End of Semester Digital Reflection

More on Students vs. Learners

I just got done talking to one of my favorite former students (are we allowed to say we have favorites?) whose comments made me revisit the idea of Students vs. Learners again. She is a taking an honors level English class where the teacher has given her a prompt, some general guidelines, and instructed them to create a research paper and project around the topic--all while documenting their learning in a journal each class period (sound familiar?).

And she is struggling... big time. She feels lost, wants more guidance, and even told me, "I just want to be told what to do! I'm scared I'm doing it wrong."

I feel her pain. She is the epitome of a 'student'--hard working, always studying, completing the task requirements to a "T"-- and she has never really had to learn in this way before. Had she told me this even a month ago I might have told her how unfair her assignment was and how the teacher should be giving her more guidance. But today I gave her a very different answer:

"Your teacher is trying to make you be a 'learner' instead of a 'student.' It's uncomfortable, isn't it? But you'll learn so much more by exploring on your own, solving your own problems, and discovering new information than you would if you were being told what to do. I promise! Have faith. You're a brillant girl and you will do awesome on this if you just let yourself be comfortable with the unknown."

But along with this advice I pray that the teacher is fulfilling her role in this learning process as well. I pray that she is guiding them, supporting them, and giving just enough assistance so that students like mine can be successful and not give up because it's too challenging or too big of a change. It's difficult to go from a student mindset to a learner's, especially if you've never done it before, and the worst thing her teacher could do is to drop her into this ocean of learning and turn away, trusting that the student will figure out how to swim--some may but others risk drowning from the shock.

The role of the teacher is so much more important in this type of learning environment and requires a vast amount of awareness on the educator's part--knowing when to step in and when to back off, what kinds of questions to ask to promote deeper thinking without leading them too much, and modeling the type of behaviors that should be used throughout the process. This kind of knowledge is developed over time through experience, but I also wonder what we can do to better prepare educators to think in this way. Is this something that we can try to foster in the teacher education programs? Or do we just learn it on the job?

Either way, I know that my former student may not be happy right now with this shift in the classroom, but I'm excited to see how she feels and what she's learned when it's all said and done--if she's intelligent as a 'student' now, I can't wait to see how much she can do as a 'learner.'

My Twenty-Percent Project: Part 2 (Updated)

I am training to be a Ninja... Well, training to be a Gmail ninja at least, but that's besides the point :)

Part two of my twenty-percent project involves diving into the awesomeness that is Gmail. There is sooooo much to learn about gmail besides the basic creating & sending of email! So much so that the tutorial is estimated to take about three hours to complete, not counting the webinar from the Google Apps for Education Professional Development series, which in about an hour long by itself.

I'm not going to lie, this second section is taking much longer to work through than I had anticipated (especially when compared to the relatively short part 1 Introduction section I wrote about). There are eight different chapters to read through and as of now I have only made it through four of them. There's a fair amount of information that I am already familiar with since I use Gmail as my primary email address, but there are a lot of little nuances to each of the parts that I either hadn't used or hadn't even heard about before. I am taking notes along the way so that I'll hopefully remember it all when it comes down to taking the test *fingers crossed*.

I'm still enjoying this adventure and learning new, helpful tips but I'm realizing that I will probably not finish all six of the modules before the semester is over--actually I can almost guarantee that I won't considering that the Docs training is estimated at eight hours by itself(!). I am quite determined to work my way through this though and will keep you posted along the way!  :)

****UPDATE****

I AM a Gmail Ninja :)

I got stubborn after writing my post and decided to plow through as many of the other four chapters as I could stand... only to find out that the last four were significantly shorter than the first--figures! Some of the learning highlights were the group chat option in gchat, color-coding message labels (didn't know you could do that!), and learning what the task function is really capable of (hint: it's great for the list makers out there). Overall, pretty cool stuff! I plan on keeping my notes and showing some of the highlights to the class in a few weeks so we can all benefit from it--but for now I will revel in my ninja status and get myself a well-deserved cookie ;)

Proof of Learning

What have I learned so far? 
What a loaded question! :-P I feel like I've learned a lot so far, about both myself and technology. Through this class and in cultivating my PLN I've learned that:

• I like routine and expectations, but if I push myself I can overcome that and be more of a learner than a student.
  
• I don't always need to rely on someone to show me how to do something online/"techie"--When in doubt, Google it! :) I'm more confident in my computer problem solving skills that ever before yet know that there's soooo much still to learn in many different areas.
  
