The idea of a professional learning network has existed for quite some time, built on some of the foundational work related to “situated learning” and “communities of practice” developed by Jean Lave and Etienne Wenger in the 1990s.
With the emergence of Web 2.0, Stephen Downes described “learning networks in practice” in a 2007 paper, arguing that “The idea behind the personal learning environment is that the management of learning migrates from the institution to the learner.”
Combined with the 2006 emergence of Twitter, a new idea had taken form, and educators began using hashtags to start a variety of ed chats, including our own #MichEd which was inaugurated Nov 7, 2012.
This week, we reflect on our own experiences being a part of the #MichEd network and, more broadly, what it means for each of us to develop our own PLN. We will be joined by students from CMU’s Doctorate in Educational Technology, and the chat will be hosted by Troy Hicks. During the chat we will consider:
What motivates you, personally, to create and maintain a PLN?
How do PLNs change with time, for you personally and across the network? Think about #michED and who was there at the start, who has joined, who has left (or is less active) and WHY?
How do we keep our networks diverse in thought? We don’t want them to be echo chambers for our ideas, but to be constructive spaces for dialogue. How can we achieve that goal?
Besides sharing great resources, what can a PLN teach us about how to be an educator? How does participating in a PLN become part of your professional persona?
OK, let’s get specific. What, exactly, can we learn from PLNs? Along with soft skills of collaboration and sharing resources, what other digital or pedagogical skills can we learn?
Finally, what’s next for PLNs? How can we nurture and sustain them? How can we invite new voices? What should a group of doctoral students studying educational technology be thinking about?
When they are engaged in the writing process, students need timely, specific and goal-oriented feedback. During this workshop, we will briefly discuss research-based elements of successful writing instruction that focus on feedback. We will then explore how to make textual feedback more efficient with a comment bank and voice-to-text dictation, audio recordings and screencasts to efficiently provide feedback to our writers.
In what ways does feedback help keep students engaged in their relationship to the content, the instructor, and one another?
Exploring the Craft of Digital Writing, Grades 2–8
A Complimentary Webinar with Dr. Troy Hicks and the Center for the Collaborative Classroom.
Join us for an hour of inspiration and learning with Dr. Troy Hicks as he leads us in an exploration of the craft of digital writing. More and more, our students encounter a daily dose of digital texts, ranging from websites to social-media messages, from class assignments to YouTube videos. As they encounter these texts, what are the strategies that they need to be close, critical readers and viewers? Moreover, as students craft their own digital writing, what do they need to be able to do as writers, producers, and designers? Join Dr. Troy Hicks as he shares insights about the craft of digital writing and its implications for our students, grades 2–8.
Please note: This webinar will be recorded. If you are unable to attend the live session, register to receive a link to the recorded webinar. The recording will be made available 5–7 business days after the live session.
Based on the book that I wrote with Kristen Hawley Turner, Argument in the Real World, one of the tools/strategies that I have been sharing in workshops this past year is the “MINDFUL” heuristic for readers and writers as they engage in academic arguments with, through, and about social media.
When we were wrapping up the book in early 2016, even before “fake news” and “alternative facts” became a phenomenon, Kristen and I designed this heuristic to fill in the gaps that we felt existing website evaluation checklists were missing.
In short, those checklists and other tools were created in the early days of the web when we – as educators and information consumers – generally placed the onus of responsibility on the creator for being accurate. This, of course, was a holdover from our view of the printed word having gone through extensive review and editing in order to be published. The power of books, periodicals, encyclopedias and similar sources came from the fact that they were curated by experts.
Yet, with the abundance of material emerging on the information superhighway, educators, especially librarians, knew that careful editing and peer review weren’t happening all the time. We needed to create a way for students to understand that some creators were thoughtful and accurate, while others were misleading or creating an outright hoax. So, we held those creators to task by engaging with such checklists as readers so we could bring a critical eye to what we were reading/viewing. We also encouraged students to never trust a blog, or Wikipedia, or other sources that were not well-vetted. (Of course, we have since changed our tune. A bit).
At any rate, website evaluation checklists worked okay, for a while at least.
However, this was before the vast majority of us became content creators in the Web 2.0 era. Blogs, wikis, and other forms of media were being created at a constant pace and, unfortunately, with different audiences, purposes, and degrees of veracity.
