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MOOC

#Thoughtvectors – The quiet MOOC

Just as I realised nearly 2 years on just how useful DS106 Headless 13 had been to my professional life, I am only now realising that the  Thought Vectors on Concept Space MOOC (TVCS in what follows) has been the most impactful MOOC I have taken part  in since my first DS106 experience. What did I say about DS106 recently?

[23/01/2015 13:03:30] Mariana Funes: I just wanted to say thank you! I am so grateful to all I have learnt on DS106 about making stuff…only today I am seeing how useful it has been beyond making art to the business of buying kibble for Colin 🙂 have a good day.

[23/01/2015 17:04:49] Alan Levine: This is the kind of evaluation of a course that means something, it comes much later than the end of a course.

This post is about  TVCS and the impact it has had in my journey to become an open educator. It has done so much and so quietly that only now, a year on, I realise how privileged I have been to be part of something that is showing me in a very practical way the true potential of this form of open learning.

Warning: this is a very long post (when are these short?) as I want to use this as a reminder of our work this semester to learn for next year when the course will run again.

Continue reading “#Thoughtvectors – The quiet MOOC”

The expert linchpin

I have been on many back channel conversations of late that have led me to reflect on Bateson’s idea that only  ‘a difference which makes a difference’ is information.  It makes me smile to think that so much of what I read and write may be just noise and not information.

Let me explain.

Just this week a paper that looked at the light and shade of one MOOC was extensively discussed on the web. Jenny offers a balanced view of the discussion in answering some of the commentary. I must say that her description of the reaction to their paper is much kinder than mine would be – I have seen a great deal more defensiveness and unwarranted personal attacks than her post may indicate to the casual reader. Of course, unless you have a Facebook account, you will be unable to see the full conversation. The joys of the not so open web. I digress.

What I see foregrounded in these interactions are categories and the application of those categories to a given idea. Interaction is about whether the reported research applies cMOOCs, or to  xMOOCs, but not to our MOOC because it is different. Ah! but this research applies to networks not communities, communities have people and networks have nodes. Networks lack caring, no they don’t. Each position taken can, of course, be defended (and I chose the word purposefully) with a long list of references depending on what your particular perspective and interest might be. Clearly there is value in making distinctions that map a territory. Perhaps there is less value in arguing if my food map is truer than your road map of the same territory. I am not interested in taking a position on the issue here, I learn each day from the wisdom with which Jenny and Frances deal with dialogue online. Read their article and make up your own mind about the value of some of the commentary about the paper.

Personally, I have been led back to an old idea in my knowledge map, that of the expert linchpin. A facilitator role to support individuals navigating the tacit seems an important element in any conversation of what can make these open educational spaces safer for us all.

This is what this post is about and the above is offered only by way of context. It feels to me that, sometimes, after we create our ideal structures, procedures and technologies we start to wonder about where and how people might fit in. Do networks have nodes or people? Do communities care about people or not? To me this reasoning is a little back to front.

What is a difference that has made a difference to me in my journey into open education?

Continue reading “The expert linchpin”

A human OER

The dream behind the Web is of a common information space in which we communicate by sharing information. Its universality is essential: the fact that a hypertext link can point to anything, be it personal, local or global, be it draft or highly polished. There was a second part of the dream, too, dependent on the Web being so generally used that it became a realistic mirror of the ways in which we work and play and socialize. […] Once the state of our interactions was on line, we could then use computers to help us analyse it, make sense of what we are doing, where we individually fit in, and how we can better work together. The potential of the mixture of humans and machines working together and communicating through the web could be immense. Tim Berners-Lee (in 1998)

I love the ‘webness of the web’ for learning, I love the relationships I am building and am full of wonder about the kindness and gentle nature of the people in my network. Yet there is a dark side to it all that makes me wonder what role I want to play as I engage in online dialogue with others going forward. Each day I learn a little more about the implicit norms of behaviour a given collection of individuals shapes as they come together online. Decisions about belonging or ‘liking’ are often made on the basis of unstated group norms. I have spent my life offline noticing these patterns and the web does ‘make sense of what we are doing and where we individually fit in’. It is easy for me to see pattern even without engaging in fancy analytics.

As I reflect on my role I notice a world where acronyms abound. This is similar to the insular organisational cultures I visit offline in my consulting work. They are a marker of belonging as much as a marker of exclusion.

