entire degree online. (Clare's "Growing definition of networked learning" reveals that I wasn't alone). Forward a year and here I am, amazingly, quite enjoying it, even ... seeing it as the way things are.

It was not only my experience as a university lecturer that caused my reservations, as I believed, and still do to some degree, that the learning online can be very impersonal (as many of my clients have expressed) but my nostalgic recollections of being an undergraduate, thinking and believing that one had to interact with their peers in a real space is what confined my thinking. However, what I'm finding in the virtual space is that I'm not only saving a lot of time (not having to drive to lectures and tutorials and not even having to view them) but I am feeling connected to a community of learners.

Each day I'm checking to see what my peers are posting, as well as reading the posts of bloggers within my writing networks.The benefits of blogging has far exceeded my expectations, becoming a tool, as Brendon highlights in his post, that "leads to better learning." He cites MacBride (2008) who has identified the potential of blogs to "support learning" as they are an effective tool to "promote reflective thinking" and "nurture collaboration and relationship-building," amongst many other benefits. I, like Brendon, did not keep a reflective journal during my undergraduate experience and have realised the "benefits of reflection and consolidation of understanding" through blogging.

Through being connected in an online network, I find myself thinking a lot about how I can contribute to my networks, where the future of learning is heading, what my role is going to be in that future, can I even think about the future, particularly considering how rapidly technology has changed since even just five years ago, and so forth. As it turns out my peers are also thinking about these things. Anne is asking questions about where "education might be heading?" Philip is thinking about the "Next Generation of on-line learning pedagogy and instructional design," but also "career development." I'm now following his posts with particular interest as his working thesis is:

if it can be expected that, in the future, any employee, student, or participant in the global economy needs to be a technology-savant, ‘communication-ready’, open, autonomous, creative, ready for the challenge of giving and sharing’ online – THEN it’s almost like giving a job seeker a passport to find jobs in Finland, Georgia or Timbujtu!

His thesis expresses the way of the future and I agree with Philip, it is very exciting.

Although I'm still at the early stages, I certainly feel that my identity as a learner is changing. I no longer see myself as the least likely to learn online, or at least engage in formal learning.

Fully engaged and feeling connected!

I woke up this morning to check my email and found many posts by fellow peers who have been actively engaging with the discussions, even referring to my posts (Yeah!) and provided links for me to check out! Thank you Anne. A link by Anne is of an educator who consults through her practice called Learning 4 Learning Professionals. I found the blog to be amazing, with entire sections devoted to my area of interest - consulting! :D

What this experience highlights for me is the importance of interaction for me. David expresses how the blog is a "space to make random thinking a little more explicit," and I agree with this, as it helps me conceptualise my ideas and gain further understanding and even insight. This is invaluable and something that I will persist with indefinitely. It also means I am already a "writer" rather than waiting to be magically bestowed with the label, which I was doing for a long time.

However, what I feel I know to be true is that disposition, how one interprets the world, definitely influences his or her interaction in the blogosphere. I love the "comments" and "input from others." I thrive on it. What this means is that I do "care" whether I am engaging with my audience. Maybe this is the teacher in me, with many years of writing things that did directly engage with my audience. Even using Edmodo was a way to do this. I loved that students used the comment section to directly engage with the ideas. My Year 12s found it the most useful, as it was a safeplace to do this.

The discussion on Edmodo has been interesting. Anne commented on how, although she can see some "limitations to working with Edmodo" she finds it to be a "useful tool in developing learning community within [her] class." She highlights how although much of the learning is "task-based" the use of Edmodo has been great for creating "professional groups" at her school. I also had the same experience. I was just leaving high school teaching when other teachers came on board but it was my involvement in workshops, showing colleagues how I had used the tool in my classes that made a change. At first I was looked at as a "technology" junkie, probably due to the influence of my teenage sons, both prolific in their use of ICT, but then teachers slowly began asking questions and using the tool themselves.

