Showing posts with label Twitter. Show all posts
Showing posts with label Twitter. Show all posts

Monday, 26 November 2012

Parabolic learning

Reflection and Amplification
Now that I have some time, I can sit down and reflect on an extraordinary two hour session with my BA Education Studies students this morning. They are only a small group of a dozen students, but over the last few months, my elearning module group has created a very large amount of content, including blogs, wiki pages and videos. The group wiki is here if anyone wishes to view some of their content. We have previously explored a number of learning theories, new learning technologies, concepts around crowdsourcing, wisdom of crowds, folksonomies and user generated content, Web 2.0, mobile learning and a whole host of other themes during the course.

Today was different, because normally I prepare thoroughly for the sessions. Today, I took the risk of going  into the room with just a germ of an idea to see how it would develop. That germ of an idea evolved over the course of the two hour session into something beyond anything I could ever have planned. It proves to me that sometimes spontaneity can pay dividends. The incorporation of a number of social media tools into the mix proved to be an amazing platform from which the students and I could reflect on the process of learning, and amplify our ideas to each other and the world.

I started the session with the aim of encouraging the group to learn deeply and critically about a particular topic - MOOCs (Massively Open Online Courses). I asked them to prepare for a debate next week, and put up the slide: 'This house believes that MOOCs will signal the demise of campus based higher education'.  I then divided the students randomly into two teams, one arguing for the motion, and the other arguing against. I asked the members of the two teams to research their arguments, with supporting evidence, and blog their ideas in preparation for next week's debate.

As a doorknob strategy, I asked two students to act as content curators. Their task would be to create a new wiki page, and begin to populate it with resources related to MOOCs. This would act as baseline reference materials for the two sides to incorporate into their arguments, but it would also mean that the two students would need to investigate both sides of the argument and post content related to the discourse around MOOCs.

I then tweeted (and encouraged the students to do the same) a few messages to the online educator community to ask them their views on the question of whether MOOCs would eventually replace traditional forms of education. This kind of crowdsourcing activity is always a risk and quite unpredictable, because you never know who will respond (if anyone) or what they will say. I added the hashtag #moocplym for good measure so we could track the conversation across the community. Next, I projected Twitterfall and VisibleTweets live backchannel feeds of responses on the large screen at the front of the classroom. Another task then came the way of the curator team. Their next challenge was to create an archive of all the tweets, blogs, and other content related to the hashtag #moocplym and maintain a chronological record throughout the week using Storify or some similar curation tool.

Over the coming week, the two teams (with the curation team in attendance) will therefore explore the history, culture, technology and pedagogy of MOOCs, a topic they are not particularly familiar with. They will critically analyse the discourse surrounding MOOCs, create and share content on their learning, and reflect on it. Their ideas, and their associated content will be presented and amplified through the social media channels, and the ultimate act will be the debate, followed by a discussion of the entire process from start to finish. There will be a lot to talk about if it all goes according to schedule. Oh, and why did I title this post parabolic learning? Because a parabolic reflector collects energy, focuses and transforms it, and then reflects it back with greater intensity. That's exactly what I want my students to do.

First image source
Second image by Steve Wheeler

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Parabolic learning: reflection and amplification by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Wednesday, 29 August 2012

Thinking in networks

'Build your network and always think in networks. They create a sonor map of intelligence, expertise, information and insight. Your allies, your connections, can help you to navigate the larger number of challenges that can ultimately derail a startup company'. - Reid Hoffman (Founder of LinkedIn)

When he made this statement at Babson College in May 2012, Reid Hoffman was referring to startup companies, but he could very well have been giving advice to any undergraduate student, or indeed any teacher or academic. Let's be honest. We all need help. Education has always been a team sport, whatever side of the classroom you sit on. I know I increasingly rely upon my own colleagues, but that collegial reliance has extended beyond the walls of my institution. In fact it did so several years ago, even before the introduction of social media, through the use of e-mail and bulletin board services (remember them?). Social media has simply provided an increasingly powerful range of tools to extend personal learning networks (PLNs) to virtually any part of the world. I regularly hold conversations with colleagues in multiple time zones, because I can. I am connected, and I am thinking now as Reid Hoffman advised, in networks.

It would be a mistake to think of networks simply as connections (See my previous post entitled 'the importance of being networked'). They are much more complex than that. Networks involve connections, but they also hold the capability to boost the power of those connections exponentially, through multiple nodes of knowledge production and rapid amplification of ideas. In a mimicry of the myriad connections in the human brain, each node has the potential to link with many other nodes, and thus extend the power of the network exponentially. I can send out a Twitter link, which may be retweeted by a dozen of my Twitter followers. Each of those may have thousands of followers who don't follow me. They in turn retweet to their independent followers. Within a few minutes, or even seconds, my link is being shared by potentially hundreds of thousands of people worldwide. If they like my content, they may track back and follow me on Twitter too. This is why I say that retweeting is not repetition of ideas - it is amplifcation.

