Do a personal 24- to 48-hour news audit in which you record all the news you get now, where it comes from, and how well it meets your needs and interests.
This short course reminded me of the power of experiential, inquiry-based learning. As I am redesigning a media literacy course for teacher candidates, I am thinking that one of these types of brief activities each week could be incredibly useful, so I will return to them again in the future.
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.
As I continue to move forward in my career, I need to think about the ways in which sites like ACI, ORCID, and others work, I am curious to know more about the advantages and disadvantages of such systems. These systems appear to create a public profile for a scholar that then allow users to then follow links into official databases.
On the other hand, there are sites like Academi.edu and ResearchGate, which have received some criticisms such as this from the Chronicle’s Vitae blog and this one from The Scholarly Kitchen. The main point is that they ask scholars to upload PDFs of their work (sometimes without appropriate copyright permissions) and then they connect those articles with other analytics for ads.
So, each year around this time when I have to update my CV and enter my own work into CMU’s faculty records database (we use a site called OFIS), I wonder if there isn’t a better (more efficient, more connected, more useful, more public, more open…) way to do this work. It leaves me with lots of questions:
What does it mean to be a public intellectual today?
“Where” is “public?” Also, “how,” “when,” and “what” is public? To whom?
Should I just focus my energy on one of these systems/sites? Or, do I need to keep doing more with each?
What does this all mean for open education?
At any rate, I have a profile in ACI, and a featured article. As always, please check it out and let me know what you think.
One idea that I am still mulling over is if and how I might “open” up EDU 807 to bring in additional voices of teachers and teacher educators who would want to experience the course in a MOOC-like manner. That is, participants would be able to listen in and participate in our class discussion, both in a synchronous manner through video conferencing as well as around discussions of our shared reading.
So, for all of you reading along this far… if you have any interest in this potential MOOC-like experience, please let me know by sharing a comment below or sending me a tweet or email. If there is enough interest, I may just pursue it.
More on EDU 807 to come soon, most likely around the idea of how we will use tools like Kami, Hypothes.is, and NowComment for our initial reading discussions.
In the next few weeks, I will be participating in a few events related for Digital Learning Day. Here’s one of them:
January 19, 2014: Celebrate Digital Learning!
As you prepare for Digital Learning Day (#DLDay) — February 5, 2014 — join two NCTE members and edubloggers for a conversation about classroom technology’s past, present, and future.
Kevin Hodgson (@dogtrax) and Troy Hicks (@hickstro) will host #nctechat on Sunday, January 19th, 8 PM EST, and will invite you to consider three big questions while sharing tech tips and teaching tools:
To begin, what was your first brush with technology and how did it change the way you wrote, read, and interacted with others?
As you think about your classroom right now, what are your plans for Digital Learning Day this year? With critics concerned that technology has become more and more of a distraction, how can we help our students stay focused on smart, intentional work?
Finally, what are you looking forward to learning, trying, or making in 2014?
Join us for a conversation about the history of Digital Learning Day and great ideas for teaching digital reading and writing in your English classes!
Though I am a little late to the MOOC movement, I’m excited to be participating in a venture this fall — K-12 Teaching in the 21st Century — that will be facilitated by Rick Ferdig, Kristine Pytash, and a host of other educators from around Michigan. Here is a quick summary, and you can register on the MOOC’s main website.
This free course runs from October 7 to November 8, 2013. It is aimed at high school students, pre-service teachers and in-service teachers who are interested in a conversation about using 21st century tools for teaching.
My hope is that we can use the MOOC to foster rich dialogue about the nature and uses of digital literacies, looking for themes within and across the experience of teachers at various stages of their career and in different professional contexts. More on this next week as we get closer to the October 7th kick-off date.