Blogs for Learning and Reflective Practice?

With nearly 147 million blogs currently identified on the web, why should you consider adding yet another blog to the burgeoning blogosphere?

I’m not sure if that is the right question to be asking when we invite students to share their ideas on the web, but that is what I did. I wanted them to consider developing a rationale for writing in the open that could support learning and reflective practice, as well as explore opportunities for connecting and community building. I also understand that my asking them to enter this space is potentially at odds with what some might call “authentic” purposes for writing that are individually motivated. Many have written about the tension and disconnect that can emerge when students engage in this kind of writing for course-based purposes, and I still like Stephen Downes’ take on it.

I believe it is a valuable experience for students to engage with writing in the open for the purposes of reflecting on their learning and connecting their ideas with others who are engaged in a similar pursuit. Consideration of the potential audience is at once humbling, exciting and unknown. From my perspective, there is no other way to reap potential benefits of this experience, or to be able to level a reasoned critique of it, unless you engage in it.

All said, the brief clip below of Seth Godin and Tom Peters talking about why they blog seemed to resonate with us as we discussed a rationale for blogging. In less than two minutes, Godin and Peters offer some of the most honest and encouraging advice I’ve heard…

While their perspectives are great for a general audience, I think their message could apply to educational blogging as well. There are probably better examples for supporting my rationale for blogging in education, but the clip really gets the job done for me. As I think about specific educational examples, I’m hard pressed to find something that tops Gardner Campbell’s view of why he asks his students to blog, or Henry Jenkins’ call to academics to write in the open. Taken collectively, these examples form a foundation for my rationale about why I ask students to engage in blogging to support reflective practice and learning.

I know that there are multiple ways and reasons to engage students in the use of blogs in education…and probably an equal number of reasons not to. So I’m curious…if you are a fan of blogging to support learning what is your rationale? If you have some push back in the other direction I’d really like to hear that as well…

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Learning is the Conversation in the Community

conversation

The idea that learning within a community is – at its core – the conversation among members of that community, is not necessarily a new idea. Combine this with the fact that I’m a big fan of the notion of communities of practice, and you might be surprised that I’m even choosing to write about what is for many a commonly accepted idea. So I’m going to try to briefly describe a recent experience that really drove the idea home for me in a new way.

In the past few years I’ve been fascinated, and at times confounded, by the ways the web has transformed opportunities for communication and exchange among people, as well as the ways in which virtual communities can be formed and sustained. In fact, I’m still trying to come to terms with the ways in which my own understanding of “conversation” and “community” have been, and continue to be, altered by my participation in web-based communities. Like many folks, I read and comment on blogs, use delicious to share resources with my network, connect with people on twitter, collaborate with people on ning sites, and even begrudgingly let Facebook vacuum up my data in order to stay in touch with friends. All these forms of participation can be seen, on some level, as “conversations” that take place in various communities that are networked and distributed…a part of my personal learning network. I have come to value these opportunities to connect and learn a great deal, and at times some of the exchanges do seem to be conversations. I am also learning more about how my practices are shifting as I attempt to teach in this networked environment. Lately however, I find myself asking more and more – What constitutes a conversation? Are my activities on blogs and twitter really conversations? When does a distributed network of networks on the web constitute a community? How do you recognize the shared “ah-ha” moment among learners in a web-based environment? These are slippery questions for me…

Which brings me to a recent conversation in a class I was teaching. We happened to be discussing how digital media has changed the landscape of learning, and the potential value of the ideas of the PLE and PLN for adult learners. We had read a piece from Stephen Downes, Learning Networks in Practice, and it generated some interesting perspectives. One perspective was that Downes’ view was old news, pretty much business as usual, while others suggested that his ideas represented a fundamental paradigm shift for education. The tension between these two perspectives made for some valuable in-class discussion. I recognized a quality about this exchange that was missing from the distributed and often fragmented conversations that take place in my PLN.