And Twitter is just one of a multitude of social networking tools available to teachers and academics. Other networks are available. The ability to connect these networks together (e.g. Twitter feed into your blog, or Facebook links mirrored in LinkedIn) means that teachers are never alone. Suddenly the team sport has become a relay that can go in any and all directions simultaneously, and every time the baton is passed on, it reproduces itself, so other teams can join in. As I have already suggested above, all we are really doing with social technology is replicating what we see in nature. Cell division and rapid proliferation of genetic material across an organism. Viral reproduction of genetic material between and across organisms. Rhizomatic spread of connections in a similar manner to brain cells or underground root systems. We are passing on memes instead of genes. It is the meosis and mitosis of ideas. At the moment though, we are merely scraping the surface of immense, almost infinite potential, and Reid Hoffman is right. If we want to exploit the power of this for the benefit of our students, we need to start thinking in networks.

Image source

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Thinking in networks by Steve Wheeler is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at steve-wheeler.blogspot.com.

Friday, 24 August 2012

The changing Web

This is number 4 in the series of blog posts entitled 'Shaping Education for the Future.' Yesterday's post can be found at this link.

The web is constantly changing. Social media - often referred to as Web 2.0, or the participatory Web - is shaping up to be one of the most important tool sets available to support the promotion of change in education. Almost everyone, it seems, is using some element of social media in the planning, development, delivery, management or evaluation of teaching and learning. One of the greatest changes (and challenges) for education over the last few years has been the proliferation of user generated content. My own students create a lot of their own content during their study, usually in the form of podcasts, videos, wiki and blog content, and are encouraged to share these publicly online to gain additional feedback. Doing this, they tend to engage more deeply with learning, and find themselves collaborating more and learning from each other, as a result of using Web 2.0 tools. Essentially, Web 2.0 enables them to take more responsibility for their own learning. They like to share their ideas, and they enjoy playing their part in the production of knowledge. Learning is changing, and their experience is being shaped by the participatory Web. The Web is constantly changing, but it is also a change agent.

We need to acknowledge that 'Web 2.0' remains a contested label for new and emergent properties that are found on the Web. It is a complex network of dynamic resources that we all acknowledge is constantly changing to adapt to the growing demand for entertainment, communication and access to knowledge. Debate focuses on whether the emerging social applications constitute a sea change or revolution in the Web (cf. Van Dijk, 2002) or simply another phase in its relentless progress. Personally, I find myself in agreement with Brian Winston (2003) who views the Web as a facet of gradual evolution rather than symptoms of sudden revolution. Essentially, the Web has become more social. As with most other technology innovations, Web 2.0 applications have grown out of the need for people to connect together, share experiences and knowledge, enhance their experiences and open up new possibilities in learning. Social software is software that enables people to both read from, and write onto web spaces. It truly is the ‘architecture of participation’ (Barsky and Purdon, 2006) and demands active engagement as a natural part of its character (Kamel Boulos and Wheeler, 2007).

Web 2.0 tools include popular applications such as blogs, wikis and podcasting; social networking sites such as FaceBook and LinkedIn; photo and videosharing services such as Flickr and YouTube; familiar utilities such as RSS feeds, social tagging (e.g. Delicious, Diigo), microblogs such as Twitter, mashups (e.g. geotagging). Web 2.0 has spawned concepts such as folksonomy, ‘Darwikianism’ and the ‘wisdom of the crowds’ (Kamel Boulos et al, 2006). Also, we need to pay attention to the growing power, ubiquity and utility of the mobile phone and the central role it is already playing in enabling ‘anytime anyplace’ learning for students.

More is becoming known about the effects the changing Web is exerting upon teaching and learning. We know of some of the benefits and the limitations it brings to education and training. But there are still many questions to be answered. How for example, does this architecture of participation help to scaffold remote learners and how can it promote quality learning outcomes? What is the extent of the capability of social software to encourage a culture of sharing and collaboration? How much will Web 2.0 applications help to shape the education provision of the future? What roles will online games and mobile, personal technologies play in developing the skills young people need to study independently? These are questions we are beginning to address in some of our current research. More on this in future posts on this blog.