I learn about OER, about the OpenEd, about MOOCs of assorted varieties, about the pros and cons of the LMS, I observe confused metaphors about what it means to teach online – is it a course, it is the open web, is it the platform, is it blended or BYOD or all of the above? Am I a teacher, a learner, a peer learner, part of personal or professional learning network? Am I part of a community, a group, a CoP or a network? Can we measure my BC (between centrality) to see if my life is worth living? I can go on. All of this has felt quite unsatisfactory to me as I reflect on how to engage those people who have not made the transition to working in the open web. It is not self-evident that this is a ‘good’ thing and historically it is often just thought a ‘good’ thing by those who stand to benefit from it.

In this post I clarify an online role for me personally that aligns with evolving values and beliefs about open practices.

Continue reading “A human OER”

Texting #X

Animated Gif by http://themobilemovement.tumblr.com
Animated Gif by http://themobilemovement.tumblr.com

I have been reflecting for a long time now on what is the online voice that is emerging as I navigate open education practices on the web outside my ‘home’ space in ‘DS106’. What has been lovely about joining #ccourses is to work with educators who really care about ‘this learning stuff’. I have enjoyed adding to the flow and helping get things started. I realise this is the thing I enjoy the most about open online experiences. For me it is less about the content and more about seeing the interactions and the sub groups under a hashtag form.

I came to life online at the end of a successful academic career. I no longer work full-time, I only teach courses I want to teach and write as much or as little as I want. I am an independent learner and educator with weak links to many organisations but not one organisation can determine how or what I teach. I have also made a choice to live life as an 8-precept contemplative with a possible future of life in a monastery. This implies many things but one thing that is relevant here is this: I am an honest broker with no personal agenda as my work online is simply one of service and personal interest. No more publication targets, climbing career ladders, no need to work at hard at being Someone as my practice is now one of ‘being nobody and going nowhere’

In reflecting on #whyIteach over the last few days, I realise that I am no longer teaching in the sense I would have understood it when I was affiliated full time to an academic institution. I realise that the reason I am drawn to being an open educator, learner and researcher is that open practices enable me to do the one and only thing I have ever been motivated to do wether I am teaching or learning – ask why. Mike Wesch calls it ‘soul making’ and I resonate with that.

Asking why, finding roots

To be honest, I now feel that this distinction between my ‘why’ in the classroom or outside is a little artificial. Every conversation I have, if attended to, is soul making for all involved. This is my intent with every tweet and every blog comment. I see myself as a human open educational resource (OER) in relation to the people I meet online. I also keep asking more high nerd questions such as: How can we better use the web to augment our intellect? How do we best interact to shape the notion of the distributed mind or ‘inter-being’?

Our answers come from the domains we have expertise in. For some, it is about how technology can augment mind. I am more interested in exploring how the psyche gets in the way of the augmented mind. We humans have individual agendas and blind spots. It is this very selectivity that make us valuable as human OERs. We wonder, we have passions, we have hobbies….And we also have views we keep seeking to confirm; some of us know this is true of all of us and others of us still believe ‘it’s not me but the person sitting next to me’ that is a slave to her cognitive biases.

A lifetime of meditation practice has taught me a little humility. I know that mental patterns are hard to shift and that technology can only augment mind if I am able to disagree with myself often – that is, be self critical. What technology does more often is ‘collude’ with our dysfunctional patterns and allow us to play them out in a distributed virtual space. Our project over at the still web aims to offer a resource to help people who see this side of reality and want to learn more about digital contemplation. It is only just starting.

Here is the thing. I like depth. I like to find sources. I like to understand what people need and get to know them as people. This takes time and I have the time. But if and only if I let go of self-imposed dysfunctional patterns such as the pressure to respond or the fear of missing out or my need to behave like  a rat on a variable intermittent reinforcement protocol pressing that lever for one more +1.  I am a little uncomfortable with learning spaces set up to ‘gamify’ life. Are we designing learning systems to test positive for addiction? Is being addicted to cMOOCs any better or worse than being addicted to heroine? I need to reflect on my own part in this.

Howard also reminded us that we can think of this course a a stream not a queue and that means I can sample the stream any time. So I am texting #X to #ccourses.

I have been feeling pressured to move on from looking under the hood. After all, there is such abundance of riches under the #ccourses hashtag. And Jonathan is next and he is so dreamy 🙂 And there is the un-conference where many a great conversation will be had and an anonymous board to heckle Howard 🙂 And….

