Drape's Takes

So here's the hodge-podge of thoughts that I managed to record during the blur I now call NECC08...

What we’re learning about Social Networking in Professional Development:

• It’s important to have immediate purpose, solve a problem.
• It’s important to generate feedback.
• It’s important to welcome newcomers.

Along this line, Kevin Honecutt stated that we should “meet them at the door” He continued:

Wal Mart does it, why don’t we?

Kevin, the king of the ed-tech one-liners also came through with this gem:

Staff development shouldn’t be something we do to people. It’s something we do with people.

In discussing how social networks must have a purpose, David Warlick correctly stated:

EduBloggerWorld didn’t work because it didn’t solve a problem.

I was particularly appreciative of Brian C. Smith's comment regarding his use of Ning networks:

I used Ning for NYSCTE because it gave teachers an instant audience.

Brenda Berreda stated the following, very much in line with ideas surrounding Viral Professional Development:

The value of social networking is just in time learning.

Bud Hunt made a number of interesting statements throughout the conference, most of which I have unfortunately failed to record. This was one snippet, however, that I thought was scathingly true:

We will perpetuate what we know, whether it’s good or bad.

Hall Davidson was as vibrant as ever this time around. Here's a jewel that I couldn't resist writing down:

Why not show kids the code? It might not do anything for you, but you’ve got kids that will dive right into this, tearing the code apart, trying to figure out how all of this works. Those are the kids that will be turning bicycles into airplanes.

Finally, I found a quote from Seth Godin to be incredibly relevant for teachers today. This idea was shared by David Jakes and Dean Shareski in their excellent session about design:

Why would you use words on the screen when they do just fine in your mouth?

Image Sources: Flickr users Edublogger and shareski.

Technorati Tags: necc08 quotes ebc08

[Since John Pederson was unable to make the trek this year to NECCa, I thought I'd write his annual NECC post for him. Better late than never.]

Low hanging fruit:


Nice.

Image Source: Flickr user derrallg.

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Karl Fisch says that he's "stuck" and that this year's NECC was "a less than stellar experience" for him. Will Richardson and Sheryl Nussbaum-Beach seem to be in the same boat.

For me, this year's NECC was filled with many stellar moments. I think this is why:

• My most productive learning experiences were those wherein I was deeply involved - either as a member of a panel or as a host for a facilitated discussion. As a result, my learning was self-directed and highly emotionally and cognitively engaging.

I strongly believe that in teaching, we learn the most.


Technorati Tags: students teachers education necc08

I learned a ton at NECC this year.

Not sure what else to say.

Except that this was one of my favorite moments (Chris Lehmann, not pictured, is inconspicuously taking out his copy of Learning & Leading with Technology - the issue with Karl Fisch on the cover. Oh, and Karl was sitting next to me. Very funny moment. Guess you had to be there.):


This was another favorite moment (it really doesn't get any better than this):


Both of these moments took place in the Bloggers' Cafe: Facilitated discussions, planned but still casual. AKA: The kind of learning environments and conversations I had always hoped could grow out of NECC Unplugged.

Along those lines, this moment and its accompanying hour was also incredibly productive:


To be able to discuss social networking and professional development with Steve Hargadon and other key players was time very well spent for which I am extremely grateful.

Not long before this picture was snapped was also really good:


It was then that I met Robin Ellis for the first time in person. Having taught three classes and given three conference presentations together already, I feel like I've known Robin for years. Nonetheless, it wasn't until this time that I had actually met her face to face.

Weird, I know - but pretty cool, too.

This moment was classic, as well (but for more personal reasons):


After EduBloggerCon, Robin Ellis, Kelly Dumont, and I decided to hit the Alamo. A part of my personal MO is to take pictures of myself with important geographic features in the background - you know, a kind of photo journal of places I've been, things I've seen. Never before, however, had I been caught in the act. Here's the picture I took for my personal journal of vanity.

Image Sources: Flickr users mrplough, kjarrett, Wesley Fryer, and derrallg, and Robin Ellis

Technorati Tags: necc08 edubloggercon08

Two days later, here are some of my thoughts regarding this year's version of EduBloggerCon.

Short, Shallow Version Beginning with IMHO:

• Ewan hopes for an EduBloggerCon that includes far too many /plug your ears, Bud/ sages on the stages /end ear plugging/. Besides, it's easy to gripe. Why not help with the planning or offer solutions?
  
