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I am continually questioned about why I blog. Often this leads to discussion about who has the right to speak? How do I know if what I am saying is of value? Asking such questions can get us caught in thinking that sharing has some specific consequence or outcome. Thinking like this misses the growth and opportunity that such reflection provides.

First and foremost, this blog is about me. This is a point that Royan Lee touches on. Dean Shareski though sums the personal up best in his celebration of ten years of blogging. As he states:

What I will tell you is that I need to blog more. Not for you, but for me. I need to get back to sharing more frequently, my thinking. Not for you, but for me. Unfinished thoughts, marginal insights and conversations that have sparked my interest need to be shared and explored here. Not for you, but for me. This is the space for me to mull over ideas and thoughts (see what I did there) which is what I intended this to be 10 years ago.

The other side of all this is what happens when ideas are shared. Clive Thompson suggests that, “once thinking is public, connections take over.” What is important about these connections is that as much as we try and manage them, they often have a journey that is somewhat beyond me. Whether it be the different experiences and interpretations. What is important isn’t always what we gain, rather it is the potential to start new lines of thought and inquiry. Such seeds have the potential to blossom into untold possibilities.

An example of such serendipity is the story associated with Adrian Camm’s ‘Permission to Innovate‘ card:

I was given this card at Digicon15, but this is the really the end of the story. My part in it all came about when I reached out to my PLN for thoughts on the topic of feedback. I was in a team at school in charge of investigating different practises in order to identify areas for improvement. One of the great resources I was referred to was a presentation by Cameron Paterson investigating formative assessment and documentation. One of the slides was a coupon to be free of criticism:

Formative Assessment from Cameron Paterson

I shared this out on Twitter, where it was then picked up by Camm who took the idea and created a loyalty style card, which he gave out to his staff and me.

To come back to the title, what are the five ways to change the world yesterday? I could list five, but you don’t really need that many. Instead, I am going to give you just one, because at the end of the day that is all you need. Be the change you want in the world. Like Cory Doctorow’s dandelion, share freely, with the knowledge that you never know who may benefit and what change it may bring. For as Steve Wheeler suggests,

Giving away ideas and knowledge is a bit like love, as told in the story of Jesus and the feeding of the 5000. You can share it around as much as you like, but you still get to keep it, and there is always plenty left over.

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In Learning With E’s, Steve Wheeler paints a picture of theory and practise in the digital age.  Covering everything from measurement, personalisation, curriculum and architecture, it is a book of questions to be considered, rather than a list of off the shelf solutions to be applied.

With the ability to clearly summarise some of the most complicated concepts, I wondered while reading where this book was when I was training. Yet that misses something important. Although Wheeler draws on a long history when it comes to engaging with learning technologies, this is a book clearly situated in the present. Whether it be the discussion of heutagogy, potential of mobile learning or changes in literacies, it provides a platform from which to explore further.

In the end, what is most significant about Wheeler’s book is that first and foremost it is a book about learning, told through the lens of technology and change. It is a great introduction for any teacher trying to make sense of modern learning.

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This post is my contribution to Steve Wheeler’s twisted pair challenge. Although not as esoteric as Wheeler’s pairings, it at least demonstrates the links between diverse ideas.

I’ll never forget reading about the spat that followed Collingwood’s loss in the 2003 AFL Grand Final. Having lost Anthony Rocca, a key position player, the week before, Mick Malthouse decided to trial Jason Cloke in the position of centre-half forward. A young player who had spent most of his 40 games in the back line, he was thrown into the fire and failed. With only a few possessions, the coach openly spoke about his disappointment as was David Cloke, a proud father, who spoke out about the comments. What stands out to me is the expectation that placing people in unfamiliar surroundings may magically pay off. (Add Glenn Maxwell batting up the order in India to that list, another classic example.) Maybe the player had spent time as a youth in that position, maybe they had shown some promise in a different context in different surrounds or was the right fit on paper. Whatever the reason, such sporting stabs in the dark, hopeful wishes you may like, often fail to proper more often than not.