In using Edmodo I did have many teething problems, but unlike the problems that David highlights with LMS. As Edmodo is a platform that is modelled on the Facebook platform, it is very user-friendly and a "safe" option for students. I had some parental concern but I issued them with the advice provided for parents on the Edmodo help page. The parents even had access to the content as I was totally transparent with how I taught, and this is a value that I still hold deeply.

The issues with technology within the schools I worked was the main issue that prevented the most effective utilisation of Edmodo and other online learning platforms that I used to engage students actively with content. This included laptop and connectivity issues, with many occasions having to revert to more traditional methods of teaching as the Internet was down or too slow, or many students had problems with their laptops, either connecting to the Internet, or even just functioning. It made me annoyed with the laptops as I felt they were heavy, cumbersome and unreliable.

In using Edmodo and Moodle to deliver course materials I found them both to be the most effective way to deliver learning materials and to actively engage my students. However, I also found a lot of resistance, and not only from some fellow teachers but also, most surprisingly, from some of my students. I emphasise some as there were many who actively embraced it and believed it to be much more convenient (they could access their learning from anywhere) and accessible (it was all in the same spot in the cloud). This is how I promoted the use of Edmodo, I would say that if they went for a holiday in Russia, they would still be able to access their learning materials and connect directly with me, as I would receive notifications on my mobile that they have asked a question or made a comment.

I could totally relate with Anne's experience of being informed that the use of Edmodo "did not meet with the Technology Committee's vision for the school." There was a "Technology Committee" at my last school and I found it ironic that the people on the board were not the most active users of digital technologies. I think it is like in politics, where you have people as a minister of a department but they have limited experience, or sometimes none, in that area.

What Anne is experiencing is very much an institutional issue where you to feel, for very valid reasons, like you are not "consulted" or given any "choice." So, no Anne, you're right, your situation is definitely not "an isolated one." It is also true that the people that work in schools do have the best intentions and "genuinely believe they are making the right decisions for the right reasons." I'm going to right a future post about the misconception that I think exists about teachers and their engagement with technology.

It certainly does feel great to be fully engaged and feeling connected though. :)

How can CLEM help a learning coach?

I've being making conceptual shifts in how I see my role as a teacher. For many years I saw it as being either as a "teacher" or as a "tutor." I taught in a classroom setting where I was a "teacher" and owned and operated a tutoring centre where I was "tutor" as well as "teacher." All these labels come to define me (regardless of how much one tries to resist labelling). Applying the CLEM model helped me articulate who I was.

As I began searching for "communities, literature, examples and the "models" that connect with [my] context" I found "learning coaches" who were providing an educational service that is informed by the latest literature of learning theory and pedagogy but also revolutionising what it means to be educated. I found this to be tremendously liberating as up until that point of realisation, I felt undefined, knowing what my skills and talents were, but not sure how to articulate how they informed who I was. What I'm grateful for is having a network where I could find my "tribe." As Seth Godin, a leading marketer and author of "Tribes," articulates so well - the importance of finding "like-minded" people and connecting with them, as the course NGL encourages its participants to do.

The CLEM model, as applied to my context, enables an educator, regardless of their background to explore new approaches to teaching and learning. I found this possibility most intriguing so I thought, okay, I'll give it a go. Firstly, one must have some idea of what community they are looking for and then look at "what, where and how active" is the "community of teachers/practitioners." I found that they are very active, sharing their ideas via blogs and websites, even inviting followers to attend workshops and meetings to share ideas or to make connections with Facebook or LinkedIn.

Once one has access to the community and is effectively networking with them, the second thing to do as part of the CLEM approach is to find literature that illustrates learning coaching and how ICT can be used to enhance the practice, for both the teacher and student. As coaching is a personalised approach and involves a lot of face-to-face interaction the use of ICTs in my approach was a challenge. This pointed to a fork in the road, where I began to question my role in NGL, compounded by the second assessment that initially appeared to be targeted towards people working in an organisation of some sort. Nevertheless, it was through the literature of NGL, and some major contributors, that I found my answers.