References
Barsky, E. and Purdon, M. (2006) Introducing Web 2.0: Social networking and social bookmarking for health librarians. Journal of the Canadian Health Libraries Association, 27, 65-67.
Kamel Boulos, M. N., Maramba, I. and Wheeler, S. (2006) Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. BMC Medical Education, 6, 41. Retrieved 14 April, 2008 from: http://www.biomedcentral.com/1472-6920/6/41
Kamel Boulos, M. N. and Wheeler, S (2007) The emerging Web 2.0 social software: An enabling suite of sociable technologies in health and healthcare education. Health Informatics and Libraries Journal, 24(1), 2-23.
Van Dijk, J. (2002) The Network Society. London: Sage.
Winston, B. (2003) Media Technology and Society: A History: From the Telegraph to the Internet. London: Routledge.

Image source

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The changing web by Steve Wheeler is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at steve-wheeler.blogspot.com.

Wednesday, 11 July 2012

My Personal Learning Network

I was asked by Grainne Conole to record a short video on my views about Personal Learning Networks, VLEs vs PLEs and other related topics, as a contribution toward her unkeynote with Ricardo Torres Kompen for the PLE conference in Aviero, Portugal this week. Well, here it is, as a short 3 minute video on YouTube:



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My Personal Learning Network by Steve Wheeler is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at steve-wheeler.blogspot.com.

Tuesday, 10 July 2012

We're better connected

I recently presented at a conference with my Plymouth University colleagues Peter Yeomans and Oliver Quinlan. We had planned to present a version of this paper at the annual EDEN Conference held in June in Portugal, but for one reason or another, none of us were able to make it. This is probably the first time we have presented as a team, and I hope it is the first of many future conference appearances together. The result can be found as a 20 minute YouTube video - Connected: Supporting Student Blogging and Communities of Learning - complete with audio track and slides below:



Pete, Oliver and I spoke about the work we have been doing with undergraduate teacher students in Plymouth, using a variety of social media, including blogging and Twitter to support and encourage critical and reflective learning. The important concept we wanted to talk about was communities of learning, and how students can use social media tools to participate in them. Peter talked about the power of social media to create a Personal Learning Network (PLN) and also discussed the ways students manage their online presence. Oliver presented some case studies of how students have successfully harnessed the power of social media tools to gain a foothold in the teaching profession and promote learning. The final section of the presentation, which I presented, dealt with some of the pedagogical theory and implications. I talked about connectivism, paragogy, heutagogy and other emerging theories that seek to explain how we learn in new digitally rich environments. We hope you enjoy listening to the presentation and following the slides. We look forward to reading any comments you may have on the presentation.

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We're better connected by Steve Wheeler is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at steve-wheeler.blogspot.com.

Sunday, 1 July 2012

Learning in a Digital Age: The myth and the reality

I recently gave a keynote at the eLearning 2.0 conference held at Brunel University, in West London. The presentation was a reworked version of one I gave earlier in the year in Tallinn, Estonia. In Learning in a Digital Age: The Myth and the Reality, I present a number of widespread beliefs about elearning, and challenge the provenance, reasoning and application of these theories. Learning styles, digital natives and immigrants theory, and the arguments that you cannot personalise learning in large organisations; or that SMS txting is dumbing down language; are all scrutinised and challenged. Brunel University did an excellent job of recording my voice and the slides, and synchonising them, probably using Camtasia or a similar tool. Here it is in full, for those who want to follow the arguments and discussion that ensued.


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Learning in a Digital Age: The myth and the reality by Steve Wheeler is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at steve-wheeler.blogspot.com.

Tuesday, 15 May 2012

The fame monster

Do we really need measures of online reputation? Can our worth be measured by the amount of Twitter followers we have or by how many +1s we receive on Google+?

Klout, Peerindex and other social reputation measuring sites are constantly bombarding web users with statistics about their 'true reach', 'amplification' and 'influence'. It all sounds very grand. And yet what is the actual value of these metrics? What does it mean that I currently have a Klout score of 60? This number is calculated among other things, on an analysis of my recent web activity on Twitter, Facebook and Google+ over the last 90 days. But just how accurate is it? And what happens to all the other web activities I participate in on sites such as Flickr, LinkedIn, Youtube and Slideshare? On Peerindex my influence score is only 51, so Peerindex must be measuring different activities to Klout, or has a different scale. I have to ask - is a single figure adequate to describe all of the complex interplay and relationships we have on the internet? Some commentators such as Brian Solis don't think so and point out that Klout scores simply measure the capacity to influence, and cannot represent true influence.