A few years ago, I was faced with the arduous task of landscaping my backyard. Starting with something of a blank canvas, I drew up an outline of the space with circles and lines to mark the dimensions where the different plants would go. Sometimes it feels both arrogant and naïve planning out a space. After going to the local nursery, I decided to plant lilly pillies down the side of the property. The aim was to create something of a hedge. On the tag, it stated that in the right conditions a lilly pilly can grow up to 100 metres tall. After bringing in new soil, watering regularly and providing large amounts of fertilizer, two of the ten trees failed to take. In addition to this, even though they were all planted at the same time, those at the back grew twice as large as the those down the side. Another observation was that the irises planted near the dead lilly pillies also had struggled to take. This raised so many questions, such as the make-up of the soil, the sunlight in these spots, the potential of basalt beneath the surface and the mix of nutrients. The reality though is that I could have planted another tree in their place, desiring order and symmetry. However, more often than not nature does not work that way. So I left it. Admitting that just maybe the lilly pilly may not be the right plant for the spot.

So often we talk about knowing thy impact. That is, to evaluate the effect of our teaching on students’ learning and achievement. Although it is important to identify what is working and how we might be going. Another story that often goes untold is what impacts upon a teacher?

The easy solution in education that everyone jumps to is the desire to get rid of your worst teacher. However, I have heard many experiences where the supposed ‘worst’ teacher is the teacher who is also the ‘least’ supported. Don’t get me wrong, they are often provided emergency support. At the heart of the matter, they are left to plan alone, expected to create everything from scratch and provide little structured support.

Measuring thy context includes things such as: support provided, level of trust in the organisation, sense of confidence, opportunity to work in a team, size of the classes, the state of the learning spaces, when your classes are timetabled on and the list goes on. This is not a list of excuses, but rather a recognition of complexity associated with impact and its connection to context.

So what about you? What is your context and how does it impact you?

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After sharing a few thoughts about Global2 and student blogging, I was asked about my experiences within the classroom. Here then are some of my reflections so far:


Collection of Learning: Blogging provides a means for students to publish to more than just the teacher, it allows them to share with a wider audience. This can include everything from text, images, videos and audio records. See Sue Waters description of what you can embed for more information. The audience for the blog depends upon what settings chosen during setup. Although I have mine set to the students within the blog, I am always reminded of Steve Wheeler’s argument that, “having a private blog is like going to a party with a paper bag over your head.”

Student Engagement: Not only does openly sharing work provide for a wider audience, it allows for a different sense of engagement. Whereas discussions are usually restricted, publishing to a blog provides a means of “broadening the perspective of the conversation with authentic audiences from around the world.” This is one of the points Alan November makes in his discussion of transformational learning.

Appreciation of Digital Media: Often when students compose writing they have little appreciation for context. Publishing texts digitally provides for an appreciation of the constructive and creative aspects of digital media. For example, what colours, images and theme is appropriate for the content of the blog?


Administration: One of the challenges with every digital medium is that they always require some sort of support. This can include resetting passwords, maintaining email accounts and setting up blogs. With limited class time, such administration can be a frustrating hurdle.

Expectations: The ability to check student’s posts before they are made live is both a strength and a weakness. It is fantastic, because it provides a level of security and safety for students, teachers and parents. However, in today’s day and age of social media and instant messaging, when you have not reviewed students work to check if it is appropriate to be published, they get annoyed quickly.

Silver Bullets: There is a danger of introducing technology as some sort of panacea and then being faced with the situation where you are left wondering why it did not work. Although technology enables new possibilities, it only ever “amplifies whatever pedagogical capacity is already there.”


Be Patient: One of the dangers when introducing any tool or strategy is that we expect dividends from the start. This is often not the case. One of the reasons for this is that they required certain habits to become ingrained, before their full potential can be met. In regards to technology, Gary Stager talks about it becoming boring so that we can use it to focus on the real issue, learning.