Reading George Siemens original paper on "connectivism" highlighted how making "connections" with "social networks" will enable me to "create an integrated whole." What this meant to me was that by being connected to other participants within a community of learning coaches I would be using ICT to inform and improve my practice. It is through these "weak ties" that I have the opportunity to develop notions of "serendipity, innovation and creativity." This revelation on how to use ICT was exciting to say the least. There are limitations, however, I feel that these are due to my limited framework at this time. By being in the network, including the "cross-pollination of learning communities," my conceptual framework on how ICT can be used in my practice will evolve.

The third component of CLEM is finding examples of the ICT that improves one's practice. Within my practice I use a Samsung Ultrabook to research the web and write my blogs. It is my primary tool for accessing anything on the web and for creating all my teaching and learning resources. My students also bring their laptops, about 80% of the time, to work on their assignments. What I am finding is that although the use of computers does make learning more efficient, when it comes to handwriting, many find the art difficult. This includes my sons who have spent a lot of their life typing rather than writing. This issue is of little concern as most write legibly and are prolific with the tool that will be dominant in their futures.

The final component of the model is identifying how the use of ICT works within one's teaching practice and what language is used to describe it. It also encourages the comparison of different approaches to using ICT and what issues and solutions may exist. This section is something I will need to return to as my understanding of what these tools can offer my practice.

What I do know at this stage is that when one finds their community, it is like coming home.

References:

Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age, Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm

Work-life balance in a networked world?

One of the issues that has become paramount for me is the importance of having some "work-life" balance. This is the reason why I have chosen to work for myself, as friends and family are very important to me, and I've seen too many people leave this world with the regret of not spending time with those they love. I no longer believe that only working is going to lead to a life of fulfilment. However, I am wondering whether one can achieve balance, or at least some level of balance, if one is going to be active in an online world.

I began voicing my concerns about NGL and how the subject feels like I am enrolled full-time, when my son, who has his own Youtube channel, and spends an inordinate amount of time editing and creating videos, said: "Maybe the lecturer is trying to show you how the real-world of blogging is like. To keep on doing it without reward, and how you need to be persistent."

I had a think about this and yes, the real-world of blogging, or youtubing is a full-time affair, and if this was all that was being asked it would be okay as everyone would have their own approach on how active they were and how much time they would spend on each post, and how active they were in networks. I know I am not alone on this as some other course participants are also sharing how they are snowed under. On smart education network Mari writes that she is "desperately falling behind" and on Networked for Global Learning for Cystic Fibrosis the author writes that he or she (not sure of the gender as there is no name) is "feeling overwhelmed with the amount of information."

It is clear why this is happening. The course requirement is to not only create a blog and become an active blogger, it is also asking for students to read all the course materials, write blog posts about them, link with other bloggers, both within the course and outside of the course, and share any materials that he or she may have found on networked and global learning. All this and teach something the student wants to learn about it. The estimated time to be spent on each course is supposed to be 13 hours. However, even in my undergraduate degree this could be very skewed, particularly if you've got large projects to complete. Nevertheless, NGL is far beyond anything I have experienced before.

I am wondering whether this is an education degree phenomena. As a lecturer of first and second year Education students I noticed that the courses were overloaded. Many of my students were working either part-time or full-time and had a very difficult time keeping up with the course requirements. I spent the majority of my time answering emails or speaking to students over Skype trying to appease the situation. There was little I could do to change the workload, other than show what was most important, as I was not the core lecturer of the course, I merely delivered, designed some course materials and completed the majority of the marking.

As a student of NGL I am now experiencing what my students were going through. What is funny is that I chose to put myself in the same situation. What this experience poses for me is the question: Can one complete a Masters in education and still be a parent, partner, friend, business owner, runner, pet owner, ... and all the other things that we do other than our study?

What is the future of work?

Brendon on iTeach, iThink, iTeens writes about how education needs to prepare students for an uncertain future, and that conventional learning cannot continue as it has been, particularly in a world that is changing at an unprecedented pace.

... we are currently preparing students for jobs that do not exist yet and our students will be solving problems that we do not even know are problems. We need to be adaptable to change and learning is such a fast paced industry that is becoming technologically-rich ...