My Klout score of 60 is based on my number of retweets (3.4 k), mentions (3 k), followers (12 k) and those I am following (1.5 k), as well as how many comments I have received (220), how many likes I have received (623) and how many wall posts (17) on Facebook. Just how accurate these are is not in question. What I am yet to be convinced about is what the figure actually means. Does it mean that I am an influential individual online, or does it simply mean that I tend to spend a lot of time posting stuff up onto Twitter and Facebook? To be honest with you, I'm not that fussed about Klout scores, and 'reputation' isn't that important to me either. Those who are connected to me tend to stay connected because we have an online affinity, and are interested in the same stuff. I send people links, people send me links, and we all read, and we all learn, together. That's the bottom line for social networks. It's about mutual support and sharing, it's about reciprocating with help when it's needed.

And yet in some corners of the web world, reputation seems to be very important indeed. Wired magazine is running an article (issue 06.12) on the power shift that is currently happening in the world of entertainment. Although most traditional modes of advertising are still hanging on for dear life, it seems that social media endorsement by celebrities is becoming the next big thing. Lady Gaga has a larger digital footprint than any individual on the planet, and the metrics are staggering: She currently has nearly 51 million Facebook fans, 21 million Twitter followers, and her Youtube video channel has to date received over 2.3 billion views. Cashing in on this huge fame monster is not going to simple, but if anyone can turn social media into big bucks, Lady Gaga will. But she won't be the only one.

The BBC News website suggests that gaining a significant score on your reputation may result in you receiving reward from certain manufacturers who wish their products to be endorsed by high profile individuals on the web. You don't have to be a celebrity, but it helps. Actor Charlie Sheen may have a poor reputation in one sense, but because he is famous he has lots of Twitter followers (nearly 7 million and countring). This means some companies are prepared to pay him a small fortune for a few well placed endorsement tweets.  He has so far been paid over 50,000 US dollars for mercenary tweeting, whilst Kim Kardashian has received $10,000 and Snoop Dogg has already earned $8,000. These sums may be small beer if you are already earning millions from a TV or recording contract, but it's not bad for a few seconds of work each week on Twitter. These celebrities are invited to endorse products not only because of the size of their celebrity fan base, but also on the basis of their huge follower numbers on Twitter (the two tend to correlate). The advertising companies recognise that because stars are famous and have lots of followers, many fans are going to read the celebrity tweets, and many will also amplify the messages by retweeting them to their own followers. If you are a celebrity and you want to earn a living from social media, then it appears that social media influence, reach and reputation do count.

If on the other hand, all you want to do is your job, and to help you to do it, you network online with your colleagues around the world, does reputation really matter all that much? I choose to follow people on Twitter on the basis of their biography as well as occasionally checking out who else follows them. I may also visit their website to see whether what they are talking about interests me. But it's not that exact a science. I normally follow people on Twitter purely because they look interesting or are tweeting interesting things. Why do you follow people on Twitter? Is reputation to you?

Image source

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The fame monster by Steve Wheeler is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at steve-wheeler.blogspot.com.

Saturday, 28 April 2012

Cultural hegemony and disruption

The Italian political theorist Antonio Gramsci is best known for his theory of cultural hegemony. In a Gramscian sense, hegemony describes the power exercised by the ruling class over the population in order to maintain control of the means of production. Cultural hegemony is imposed as political doctrine largely through the state education system, but also via other means including print media and broadcasting. Sometimes referred to as 'brainwashing' hegemony is actually more complex and is an insidious way to indoctrinate the masses into a 'false consciousness' where each person believes they have ultimate control of their own destiny. In doing this, the elite impose a view that 'that's just the way it is', but as musician Bruce Hornsby once exhorted, 'Don't you believe it.'

Whilst Gramsci used hegemony to refer specifically to the inculcation of political doctrine into society, I believe the theory can be applied in a much wider sense, and that we are witnessing a challenge to the dominant societal discourses through disruptive technology. I emphasise here the power of participatory media to promote democracy and to a strengthening of the influence of the voice of the people. The current exponential adoption of social media has huge implications for the system of education, itself a key component of cultural hegemony.

How does social media disrupt cultural hegemony? Across the connected world we are witnessing a tangible subversion of long standing dominance. Social media for example has achieved a remarkable success in eroding the power of previously elite media channels. One example is the encyclopaedia, long cherished as one of society's most important knowledge repositories. For years the multiple volumes of Encyclopaedia Britannica have graced the shelves of libraries worldwide. They are expensive, regularly in need of updating and replacing, and take up a great deal of physical space.

Enter Wikipedia - the online social encyclopedia to which everyone has a stake in. In an extraordinarily short period of time, Wikipedia has taken up pole position as the world's knowledge repository. It is now the first port of call for many, supplanting Britannica and other previously popular reference books. And when all factors are analysed, this should be no surprise. Wikipedia is popular because it can be accessed from anywhere using a web enabled mobile phone.

