Skip to main content

Becoming a Connected Educator - #TL21C Reboot


This post and associated slides are for my TL21C Reboot Session addressing the topic of: Becoming a Connected Educator (22/7/2014)


Becoming a Connected Educator (TL21C) - Created with Haiku Deck, presentation software that inspires

Becoming a connected educator is so unique. There is no rule or recipe to follow and no two stories are the same. The reality is that it is many things to many people. The biggest challenge is continually defining what it actually means to be connected and why it is important. I don't wish to offer some cure, rather I hope to keep the conversation going.

Instead of providing a recipe, my approach has always been to share some of the choices that I have made and my thoughts behind them. Although signing up to various platforms is important, it is the journey associated with this that matters most to me. As +Tony Sinanis says, in reflecting on his own connected experiences, "the Twitter experience is a journey ... it is not an experience that can simply be replicated for those who have yet to be connected."

It is important to understand that being a connected educator does not automatically make you a better learner. Just because you have a Twitter handle doesn't make you special in itself. Although it may give you access to a global audience, this does not magically make you connected. As +David Weinberger points out in his book Too Big To Know, “Even if the smartest person in the room is the room itself, the room does not magically make all who enter it smarter.” The question that we need to consider is not whether we are connected or not, but rather how we connect.

Too often people believe that being connected somehow leads to something more, a conduit to some higher form of being. They enter with the question, 'What's in it for me?' I am not sure exactly what I thought being a connected educator would be, however the one thing that I have come to realise is that networks are not constant, they are more akin to a verb, rather than a noun.

Too often people describe PLN's as something we build. However this misses the organic nature. I believe that they are better understood as a plant which we help grow and nurture. Our networks will only ever flourish as much as we let them.

Associated with the focus on networks is a focus on learning. To get the most out of being connected I allocate learning time. In a recent post, +Peter Skillen made the suggestion that the goal of a project should be to formulate questions, rather than starting with one. I think that this definitely applies to being connected. Sometimes you just need to tinker and play, wonder and explore, in order to know what it is you are looking for.

I feel that connecting and conversing is better thought of as sitting at a bar drinking pedagogical cocktails where we can mix different ingredients to come up with our own flavours. This does not mean that everyone should do Problem Based Learning or didactic learning should be banished, instead it is about choosing the right method for the moment, rather than keep on drinking the same old cocktail again and again.

One of the most empowering aspects about learning online is that there is always some form of learning just waiting for us. As +Alec Couros suggested, "some of the best learning happens each day on Youtube whether it is meant to happen or not" I once described this as 'hidden professional development', playing on the idea of the hidden curriculum, but I really like +John Pearce's notion of pop-up PD, that learning that can happen anywhere, any time, where there are people willing to learn.

One of the keys to learning online is actually giving back. If everyone just lurked from a distance, not only would this limit the depth of conversations that occur online, but it also limits how much you actually get out of such connections. There are many different ways of giving back, from simply sharing links to remixing ideas. The choice of how we do this is up to us.

Sharing should be thought of as a way of being. Many worry about whether there is worth in what they are sharing. However, only the community can decide such worth. As Clive Thompson states in reference to blogging, "Having an audience can clarify thinking. It’s easy to win an argument inside your head. But when you face a real audience, you have to be truly convincing." Surely then sharing can only be a good thing?

One of the most important elements to building relationships is having a clear and definable identity. After spending some time hiding behind various quirky images and username, inspired by +Anne Mirtschin, I took the steps to create a consistent digital badge that I 'wear' online. Associated with this, I developed an About.Me to connect together  all the different spaces where I exist. I feel that making these changes has aided with my connections.

In the end, there are many choices to be made when it comes to being a connected educator. For example:
  • Who do I follow?
  • What details do I provide about myself?
  • Which platforms should I work on?
  • Should I blog, vlog, create a podcast?
  • How many times should I re-tweet/republish links to my own work?
As +Chris Wejr points out, although it is easy to suggest that everyone should sign up and start sharing every last detail, not everyone is able to tweet and post who they are.

I think that +Steve Brophy sums up the situation best when he makes the challenge, "Be the connection that gives other learners a voice."

What has been your biggest hurdle in becoming a more connected educator? Can you provide an example as to how you are giving other learners a voice?
Labels:

Comments

Post a Comment

Popular posts from this blog

Influences and Inspiration - A Reflection on a Year of Blogging

creative commons licensed (BY-NC) flickr photo by mrkrndvs: http://flickr.com/photos/aaron_davis/14606572678 I have spoken elsewhere about how I have become a connected educator. However, I have not necessarily spoken about those who have had an ongoing influence on me. +Cameron Paterson talks about finding someone who scares you to drive you, but I feel that it is more important to find some who inspires you and drives you forward. Sometimes such moments can be intimidating or awe inspiring. They provide us with a choice, we can either say that is too hard and baulk at the challenge or say that although it is a lot of work, with a bit more effort and endeavour I could achieve that too. Although 'influence and inspiration' exists outside of gender, I am inspired by a tweet from +Julie Bytheway to be more equitable. So I have decided to split my list between two five men and five women. So in no particular order, here are ten people who have made an impact on my j...
Post a Comment
Read more

Teachers are Learners Too - A Reflection on Professional Development, Being a Mentor and Teacher Inquiry

creative commons licensed (BY) flickr photo by William M Ferriter: http://flickr.com/photos/plugusin/14823535028 It is so easy as educators to fall into the trap of: do as I say, not as I do. Education constantly gives lip service to lifelong learning, but how many actually practise it in a meaningful way? A part of the problem is that so often we neither know what it actually means to learn something as an adult or simply where to start. For some it is confronting to take the teachers hat off and approach this from the perspective of a learner. What is sometimes even more confronting though at times is teaching teachers, mentoring them through the learning process. This year I have been lucky enough to be a part of the DEECD's 'Teaching and Learning in the 21st Century' program. The premise behind it is to introduce educators to 21st century pedagogy and technologies through the use of the inquiry process. What could be understood as the ways of working, as w...
Post a Comment
Read more

What Digital Revolution?

creative commons licensed (BY-SA) flickr photo by brizzle born and bred: http://flickr.com/photos/brizzlebornandbred/4934882110 In a recent ICT committee meeting, one of the participants made the remark that the digital revolution has failed to deliver all that it supposedly promised. Having been a part of the YVeLC pilot program almost ten years ago which focused on the potential of 2:1 laptops, it has been interesting seeing the changes that have occurred since that time. In a conversation with +Catherine Gatt , this is the list of reasons that we came up with as to why the digital revolution has failed to be the saviour that so many said it would be. Failure to Invest The government, both state and federal, has invested a lot over the last ten years. Whether it be providing Internet for students, WiFi access in schools, support in regards to servers and switches, as well as devices for students. In addition to this, the state government Victoria made a big investment wi...
Post a Comment
Read more