It was a shared event where people in the conversation could all recognize learning that was the result of collective conversation in the moment. It was a meaningful experience for me. It seemed to be a collective “ah-ha” moment; a moment where the learning is the conversation in the community. It was beautiful. I do not routinely have that experience in conversations that are distributed and networked, that is, where those in the conversation have a shared recognition of the learning. The networked learning seems more individual and parsed to me. I’m having a hard time seeing the community learning in the cloud. Maybe it is my over-reliance and need for physical cues…the head nodding & the non-verbals…the follow-up questions and the comments of affirmation…where the learning seems to get named. I like that. I’m looking for similar cues in the networked environment, where members of a community can experience the collective acknowledgment of learning. Perhaps this happens for folks, and I am just a novice network learner not yet able to see the markers. Maybe I am not dialed in to the subtle ways that distributed learning networks come to shared understanding. Or, it may be that my view here is simply a lament for the vestiges of my thinking, which suggest that learning in community, somehow needs a face-to-face component. Ultimately, I’m not sure the “place-based” experience is necessary, but my sense is that the realization of collective learning and shared understanding among members of a web-based community is more challenging to nail down. So I guess my question at this point is whether its even necessary to identify collective learning that results from the – conversation[s] – in a networked community…is it? If not, I need to figure out how to better navigate without those markers. If it is, I need to get much better at understanding how multiple entry points, fragments of perspective, and varied learning trajectories coalesce to represent learning in a distributed network on the web.

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[Un]packing the Learning Management System

Of all contemporary web-based educational technologies, the enterprise learning management system (LMS) has enjoyed the broadest adoption and use among higher education faculty. This should not come as a surprise. The LMS is grounded in management practices that provide the instructor with complete control of how the space is used by students. Perhaps this is one reason for its broad adoption and often-narrow use to enhance learning. Technologies are often adopted in ways that support and reinforce existing teaching practices, in essence doing old things with new tools. The LMS simply allows these practices to be repackaged for the web.

So you can imagine that I was not the least bit surprised to hear my students in a recent class describe their experiences of Blackboard as used by faculty in their graduate courses. They echoed findings from the ECAR study of students and IT: faculty post documents, readings, grades, and sometimes course content…and students find this convenient. It works great as one-way storage and distribution mechanism, but it is not seen as a space where learning takes place.

In our class session, I intended for students to take a critical look at the design of the LMS and to explore questions about the pedagogy that is valued based on its design. One hoped for outcome was to see that the LMS is not a neutral space, and is something that we should think about critically in order to make deliberate decisions about its use in teaching and learning. To inform the discussion we read Hamish Coates, Lisa Lane and Gardner Campbell.

We also had the great pleasure of hosting Jim Groom as a guest speaker via video chat from his perch at UMW. Jim’s energy and passion about this topic are legendary in my mind, and I greatly appreciated his willingness to spend time with our class and share his ideas.

While some of the ideas Jim shared have become quite familiar to me at this point, I always find that he pushes my thinking to look at a new facet of something I may have taken for granted, and which really needs continuous attention in the conversation we create about teaching, learning and technology. I often take for granted that the web is a space for learning, but am reminded that this is not always broadly shared. Jim helped me to see that this remains a central part of the conversation, and is important to continually address when the LMS is often the defining space for the intersection of formal coursework and the web.

So, I’m reminded to continue asking the question: How can we engage in teaching practices that envision the web as a space for learning?

Here are some of the take-aways from Jim’s talk that help me continue to live in this question:

  • The conversation about the LMS – and its role in teaching and learning – is really part of a larger argument about the nature of the web. If students experience an “open web” in their personal lives and a “closed web” in their academic lives then this simply reinforces notions that what they do in school on the web is just “schooliness”…not learning.
  • Closed and proprietary systems are not about learning they are about management. If we want to engage students in learning on the web we need permeable membranes that connect, not walled gardens that contain.
  • Explore ways to foster openness in the learning process. Part of the greatest potential of the web is how it permits, as Jim said, “networks of people to huddle” and learn together. At the same time this remains one of the most challenging parts of the conversation I have with colleagues…openness is a paradigm shift for many people…faculty and students alike.
  • When we position students as thinkers and scholars we place value on the intellectual work they do. In doing so, we should identify and create spaces for students to openly share their ideas. UMW Blogs is a great example of this. The notion that the intellectual efforts and learning products of students should be canned up and deleted at the end of a 15-week course seems pretty ludicrous in light of this.

It seems crucial that we engage current and future faculty in openly discussing the role of the web in teaching and learning…and to consider how the ways we engage students in these spaces with formal learning will shape their views of how the web should and can be used…in education, and perhaps in other areas of social life as well. I want my students to question what is at stake when we choose to teach in closed systems on the web. My hope is that they see the future of learning on the table, and that they have an important role to play in shaping it.

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Reflections on the Teaching and Learning with Technology Institute

This past week I had the great pleasure of working with a dedicated group of VCU faculty members, along with my colleagues Britt Watwood and Bud Deihl, during our annual Teaching and Learning with Technology summer institute. The institute is a fairly intense event, 7-8 hours a day of full-on exploration of technology tools and instructional practices. It was concentrated and some might say borderline too much, but we made some very intentional decisions about the design and content. Faculty participants acknowledged this, but also said they appreciated being pushed and challenged. From the other side of the room, I was blown away by their dedication, stamina and desire to learn.