More importantly it is also popular because it is democratic, and breaks the hegemony imposed by commercial publishers. Anyone can start off a new page, or quickly add content to more than 14 million existing pages (and that is just the English language pages). In response, Britannica has recently announced that it will no longer publish in paper format, but will now be exclusively digital. It's probably already too late. Wikipedia has challenged the hegemony and is now the new killer application. Other killer apps are also challenging the hegemony imposed by previously dominant channels.

Other commercial companies are also falling foul of disruptive technology. Previously dominant multi-national corporations such as the photography giant Kodak have discovered that failing to respond quickly enough to societal changes can be very costly. The market position of Kodak was once thought to be unassailable. Not anymore. Kodak failed to adapt quickly enough to the rise in popularity of digital photography, filed for bankruptcy and now finds itself in a very unstable financial position from which it may fail to recover. Mail companies are also discovering that e-mail and the cloud (and the capability to send large documents and images instantaneously for very little cost) have undermined what had previously been a very secure monopoly in the physical delivery of letters and parcels. What was the Royal Mail's response to the drop in physical delivery? They raised their prices. Nicolas Negroponte's prediction of a transition from atoms to bits has been realised, is disruptive in the extreme, and it is only just beginning.

Blogging and open access journals are becoming the first choice of publishing for many academics and scholars. Many are turning away from the closed journals regardless of the status they currently enjoy, because open access journals and blogs gain a larger audience for their writing, and publishing is quicker. How long will it be before these media disrupt the hegemony the large publishing houses such as Elsevier, Springer and Wiley currently impose upon the academic world?

Blogging is not yet considered a real threat to the closed publishing world, but this may change as it gains more momentum and as respected academics begin to exploit its power of reach. Blogging is not generally subject to editorial control, so individuals are at liberty to write what they choose. The peer review process occurs when readers comment and enter into dialogue with the author. Then learning happens as ideas are challenged, arguments ensue and synthesis is achieved. Blogging is a new form of educational democracy. 

Newspapers too are struggling to survive as they cope with competition from the online journals and magazines that are gradually usurping their readership. It doesn't stop there. YouTube and other video sharing sites have gained a significant purchase in the broadcasting world, and are in the process of displacing some of the previously prominent media channels. All mainstream TV channels have now adopted Facebook and Twitter to capture views and news from citizen journalists from news hot spots around the world, just to keep ahead of the opposition. The dominant movie and music industries are also threatened by the likes of YouTube and Vimeo, and there have been several recent high profile law suits over breaches of copyright. Copyright law itself is also under scrutiny as a result of the influence social media have gained. The copyleft movement (which includes Creative Commons licencing) is challenging the dominant discourse of copyright and the contentious notion of ownership.


Civil liberty is under threat in any society where there is excessive surveillance. But even here, ordinary people are being empowered through the use of personal technology. The internet meme featuring the cop who in an unprovoked act, casually pepper-sprayed peaceful Occupy protesters is an example of surveillance being used against the dominant class. The police in this sense are a state apparatus. They are traditionally the owners of surveillance technology. Yet on this occasion, the cop - one Lieutenant John Pike (pictured) - was captured forever in an act of brutality by cameras owned by ordinary people, and subsequently suffered the consequence of becoming an infamous and universally parodied figure on the internet. Numerous versions of his act, some very humorous, can be found under the Lt Pike meme. Some would argue that this was the best form of retribution. Once again, democratic use of social media and personal devices exposed what was really happening during the Occupy movement.

Governments can also be disrupted. One of the most remarkable series of events to date this century has been the political activism that has occurred as a result of widespread social media use. Videos and blogs emerging from Tunisia alerted the world to what was happening, whilst the use of social networking mobilised the entire country to rise up against its oppressive government. Ultimately, the government fell and the people regained their lost democracy. Similar events caught on across the Arab world, in Egypt and Libya and elsewhere as ordinary people began to challenge their dictatorial governments. At the time of writing, this struggle against the dominant class continues.

Social media, the participatory web, and mobile communications have already radically changed the face of the connected world. Cultural hegemony has been disrupted as a result of the democratic use of technology, but we must be careful not to assume that the hegemony imposed by the dominant classes will disappear. It will not. New killer applications merely disrupt older previously dominant applications. The elite class then move in and gain control of the new tools, ultimately exploiting them, and imposing their power through these new channels of influence. In this sense Marx was correct. This is an ongoing cycle - a class struggle between the ruling elite and the rest of society to gain control of the tools that will ultimately influence our entire culture. Cultural hegemony and the killer application are locked together forever in a dance of death. To survive we will need to avoid complacency.