Start with Why: Before you introduce blogging into the classroom, you need to think about why you might be blogging. If you want students to interact with each other to provide feedback, then everyone writing a review on the same book or account on the same concept is not really going to work. Blogging is an ideal platform for the creativity and self expression. See for example Anthony Speranza’s use of a class blog to showcase student projects.

Tinker: Although you can read the posts I have shared or even Celia Coffa’s excellent unpacking, I think that the best way to learn about blogging is by tinkering. Start a personal blog. Explore, wonder, experiment.

So what about you, what are your experiences? What questions still remain? As always, questions welcome.

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The other day while getting material for my Easter bonnet I bumped into an ex-student. I taught her six years ago. We chatted as she served me. She asked how my daughter was going and whether I was still at same school. She then told me that she had started university this year, studying science at one of Melbourne’s top establishments. She then said something that startled me, “who would have thought?” We kept on chatting, before she moved onto her next customer, but it was this comment that really stuck. Obviously, she didn’t think that I thought highly of her and that her success was almost in spite of her teachers. It made me consider two things: firstly, how much do we restrict students with our perceptions of them? While secondly, what growth and potential is within my own classes that is left unfulfilled?

In a recent post, Steve Wheeler touched upon the phenomena of labelling. That act of hardening our attitudes and feeling that we know students, subsequently predicting what they will do next. As he wonders:

How often do we label our students? He’s very bright, she’s brilliant…. he’s not such a hard worker, and that one over there is a real trouble maker…. Often we spend just a short amount of time with our students before we build an impression of their characters.

He discusses two self-fulfilling consequences of labelling:

  • The Pygmalian effect where students are ascribed with great expectations often perform better.
  • The Golem effect where students seen as lazy and time-wasters will under perform.

The most dangerous thing that we do though is handover from one teacher to another. This is often where such habits are fostered and perpetuated. Another situation where habits are fostered is when we teach students from one year to the next.

Even if the subject may change and the student grow with their learning, it is so easy to fall into the trap of preconceived ideas. I was recently faced this problem with my Robotics class. I had taught some students for three years, taking them for intervention amongst other things. As I have reflected elsewhere, I had decided to simply let students make. One of the biggest challenges with this was letting go. This was not only my sense of control and ownership of the classroom, but also my preconceived ideas about students in general.

These ideas were challenged early on when one student decided to start wondering around the room. Instead of automatically requesting that the student in question return to his seat, I stopped and watched. What happened next was amazing. He went from one group to the next checking out what people were doing. Talking with them, helping them out, while getting ideas off others. He finally returned back to his team re-enthused and attacked the problem of making a fast car. Six years ago when I started teaching Robotics, this would never have happened. I would have sprouted something about safe learning environment and students’ right to learn. Feeling that as duty. Yet, ironically, in letting the student in question walk around he learnt so much more. I don’t think that this would have worked six years ago because that was not the culture I created in the classroom. My next challenge is to help students celebrate such moments themselves. To recognise the untapped potential that they come to class with each and every day.

I am not going to say that I never box students. In my view we all have fixed moments now and then. However, when I do, I would like to think that there are always those around who are pulling me up on it. For at the end of the day, learning takes a village and working together we are always better.

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Via @hhoede on Twitter 


I remember late last year discussing ICT with a guy I know who loves technology and he suggested to me that you need a complete vision for technology in school. Don’t say, ‘I wan’t iPad’s in Early Years or laptops in Secondary’, you need to have in mind a complete vision as to what a 21st century classroom looks like, for students, for teachers, for parents, for administration, for everyone.
I understood what he was saying, that when it comes to 21st century learning, it is important to have a narrative, a story to tell, a painting to show in order to provide the reason and purpose behind the call for change. The problem is that a part of me felt that every time I started imagining such a reality it simply collapsed in heap. All I could see were the road blocks, the hurdles to be jumped. For as I spoke about in my post on excuses, we so often worry about what is not possible and start there. Instead, I have decided that I am going to lay down my dreams, create a vision of my future and start there. So here is my dream for technology in education, actually for education in general …