• Mark has done a fantastic job with proposing possible solutions. His list of well-thought-out possibilities (under the heading Looking Ahead) should be considered before tackling future events.
• Jeff's concerns are valid and should equally be addressed as we move ahead.
  
• Will and company lead many of the impressionable whether they like it or not. Likewise, EduBoggerCon will only be what we make it. "We", in this case, refers to those that care enough to stick through the rough patches. Bugging out early does nothing for providing solutions. Ryan's advice might apply here.
  
• Vinnie's third factor was dead on. This was the EduBloggerCon of out-streaming, out-tweeting, and out opinion-ating. Again, you can choose to either report the conversation or actually participate in it. It's very difficult to do both well.
  

Longer, More Extensive Version that I've Been Formulating for Several Days

To begin with, social capital exists in every society. According to Shirky (2008):

When your neighbor walks your dog while you are ill, or the guy behind the counter trusts you to pay him next time, social capital is at work… Societies characterized by a high store of social capital overall do better than societies with low social capital on a similarly wide range of measurements, from crime rate to the costs of doing business to economic growth. (p. 192)

While there exist a number of definitions for the term social capital, I see the concept as a descriptor of how well members of a community care for each other.

In our small community - think 200 EduBloggerCon-ers versus 18,000 NECC-ers - social capital exists but unfortunately ours appears to a society characterized by a pathetically paltry store. Events transpiring at EduBloggerCon clearly demonstrate this.

Sad, to say the least, so first the positive then the negative.

On the bright side, our community does have at least some traces of social capital. When Paul Wood, for example, kindly volunteered to help Vicki Davis by timing smack-downers during her session – social capital was at work. When six or seven people stayed after EduBloggerCon to help Steve Hargadon set up computers for the Open Source lab – social capital was at work. That’s the good news.

The bad news, at least for our growing community, is that other events transpiring at EduBloggerCon indicate that we’ve got more issues - as a community - than many would like to admit. Now I’m not talking about camera crews, I’m not talking about boom microphones, and I’m not talking about Pearson. Rather, I’m talking about support, giving when it might not improve your Technorati rating, and I’m even talking about what can easily be perceived as cocktail parties. Yes, I said it: Cocktail parties.

What I’m really talking about is this:


Without question, the "session" pictured above was an engaging, educationally rich, likely transforming experience for those precious few involved. It was unplanned, spontaneous, and informal. Additionally, it was likely exhilarating, enlightening, and oh so Edupunk.

Did we not all come to EduBloggerCon – often at our own expense – with hopes of engaging in an experience just like this?

Nevertheless, the scanty fortunate pictured above represent less than 1% of the people that actually attended EduBloggerCon. Moreover, as others gradually attempted to join in on this cocktail party of learning, when the party became too large, those that were truly invited quickly dispersed – with few of the elect deciding to return to the larger fold.

Aren’t we all here for the learning? Aren’t we all here for the rush? Nevertheless, because our community is growing – and at an exponential rate – the ability to provide such experiences for every interested individual becomes increasingly difficult. Notwithstanding, as problematic at this struggle may be, I think it would be in every educator’s best interest for us to identify the best possible ways to provide this kind of engaging, transforming, and edupunk-rich learning environment.

In my opinion, the best part of EduBloggerCon was when we all gathered at the end of the day to discuss what went well and what, frankly, didn’t. It was there that we were able to better come to terms with both how we felt about Pearson’s intrusions and how we hoped to approach our fold’s growing numbers. And while we could have benefited from the insight of those that had so hastily dispersed, I think it was clear in the end who was dedicated to helping our community grow – in spite of the growing pains we might be experiencing - and with hopes of including everyone interested.

As our grassroots community continues to grow, here’s to the hope that we might all stick together in this effort to provide everyone with the kind of learning experiences we remember having when the grass was much shorter.

Image Source: Flickr user derrallg

Technorati Tags: ebc08 edubloggercon08 necc08 shirky elite blogosphere

After an educational day at this year's EduBloggerCon, I thought I'd better figure out where I'm supposed to be for the rest of the duration. Here's a quick run-down of some of the things I hope not to miss (because I'll be directly involved in each):

Tuesday, July 1

• 11:00am-12:00pm, Bloggers' Cafe - Social Networking and Professional Development
  
  This will be a NECC Unplugged discussion to which I hope to contribute, likely to be a continuation of the excellent discussion we had this morning (my favorite session of this year's EduBloggerCon).
  