• Twitter is not the "useless social networking tool to tell people what you're eating that day" that I thought it was. I've found some really great resources and inspiration there, and can't wait to get back in the classroom to try them out!
  
• it's important to not get overwhelmed with the massive amounts of information and 'time suck' out there. If I only have a short period of time that day, then I use it and leave it at that. Sometimes that means starting blog posts one day and finishing them the next, or not going through a whole column feed and maybe missing something really cool--but that's ok! I can't use it all but I can find some use for some.
  
• documenting learning experiences and cultivating materials are essential for using this information in the future. As I find great ideas or analyze how I want to change my teaching, I want to be able to look back and remember what these inspirations were. Blogging, Tweeting, and Diigo seem like great venues for this that I would have not considered before.
  
• what I create doesn't have to be perfect--I just need to put it out there and see what happens. Sometimes a tons of people will read it or comment on it, and other times it just sits there...and that's ok. (Though I'm not gonna lie, I love getting comments and retweets :) ) 

There are a lot more specifics (like how to subtitle a video or what cool things you can do with Google Apps) as well as ideas/concepts that have been analyzed (filters, passion, communities of practices) but I feel like the overarching 'learning' can't always be written down as neatly labeled pieces--it's hopefully much broader and deeper than that.

What my learning tends to look like

My Learning Process:
I wouldn't consider this a list that "all students" should follow for this class per se--but rather my weekly personal steps for fostering technology learning this semester. So far my usual week looks like this:

• Take at least 5 minutes in the morning and/or before I go to bed to check Twitter and retweet anything that catches my eye (though lately it has been a lot more than 5 minutes).
  
• Look at my Zite 'magaizine' on my ipad once a day or every couple of days to look for articles of interest to me (Education, Running, Cooking, Languages, etc) and tweet them out when helpful.
  
• Use info from my other classes/peers' posts/Twitter finds to spur on at least one original, unprompted blog post a week.
  
• Try to dedicate 1 hour a week or so to my Twenty-percent project and its write-up (though that may not happen this week due to my video editing explorations).
  
• Work on whatever class reading/assignment we were encouraged to do that week.
  
• Comment on others' posts when I can. 

If I had to put a 'time frame' around the outside classwork I have done it's been around the 3-4 hours a week range minimum, though I often get distracted on Twitter or Facebook or get really into working on something and it ends up being a lot more--I honestly have a hard time putting an estimate on it because I do quite a lot on my phone and computer, combining it with other classwork and just plain screwing around, so my usage time frames are a bit more random. 

I also realize that I am a full-time student this semester, without kids or a part-time job besides studying and normal housework things--so even though I find ways to keep myself quite busy (my class load is a bit intense at times) I know that may have more time than most to invest in some of these venues.

This is a just a half-way-ish reflection of learning up until this point--I hope there are many more things I can add to these lists before the semester is over. 

Creating Learners

  The Essence of Connected Learning from DML Research Hub on Vimeo.

"How do you create a need to know in a kid?" Or rather, how do you create a learner instead of a student? This video is timely in its relation to our learner vs student discussions and blog posts, and I feel like it touches on some of the same issues. How do we teach the next generation to learn and be learners? The video above, "The Essence of Connected Learning,"  highlighted few key points for me in trying to reach this goal of creating learners in our schools.

The first is that we are currently taking learning out of context and focusing on facts rather than learning. I think this is so true! Facts alone do not lead to understanding--but if you place the information in context and allow a student to construct their own meaning around the topic we will create a deeper understanding that will last way past the test date. And the more authentic the context the better!

The second is the idea of bringing people together who want to learn together. Not only can we strive to do this in our classrooms by grouping students of similar interests, but in our connected technological world we can also reach out to others to foster this community of learning. We need to use our resources, both in and outside the classroom, to tap into students' interests and encourage their thirst for knowledge regardless of whether it coincides with what we find interesting or not. 

And lastly is that the attitude of, "We're all going to learn the same things in the same way," is completely unnecessary in today's education world. Why can't we provides projects/assessments with choices? If a student wants to create a video showing off their knowledge of Hispanic cultures or would rather draw a visual representation or write me an essay, why can't I allow all of them to be representative of their learning? I think this is definitely easier said than done because as teachers we need to reprogram our brains (and assessment guidelines) to allow for these different "proof of learning" forms. They don't fit into our current molds, but are worth the time and exploration to allow students choice in how they learn.

These are just my personal takeaways and reflections on the video--what do you think? Agree/disagree? Have another key idea I should have included? Let me know! :)

Are we learners or students?