An Appropriately Funded Education System

Graham Brown-Martin recently posted a graphic comparing military and educational spending around the world. Although there are some countries which spend more on education, such as Norway, Mexico and Canada, more often than not there is often an unequal divide. However, even this only tells part of the story. For what inadequate funding is provided is then often inequitably shared out. There simply needs to be more public money spent on education for it is an investment that all of society benefits from. The Gonski-cum-Better Schools plan was a step towards a more equal divide in Australia, but even that was undermined as it was in stark contrast to the recommendations that the panel headed by David Gonski put forward. The reality is, it does not matter how much technology you have in the classroom, if you don’t have the appropriate structures in place to support it, then it is often meaningless. Funding is a big part of education.

No More Technological Hurdles or Hindrances

I want a learning environment where connection to projectors, to the Internet or school networks is seamless. No more disconnect, connect or finding a cable for the screen. Although many schools have moved to devices such as Apple TV, I feel that the better answer needs to be more open. In addition to this, I want devices which don’t take forever to load up or need to be managed in regards to battery time. Technology should not hold us up, instead it should allow for the more effective use of learning time.

1:1 Powerful Devices

Fine many schools are moving towards BYOD, however I think that as a part of a properly funded education system, all students should be provided with a powerful device to aid their learning (powerful is in reference to a point made in a discussion as a part of Episode 185 of the +Ed Tech Crew Podcast.) I just don’t think that it is either equitable or necessarily fair to have a situation where there are some students in the classroom that due to a range of circumstances are unable to bring a device or have one provided by the school. I am fine if students bring in a second device, such as a tablet. However, making sure that all students have access at the point of instruction is a necessity.

Teachers Given Access to Multiple Devices

I love my laptop, but feel that in a classroom it has its limits. I love my iPad, but feel that when it comes to more series work that it has its limits. I believe that every teacher should have access and be supported with two working devices. +Rich Lambert wrote a fantastic post exploring the issue of whether teachers should have to pay for the technology they use. He suggested that devices should be subsidised and a wider choice provided. Having been provided with a iPad due to my role in the school, I find it frustrating that this access is often limited to those who choose to bring their own. I would go a step further than what Richard is suggesting and argue that all teachers such be provided with two devices to support their teaching, a point I have also made elsewhere.

Access and Infrastructure

Associated with the need for funding for teachers devices is the need for acceptable access and infrastructure. There are too many tales of public schools going out and purchasing their own lines, because the Internet and access supplied by the government is either unreliable and inadequate. In addition to the pipe coming in, there needs to be appropriate support and investment in regards to the infrastructure within the school. The worst scenario in regards to technology is having a classroom full of devices which are limited to themselves or a digital camera with no computer cable or battery charger. No point owning a fast car if there are no roads to drive it on.

Curating not Consuming

Too often the focus of ideas and information seems to be around consumption. Take for example English, there is still the focus in too many classrooms on how many books have been read, rather than what is actually done with that reading. +Heather Bailie makes the suggestion, in her post ‘Curation as a Tool for Teaching and Learning’, that we should no longer read, write and react, but rather create, curate and contemplate. In this situation, students (and teachers) would not just collect information, but “comprehend, critique, think critically and use digital media strategically.” To me, the biggest change in the 21st century is that whereas in the past information was often considered in isolation, as we move towards a focus on curation, everything becomes interconnected and ideas move between subjects, across years, between classrooms and across borders.

Teachers a Part of a Community

A big part of curating is sharing information. A sad irony in today’s world of growing connectedness is that you still hear stories of teachers keeping their thoughts and ideas to themselves, instead of actually giving back to the wider community. Now when I say ‘sharing’, I’m not talking about sharing to make teaching easier, rather I believe that sharing makes learning richer. +Dean Shareski even goes to the point of saying that without sharing, there is no learning.” For me, being a connected educator has not only had a positive influence on me as a learner, but also my work teacher. A part of this is change has been openly reflecting on my practise online. The big challenge is to make this deep and meaningful for everyone, not simply dry and tokenistic, something ticked off on a sheet, but something intrinsic to who we are, something that we want to do, rather something that we are forced to do. In this environment, teachers are then instilled with more ownership over their learning. Rather than buying goods from a small corner store, where what is available is often curtailed by what the owner has bought, teachers can have the choice and variety available at a shopping centre, where they can mix and match, coming up with their own cocktail.