I have decided to stay under the hood for a while. As I have listened to Blog Talk over the last few days, I have stopped arguing with myself for and against having a domain of my own. I now hear a different thread in the Brothers’ conversations.

Whatever we decide to do about a domain, it is our responsibility as online educators to understand what is under the hood. Or, perhaps less starkly, as Alan puts it,

or,

I said to Howard in a comment the other day when he asked us ‘How is it going?’:

I think you are all doing a great job and I love the role modelling I see around the team of educators involved in the facilitation of #ccourses. It has motivated me to create a WP multisite, export/import various blogs, play with php files, install Known and create my own site there, even if I may conclude after the experiments that I do not want to spend my days doing this type of work. The great value is having embodied experience of what it means to be the sys admin of your own domain (shamefully <smile> I admit I have the technical skills, have had my own domain for many years yet have always paid others to do the implementing). But then I only recently made the decision to work as an open educator – to be ‘of’ the web rather than just ‘on’ it.

I will be over at my garage in marianafun.es building my car, learning how to be a mechanic and working on letting go of my dysfunctional patterns. Feel free to drop in for chat there and do ask if there is something specific you want me to do to help #ccourses. But forgive me if, in needing  time to absorb this content before I move on, I do not get around to commenting on the content everyone is crafting as much as I would like.

I am going back ‘home’ to DS106 to develop my understanding of telling ‘the story of me’ through a sandbox domain. So what is next for me? A sequential read of  WordPress tutorials as I enjoy breaking things in my new virtual home.

And by the way, how stunning is that domain name I found thanks to the Blog Brothers insistence that I get my own car?

#x

 

 

Of monsters, contemplation and information

image

CC by Michael Branson Smith from a poster CC by D. Kernohan

I have seen this animated gif many times but only this week I focussed on the quote ‘a tsunami of poorly understood pedagogy’. It really does seem as if the word MOOC carries some kind of magical properties.  The miracle tonic that will cure all the ills of education for some, as soon as faculty agree to drink it; the evil monster that will destroy all in its path if it is not stopped. I have learnt in my old age to be a more than a little skeptical of polarising constructs and am with Bateson on the need to keep stamping out nouns rather than keep creating them.

Recently I run a session at Higher Education Academy Conference ‘Heroes and monsters: extraordinary tales of learning and teaching in the arts and humanities’.  My extraordinary tale was DS106, of course! (I may have talked about other online experiences but not with the fervour I talked about DS106 I am sure).

I was only there for a day due circumstances beyond my control, and was struck by the kindness of those who came to my session – the first time I was talking about emerging ideas on the psychology of open education.

This post is about how lucky I feel to have somehow managed to join a community of people who believe in open distributed online education and my new found awareness that I have learnt much about the nuances of the online experience, when all the time I thought I was just learning to make art, damn it!

Whilst at the conference, I was saddened that both those supporting faculty and faculty itself see the potential and the barriers of open education as something that is in some way dependent on the chosen platform or some other external circumstance. So I listened. The biggest barrier is that faculty just do not want to deal with the technology. The biggest barrier is that the university does not support us. The biggest barrier is….I kept being reminded of ‘Dangerous Liaisons’ and the famous scene ‘It is beyond my control’. I am sorry but it is beyond my control….

image

Gif by @gifadog (Film Source: http://youtu.be/cjUmvHBgHr0)

Continue reading “Of monsters, contemplation and information”

The psychology of open: On wrestling your inner MOOC

Monsters dwell in the hinterlands of the known world, symbolic expressions of cultural unease. Inhabitants of an imagined realm adjunct to the everyday, monsters offer powerful tropes and tools for learning and teaching in the arts and humanities

Introduction

Afraid

The Higher Education Academy is running a conference called  ‘Heroes and monsters: extraordinary tales of learning and teaching in the arts and humanities’ . I have been invited to run a workshop on the psychology of open education ‘You cannot be half-open: On wrestling your inner MOOC’. I want to focus on the inner barriers academics wanting to operate in the open web encounter and how they can overcome them. This is what I am defining as the psychology of open education and I have decided that my next book will be about this. I do not mean to patronise those who know, but some people new to open education are reading this post and may not know about MOOC monsters, here is a good start. There are numerous references to MOOC monsters and even some sound academic dialogue. What follows are my notes for the conference session.