Hyperhabitat image source
Britannica image by Fotopedia
Lt Pike image by Louise Macabitus

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Cultural hegemony and disruption by Steve Wheeler is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at steve-wheeler.blogspot.com.

Tuesday, 24 April 2012

Yesterday in Parliament

Yesterday I spent a fascinating few hours in Parliament (which currently on its website for some reason has a picture of Russell Brand). I got to see quite a lot of the Palace of Westminster, including some place most people never get to see, all courtesy of Denise Hudson-Lawson, who just happens to be a big wheel at Westminster. Of which more later. I had been invited to give the inaugural presentation at Parliament's Innovation Forum, and after lunch I spoke to a group of around 80 civil servants on the subject of 'Harnessing the power of social media'. I will blog later about the content of my talk and will share my slideshow in due course. It was interesting to talk over lunch with ICT Strategy Change Manager Joanna Jones and her colleague James about digital technology and to learn more about how the Houses of Commons and House of Lords are using social media in their political and governmental work. One of the best things I have seen so far this week is a group blog set up by a few of the peers called Lords of the Blog. Check it out and you will find it witty, bold and informative, and not something most people would expect from a group of people who have the reputation for being 'stuffy' and a bit 'past it'.  Twitter too is being used by a number of Members in both Houses, most notably Tom Watson MP (75,00 followers) and Lord John Prescott (128,000 followers), Foreign Secretary William Hague MP (80,000 followers) and perhaps infamously Diane Abbott MP (37,000 followers) who made an unfortunate comment on Twitter that provoked disciplinary action from her leader. Another MP to fall foul of Twitter errors was recently re-elected member George Galloway MP (71,000 followers) who confused his own new constituency Bradford with another completely different northern town Blackburn.

Just about every member of Parliament and many of the Peers have a personal/professional website, probably maintained by their staff, but never the less, affording them with a digital presence on the web. Although many realise the power of social media to broadcast and amplify their messages and views, it is evident that along with Abbott and Galloway, some are occasionally a little naive and unguarded in their off the cuff tweets. It gets them into trouble, because there is always someone watching the Tweet stream. It is a very real issue, and one I addressed in my Innovation Forum presentation. Another burning digital issue is the validity of the online petitions the government has instigated - another project that is managed by the team that invited me to speak at the innovation forum. The rules state that anyone can start an e-petition on any subject, and if and when that e-petition receives support from 100,000 or more unique signatures, it is passed to the Backbench Business Committee for further consideration, with the possibility to be debated in the Commons. Just how many get to the stage of being publicly debated by our lawmakers is still to be discovered, but every e-petition that receives 100,000 signature receives an official response. Democracy in action? We will need to wait to see just how effective e-petitions are in giving ordinary people a voice.

My day at Parliament was concluded by a personal tour around the Palace of Westminster, including a visit to Westminster Hall, a place steeped in history and over 900 years old. This grand hall is the very place where King Charles I was tried and convicted for treason and sentenced to death, and also the place where deceased British monarchs are laid in state. It is also famous for recently hosting a speech by U.S. President Barack Obama. I also got to see the Members' lobby and St Stephen's Hall, and a brief visit to the famous terrace restaurant where views over the river Thames, and the London Eye can be had under the shadow of St Stephens Tower, which houses Big Ben. It was a memorable day, and well worth the hours of train travel there and back.

Images by Steve Wheeler

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Yesterday in Parliament by Steve Wheeler is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at steve-wheeler.blogspot.com.

Friday, 20 April 2012

The Pelecon (brief)

It's all over for another year, but I really believe that this year's Plymouth Enhanced Learning Conference fully lived up to its theme - create, connect, collaborate. Many blogs, videos, photos, tweets (at the time of writing almost 20,000 in less than 3 full days - here's the complete archive) and other content has been created throughout over the course of the conference. In brief, here are a few of the artefacts created: The Instagram collection of photos itself is richly representative of the event from start to finish. The Pelecon Flickr collection curated by Jason Truscott is even more detailed, as is the Pelecon Photo Stream. My colleague Oliver Quinlan did an amazing - nay Herculean - job, liveblogging every one of our invited speakers, and then posting them very quickly onto the web complete with many of the important links to video and other content each speaker presented. The failure confessional attracted a few delegates to spill the beans of their failures, and what could be learnt from them. All too often we celebrate success at conferences, but forget that we can also learn a lot from what went wrong. You can see some of the 'confessions' on the Pelecon YouTube channel.