Our Learning and Technology class has a very different set up than I am used to--there is no concrete syllabus, very few specific assignments and guidelines, and (perhaps the most foreign concept of all) the expectation that we will be learners.

Yes, I just said that being a learner is a foreign concept to many of us, myself included. "But isn't that the goal of education?" you ask and, "I've always been a learner; I don't know what you're talking about," you scoff. But is it really and are you sure? After thinking deeply about it and reflecting on our professor's post on learners vs. students I would have to boldly say that we as a society are hardly learners at all.

We have been trained by our education system to be students--to follow the norm, the syllabus, the guidelines--and have been sucked dry of the inclinations to be a learner instead. And I will be the first to admit that I fall into this student category. I've been well trained to cater my work to the teacher's desires, I know when to be quiet and when to chime in, and I have felt pride at times that I can test well, generally know how to succeed and get good grades--that I can be a good student.

And there it is: I am a good student. I've never heard anyone say "I'm a good learner," and maybe that says something in and of itself.

So yes, it makes me uncomfortable to not have a rubric to guide me, a checklist to complete, a number or quantity assigned to produce--it's unfamiliar territory with a technically "unmeasurable" expectation. We know through educational research that these traditional methods often stifle creativity and limit learning, yet we do them anyway. And graduate school, where I'm often reminded of the fallacy of these methods, is a regular perpetrator itself. I'm given page limits, word limits, specific expectations--and the scary part is, they make me comfortable. Familiar is comfortable.

But learning is not always comfortable. So now here I am, constantly battling with wanting to learn, to create, to test out and to try, and yet struggling with it--struggling because my other classes require very little of this (and quite frankly, because I haven't really been allowed this kind of chance to learn before).

So what does it mean to be a learner? This goal that is so uncomfortable to reach? And what can we do to encourage it? For me being a learner is having the intrinsic motivation to seek out information, to acquire knowledge with the intent of using it to do something in the world. As educators we have the awesome responsibility of creating these types of learners that will hopefully change the world. Are we allowing them the opportunities to explore? To learn on their own? Or are we prescribing an agenda and teaching to the test?

What can we do to start changing this in our classrooms while still jumping through all of the hoops that our broken systems requires from us? I'd love to hear your opinions of how this can be done, as I'm honestly searching for the balance myself. But for now, I will do my best to model by example and try to be a learner rather than just a student. Wish me luck!

Photo: GETTY via http://www.telegraph.co.uk

A Culture of Generosity

What is a culture of generosity and how can it be used to improve education?
A culture of generosity is one in which people rely on their intrinsic motivations to do things that benefit society, rather than being told what they should do by bosses or financial motivations. It is one of spontaneous versus enforced action, empowering people with choice.

I feel like the world of education may be a little stuck like the parent pick-up experiment was in the video below once they released the fine--our education system in the minds of many is already broken and that mentality is perpetuating itself in the minds of others . But we cannot allow ourselves to get hung up there. As Clay Shirky said, people like to create and to share with others, and we need to tap into that venue to cultivate and improve education. Encouraging teachers to give assignments that allow for student choice, or offering extra credit/acknowledge/recognition for students who use their cognitive surplus for the benefit of others could be some ways to to do this. Also, allowing students the time to be creative (like the 20% project theory) could do wonders in helping inspire students without an external motivation (like grades) hanging over their heads. The important thing is to encourage all acts of creation and cognitive, "stupid" or not, because it in turn will help foster the creation of amazing things both immediately and in the future.

What does it mean to say, "Free cultures get what they celebrate?"
I think it means that if we celebrate creativity and generosity, then we will see more of it in our students in return. But if we celebrate consumerism and acquisition then people will just acquire and consume, perpetuating our current culture rather than forging a new one.

How do you think this could work in education today?

A Whole New Mind: Part One

Take a look at the photo below: What side of the brain do you feel holds your personal strengths? Why do you think that is? I identify my strengths as more Left Brain with strengths in language, math, and facts--and I struggle with being creative and Art as a whole. Why is that and why does it matter?

Photo from http://www.ucmas.ca 

Much of what we teach and encourage in education is left-brain based, including the standardized tests that often open (or close) the doors to college and beyond. But there is a movement developing that may change how we approach these types of analytical aptitudes. Daniel Pink's book "A Whole New Mind" is an interesting take on society's transition from left-brained focus into what he calls the "Conceptual Age," and how we will have to reprogram our ways of thinking and learning in order to be successful in this new era.