The question of how to prepare for the future of work has been something that I think about a lot. Like Brendon, I'm always interested in what leaders in the field are saying about the world of work and where it is heading. For this reason, in collaboration with members of the Envisioning Education group on Facebook, I purchased "The Future of Work" PSFK Labs report.

Through OwnMutually, a crowdfunded way to purchase things that can be shared, such as gifts, night outs, trips, and reports, I was able to access information about the trends driving change at work.  I felt it was particularly relevant to me as a designer of educational experiences, as it offered insights into the physical, mobile and web workspaces that I'm interested in using to create interactive experiences.

What I found most profound, and something that I had became increasingly aware of as a high school teacher, is the rise of free educational tools that allow individuals to be both the student and teacher, such as StudyRoom and Successfactors.  These physical and virtual spaces enable users to share their knowledge and assist one another, which is moving away from the teacher-led instruction of the past.

One area that proves to be most innovating, in my opinion, is the "Online Badges" system of allowing individuals to depict their skill set through the use of badges.  This had me intrigued as I can definitely see a need for a digital platform that displays the knowledge and skills that haven't been gained in a traditional setting (i.e. university), such as the ability to use designing tools, such as Adobe's Captivate or Illustrator, or the ability to communicate effectively in large teams.  Although these skills can be acquired in academic environments, they can also be acquired through an individual's own time, or through professional development in online learning programs or job training programs.  The badging system is still developing but it will be interesting to see if it really takes off.

The report also highlights the importance of using social media tools as a digital resume.  At the moment I am using Linkedin to illustrate my knowledge and skill set and what I particularly like is how the people that you connect with can vouch for your acquired skills or experience.  I find this to be quite authoritative as it is a professional platform and has credibility within the employer circle.  I have also began using Vizify and Resumup, online infographic tools that illustrate your personal and professional experience to employers.  They both draw on the user's Linkedin, Facebook, Twitter and other profiles to create a summary of what he or she is engaged in and has achieved.  It is like a trendy online resume and something that I think is very useful.

Another tool that the report highlights is a platform that helps workers prove their skill set - Smarterer. It enables the user to complete skill tests that validate whether he or she has the skill set or not.  What I liked about it the most was the ability to see if you do possess the skills through answering multiple choice questions.  It will help you identify any gaps in knowledge and can provide employers with an avenue for testing skill sets. However, I think proving your skill set through actual digital artefacts and sample work in a portfolio would be more effective, such as using Pathbrite.  This platform allows the employer, or whoever is interested, to see what you are actually capable of producing.

Perhaps, most controversial, is the claim by Steve Faktor, Founder of the Idea-Factory, that the "current system of guaranteed renewal is what makes organisations and workers stagnate."  Permanence "forces" individuals to "rest on [their] laurels" rather than "anticipate the changes [he or she] needs to make to stay alive."  As a high school teacher I found there was very little incentive for teachers to "upskill." Only a few teachers that I encountered were taking the initiative to become better skilled, and, if they were, it was usually for leadership positions, not becoming more proficient in the use of ICTs. However, I think it is systemic rather than an individual fault.

What was really interesting was a claim by Faktor that we are "shifting from consumerism to ... producerism."  Essentially, although entire professions are being "eliminated by cheap digital tools," the use of these very tools are "empowering a producer or creator-driven economy." Through the use of blog posts, video and software, such as the above mentioned Linkedin or Resumup profiles, individuals can publicise their knowledge and skills in an innovative and current format and promote themselves to future employers or clients. Sounds good to me.

All in all, I found The Future of Work report to be informative and well worth the cost. On my own I don't think I would have investigated all the tools that are available for workers. However, I did expect more insight into what opportunities exist in the future workforce.

Who Killed Creativity?

A recent post by Brendon from iThink, iTeach, iTeens about whether "schools kill creativity" reminded me of a book I read recently about who or what is responsible for the demise of creativity.



The book "Who Killed Creativity?" by Andrew Grant and Gaia Grant is filled with snippets of insight, such as:

• We leave school believing it is important to be correct rather than be creative.

• Without creative thinking [individuals] cannot adapt to the future.

• The desire to appear knowledgeable can cut an individual off from learning.