As far as institutes go, I think it was a transformative week.

At the same time, I’m well aware of the criticism that has been leveled at these kinds professional development opportunities…that they are hit and run, don’t provide long term support, and can’t often get at the kind of sustained change we hope for in teaching practice. However, we had an amazing week with this group of faculty members, and I just want to share a few thoughts here as I continue to digest and reflect on the experience.

Emphasis on Personal Use of Technology
One of the things we emphasized and modeled throughout the week was the importance of using technology in ways that supported personal learning. We introduced folks to the social side of the web as a way to help them begin to get at how they could use social software and practices to support their own learning.

To my delight, many of them embraced the notion of social bookmarking by establishing and using del.icio.us accounts throughout the week, and really seemed to get the concept of tagging. They created customized feeds through Google Reader, and began to realize the power of RSS and how it has transformed our experience of the web. The creation and use of podcasts and screencasts also seemed to resonate on the personal learning level.

The thinking here is that we wanted faculty to have multiple experiences of using technology – first and foremost – in personally meaningful ways. The hypothesis is that if faculty members viewed tools and practices as supporting their own learning these things would more naturally spill over into the ways they use technology to support teaching and learning. Discussions of classroom application were woven throughout the sessions, but we rarely led with, “this is how these technologies can be used in the classroom.” I think that anchoring this stuff in ways that support personal learning really impacted the uptake and valuing of these technologies and practices among our faculty participants.

Shifting Notions of Collaboration
We attempted to engage folks in the exploration of web-based collaborative tools. We pulled off at the obvious stops…Google Docs and Wikis…and a more exotic rest area – Gliffy. Prior to that however, we brainstormed about our ideas related to collaboration. We discovered that our idealized image of collaboration was layered, complex and nuanced; involving relationships, multiple perspectives and social interaction. The tools we were exploring, with their focus on shared document and resource development, seemed to fall short of our shared view of collaborative process.

We also recognized the challenges of introducing the collaborative value of tools like Google Docs and wikis in a context where sustained collaboration lasts all of a few hours, or at best a few days. I’m not sure it is possible to create a strong experience of web-based collaboration using these tools in a brief workshop-like context. We were however able to gain some experience of what it was like for 20 people to simultaneously edit a wiki or Google Doc (limited to 10 users / time). The context of the Institute – with its time constraints – seemed to force contrived collaboration that in retrospect seemed artificial to me.

One of the things I realized from this experience is that these kinds of tools seem to ask us to rethink our notions of collaboration. What we outlined in our brainstorm map did not readily translate into the use of these web-based apps. In fact, I’m not sure they would even given the extended time of several weeks or months. I have come to see web-based collaboration as something quite different from my traditional notion of collaboration. This might seem like a big “DUH” to some of my more learned colleagues, but it was a breakthrough for me. Norms, values and expectations for web-based collaboration are not transparent; they emerge and are established over time as people work together in a mix of web and F2F environments. It seems that most of us are still figuring out how to do this.

Sustaining Community
One of the exciting things that can happen when people have shared experiences – like participation in an Institute – is the creation of a sense of community. To be honest, I can think of little else that is more powerful in supporting learning than participation in a community. The Institute this past week was a reaffirmation of that belief for me. I again witnessed the contagious energy that comes from learning that is cooperative, challenging and in good measure self-directed.

Despite dominant views, learning to teach with technology is not best mediated by a one-on-one experience with a computer and software; it is a social act where interdisciplinary dialogue, critique and practice are necessary…if not absolutely essential.

The dilemma arises when the Institute or event comes to a close. How can the community be sustained? How can these collegial relationships – so important yet so elusive in higher education contexts – continue to be supported? How can the shared experience and the dialogue continue? How can we continue to ride the wave of enthusiasm and interest?

These are questions we have wrestled with – as I’m sure others have – at the end of every single Institute we conduct. We’ve set up discussion boards to continue the conversation, sent the occasional email follow-up, set up collaborative grant opportunities and even threatened to set up a post-institute wiki. Rarely have I witnessed anything gain traction to sustain the energy of the community. Perhaps that is as it should be, an intense moment in time valued for its temporary excitement and energy.

I’m a holdout though…as a teacher, I have to be. The community formed is unlikely to be sustained in its original form – and I’m cool with that – but it can grow from smaller nodes and spread creating new communities where none previously existed…at least that is what I hope for. Watching these folks interact during the past week I got the sense that something had changed for them. They gained insight to the social web and explored some tools and practices to begin the journey to build their own connections and learning communities both locally and virtually. Suddenly, the world is a very different place…I’m looking forward to hearing their stories.