More recently, through social media, we are all creators, curators and circulators. Our roles as writers have changed. The role of the reader – as someone with agency and perspective in the online reading and writing process – also needed to take responsibility for the types of arguments being created and perpetuated.
What Kristen and I wanted to do, then, was to rethink this instructional strategy of website evaluation. We came from the stance of helping students –as both readers and writers of social media – to recognize that (borrowing from Lunsford, Ruszkiewicz, and Walters’ book title) everything is, indeed, an argument.
Retweets and likes are, despite the disclaimers, endorsements. And, by extension, arguments. The way that we see evidence presented in social media matters because it will inform our own stance, as well as the perspectives of others with whom we engage. We create arguments through the act of liking, retweeting, reblogging, or otherwise endorsing, let alone when we create our own updates, tweets, or blog posts.
Rethinking the traditional website evaluation tool meant that we need to consider the challenges that new media, new epistemologies, and new perspectives all bring. In other words, it was no longer enough to simply read the “about” page, do a WHOIS lookup, or even try to understand more about the language/discourse being used on the page/post.
We needed something different. Hence, MINDFUL.
We wanted to help teachers, in turn, help their students slow down just a bit – even a nano second before retweeting, or a few moments when crafting an entire post – and to think about how arguments in digital spaces are constructed, circulated, and perpetuated.
I think that MINDFUL is helpful in doing just that. Below, you will find slides that I have been using over the past few months as well as links to additional resources I discuss in the presentation.
Monitoring our own reading and writing means that we must be aware of and account for Confirmation Bias. Of course, helping students (and ourselves) to do that requires a number of strategies, which are outlined in the rest of the heuristic.
Identifying the claim means that we must separate the opinions that someone offers from the facts that may (or may not) support the claim. A refresher on Fact vs Opinion from Cub Reporters is a useful place to begin, even for adults.
Noting the type of evidence and how it supports the claim is useful. As a way to think through different types of evidence – In the claims they can support – it is worth taking a look at the Mathematica Policy Research Report “Understanding Types of Evidence: A Guide for Educators“
Focusing on the facts requires us to check and double check in the ways that researchers and journalists would. Despite claims to the contrary from those on the fringes, sites like Snopes, Politifact, and FactCheck are generally considered to be neutral and present evidence in an objective manner. Also, there are lots of objective datasets and reports from Pew Research.
Understanding the counterargument is more than just seeing someone else’s perspective and empathizing/disagreeing. We need to help students understand that arguments may not even be constructed on the same concept of information/evidence and in fact some of it could be one of the 7 Types of Mis- and Disinformation from First Draft News.
Finally, leveraging one’s own response is critical. Understanding the way that fake news and other propaganda is constructed and circulated will help us make sure that we do not fall into the same traps as writers WNYC’s On the Media provides a Breaking News Consumers Handbook for Fake News that is, of course, helpful for us as readers and viewers, but could also be a guide for what not to do as a writer.
My hope is that these websites/resources are helpful for teachers and students as they continue to be mindful readers and writers of social media.
Last year, when I first taught EDU 807, “Learning Tools in Education Technology,” one of my goals was to employ a wiki as a learning management system (LMS) so the doctoral students involved in the course could participate in a more open, collaborative form of social scholarship. I have long been an advocate of using wikis as an organizational space for my face-to-face classes and in professional development workshops, and it made sense to me that students involved in a doctoral program about educational technology tools would be able to adapt the wiki for their own uses as individuals and in small groups, and to collaborate in innovative ways.
One of the other elements of this course was that I asked students – both individually and in small groups – to regularly move across a variety of educational technology tools. For instance, we used at least a dozen different technologies including the wiki, Google Docs, VoiceThread, Vialogues, and (the now defunct) Zaption. There was also an attempt to integrate Twitter as a back channel conversation throughout the semester.
The ideal, however, met the reality of teaching an online course to busy professionals, and the struggle to move between spaces began to cause confusion and frustration. For all of us, the management of so many different tools was a challenge: Where are we discussing the readings this week? What is due next? Where is the link for that article?
My end-of-semester course evaluations reflected the types of concerns that students felt as they moved across so many tools in such quick succession. While they generally enjoyed and appreciated the course, it was clear that using the wiki in the way that I envisioned was one step too many, even for students in a doctoral program exploring ed tech. Sadly, our attempts to make use of the wiki on a regular basis quickly fell to the wayside. Also, as an instructor, I struggled to keep a balance with students turning in their work, providing feedback, updating the online gradebook in our normal LMS, Blackboard, and – on top of that – managing revisions and late assignments.