More than 200 delegates throughout the three days enjoyed presentations that were fast moving, varied and challenging, and plenty of time and space for networking. As usual, Pelecon has proved to be a great place for making new friends and consolidating old friendships, sharing ideas, discovering new tools and technologies, and generally increasing the digital footprint of the technology enhanced learning community. Matt Lingard and his colleagues are crowd sourcing reviews from delegates for a special ALT Newsletter report. Others too, will be busy writing their blogs as they reflect on three extraordinary days. Search for the #pelc12 hashtag and you will find them.

I made the joke in my introduction that although most people think Pelecon is an international e-learning conference, for me it is actually an excuse to have a three day party with all my friends. And yet, in a strange way, it is actually true. It felt more like a party, a celebration - than it did a conference, because everyone was having such a great time, in excellent company, in a fabulous location, exploring, learning and discovering together. For me, from my perspective as organiser, Pelecon has been the best conference in the series. We are already planning next year's event, where we will aim to do even better. The eight Plymouth Enhanced Learning Conference - Pelecon 13 will take place between 10-12 April 2013. We hope you will be able to come and join us.

Image by Jason Truscott

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The Pelecon (brief) by Steve Wheeler is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at steve-wheeler.blogspot.com.

Tuesday, 17 April 2012

Opening Pandora's box

Once upon a time, teachers used to close the door behind them, and then begin their lessons. To all intents and purposes, what went on inside the classroom stayed inside the classroom. Then along came technology. New technologies have the potential to undermine the 'sanctity of the classroom' as they open up what is said and done for the world to see. It is not unusual in my classrooms to see students using technology to record and share my content and their interactions with anyone who is interested.

It started off in sedate style a few years ago, when several students began to ask if they could audio record my lectures and seminars to play back later. Next came the introduction of the lecture capture tools, video and audio as well as the ability to synchronise these in sequence with slides. Soon students were tweeting the highlights and soundbites of lectures, and now they are liveblogging entire sessions from start to finish. Those of us who frequently present at conferences also expose ourselves to live video streaming for hidden audiences worldwide. Many lecturers object to this 'technology enhanced exhibitionism', and in some cases ban capture tools from their lecture halls. Others are ambivalent. A few, myself included actively encourage the recording, sharing and broadcasting of our lectures.

What are the benefits and dangers associated with the use of these tools? On the positive side, students are able to revisit lectures in their own time, and in their own place. They can also view lectures even though they may have missed attending due to illness or for other reasons. For social media savvy lecturers, lecture capture is a means for disseminating good ideas and best practice farther afield. Sharing slides or lecture casting opens up the classroom and affords an entirely new audience out there beyond the boundaries of the classroom, one that can be exponentially larger than the original tutor group. Many social media tools also enable discussion beyond the original event. All of these can be seen as positive spin offs of lecture capture.

Yet some might ask whether this is opening up a Pandora's box of trouble? Are we going a tool too far? On the less positive side some lecturers are uneasy about exposing their ideas and content to an outside audience. Some simply feel uncomfortable about having every word they say, every mannerism, every hesitation recorded for posterity. Others may feel the intellectual property of their content is being compromised. Still others may believe that they will be exposed to criticism they do not deserve. One objection to live blogging is that students may misinterpret what has been said, or misrepresent ideas, thereby compromising the integrity and academic standing of the lecturer. Did he really say that? Was that really his intention? Many of these objections are understandable, and for less confident lecturers in particular, may be enough to cause them to ban the use of lecture capture technology of any kind in their class room.

My view is that the benefits of these tools far outweigh the risks. I'm very comfortable with being recorded, live streamed, tweeted and even live blogged if it will improve students' chances and enrich their learning. But what do you think?

Image bu Fotopedia

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Opening Pandora's box by Steve Wheeler is licensed under a Creative Commons Attribution 3.0 Unported License.
Based on a work at steve-wheeler.blogspot.com.

Monday, 23 January 2012

Dead philosopher society

Remember the Dead Poets Society? It was a movie starring Robin Williams as a maverick teacher who causes ructions at an ultra-conservative American prep school when he uses his unauthodox methods to engage and inspire his students. It was a heart warming movie, and if you could get past Williams' emetic impersonations, it had a strong message for educators everywhere: dare to take a few risks. The fact that one of William's young charges commits suicide in the film is a bit of a dampener, but there is some interesting underlying philosophy in the screen play. Hmmm... philosophy...