• 2:00-3:00pm, HGCC 217 A - Social Networking in Education
  
  I am extremely excited to participate on this panel with several progressive educators (Steve Hargadon, Steve Dembo, James Klein, Michael McVey and Dennis O'Connor), each of whom has much to add to the discussion surrounding social networking and education.
  

Wednesday, July 2

• 8:30-9:30am, Bloggers' Cafe - Blogging and Twitter Etiquette
  
  I will be facilitating this discussion with David Jakes, Kristen Hokanson, and Scott Swanson. Based upon a few of the ideas we've begun to explore here.
  

• 1:30-2:30pm, HGCC 207 A - The Walls Came Down: Incubating Collaborative Learning Environments
  
  This is a panel based upon a number of exciting events that have occurred during the last year. We hope to illustrate a number of possibilities now afforded teachers and students given the kinds of collaborative tools now freely available. With Vicki Davis, Kelly DuMont, Robin Ellis, Carolyn Foote, Kristin Hokanson and Beth Ritter-Guth, I hope to discuss what we've learned in our experiences with OpenPD and offer an objective perspective to the use of new tools.
  

Image Source: Flickr user max03

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Image Source: http://www.zazzle.com/

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[I consider this post to be a first draft, a few ideas I want to share and explore further. As such, I'd love your ideas and additional connections you may identify.]

NECC Unplugged, EduBloggerCon (and similar, forward-thinking conference formats) can be catalysts for change toward such a revolution, models for the kinds of changes that should be taking place in our classes.

Informal, oft-times spur-of-the-moment, unconference-type gatherings - in both online and face to face venues - can produce not only learning connections (Siemens, 2005) but spark ideas that likely wouldn't emerge without such interactions. In combining Gladwell's (2008) thoughts about the generation of ideas and Shirky's (2008) notions regarding collaborative action one can create the perfect cookbook for use in constructing the next revolution of learning.

As I have recently elaborated on Shirky's ideas related to this concept, I will now expound upon Gladwell's article, emphasizing how his thoughts relate to social networking, unconferences in general, and NECC Unplugged in particular. Please keep in mind that page numbers, as I have included them below, are relative references to the printed result of Gladwell's work that is currently distributed online by The New Yorker.

• Invention sessions (p. 3) are a fascinating idea. Why shouldn't such idea-creation sessions serve as a model to be followed in other learning environments?
• The idea of "multiples" (p. 6) is equally intriguing. Is it just a coincident that Gladwell has written about these invention sessions at the same time that Steve Hargadon has also been thinking about them (see his post here and my post here)? I don't think so. As Gladwell has noted in quoting Stephen Stigler, "No scientific discovery is named after its original discoverer" (p. 9).
• I love this quote: "Ideas weren't precious. They were everywhere, which suggested that maybe the extraordinary process that we thought was necessary for invention - genius, obsession, serendipity, epiphany - wasn't necessary at all" (p. 5). What is necessary to bring new ideas so easily to the surface? Sharing, cooperation, and collective action (see below and Shirky, pp. 49-53).
• Another great quote from Gladwell and the reason why we could be on the verge of a learning revolution:

Good ideas are out there for anyone with the wit and the will to find them, which is how a group of people can sit down to dinner, put their minds to it, and end up with eight single-spaced pages of ideas" (p. 7).

In following the "invention sessions" model as described by Gladwell, there exist a number of conditions that must be present in order for "insight to be orchestrated" (p. 8):

• Gather several intelligent people from different backgrounds in an informal, relaxed setting. It would be nice if EduBloggerCon and other unconferences (like Classroom 2.0 Live Workshops, for example) attracted more people outside of ed-tech, leaders in their respective fields. Furthermore, if the Classroom 2.0 social network had wider array of participants, coming from a wider diversity of fields, the conversations would likely improve. With time, a more diverse group should develop.
  
