Hey Joe, Whaddya Know?

INTRO

“Hey Joe! Whaddya know?”

NOW WHERE IN THE WORLD DID THAT COME FROM?

This is my first PuzzlingMix blog post of 2016. It comes to you from the virtual reality of one instructional designer (me) after he came across a #moocmooc post on instructional design as subversion. It's author, @slamteacher, was writing to kick-off a social learning experience MOOC (Massive Open Online Course). I'm not sure that the second mooc in moocmooc means though.

Anyway, moocmooc began yesterday. I tweeted a couple of thoughts about it but wasn't engaged to where I wanted to share deeper. That is not until I came across a Periscope video clip teacher @Don_Jacobs was kind enough to share. In the recorded clip (available for 6 more hours as of this writing), educational researcher Sir Ken Robinson said something which resonated with me: “We see virtual realities of what is.” or words to that effect.

Robinson talked for an hour; maybe he did. I didn't listen to all of his talk. Ideas, like the wheels on my Honda Pilot whilst I'm driving to an EdCamp, started turning in my head. Next thing I knew I was drafting this post.

Photo of varied images with text asking the question what do any of us really see

My point is that instructional design and learning aren't subversive as @slamteacher sees it. My take on it, based on my subjective perspective of reality, is that it's more like subdivision. How any one particular learner slices and dices up what they're learning depends wholly on where they've been and where they're going.

THAT'S WHERE THE FUN IS

The thing about instructional design is coming up with a learning experience that brings people together. The resulting mashup of each learner's shared perspective colors others' virtual reality. It results in a deeper state of know-how. It's like in Mannfred Man's Earth Band in Blinded by the Light: “But mama, that's where the fun is.”, subdivide and learn.

OUTRO

Instructional design involves the mashup of ideas learners subdivide based on their selves (selfs?, elfs?, Elvis?) perception of the learning as they experience it. Learning takes off when learners share their perspectives. The Internet is a great place for finding and sharing stuff. I love it!

 

Awesome! I made another one.

PROLOGUE

Time was I used to avoid mistakes like the plague. I've since learned screwing up big time has its rewards, too.

NOTHING ADVENTURED NOTHING BRAINED

I dropped HumanMOOC today. I did so off officially and socially. Usually when I leave a MOOC I just stop participating.

Photo of a bridge's date stone

For some reason I felt compelled to leave a mark of some kind that I had once been there, a part of this HumanMOOC learning community. Something akin to the date stone architects and builders place on their works.

So what did I learn? These thoughts found a home in my brain:

  • My definition of online learning was incomplete. Going in to the course I defined online learning as that corporate look and feel experience where you're a class of one: a learner at a computer.
  • It can also mean an online university experience learning with others. I should have realized this given my MS Ed. was completed online.
  • I had some reflective insights for how I might make the corporate model of online learning a little more human. The biggie concerns media: Less of a focus on high production values might engage the learner to a higher degree. This is because of authenticity. I'm thinking about the photographs and home movies people shoot on vacation.
  • As cool as video and audio can be, the story matters more. It's like that pedagogy before educational technology stuff I learned through EdCamp and Twitter PD chats.

EPILOGUE

Anyway, I have some stuff to try out to see which ideas have legs.

Photo of a sign reading Everybody fights nobody quits
 

 

Marbles

INTRO

I’m taking a MOOC this month. It’s about designing a little humanity into the online learning experience. As you might imagine, being human, I have strong feelings about it.

WHEN LOSING YOUR MARBLES IS A GOOD THING

I think the Humanizing Online Learning MOOC I’m taking is off to a bumpy start. It’s only borderline engaging. At the moment I’m listening to a webinar. I’m not really paying attention to it though. The reason is I don’t see it as engaging. Humans have five (traditional) senses: sight, smell, touch, hearing and taste; the webinar, comprised of video and audio, engages only hearing since I’m not watching it. (One might argue it’s engaging my sense of touch and sight, too, since I was sketchnoting).

Sketch of children learning to play marbles

Whilst I was not watching the webinar I drew the above sketch in Paper by 53 on my iPad. It’s a memory of me as a boy learning to play marbles. Everything I heard the instructor talk about in the webinar is contained in the sketch: trust, community, activity, being real and safety.

OUTRO

My takeaway from the webinar is that students want context in their learning experience. They want to do stuff with their bodies and minds. If they can do stuff with others in meaningful contexts so much the better.

 


Windfulness

INTRO

In the aggregate, life's hard. Being mindful in one's life is harder still.

WINDFULNESS IS ATTENTION AND MEMORIES BLOWING PAST AWARENESS

I've been around since the mid-1950s. These senses of mine have dropped a lot of stuff into my mind.

Doodle of a person sitting in front of. Computer on a desk surrounded by a ribbon of memories

I was reminded of this whilst watching a GHO (Google Hang Out) recording for a Humanizing Online Instruction MOOC (Massive Open Online Course) I'm taking. Being mindful was the topic of discussion.

I'm afraid I didn't do so well being mindful whilst watching. It was difficult sitting and focusing my attention on the GHO. I kept being reminded of stuff in my memory. Rather than being mindful I was windful: Thoughts, feelings and memories kept blowing past my awareness as I tried to place what I was learning into the patterns of what I know.

It's Week 0 of the course. I'm wondering how others are doing being mindful? The presenter initially talked about backgrounds, how it's not only about talking heads on screens. It's also about their environment: What's behind the head? That's when I noticed the band of memories around me. I think I was looking for connections and so began browsing memories.

OUTRO

Life's hard. My first impression is that it's going to be hard being human during the class given my tendency towards windfulness. I'm looking for connections. That should be easy, right? I mean there are 100s (1000s?) of other humans in there with me. Right?

 

Once more into the #ds106 breech dear friends..

I've learned quite a lot about motivation and creativity whilst participating in Stanford's Venture-Lab #mooc this last year. I'm looking forward to continuing to be a member of the #ds106 community.

Once more into the #ds106 breech dear friends..

I've learned quite a lot about motivation and creativity whilst participating in Stanford's Venture-Lab #mooc this last year. I'm looking forward to continuing to be a member of the #ds106 community.

 

#etmooc Not a four letter word (anymore)

Two days have passed since the collaborative #etmooc experience. I'm catching up: The weather is much improved and I have a reliable Internet connection with which to move data. The point of this post is the cMOOC (connectivist Massive Open Online Course) as described during the #etmooc Orientation Week Activity.

A few days before #etmooc began I read in a research paper where elaborative interrogation and self-explanation were found to be highly effective learning techniques (Dunlosky, Rawson, Marsh, Nathan & Willingham, 2013). The self-explanation part I understood right off: framing what I read or experience within what I already know. I'm coming to understand, finally after a couple years groping for meaning, that the elaborative interrogation piece comes (best for me) from connecting with others of like-mind.

So there you are: dawning understanding of how research, educational technology and social media come together to foster learning.

More later.

References

Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J., Willingham, D.T. 2013). Improving Students’ Learning with effective Learning techniques: Promising directions from cognitive and educational psychology. Retrieved January 16, 2013 from the Psychological Science in the Public Interest website at http://psi.sagepub.com/content/14/1/4.full.pdf?ijkey=Z10jaVH/60XQM&keytype=ref&siteid=sppsi