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Continuous Partial Attention – Redux

I recently had the opportunity to take some long overdue vacation, telling myself I had to disconnect in order to [re]connect. I went camping in the mountains of Virginia with my dog, and chased trout with an expensive graphite fly rod and flies. I didn’t see or talk with any people for three days. It was amazing!

One of the things that struck me about this experience however was the amount of time it took me to actually stop thinking about reading blogs, reading / answering email, what was happening on Twitter…what cool ideas was I missing on the Network?! It was a little unsettling at first, and I was almost embarrassed that I couldn’t seem to stop thinking about all this stuff. It took me the better part of three days to really disconnect. As my digital life blurred, I became consumed by hiking mountain trails, scouting the creeks, being quiet streamside and watching bugs hatch off the water…observing feeding trout, gathering firewood and staying warm and dry. In these moments I really appreciated the simple slowness of a day of hiking, fishing and camping out under the stars.

All of this helped me realize how much time is actually required to manage a modern life along with the desire to be a live node on the network. The latter is in itself a full-time job! I remain a little unsettled with the realization.

In any event, I have since been thinking about a concept I heard a few years back – Continuous Partial Attention. To the best of my knowledge this was initially coined by Linda Stone, a social computing researcher at Microsoft. She writes:

“To pay continuous partial attention is to pay partial attention — CONTINUOUSLY. It is motivated by a desire to be a LIVE node on the network. Another way of saying this is that we want to connect and be connected. We want to effectively scan for opportunity and optimize for the best opportunities, activities, and contacts, in any given moment. To be busy, to be connected, is to be alive, to be recognized, and to matter. We pay continuous partial attention in an effort NOT TO MISS ANYTHING. It is an always-on, anywhere, anytime, any place behavior that involves an artificial sense of constant crisis. We are always in high alert when we pay continuous partial attention.”

Whoa! That set me back a bit. Forgive the rhetorical question, but…what are the implications of maintaining a sense of high alert and constant crisis for extended periods of time?

I began to think about these ideas in the context of some of the work I am engaged in at the Center for Teaching Excellence at VCU. Over the past year, my colleagues Britt Watwood, Bud Deihl and I have been engaged in a collective journey to explore social networking and the development of our own web-based personal learning networks (PLNs). For each of us this journey has involved significant amounts of time and energy to connect and stay connected; to really be part of the networked conversation about teaching, learning and technology…writing blog posts, reading countless blog postings in our RSS readers, tagging resources in del.icio.us, making / listening to podcasts and Twittering. Along with engagement in this conversation there seems to be the added expectation for even more engagement. Based on observations of colleagues and friends, and what I imagine about my network “heroes,” I think it seems safe to say that continuous partial attention, as described by Stone, is a necessary precondition for reaping the benefits of developing and maintaining a PLN. If we accept that, I think a whole host of questions arise…Who can really afford to develop and maintain a PLN? Who can afford not to develop a PLN? How does the maintenance of a vibrant PLN impact the attention we have to devote to other aspects of life and work? Are PLNs primarily for the early adopter set?

To me a PLN seems to be a bit of luxury, and at times an extravagant one.

That said, I turn to considering the faculty members with whom I work at VCU, and teachers in general, and wonder how many of them would even remotely consider taking the time required to overcome learning curves, fear, doubting, and network building to begin reaping benefits of a robust PLN. I suspect very few.

Perhaps it is simply my emerging notion of a PLN, ill-formed as it is and full of my own personal trappings, that makes it difficult for me to see how many teachers could really devote the amount of time and energy that appears to be required here. I’m not discounting the possibility, but I do however think we need to be realistic in terms of our expectations about how many teachers (K-12 & higher education) can devote the time required to engage and participate in the development of a robust PLN.

If we value the role PLNs can play in education, we need to find ways of introducing them that don’t confuse or overwhelm by being fully formed, offer meaningful starting point experiences that can lead to further development, and at the same time be part of a balanced practice and life. That is a tall order…and I’m not sure how to do that just yet, but I’m inspired by another comment from Linda Stone:

“We have focused on managing our time. Our opportunity is to focus on how we manage our attention. We are evolving beyond an always-on lifestyle. As we make choices to turn the technology OFF, to give full attention to others in interactions, to block out interruption-free time, and to use the full range of communication tools more appropriately, we will re-orient our trek toward a path of more engaged attention, more fulfulling relationships, and opportunities for the type of reflection that fuels innovation.”

Right on! I’m going fishing…

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