  To continue, Shirky's final words in Here Comes Everybody offer fascinating insight to this very concept:

Our social tools are dramatically improving our ability to share, cooperate, and act together. As everyone from working biologists to angry air passengers adopts these tools, it is leading to an epochal change. (p. 304)

• Pose a series of stimulating questions. Let the ideas bounce off of each other. Remember, similar to many brainstorming sessions, there aren't really any rules. The trick to a great EduBloggerCon session is to begin the discussion with the right set of questions.
• You can put together an invention session "anywhere you can find enough imagination, a fresh set of eyes, and a room full of [smart people]" (p. 9). These smart people, however, don't have to be Einsteins. This is exactly why Classroom 2.0 works so well.

Finally, in considering further the idea of a learning revolution, one must additionally account for Shirky's advice concerning the same. "Revolution doesn't happen when society adopts new technologies - it happens when society adopts new behaviors" (p. 160).

Unless we, as a conference-attending society, adopt new learning behaviors, no revolution will ever take place.

References:

• Gladwell, M. (2008). In the air: Who says big ideas are rare? Retrieved June 10, 2008, from http://www.newyorker.com/reporting/2008/05/12/080512fa_fact_gladwell
• Shirky, C. (2008). Here comes everybody. New York: The Penguin Press.
• Siemens, G. (2005). Connectivism: A learning theory for the digital age, International Journal of Instructional Technology and Distance Learning 15(1). Retrieved June 10, 2008, from http://www.itdl.org/Journal/Jan_05/article01.htm

Image Source: Flickr user Cayusa

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Viral Professional Development is emerging in education as a viable method of increasing teacher engagement and learning. Using tools such as Twitter, rss readers, blogs, educational networks, and wikis, educators are collaborating on a grassroots level. This year at NECC, a panel discussion of educators on July 2nd at 1:30 pm CDT will be discussing and live Ustreaming a session to discuss viral professional development.

How did this panel discussion originate?

On Monday, September 17, 2007, Google launched the Google Presentation web application to their suite of services. News of this new service spread quickly through the blogosphere and Twitter and soon more than fifty different people made over 500 edits in a twenty-four hour period to one Google presentation. Since introduced, this presentation has been used by hundreds of people to begin conversations centered on free online tools used to weave a web of connections between people around the world.

As a result of this transformational experience, educators begin discussing the importance of sharing the changing nature of professional development and documentation of best practices in VIRAL professional development. The proposal was written in Google Docs and since acceptance, an expanded group of educators around the world has used a wiki, elluminate, and a variety of tools to bring a collaborative, immersive viral PD experience to NECC and to people around the world.

Presenters

• Vicki Davis, moderator
• Darren Draper
• Kelly Dumont
• Kristen Hokanson
• Robin Ellis
• Ryan Bretag
• Beth Ritter-Guth
• Carolyn Foote

Backchannel Presenters/ Moderators

• John Maklary
• Stephanie Sandifer

How can you participate?

At 1:30pm CDT on July 2, we will be participating in a NECC panel discussion that centers on the power of the network. During our presentation we hope to demonstrate to all those attending our session in person (and virtually), just how powerful global collaboration can be. Hence, we are asking for your participation in our presentation as well.

1) Join our Ustream.

We will be streaming the presentation live on the Open PD Ustream channel at 1:30 pm CDT on July 2nd. You may watch here and participate in the conversation (and even ask the panelists questions).

2) Leave a comment on our VoiceThread.

One way that you can participate now is by adding your voice to the VoiceThread below. Please take a few minutes and add your thoughts about the different tools depicted through images in the thread. We would truly like as many voices possible, offering a wide range of thought on the usefulness of the common tools we all use in our collaborations.

• How do you use these tools? How are they important to your professional development? Please add your voice.

3) Join the conversation on the NECC Educational networking site.

We've created a discussion thread to converse on this panel discussion at the NECC educational networking site.

4) Follow our most recent announcements.

All announcements and events pertaining to this session will be announced at the Walls Came Down wiki.

Technorati Tags: necc08 neccprep global ustream twitter googledocs

Since my heartfelt words only seem to offend, I've thought it best to let Shirky do the talking. Consequently, the selections that follow have been taken directly from Here Comes Everybody (2008). Any emphasis, [additions], or hyperlinking have been added by me.