Students Publishing for an Authentic Audience

I am always left wondering when teachers run around after student work, ringing home to complain, chastising students for falling behind, who is this all for? Here I am reminded of Alan November’s story about the student who spent hours writing stories for Fan Fiction, yet failed to get her homework done. The explanation that the student provided was that she makes the choice to publish for the world over publishing for her teacher. Instead of completing tasks for themselves or worse, for teachers, students need the opportunities to publish for authentic audiences. For example, after consulting with a teacher from another state +Cameron Paterson got his Year 9 History class to create picture books around the topic of World War 1 for a kindergarten. If not publishing for a purpose, at least publishing for a wider audience as +Bec Spink has done with the eBooks created by her Prep classes or through a classroom blog as +Celia Coffa has discussed. For what is the point of having a fast car if there is nowhere to actually drive it?

Collaboration not Competition

A part of the problem that I find with a lot of assessment is that too often it is done in isolation, where everyone maybe responding to the same question, they do so individually. There is so much discussion in education about feedback, in particular peer-to-peer feedback, I have concern though that when this is done in an environment where the focus is being the best and therefore being better than everyone else, we miss out on an important aspect of learning, that is collaboration, connections and global communication. Technology provides so many means for this to occur, whether it be working on a project using a Google Doc or connecting all over the world using Twitter. +Anne Mirtschin provides endless examples in her blog as to how technology can be used to open up learning to the world. Whether it be learning how to use Scratch or having a guest author Skype in, Mirtschin always has a story as to how technology opens doors in her classroom to deeper learning. Just as it is said that if a question can be Googled then it isn’t a very good question, I would like to pose that if a task is corrupted by being done in collaboration with others then maybe it isn’t a very good task?

Students Learning at the Centre


Although students are often the focus of learning, I wonder if they are necessarily at the centre of it? There are too many choices about the what and why of learning that are made for students. +Ewan McIntosh makes the point that the challenge of finding a problem, one of the most important aspects of learning, is often the first decision taken away from students. Ideally, learning should be at the centre. In his excellent series on learning theories, +Steve Wheeler spoke about heutagogy, the study of self-determined learning. Ultimately, as we aspire to develop lifelong learning, actually learning how to learn in different contexts for different purposes is most important. For as Wheeler suggests elsewhere, “pedagogy is leading people to a place where they can learn for themselves.” Sometimes though it feels like students are learning for us?



Learning Supported by Space

I must admit, the structure of space is something that I haven’t necessarily thought a lot about and probably should. I think that one of the reasons for this is that so often it feels like such decisions are made for us, not by us and certainly not by students. I remember reading a post by +Matt Esterman on what your schools would say if they could talk. Along with +Stephen Collis‘ response, I was quite challenged. At the very least I think that we need to create flexible learning spaces. This maybe team teaching and open learning spaces, but it also maybe having different uses of the spaces we already have, as was outlined by +Michelle Hostrup on Episode #20 of +TER Podcast. The reality is that although we can make some changes to what we have now, many schools need to be refurbished to account for this change. At the very least, as +George Couros pointed out, technology should not be an event, done in a lab, rather it should be a part of all learning, whatever space that maybe.

Integrated Assessment & Reporting

At present, teachers often give feedback along the way and some sort of detailed assessment at the end. Using technology this can not only become more streamlined, but also more effective. What’s more, it means that the conversation is not always one way. For if a student wants clarification then they can follow up whenever they like. This will hopefully blend with a more fluent reporting system which continually grows and develops to show a students progress over time, rather than the current culture where students get a report at the end of each semester, which other than the previous progression points, exists as an isolated historical snapshot. As +Catherine Gatt so succinctly put it, “assessment is just charting the next part of a student’s journey, invariably owned by them and not by me.” Technology only aides and increases this dialogue that is too often missing in education.