In short, my best efforts at using the wiki as an open, collaborative space for students to generate their own shared understandings of the course material and to create social scholarship became an unnecessary burden. In rethinking the course for this spring, then, I struggled to figure out how I would push back against the practices and discourses of the standard course management system while, at the same time, updating my course for this spring so as to avoid massive confusion on behalf of my students.
Hence, I am returning to our university’s LMS as the “hub” of our course activities. I struggle with this for a variety of reasons, not the least of which is the fact that I’m trying to teach doctoral students how to employ a variety of educational technology tools – building on collaborative, open source ethos – and yet I must return to an LMS that has a decidedly centered to the tool. I also struggle because I want students to know that social scholarship (openness, collaboration, messiness) does not always work on distinct the context of “taking” a course (modules, assignments, grades).
However, I will keep the idea of being “open” moving forward by asking students to blog on a regular basis, as well as to post additional course assignments as artifacts on their own digital portfolios. Also, we will use Twitter as a way to comment upon one another’s work, as well as to share ideas from other scholars.
I am not particularly pleased about having to give up on using a wiki, and yet at the same time I think by centralizing and streamlining many of the more mundane class activities in the LMS, I will be better able to help my students focus on broader goals of social scholarship and critically evaluating educational technologies. So, wish me luck as I reboot EDU 807 this semester!
One of my relaxing and still intellectually engaging tasks for this holiday break is to write a proposal for an honors course at CMU. Designed as a first-year seminar for freshman honors students to get them engaged in critical thinking, inquiry, and sustained writing practices, each seminar must tackle a major issue relevant to students’ lives. I am proposing a class entitled “Our Digital Selves: Building and Blending Our Personal, Professional, and Practical Digital Identities.” Here are the details, and I would definitely be interested in getting feedback from other educators about what topics, terminology, and technology I might explore with my students. If the proposal is accepted, I would teach the course in the fall of 2017.
Our Digital Selves: Building and Blending Our Personal, Professional, and Practical Digital Identities
Without question, we live, work, and play in a digital world. Though a divide still exists in terms of skills and access across demographics, it is reasonable to argue that the increasing ubiquity of mobile devices connected to the Internet as well as broadband in our homes, schools, libraries, and workplaces means that all of us – especially young people coming of age in the present moment – are now blending our personal, professional, and practical digital identities across multiple networks and with a variety of tools. However, the ability to upload a picture or post on one’s timeline does not, in and of itself, assure us each a place in digital segments of academia, the workplace, or civic life. In fact, a recent Rasmussen College survey showed that 37% of millennial students see the internet as “scary” and are not confident in their digital literacy skills. This first year seminar will challenge students to critically examine what it means to lead a digital life – personally and academically – and to rethink our understanding of what it means to be mindful, productive, and responsible users of technology.
This seminar would be designed with both face-to-face and hybrid components.
In the face-to-face sections of class, we would be engaged in small- and whole-group conversations about articles, chapters, books, videos, and other pieces of scholarship related to digital identity; we would also be examining case studies of digital literacy practices considering current professional standards (such as the ACRL Information Literacy Framework); and, ultimately, we would be producing students’ initial online portfolio using a social networking tool such as About.me or LinkedIn.
In the hybrid/online sections of class, we would be exploring a variety of digital tools to help students develop personal, professional, and academic skills including, for instance: shared document collaboration (Google Docs, Microsoft Office 365), bibliographic management (Zotero, Mendely, Endnote), presentation and publication (Infogr.am, Atavist, Adobe Creative Suite), and workplace communication (Slack, Yammer). We might also involve students from outside of CMU as part of our inquiry.
Across both the face-to-face and hybrid meetings, we would also be using our time to reflect upon the experience of being engaged in these various exercises with specific tools. In short, we would be metacognitive, critically thinking about our use of digital devices and social practices.
I welcome thoughts, comments, and questions… as well as knowing if anyone else with students from upper elementary school through graduate school would be interested in collaborating on this course to make it an open, immersive experience for everyone involved. If it gets accepted, I will put the call out there again in the spring, but I would be happy to hear from interested educators at any point.