Wall from 11/26

Week Eleven: Just Hanging Out (Google+)

They're not a Gang, They're a Club ;-)

Last week was so much fun for me on so many levels.  We were able to learn a new tool, play a bit, and see the power that this type of tool can have in education.  I think Alexis remarked that there was just some so cool about seeing each other in our home environments. . .messy hair, dogs, turtles, cats, kids, and everything else that distracts us on a daily basis and makes our lives richer. Besides a few technical glitches, I would call it an overwhelming success. In Edmodo, I requested that you write a blog post reflecting on the experience. . and I must say that Alexis went the extra mile by including a time-lapsed video of her comparison of the Google+ Hangout to an actual face-to-face class. . .It's not the video that impresses me so much, although it IS impressive, but the fact that she took the time to learn a new tool and showcase it in a post that she didn't necessarily have to write. . .She LEARNED something that she was curious about, something that wasn't required, and SHARED it with her PLN. . .(insert picture of your professor doing a backflip -  and yes, that does require a bit of suspended reality). . .
I think last week was also exciting for me as well because I am finally seeing everyone grow as autonomous learners. I have seen Angelica connect to an article I shared on Twitter on a real level and reflect on her blog.  Kristen is not just tweeting, but sharing and curating content about multiple topics. . . and if you haven't been reading Nora's blog, you are missing a very interesting and introspective learning journey. Maureen's in mouse ears, Stephanie wants more virtual classes, and has even admitted she kinda-sorta likes Twitter. . .Jeff S. comes to CSUSM to pursue a personal interest, on a Saturday. . .then blogs about it. Lindsay is, I think, sending us a sign(language). We have made amazing strides, both Nour and Far (Click Here).

I think this has as much to do with trust as it does intrinsic motivation. . .I only wish we had another month to sit back and watch the magic happen. . .whatever it has been, I can sincerely say, "Thank You," for trusting me enough to take this journey!

Question: What is one of your favorite poems or poets?  Feel free to share a poem in the comments. . .

Week Ten: What's the Desired Answer?

As I was reading through some EDUC 578 student blogs, I came across a post where a fairly typical statement was made.  It was in response to my request for students to reflect on their learning in the course.  It is also most likely a thought in the minds of most students when asked by their teacher to respond to an idea/concept where the answer to the question is perceived to have been predetermined.  It has led me to reflect and respond. . .

"What have I learned in Educ 578?  This seems like a loaded question. I feel like I know what the desired answer is, but I'm not sure that that answer has been my experience."

I'm not sure even I know what the "desired answer" is. . . except that it be a sincere reflection of your experience.  As I mentioned in class, Tolstoy said the true judge of art, or in this case "learning," is the sincerity of the artist/learner.  All any teacher can ask for is that each student give a sincere effort in all that she does.  The end result will almost necessarily be different for each person, but as long as it is sincere, then I expect that to be closer to the "desired answer" because authentic learning can occur in this mental space. Unfortunately, sincerity is not something that can be easily judged, it usually takes a strong relationship. . .This is why technology will never replace teachers.  It seems part of what it means to be human is to learn in social interaction. The relationships between a teacher and a student is often tantamount to learning (true in both formal and informal student/teacher relationships). When the teacher knows what the student is capable of achieving, the proper amount of encouragement, pressure, or assistance can be seamlessly applied. What the Internet, and the tools of technology can do is to allow for the teacher/student relationship to exist in cyberspace.  It is not identical to a brick-and-mortar experience, but it has the power to facilitate strong relationships that can transcend geography. But it's still about the relationships, not the tools.

The true value in establishing these relationships with students in the K-12 classroom is that you can begin to understand to a close approximation what a sincere effort is, and in that case, can begin to push students to measure their effort/outcome against their ability. In this way, teachers are more like mentors or coaches, the proverbial "guide on the side." I believe this can be accomplished either face-to-face or online. But the whole sincerity part can become murky or even misleading. In the case of a college course where the meetings are so minimal, it becomes harder to determine when someone is being sincere and when they are playing the "school game."  

I think I despise the school game. Students get so caught up in what they think the teacher wants them to do that they often sacrifice any opportunity for authentic learning. Teachers get so caught up in a narrow definition of success in their courses that they miss a golden opportunity to inspire authentic learning. In this and a few other college courses I teach, I have been trying, with mixed success, to provide students the opportunity to experience authentic, personal, and deep learning. Some students thrive, some are paralyzed by the unique nature of the experience or see it as an opportunity to slide by with minimal effort, and the rest are waiting for the rubric or the step-by-step instructions to replicate the preconceived outcome that exists only inside of the professor's head.  

For me, the struggle is about sincerity. In the traditional college course, I cannot easily tell which of the three aforementioned groups my students are in.  I can deal with the first and third, but the second group is a struggle for me because no matter how I structure the course, I have to give grades at the end of the semester. Personally, I think grades get in the way of authentic learning, so I usually let students assess their own learning. For those in the second group, this could be a golden opportunity for the stereotypical "Easy A." Maybe it's that part of me who thrived as the student, as someone who was really good at playing the school game, someone who always chased the grade, that I just can't bear to give an "A" to someone who gives much less than a sincere effort. Whatever it is, I think my own mind is making this more of a challenge than it needs to be.

Another very important fact that I have come to understand that the type of educational "risks" that I ask from my students takes trust.  This leads us back to the relationships.  Perhaps meeting one day per week in a semester isn't enough time to develop the type of relationship necessary for students to trust the teacher enough to learn in the raw. But in every semester, I have a number of students who prove that authentic learning is not only plausible, but entirely possible.

My last random thought is that once people can begin to truly follow their passions, the "formal" teacher becomes much less important in the learning process. It's as if the desire to learn, to follow that which is my calling, transcends the need for a formal learning opportunity. This person will seek to learn anywhere and everywhere the opportunity presents itself. . .that's when someone can begin to change the world! 

 In terms of this course, blog reflections, the sharing (on Twitter and other mediums), and the comments on your peers, becomes a great barometer of both sincerity and learning (for both teacher and student).  This is why I have been pushing everyone to sincerely cultivate their PLNs. . .

Week Nine: Sharing Pink Project and your Progress

My Daughter Zoe (right) at the Breast Cancer 5K

I hope that everyone has had a great week. I had a crazy but awesome one as I changed jobs at the SDCOE and gave two presentations at the 2012 Fall San Diego CUE on Saturday. However, I always look forward to our time together on Monday.   For many of you, I'm sure that Monday creates a bit of anxiety as, no matter how you "learn," it is still a good amount of work and not easy to squeeze into your busy lives. If you are still struggling with balance, read the advice from some of your peers: Maureen,  Far, Nour, and Lindsay.

In Monday's class, I want to have you all present the Pink/Whole New Mind collaborative project.  I also want to ensure that it is linked to all of your blogs.  I also want you to share your progress on the 20% projects with your peers and me (if you read this early, you could write a blog post!).  I haven't noticed any reflections on educational chats. . .let's take a deeper look at the schedule and expectations to ensure you know what to do.  I also want to share and discuss all of the various PLN checklists and guidelines you created.  

Next week, you will have the evening to work on your 20% projects. . .so it is important that we set a date for the classroom/individual school visits as well as ensure any questions you might have about what you should be doing to cultivate your PLN.

I almost forgot. . .there is a new Edmodo interface!!  You should have received emails notifying you of the change. . .we'll look at it and how it has changed!!

Question: What is your favorite holiday and why?