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
Thursday, 21 August 2014
Tuesday, 19 August 2014
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?
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.
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.
... 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.
Monday, 18 August 2014
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:
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.
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.
Commenting on assessment in NGL
As a student of NGL I was asked to take a look at the criteria for the first assessment task and "edit and comment upon" the criteria. The lecturer provided the course participants with the opportunity to "clarify and co-create how Assignment 1 is marked." As I've already mentioned in a previous article, I think this process is great. It encourages autonomy and a feeling that the assessment is authentic.
Taking a look at the criteria has elucidated for me the level of connection that needs to be established not only with my peers, but also with other networks as well as the course materials, and not to mention the thought-provoking posts by David, the lecturer of the course. I have hit the same issue that Goksu highlights about there being so much already shared via Diigo and Feedly. She writes:
One of the questions that I do have is how the automated analysis works. As I am mostly commenting on student work using my private email rather than university email. Will the system still recognise me?
Taking a look at the criteria has elucidated for me the level of connection that needs to be established not only with my peers, but also with other networks as well as the course materials, and not to mention the thought-provoking posts by David, the lecturer of the course. I have hit the same issue that Goksu highlights about there being so much already shared via Diigo and Feedly. She writes:
On the flip side I worry about how much has already been shared via our NGL tools and how I will possibly keep across it all and still get all my reading and tasks completed. I just keep telling myself that I simply cant read everything that everyone has shared. Diigo actually claims to help people overcome information overload – so its ironic that I am viewing it as a source of information overload!I agree as I feel like I am in the same situation as Goksu. It does feel like there is so much to keep tabs on, particularly engaging with peer's posts and reading some of the information that is shared via Diigo. It is a valuable tool, as Goksu highlights, but it does provide a lot of information that takes time to go through. The response by David was a relief. He says to "experiment with Diigo and see how it works" but not to feel that we would need to keep up with everything. That sounds realistic, and authentic, as in the real-world of networks, in contrast to traditional forms of assessment, it wouldn't be realistic to keep up with everything. It certainly looks like this is accounted for in the criteria.
One of the questions that I do have is how the automated analysis works. As I am mostly commenting on student work using my private email rather than university email. Will the system still recognise me?
Sunday, 17 August 2014
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.
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.
The uncertainty of networked learning
When I began NGL I thought the subject was going to be challenging but I did not anticipate the level that I am currently experiencing. The most challenging aspect is defeating the feelings of paralysis when I look at everything I have to do and how much I am behind. I feel like a cat that is being chased by a dog and has realised that there's no tree to run up, and therefore decides to lay down, play dead and let fate take its course. (Okay, dramatic, I know but the cat being chased metaphor is most powerful for me, partly because I chased them as a child, and witnessed many occasions a "playing dead" cat, but most of all because I now know how they felt.)
Although I have these feelings the ideals of the course and everything that I am learning and experiencing is propelling me forward. This is mostly due, I believe, because I have always been attracted to where the future of technology and innovation is heading. In fact, I've been navigating the Internet since 1998 and distinctly remember how exciting it was. I had purchased 40 megabytes of data and it was supposed to be "more than anyone would ever need." By day two I had already used it all up - $40 worth. The Internet usage wasn't due to reset for another twenty-eight days. It was only the days of dial-up but each page usually had at least one image. What I remember thinking was that I was only seeing the beginning of a phenomena where we would be eventually viewing everything on-line. However, I never envisaged that I would one day take an active role of contributing content on-line.
What I have learnt in NGL is that global networking, the type that emulates what is happening on the Internet, has not only been happening since the late 1990s. People have been networking in the "organisation of trade and innovation and in the development of ideas" for centuries (Goodyear, 2000). What this dispersion of ideas led to was the "reduction of the costs of access to useful knowledge." I think this is what I found most fascinating about the Internet when I first began using it, everything was mostly free to access and provided one with information that he or she could not find in his or her "strong ties" (Goodyear, 2000). What is now prevalent to me is that the sharing of ideas enables is the integration of theory and practice, without which there would have been no industrial revolution or technological era, and definitely no information era.