Come on, folks, hear him out. This is important:

And what about us? What about the society in which this tug-of-war was happening? For us the picture isn’t so clear. The whole episode demonstrates how dramatically connected we’ve become to one another. It demonstrates the ways in which the information we give off about our selves, in photos, and e-mails and MySpace pages and all the rest of it, has dramatically increased our social visibility and made it easier for us to find each other but also to be scrutinized in public... And it demonstrates the ease and speed with which a group can be mobilized for the right kind of cause. (pp. 11-12)

You can think of group undertakings [like NECC Unplugged] as a kind of ladder of activities, activities that are enabled or improved by social tools. The rungs of the ladder, in order of difficulty, are sharing, cooperation, and collective action. [While] sharing [aka merely showing up] creates the fewest demands on the participants... cooperating is harder than simply sharing, because it involves changing your behavior to synchronize with people who are changing their behavior to synchronize with you. (pp. 49-50)

[As a rule,] conversation creates more of a sense of community than sharing does, but it also introduces new problems. It is famously difficult to keep online conversations from devolving into either name-calling or blather, much less to keep them on topic... And this is the Tragedy of the Commons: while each person can agree that all would benefit from common restraint, the incentives of the individuals are arrayed against that outcome… Societies have generally dealt with the problem of free riders in one of two ways. The first way is elimination of the commons [aka stick with the traditional conference approach], transferring ownership of parts of it to individuals, all of whom have an incentive to protect their own resources… The second way is governance or, as Hardin puts it, “mutual coercion, mutually agreed upon” [aka NECC "Unplugged" Planning Session, June 5, 2008]. (pp. 50, 52-53)

[To continue,] collaborative production is a more involved form of cooperation, as it increases the tension between individual and group goals. The litmus test for collaborative production is simple: no one person can take credit for what gets created, and the project could not come into being without the participation of many. (p. 50)

[Furthermore,] collective action… is the hardest kind of group effort, as it requires a group of people to commit themselves to undertaking a particular effort together, and to do so in a way that makes the decision of the group binding on the individual members. All group structures create dilemmas, but these dilemmas are hardest when it comes to collective action, because the cohesion of the group becomes critical to its success. Information sharing produces shared awareness among the participants, and collaborative production relies on shared creation, but collective action creates shared responsibility, by tying the user’s identity to the identity of the group. (p. 51)

For a group to take collective action, it must have some shared vision strong enough to bind the group together, despite periodic decisions that will inevitably displease at least some members. (p. 53)

[Now,] life teaches us that motivations other than getting paid aren't enough to add up to serious work. And now we have to unlearn that lesson, because it is less true with each passing year. (p. 103)

[Moreover,] what the open source movement teaches us is that the communal can be at least as durable as the commercial. For any given [conference], the question “Do the people who like it take care of each other?” turns out to be a better predictor of success than “What’s the business model?” (pp. 258-259)

When people care enough, they can come together and accomplish things of a scope and longevity that were previously impossible. (p. 142)

[To conclude,] new technology makes new things possible: put another way, when new technology appears [aka a new way to approach educational conferences], previously impossible things start occurring. If enough of those impossible things are important and happen in a bundle, quickly, the change becomes a revolution. (p. 107)

Here's to the learning revolution that I think can occur when people step up to make impossible things happen.

Simply "showing up" will never be enough.

[Important side note: I have judged Clay Shirky unfairly. Upon further treatment of his book I can confidently say that it is a work on the social aspects of networking and group organization that will be referenced for years to come. Thanks, Steve, for giving me the push it took to look into it further; and thanks, Scott, for your recommendation in the first place. This will be a book that plays a pivotal role in not only my summer studies but in the overall creation of my dissertation.]

Image Source: NECC Unplugged

Technorati Tags: edubloggercon08, necc08, shirky

In response to the idea - faithfully promulgated by a number of educational bloggers and Twitter enthusiasts - that "teachers" are simply too busy at this time of year to commit 30 days in advance to give a seven-minute demo:


Give. Me. A. Break.

Image Source: Hugh MacLeod

Technorati Tags: twitter blogosphere necc08 neccprep edubloggercon08

When David Jakes spoke up about how he “would like to see some other voices step-up and lead”, I took it as a gentle encouragement for others to actually step up and lead. As a result, I volunteered to facilitate a discussion about blogging and Twitter etiquette at NECC Unplugged. In doing so, I had also hoped that others would follow suit, eagerly adding their names to the list of Short Talks, Speed Demos, and Facilitated Discussions.