I have come to believe that the success of open education may rest on our ability to support new adopters in wrestling these inner monsters and find spaces to tell epic stories about inner battles with open sharing. Without this inner viewing, interest and learning about infotention and other digital literacies may be tactical but not sustainable. I am not alone in this belief.  Jim Groom was quoted as saying recently:

 You don’t need new technology to change your teaching… you need a new you.

Continue reading “The psychology of open: On wrestling your inner MOOC”

Wanna do a cMOOC?

rhizomeI participated on the P2PU course called ‘Rhizomatic Learning – the community is the curriculum’ (#Rhizo14)   on a previous post I talked about how it was an unplanned participation driven mainly by my own need to be a helper – I knew the organiser Dave Cormier from my DS106 connection and somehow I found out he wanted some help on Google Plus.  I volunteered and he accepted my offer.

I made a choice to only use the social media spaces I normally use for the course. I only engaged on Twitter and Google plus. I went to the course site only to get links for G+ and access link not to join the discussion. I do not have a Facebook account and did not participate there. I used Netvibes and created a dashboard just for the course, fed by the hard work of Matthias Melcher – he made it so easy to follow everyone’s blogs.

In this post I want to use a recent talk by Stephen Dowes to help me explain my learning.  For me, this MOOC very much reflected what Stephen describes in this talk as ‘a MOOC of one’. It raised a lot of questions about the role of online educators on a cMOOC. My experiences of open online learning have been limited to Digital Storytelling 106 (DS106) and H817open, a MOOC on open education taught by Martin Weller where I learnt about the possibilities of open digital scholarship and about DS106. As my first open education experience – it has a special place in my open learning life as does Martin Weller who introduced to so much I value on the open web today.

It is worth me disclosing here that I consider DS106 an example of best practice of what learning on the open web can be. I also believe that its power is not due to the technology or its design, but to the actual people involved in the learning process. They could make a group of people learn inside a paper bag and even paper bags get to register for it! No other MOOC does that, for sure.

All this said, any other course I attend has a lot to live up to in terms of alignment with my own pedagogy of engaging the contemplative mind in any educational endeavour. I believe in the transformative power of awareness and educational presence. This is what I offer my students over and above my extensive academic practice. This matters enough to me that in order to practice what I preach I stopped a full time teaching career in 2012 and entered a 3 year supervised part-time buddhist retreat – in order to put in place the lifestyle that allows me to practice offering full attention to those I engage with.

In plain English this has meant letting go of ‘being important’ and embracing an ongoing inquiry into the quality of the inner mind and its interactions in the world. As Pema Chodron often reminds us, when you stop to be in truly in the present moment the demons are all right there to walk with you. They are. I have made a commitment to open up my life, no longer too busy to attend, but with all the time in the world to watch my own demons and offer a better quality of awareness to the few students I still choose to work with. This choice has led me to the open education movement and the many shared themes it has with life as a contemplative in the world, particularly the shift to self-disclosure on the open web. I am a-work-in-progress still unpacking all the threads that are part of this inquiry. Even this blog was set up to challenge my own thinking, by blogging ‘from the other side’ of what I take as given. My last book ‘Lived Time’ was my inquiry into how to make a change between a life driven by the clock, and the one I am fortunate to have now driven by awareness…on a good day at least!

So, when I did DS106 as a course for the first time in 2013, life was already set up in such a way that I could give it my full attention.

The situation was different with Rhizo14 as I intended my participation to be bounded. I had little interest in the subject matter as I have been using self-directed pedagogies in my teaching for nearly 20 years. My intention when joining was very much one of supporting Dave Cormier as he set up this learning experiment. I was also interested in seeing how an approach that relied on extreme learner control in its design strategy would play out online. I am used to working this way in my face to face work, so my background questions on joining were the  two key questions Stephen raises in his talk:

  • What is it to teach in this type of environment?
  • What is an educator supposed to provide in a self directed learning environment online?

In what follows I borrow liberally from Stephen’s talk. I wanted to bring a different voice into the sense making process, rather than use conceptual frameworks already operating within this course. I suggest you listen to the audio before you continue reading – so that you can judge for yourself where my gaps in understanding may be. This post is intended as a personal reflection and I offer it under my usual health warning for this kind of post:

recite-16601--717716810-1u39sqrThe post is a long read, but I make no apologies for this. I engaged with the course for 6 weeks and have learnt a great deal.

Continue reading “Wanna do a cMOOC?”

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