This is particularly due to the growth of Web 2.0 capabilities, tools and practices (Goodyear, 2000). There has been a shift from "consumption to production, remixing and sharing," something that I am even seeing myself do. This has proliferated due to the platforms being free. The trend I find most fascinating is the MOOC phenomenon. The offering of Massive Open Online Courses for free. At first I thought, oh no, if education is being offered for free, then what will happen to teachers and how will they get by if people can receive their education for free, particularly as I was working in the higher education sector at the time. However, learning that it is "rare for completion rates to exceed 10%" I realised that it was and still is at the very early stages. What I am interested in is the differences between the cMOOCs and xMOOCs. The former is distinguished by its emphasis on "knowledge creation and generation" whereas the latter emphasises the traditional "knowledge duplication" that has been so prevalent in conventional education. I do like the idea of creating your own knowledge in connection with others rather than being a passive recipient who merely emulates what is already there. I felt that my undergraduate degree in education definitely did the latter.
What I find amazing is the idea that "more will change in the next 10 years than has changed in the last 10" (Goodyear, 2000). It makes me realise that NGL is preparing me for this change, an era of uncertainty and unrivalled productivity. Rather than see a linear pathway, as I have experienced throughout education for most of my life, I am now navigating down a non-linear path that is the "road less travelled" but an exciting road nevertheless.
References:
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.
Although I have these feelings the ideals of the course and everything that I am learning and experiencing is propelling me forward. This is mostly due, I believe, because I have always been attracted to where the future of technology and innovation is heading. In fact, I've been navigating the Internet since 1998 and distinctly remember how exciting it was. I had purchased 40 megabytes of data and it was supposed to be "more than anyone would ever need." By day two I had already used it all up - $40 worth. The Internet usage wasn't due to reset for another twenty-eight days. It was only the days of dial-up but each page usually had at least one image. What I remember thinking was that I was only seeing the beginning of a phenomena where we would be eventually viewing everything on-line. However, I never envisaged that I would one day take an active role of contributing content on-line.
What I have learnt in NGL is that global networking, the type that emulates what is happening on the Internet, has not only been happening since the late 1990s. People have been networking in the "organisation of trade and innovation and in the development of ideas" for centuries (Goodyear, 2000). What this dispersion of ideas led to was the "reduction of the costs of access to useful knowledge." I think this is what I found most fascinating about the Internet when I first began using it, everything was mostly free to access and provided one with information that he or she could not find in his or her "strong ties" (Goodyear, 2000). What is now prevalent to me is that the sharing of ideas enables is the integration of theory and practice, without which there would have been no industrial revolution or technological era, and definitely no information era.
This is particularly due to the growth of Web 2.0 capabilities, tools and practices (Goodyear, 2000). There has been a shift from "consumption to production, remixing and sharing," something that I am even seeing myself do. This has proliferated due to the platforms being free. The trend I find most fascinating is the MOOC phenomenon. The offering of Massive Open Online Courses for free. At first I thought, oh no, if education is being offered for free, then what will happen to teachers and how will they get by if people can receive their education for free, particularly as I was working in the higher education sector at the time. However, learning that it is "rare for completion rates to exceed 10%" I realised that it was and still is at the very early stages. What I am interested in is the differences between the cMOOCs and xMOOCs. The former is distinguished by its emphasis on "knowledge creation and generation" whereas the latter emphasises the traditional "knowledge duplication" that has been so prevalent in conventional education. I do like the idea of creating your own knowledge in connection with others rather than being a passive recipient who merely emulates what is already there. I felt that my undergraduate degree in education definitely did the latter.
What I find amazing is the idea that "more will change in the next 10 years than has changed in the last 10" (Goodyear, 2000). It makes me realise that NGL is preparing me for this change, an era of uncertainty and unrivalled productivity. Rather than see a linear pathway, as I have experienced throughout education for most of my life, I am now navigating down a non-linear path that is the "road less travelled" but an exciting road nevertheless.
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.
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