What is the Conceptual Age?
According to Pink the Conceptual Age is the era in which we're heading where creators and empathizers are going to be 'main characters' in the work force. It is the transition from the left-brain directed thinking of the Informational Age into an age where computers and outsourced workers can do much of that work for us now, faster and cheaper. Because of this we need to be innovative and creative, utilizing a right-brain directed thinking that had been ignored or under emphasized in the past, to find our unique niche and be successful. It's more of a concept based thinking rather than simply using facts and informational knowledge.


Why does Pink believe this "Conceptual Age" requires a whole new mind?
He doesn't think that we need a whole new mind as in a completely different version, but rather a whole new mind--a mindset that uses both halves of the brain, combining the functional properties of the left brain (L-directed thinking) with the complex, creative right brain (R-directed thinking) to achieve a new level of intelligence. Pink says that the traditionally touted L-directed aptitudes are still necessary and should not be left by the wayside, but they are no longer sufficient on their own (Pink 27). We need to also employ the creative and innovative R-Directed thinking, which is something that computers cannot do for us and what creates the big developments of the future. Even if a computer, machine, or cheaper labor force can eventually take over the task they will still need someone to dream it up and develop it.

Photo from http://www.danpink.com/

As a whole I agree with what Pink is suggesting, especially his points on how general abundance is influencing part of this change in thinking. His statement, "The very triumph of L-Directed Thinking has lessened its significance," really helps hit this idea home for me (Pink 33). We have become so successful due to L-Directed thinking and have so many products, options, and choices--and yet we're still unhappy. R-directed thinking allows for enlightenment and fulfillment in meaning and interactions rather than "things." This is definitely something I agree with and strive to make priority in both my own life as well as in teaching. I also love the idea of having a alternative SAT assessment like the Rainbow Project to measure the previously ignored characteristics such as comedic or empathetic aptitude. It is qualities like these that often mark the difference between average and greatness in a profession and it's unfortunate that we have been unable to "test" them until now.

The next step in my mind is thinking about how we can integrate this type of focus into our education system without losing the parts of L-Directed thinking that have allowed us to get to this point. It seems like it could be difficult to balance in the classroom, but then again that may be because of the type of information learner I was and how I was taught to teach. I'm interested in learning and reading more about it and will let you know what I come up with in the near future.

Can You Focus Your Passion?

"What you are passionate about in terms of education or leadership? What do you hope to do with this passion (or what are you already doing with this passion)? If you had to narrow down your passion to one specific aspect in terms of your future research, what would it be?"

What am I passionate about in education? Everything. Can everything be an answer? No? Ok, I'll be a little more specific.

I’m passionate about:

• Building relationships
• Teaching & learning
• Helping others to become good people & productive members of society
• Making connections
• Inspiring passion in others
• Preparing students for the future
• Making a difference

If I had to narrow it down though, one thing that I’d like to focus on for future research is meaningful technology integration in the classroom (specifically my Spanish classroom). This is an area that I find interesting, challenging, and practical given the influential nature that technology has on our lives and for our students’ futures. Also, the use of technology in a foreign language classroom is rich with possibilities for connection, communication, and real world application. I feel that this topic has the most potential for combining all of the things I listed above into one focus--the best of both worlds.

Do you agree? What would you focus on if you had to narrow your passion down to one thing?

More on Tribes

A Storify created to represent some of our class' learning about the book "Tribes" by Seth Godin.

Learning in New Media Environments

What does this mean for me: as a person, an educator, and a leader?

There were a lot of little things that resonated & made me think while watching this video. It's amazing to see how much even a simple media like a fixed census book can change people and a whole society. Wesch's statement about how even when we use media it can sometimes end up using us is quite powerful. I think that is something to remember as we begin using an integrating these new technologies into our lives. Along that same note, he stated that there is no opting out of these new media--that the media changes society as a whole and we cannot avoid it. As both a teacher and an individual I think that is important to recognize. We are doing ourselves and our students a disservice if we do not become familiar with the tools that are shaping our society today. It's hard (read: nearly impossible) to predict where we will be or what tools we will be using even one year from now let alone five, but if we begin opening our eyes to what's out there we (and our students) will be better prepared for what there is to come.

As a teacher I also find his comment on student's questions to be very important. Are my students asking questions that provoke learning or are they looking for the limits of their learning? ("Will this be on the test?") I can see myself using this method of thinking as a litmus test to gauge where my students are mentally during a class. Trying to get students (and myself, to be honest) to step away from this traditional limited thinking is going to be really challenging at first, but I can definitely see a great value in the benefits that can come because of it. I like the idea of doing something as simple as stepping outside of the confinements of the classroom and allowing students to guide (and sometimes lead) in their learning.