I feel in many respects that this vision could be more cavalier, could be more bold. However, I am sure that the more I grow and evolve, so to will my dreams and ideals about education. This then is my starting point. It may not be a vision for tomorrow, but it is a vision for a better future. The challenge is to stop making excuses. Although ideals aren’t always ideal, working towards them is the least I can do.
If you have any thoughts, ideas or suggestions, I would love to hear them. Even better, what are your dreams for technology in education or education in general? For if there is one thing that I have learnt, we are all better off together.

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Google+ photo by DeAnn DeVille

In a previous post ‘Connections Start with People‘ I explored my first step on the journey to becoming a more connected educator, which involved physically connecting with other teachers outside of my usual circles – stepping away from the familiar and embracing the uncanny. The second marker to becoming more a more connected was making these connections online, in particular, through Twitter.

I’m not sure what actually led me to joining Twitter. Maybe my work at ATC21C? A desire to learn something new? A different audience? Frustrations with other social media platforms, such as Facebook? All those years of attending the ICTEV conferences and feeling that I was missing out on the real conversation. Whatever it was, sometime in September of 2011 I signed up.
Initially my focus with Twitter was in understanding it as a medium of communication compared with a blog or a wiki. At the time I had started teaching Multimedia and this included exploring different facets of digital literacies. I was therefore intrigued about such mediums as tweets and blogs and what they meant for traditional notions of literacy. Ironically, I had little interest in the beginning with actually ‘connecting’ with anyone. In hindsight this almost seems farcical, but like so many others, I lurked.
In addition to this, I have always been interested in finding new means for responding. This led me to the idea of restricting responses to 140 characters. I had always used different activities as a part of my teaching that involved students making decisions on key words or ideas and then justifying these choices. I therefore thought tweets could be an extension of this, an interesting and creative way of responding to texts. Something epitomized by the book Twitterature.
One of the differences that I found early on between platforms like Facebook and Google+, where you can build walls around content, was that Twitter as a platform is designed to be open. Although you can lock down your profile and tweets on Twitter, it seems to defeat the purpose. +Steve Wheeler sums this up best in a video about blogs, suggesting that, “having a private blog is like going to a party with a paper bag over your head.” Really, Twitter is an application that revolves around sharing, without other people’s content there is nothing.
I initially started out on Twitter not so much hiding behind a wall, but hiding behind an identity. Although I had been using ‘mrkrndvs’ elsewhere for years (my name without vowels in case you were wondering), my initial moniker was an acronym based around my initials – ‘MAD’. Associated with this, my profile picture was a QR Code which simply went to my Twitter handle, while my profile was a quote from Michel Foucault stating: “Do not ask who I am and do not ask me to remain the same: leave it to our bureaucrats and our police to see that our papers are in order. At least spare us their morality when we write.” For me, I wanted to be known for my ideas, not who I was or wasn’t.
It is interesting to read about how different people start out. Often people cite the desire to connect with supposed celebrities. However, for me it was about following interesting educational thinkers in regards to media and technology, such as the handles associated with such individuals and organisations as Danah Boyd and Wired magazine. A little bit like the Pringles jingle though that ‘once you pop you just can’t stop’. I found that once you follow one, you start finding others to add. In regards to my presence, I simply posted the odd quote, made the random observation, posed some questions, but didn’t really do much.
What is strange in looking back is that even though I had no real intention to get involved, to answer questions, get involved in chats, I still somehow thought that people would participate, that they might retweet something I wrote, respond to a quote I posted or answer a question. During those formative months I simply stumbled around, finding my voice and unintentionally developing my online identity.
A significant shift occurred when I actually got a response to a question that I posed in regards to Google Apps for Education. As I have described elsewhere, I had introduced Google Drive into my school. However, I was interested in the difference between Google Drive and Google Apps with an eye to introducing GAFE into the school. +Tony Richards responded by not only explaining the differences, but also providing me a range of resources.
What is even more significant than my ongoing connection with Tony since then is that I have shared the advice and details that he shared with me with several other people. Often they were in the same situation as me, unknown and putting the call out, waiting and hoping for someone to respond. 
To me, this is what being connected is all about. Joining with others, sharing ideas and gaining a wider perspective on the world (although never a complete perspective). Basically, just being a part of a wider village. However, sometimes it takes one person to help you understand that to really be a part of a village you need to give back.
So how are you sharing? What are you doing to give back to your community and who are the significant individuals that have helped you out along the way? I would love to know.