• Reviving creative thinking often involves the humility of becoming a beginner.

• Innovation is no longer a luxury but a necessity.  

The first point is exactly what Ken Robinson is referring to in his speech. Like Brendon and Mari, who have both revealed their belief in the importance of "personalised learning" and how schools only emphasise grades (an issue that I have referred to in earlier posts), I believe that teaching and learning within schools need to change, particularly if we are going to prepare our learners for the global knowledge economies where they will have to be adaptable and innovative. 

Our schools, like Brendon proposes, are still based on the factory model of churning out compliant and trainable workers. Yes, we will always need people who can work in a factory, and to use a Seinfeld cliche, "there's nothing wrong with that." However, the reality is that the 21st century will require individuals who can "think outside the square." To do this they need an environment, as outlined in Brendon's shared video: Introducing 20% Time in Your Classroom. The classroom the video illustrates is an environment where it is okay to "fail" and difference is encouraged. 

I believe NGL encourages creativity as it provides the student with tool options and, although there are some parameters, such as the need to contribute with fellow learners, and to use what is created as a teaching and learning platform, there is so much scope for imagination and individuality. One can personalise the learning whilst also teaching others in an area of interest. I don't recall one assessment item in high schools, at least, that encourage students to take this approach. 

Something that will stay with me for a long time after reading Who Killed Creativity? is the idea that the majority of jobs available are what society deems as "safe" and "conventional."  These jobs are targeted by the majority of the population because they are easier to obtain, due to the vast amount of them.  However, due to the large amount of people who are willing to do them, these jobs are becoming increasingly demanding, with longer hours and expectations. Whereas, the jobs that are not as common, or more difficult to obtain, have a better work-life balance.  As a former high school teacher, I can see the validity in this argument as most "seasoned" teachers had informed me that the job was becoming increasingly complex and unmanageable. Is this a result of there being so many people willing to do them? Just a thought.

I would love to hear others ideas on this pivotal area of 21st century learning.

Why is assessment so problematic?

Why do I hear you say? Well, I believe assessment as we know it today should reflect the real-world. In other words, it should be authentic. Authentic is the key word, and not just a buzz word used by entrepreneurs about the importance of being real with your customers. In the world of work when one creates a product or delivers a service, the individual is not formally assessed within a specific time framework, there are no rigid or strict boundaries. If one has provided a good service, the customer comes back or brags about it to their friends (the most powerful form of marketing, as I am only beginning to realise the power of.)

I believe NGL provides the opportunity to engage in this type of authentic assessment because it asks the student to create their own blog, teach their own interest area, and actively network with peers to gain further insight into the area of interest and the process of engaging in networked learning. This is in marked contrast to the assessment that I experienced at university or the assessment that I was responsible for delivering within the high school context. These assessments were mostly comprised of assessing specific material within a specific time period but not something the student would continue with after they finished the task.

What bothered me as a high school teacher was putting students on the spot to write about a topic or issue that they often had very little interest in. I realised this issue with my oldest son who loved to write stories but when placed in a "creative writing" class spent most of his time analysing the creative literature chosen by the teacher. Although there are benefits to this type of learning, a Year 9 student reading "Playing with Beattie Bow" only to write a critical analysis can be thwarting their perception of reading. As I have also mentioned in a previous article, the predominant focus on assessment, particularly essay writing, constrains the learning process and narrows it to what is going to be assessed.

David, the lecturer for NGL, highlights how assessment is one of the "most troubling aspects of a course being delivered" in a networked environment. The issue of innovative assessment, perhaps the type of assessment that I am referring to, is problematic, not because it is unrealistic, as we are effectively doing it, but because of the non-linear approach of this type of assessment. What I find most appealing though is how explicit the assessment process is, even inviting course participants to actively contribute input using Google Docs and making suggestions throughout. I have not seen this type of transparency in assessment. It makes me feel like I am playing a role in the assessment process, particularly what is deemed worthy of being assessed.