Sadly, at this point in time, only a handful of people have followed suit.

It’s pathetic, really - to phrase it honestly.

As I think about the throngs of Twitter enthusiasts that continue sign up for Monday night’s Twitter dinner, I can’t help but feel sickened by “our” overall hesitancy to teach - particularly in light of Twitter with all of its “educational value”. Are we not teachers? Do we not educate for a living? Or has Twitter, and blogging, and everything else 2.0 changed how we feel and what we do best?

Sorry folks, but Jakes was right on nearly every level:

At its best, Twitter is a place to share a resource, a link to a new blog post, or an insight, and even a place to have a little fun. It’s a place that could be about learning. At its very worst, Twitter is a self-indulgent exercise in self-promotion and pettiness.

Combine this thought with our apparent infatuation with Clay Shirky and his Here Comes Everybody and now I’m about to blow a gasket. Is it just me or doesn’t everybody find it oddly ironic that the comments on the “Here Comes Everybody” blog have been “broken” for nearly a month?

Here comes everybody? I guess not.


Image Source: Flickr user schnaars

Technorati Tags: twitter blogosphere necc08 edubloggercon08 education shirky

David Jakes has written a post on his blog entitled Tragedy of the Commons. In it, he claims:

At its best, Twitter is a place to share a resource, a link to a new blog post, or an insight, and even a place to have a little fun. It’s a place that could be about learning. At its very worst, Twitter is a self-indulgent exercise in self-promotion and pettiness.

Right now, I think we are watching Twitter change right before our digital eyes. Be the first with the tool (Diigo, for example), be the first with a post, be the first with the wiki, be the first to uStream, stake your claim in a never-ending game of name building and recognition. Take advantage of the commons, go ahead.

While the post itself is chiefly about Twitter and what Jakes considers to be "over the top self promotion," the comments to the post have sparked an interesting discussion about personal growth, extending oneself beyond the echochamber, getting involved as an educator, and becoming a catalyst for change.


A few questions about etiquette to consider in light of this discussion:

• When do a person's advertisements (on various social networks) for activities they may be promoting become an undesirable display of self-promotion?
• What are the rules of etiquette - if any - that might apply to the combination of educational blogging and Twitter use?

A few additional questions to consider, as asked by Bill Ferriter in the comments of this post:

• Do you think that the idea of "offensive self promotion" takes care of itself in the very act of "following?"
  
• Do we simply "un-follow" those who's level of self promotion bothers us or whose intent we question?
• Better question: Is the standard for reasonable self promotion something that varies by reader?
  

In the Interesting Side-note Department: Partly because of Jakes' push (and mostly because I have always thought this would be an important discussion), I have decided to take this topic to NECC in the form of a facilitated discussion at the first-ever Fringe Festival (Concurrent Session 10). If you would be interested in participating with me, I would love to have you join me.

Image Source: This image is a tag cloud that I created from the text of the 93 comments to Jakes' post.

Technorati Tags: edubloggeretiquette education technology blogosphere twitter necc08 edubloggercon08

In preparing submissions for the 2008 National Educational Computing Conference, I'm keenly aware of one great flaw inherent in the submission process:

• NECC 2008 submissions are due nine months before the conference!

In any other field, this nine-month gap may not be detrimental. In our field, however, nine months is an eternity. In the field of educational technology, the landscape changes, our attitudes change, and our students change.

Nine months ago, for example:

• There was no retail version of Windows Vista, no Feisty Fawn, and we all thought that Leopard would be out sooner than later.
  
• There was no iPhone, no iQuiz, and no iPod Fatty.
• There was no Google Presentations, no TeacherTube, and no Skitch (still in Beta, but definitely a must-have).

Nine months ago:

• The EduBloggerCon concept was still in its initial stages.
• There was no such thing as a chatcast backchannel.
  
• Very few people used Twitter.
  

Nine months ago:

• Virginia Tech was just another school.

And finally, just nine months ago:

• Very few teachers knew that Shift Happens and none were yet able to Pay Attention. : )
  

Indeed, to say that it's been a wild ride would be an understatement. I just hope that we can all write our NECC proposals in such a way to allow for even more change in the coming months.

Image Source - 1

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