Tag Archives: connected

Warning: Under Construction … for the next several years

What is #ETMOOC

Time has flown by once again and #etmooc is coming to an end. When I first started to read the posts and tweets about the course ending, I thought, “Wait, already!? No, not yet!” I couldn’t believe we had reached the last week, which meant it was time for closing thoughts and reflections.

As I began to think back on all of my experiences in #etmooc, an image came to mind of two open palms, held together to provide a foundation and support for this new community. That’s how I imagine #etmooc as the “official” course ends. We are all sitting or standing, talking or creating inside this safe space we have built together for one another. A supportive, affirmative space that’s also open and accepting of so much. It’s a community that’s accepts that people are extraordinarily busy and as much as they might like to learn, they also have busy lives to lead. So there’s no need for apologies when you have to step away for awhile.

It’s also a community that has been built around a few core ideas or topics and deepened by questions and provocations. We have not been afraid to push one another to think differently or more deeply about current issues around forming a digital identity, supporting open source projects and platforms, and numerous other challenging topics. And once these provocations have been raised, there have been numerous questions, wonderings, and curiosities posed to the group to discuss and examine together.

Questions

We have encouraged one another to grow by pursuing new goals and trying new tools. I know I have jumped into GIFs and explored a number of new sites and projects thanks to this course. We have opened each others’ eyes to new resources and provided support to test them out without worrying that we are making mistakes, being silly or sharing things that don’t matter.

And maybe most important, we brought all of these things together by actively and consciously working to build new connections. We strived, as a community, to connect in new places like Google+ or Twitter and we visited each other’s neighborhoods and left comments on other participants’ blogs so that they would know we were listening and waiting for their next contribution. Even though most of us have never met in person and might never be in the same place at the same time, we have established ties that can continue to connect us after this “course” ends. Because the reality is that #etmooc is much more than a course or even a space for dialogue, it is an entire community built upon this foundation we have forged together.

Through our creations, discussions, questions, relationships, tools, technologies, and open sharing we have joined all of our palms together to serve as the foundation for our future constructions. It’s a construction site that is waiting for us to build upon it, to build future collaborations, to engage in shared writings and explorations, and to start new projects to support future good.

Although people are saying their “goodbyes” and we are collecting artifacts in this shared space, these are simply the next layer in our community. I don’t see them as the end but rather the beginning of the next level in this shared space, on this foundation we have built and I don’t think there’s anything stopping us from continuing to build more, if we’re willing.

Of course without the live sessions and blog prompts, it will be more challenging to stay as engaged and other events or projects might occupy more of our time but I think that simply means the ways in which we continue constructing our community might shift. We might build more piecemeal or more slowly or maybe in smaller groups but we’ll still be united by our foundation. I am so happy I had the chance to contribute to the foundation and I can’t wait to put on my digital hard hat and continue building this amazing community with everyone.

Under Construction

Image: “A Hard Hat” by Dwight Burdette is licensed under the Creative Commons Attribution 3.0 Unported 
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How to Draw a PLN – An Exercise in Reflection

After the #etmooc Blackboard Collaborate session Tuesday night with Alec Couros on Connected Learning, I started to think more about my PLN and the prompts that were suggested. How would I define my PLN – in words, in imagery? Being a visual person, I wanted to represent it with a graphic, so I started to think about the best way(s) to do that.

At first, I thought a general mind map might be a good choice. I mentally jotted down “PLN” as the central bubble, expanding outward to three core bubbles of “early childhood education,” “educational technology,” and “global education.” I began to reflect on who and what else belonged in my image but struggled to come up with an accurate depiction. I realized I was struggling with competing wants – trying to arrange my PLN around topics (e.g., ed tech) versus around three W’s: who (e.g., colleagues), what (e.g., Twitter), and where (e.g., at school).

mindmeister PLN

I took a break from trying to name and categorize to search for the best tool to create my visualization. I debated Google Drawings, Mindmeister (which I’ve used successfully before to collaboratively map PLNs among participants in a course I taught – see the image above), and finally settled on trying a new tool, Idea Sketch. I chose this app because I was interested in working by touch (I thought) so I wanted something available on my iPad, I wanted to be able to start with a text list since I had already written out some of my map, and I wanted the ability to color-code.

pln_idea

After exploring Idea Sketch for a little bit, I realized it was still going to be a lot more time consuming to create my map there than on paper. A perfect example of when technology can become more of a hinderance to efficiency than a tool  supporting progress. So, I went “back to the drawing board” both literally and figuratively. I started fresh with a piece of paper and decided to re-think the idea of a central “PLN” bubble.

What was really at the center my PLN? I realized that at its core, it was connected learning, teaching, and sharing – with people. I reflected how, at times, I am also at the center of my PLN, drawing connections between three fields that I am passionate about and rarely see intertwined (early ed + ed tech + global ed) but many other times, I’m simply another node, as Joichi Ito suggests, floating in and out of other nodes and networks in my PLN.  I’m not just making connections, I’m looking for them, I’m learning from them and others and at times I can become backgrounded in my own PLN, there as an observer, to “lurk” or shadow conversations that allow me to break down the already thin walls of my PLN and see through into other people’s networks. Sometimes I have the privilege of helping to create ties between someone else’s network and my own, which is always exciting and inspiring, and sometimes I simply have a chance to be a participant in another person’s network and try to support that person as much as I can.

With that in mind, my image of my PLN took on a new form. I knew I couldn’t fit every person and community in my image but I wanted to have enough examples to give a general representation. I created one large circle to define “My PLN,” one with a fuzzy outline because it’s pretty nebulous, at times even transparent or non-existent, as I connect and intersect with others. Then I added three interconnected circles inside, one for each topic that I’m passionate about, allowing for overlaps because many of the W’s I’m engaged with are related to more than one topic. For example, my job as a Lower School Tech Coordinator, allows me to work with students and teachers in early childhood education while focusing on educational technology and using it for global collaboration projects. From there, I began filling in each bubble with organizations, chats, and other types of networks that represent people and communities (e.g., #Kinderchat, SIGELT, Global Classroom Project, and the Tech Team at my school). Outside of these three bubbles, I placed more of the generic “where” and “what” labels that are the environment and home for my PLN, such as “Twitter,” “conferences,” and “Skype.”

I’m confident that this depiction is a) a work-in-progress and b) still not a perfect representation of how I’d like to display my PLN, but it comes pretty close. I also appreciated how much reflection I was able to engage in simply by trying to create this drawing of my PLN. I thought much more about the difference between communities and networks of people and the layers they add compared to the tools and environments that help me to connect. I examined the boundaries and my own place within my PLN more closely and took time to step back and consider where various pieces live within my PLN map.

My_PLN_circles_final

I (re)discovered that there are many more intersections between global education and educational technology than early childhood and global education, due I believe, to the necessity of technology to connect people across time zones, languages, and countries. I hope that with this awareness in mind, I can re-focus my own energies on seeking out more networks and communities who are integrating ed tech and global ed into early childhood education to add to my PLN.

Ultimately, now that I have my PLN sketch, I want to think more about how it looks and how I see connected learning, teaching, and sharing as the center. Those are the ideals I have built my PLN around and I want to keep them in mind as I consider the idea that there is “strength in weak ties” and in new perspectives. People who are not immersed in my PLN (weaker ties) and who have different passions, can add so much to my own learning and I want to think more about how I can make sure to value that and make my network permeable enough to see, hear, and share their views too.