I have always found assessment to be problematic and one of the "downfalls" of learning. One of the things that appeals about informal learning is how it is all done on the basis of intrinsic motivation. I have seen this by just viewing the behaviour of my son and his friends. They are all creating videos on YouTube that require the mastery of several complicated programs, such as Sony Vegas Pro, Adobe Premiere, and Dxtory to create videos that embed and reconfigure, amongst many other things, material for the pleasure of the viewing fans. These videos can take hundreds of hours but the perseverance behind them can be tasted in the air. I have seen them not sleep, eat or do anything else in the goal of completing the next video.

Nevertheless, in the world of education and grades, or at least as we know it, there is still the reality that something needs to be assessed, regardless of how much one does not like it. I'd be interested to hear others thoughts on this tumultuous area.

Me as teacher

One of the blessings I have had as a teacher is being able to experience what is the most effective way to learn, and what factors need to be considered in order to learn effectively. After teaching for many years in the high school environment in a range of subjects, predominantly English, and owning and operating a tutoring centre where I designed, created and implemented an entire junior and senior curriculum, I learnt about the importance of explicitly scaffolding the learning process.

The curriculum required in tutoring, in contrast to the curriculum in high schools, required the deconstruction (i.e. breaking down) of every single task that students may engage with at school. This meant that I needed to create activities that developed the "bare essential" skills, such as the grammar and punctuation required in writing an effective paragraph, to the elements required to write a well-argued essay. Each activity would scaffold the knowledge and skills required of students to be able to write in the genre themselves. I still use this curriculum today and continually improve and refine it, as well as my craft.

One of the advantages, among many, of being a tutor is learning how to deconstruct a piece of writing, regardless of its genre, to its bare essentials. Unlike many teachers in a classroom, who will often be focused more on the basic structure of a task and the content (I know this is a generalisation and I believe this is mostly due to time constraints and the dynamics of the classroom environment), a tutor will need, and has the time, to illustrate to his or her student all of the elements, from the structure of the task to the specific words in each sentence and the grammar and punctuation that is required throughout. The more a tutor does this the more they become effective in scaffolding the knowledge and skills required in their students.

Bigum and Rowan (2013) outlined a study where a tutor, in contrast to a teacher in a formal education system, has the time to allow his or her students to make "[m]istakes," and provide them with the opportunity to learn how to write a particular way, rather than glossing over what is required and guessing. Like Bigum and Rowan assert, "[t]aking the time to work with each student to track down mistakes, errors or accidents is simply not feasible" in formal education, if only because of the large class sizes and the sheer magnitude of what is required to be learnt in each subject area.

What I do want to emphasise is that there are many very effective teachers in formal education environments but, to no fault of their own, cannot ensure that they scaffold the learning of every single student. It is unrealistic as every student has vary levels of knowledge and experience with each genre, and needs varying levels of intervention.

What my experiences as a tutor has illustrated is the importance of intrinsic motivation. Although a student may come to me to help them write an assignment or improve their writing skills, what I have found is that in order to teach them how to acquire the knowledge and tools to become effective writers, I need to base the learning on their needs and interests. If I were merely to approach the task as a series of steps that the student needs to be trained in, I am most likely going to have a student who will learn some skills but will not really be engaged in the learning, and will be quite passive, often not developing the skills themselves, and certainly not becoming life-long learners.

It is the harnessing of a student's intrinsic drive to learn that is what enables them to be pursue learning in the future. I have also noticed that my shear enjoyment of writing and sharing what I ave learnt is infectious, and many of my students begin to want to know about a style of writing or subject that they previously believed was not interesting or worth knowing about.

The subject NGL, a subject that I am currently studying as part of my Masters, illustrates the importance of students learning about things that they themselves want to know. I, like my students, will be taught by a network of teachers on the web on how to write a novel. I will then teach a network of on-line learners, as well as any budding writers who may come to me, on how to write a novel, from the very beginning of constructing a dynamic plot to the very end, editing and polishing a complete novel. This process will teach me more about the elements of effective teaching, elements that I, and anyone wanting to be effective in their craft, can only learn through the practice of being a learner.

References:

Bigum, C., & Rowan, L. (2013). Ladders, Learning and Lessons from Charlie: exploring the potential of public click pedagogy (No. 2).