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So, it is Week 6 of ‘Rhizomatic Learning’, the last planned week of the course, and the focus is how do we teach ourselves into uselessness? How do we empower people so they have the PERMISSION to learn without us?
What an interesting topic to end Rhizomatic Learning with, the notion of doing your job so that you are no longer required any more. Maybe the word job is the wrong word, but simply so that you are no longer a required commodity. The question then is what remains? I would argue that when all else has gone, we are left with learning. The problem with this is that so much of ‘learning’ is social, it comes from our connections with other, those clashes of ideas that once settled, develop into new beginnings. The first step then in making ourselves useless is to define who ‘we’ are. Teachers? Learners? Facilitators? Critical friends? Fire starters?
What is often missed in discussions about teaching is the inadvertent, incidental, non-traditional environments that don’t necessarily stem from college and higher-education. Take for example a swimming teacher who may have completed a set of modules. However, their ‘qualification’ to teach is often based on their own prior learning and experiences. 
I sat watching my two year old daughter’s swimming lesson the other day and wondered what made her teacher a ‘good’ teacher. I had already decided that she was good, especially that my daughter had come along in leaps and bounds since moving up to the next level (although still easily distracted, can’t change everything). Added to this, in the previous group, I had gotten in the pool with my daughter, but now she was going solo and it gave me a whole different view on things. A view from the outside.
Some of the attributes that I would say that made her a good teacher is that she is stern but fair, while her instructions are always pertinent and to the point. However, what stands out the most is that she compliments the kids whenever she gets the chance. Although she obviously works from a program, she never ceases to interrupt the lesson when needs be so as to support her students if they are struggling with a particular skill or adapting a lesson to extend them. The reality is that her focus on providing continual feedback and encouragement is the attribute that truly makes her stand out.

Coming back to Rhizomatic Learning, I am therefore left mulling over how +dave cormier has successfully ‘managed the MOOC’. I must be honest that the word ‘manage’ may be slightly misleading, inferring incorrectly a sense of power and control, I think that instead what the course has done is instigate learning throughout. In some respect this has now been coordinated by everyone, although Dave has ‘set’ the tasks and facilitated the communications and conversations. However, as was demonstrated by +Mariana Funes‘ post, much was left to the community to continue the learning.
Whoever it may be, whatever the situation is, I believe that the reality is that someone always needs to be stoking the fire, throwing more wood on it, as well as setting some boundaries to make sure that it doesn’t burn out of control. Now I don’t necessarily mean ‘boundaries’ to dictate what you can and cannot say, rather it is about highlighting fractures or providing critical responses. The reality is, we all need constructive criticism and feedback at some stage.
I am reminded of a comment +Steve Wheeler made about blogging that restricting it is like going to a party with a paper bag on your head. To add to that, I think that a blog that doesn’t open itself to readers is like going to a party with only one person. Although a blog is usually written by one person, it is the community which legitimises it. Whether it be adding a different perspective or providing push back. For example, I always love when +Richard Olsen writes back to my posts, questioning all those aspects and ideas that I take for granted.
To me, there will always be a need for an instigator, someone to stock the fire occasionally, keep it burning, but whether this needs to be a teacher or leader I am not so sure. I am really intrigued by the idea of guest hosted accounts such as @edutweetoz and @vicpln which are voices rotated throughout the online community. In the end, what needs to change is putting learning at the heart of education. In this environment everyone has their part to play. If we all see ourselves as learners then surely that is most of the job done.

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