Are you interested in philosophy and have a Twitter account? If the answer to those questions is 'yes', it so happens that Twitter has its own Dead Philosophers Society. Yes, there are famous philosophers on Twitter - alive and tweeting. The accounts are all fake, obviously, but if you want a daily dose of philosophy to make you think, ponder life or something to quote to irritate your friends, colleagues or family, your favourite sage is probably out there somewhere, just waiting for you to follow them. Many of the accounts simply tweet unadulterated quotes from published works or well trodden aphorisms from their late authors, but one or two may engage in dialogue with their followers. Here are a few of Twitter's philosopher accounts I have stumbled across (and occasionally retweeted) in the past few days. Explore for yourself ... and follow whom you will:

Mikhail Bakhtin
Roland Barthes
Pierre Bourdieu (in French)
Gilles Deleuze
Jacques Derrida
Paulo Freire
Ivan Illich
Jacques Lacan
Friedrich Nietzsche
Claude Levi-Strauss
Susan Sontag
Ludwig Wittgenstein

If you know of any other dead philosophers who are still alive and tweeting, and want to recommend them, please add their links in the comments box below.

Image source


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Dead philosopher society by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Saturday, 21 January 2012

Me or the community?

I started off a discussion this morning on Twitter which had been fermenting for several days since I spoke at Brighton University earlier this week. We were discussing the differences and similarities between Facebook and Twitter. Specifically, we were interested in discussing what each was best for, and whether people found one better than the other for teaching, learning, discussion or socialising. I was wondering whether Twitter was actually more community oriented and outward looking than Facebook, which to me often seems to be more closed down and inward looking. To start, I asked: Facebook is all about 'me'. Twitter is all about community. Discuss.

Will Dayamport made a profound statement right at the start of the discussion when he tweeted: no social platform is a community. they are only vehicles for building a community. This is of course true, in the sense that platforms are tools that facilitate, but are they as neutral as we think? What about affordances of each tool? What do they suggest to us and how do we respond? Next, Frances Bell suggested that all social media have channels and services that host multiple behaviours, so simple dichotomies don't work. While these contributions were helpful, they reach the core of what I was interested in. I was trying to get to the root of the issue, which is whether people see Facebook as a more closed down and private space than Twitter, which I consider to be much more open. Jeffrey Keefer made another valuable comment when he pointed out that although social media platforms facilitate and support, they don't do the work for us. Social media are great tools for building online communities, but how do we use them, and is one tool better than another for a particular purpose?

Because Twitter is open, and you are not required to be 'friends' or have membership of a group to interact with others, I was really asking whether Twitter has the capacity to be more open and community oriented than Facebook. To me, Facebook seems very closed and compartmentalised, and is therefore potentially useful for protected discussions (for example where young people or vulnerable groups need to chat in a walled garden environment) but Twitter opens up chat for all, regardless of their status or relationship with others. Yes, I know that Facebook can be used as an open forum too, as can most social media platforms, but our expectations may militate against this. Is Twitter therefore the best social media tool for open, democratic discourse? Others contributed to this discussion, especially around the notion of digital identity, including Anita Devi who asked whether the 'me' can really exist in a Facebook vacuum. Anne Olsen argued that Twitter is more focused on learning and sharing with a likeminded community. In Facebook, she said, 'friends' don't always share the same interests, so it is more likely to be about 'me' than it is the community. Susan Bannister saw little difference between the two platforms in her own use, revealing that for her (and probably for many other users) although Facebook used to be about family and friends, and Twitter was more focused on work, now the boundaries have become blurred. Nic Laycock agreed, pointing out how complex relationships have become since the inception of social media. Others have managed to maintain their boundaries between the two platforms. Linda Kirkman for example, finds Facebook good to keep in touch with people she knows in real life, and used Twitter mainly for ongoing professional development and support for her post-graduate studies.

What do other people use the tools for? One of my own students Hannah Shelton said that for her Twitter is for sharing thoughts that interest others and help them to build their PLN, whilst Facebook is still about socialising. Malcolm Clarke sees Twitter as an open place of catharsis - somewhere to go where 'you can get it off your chest', whilst Lenandlar Singh suspects that we have come to expect Facebook to be a more private, closed environment. Another of my students, Megan Douglas made an interesting distinction based on what people see the two platforms doing for them personally. She tweeted: Facebook is personal 'what's on your mind?' yet Twitter 'what's happening?' and argued that Twitter brings people with similar interests together. This is after all, what a community is about. People who have shared interests, common purposes and the ability to share their ideas in conversation become the community. I'm still convinced that Facebook is more inward looking, and is more about personal connections, while Twitter is more focused on community, and wider connections, sharing and learning. My colleague Peter Yeomans has some marked views about Twitter and Facebook. Twitter he says, is a bear pit - a speaker's corner where you talk to the world and hope someone listens, whilst Facebook is where you seek approbation from those who like you. Facebook is self-indulgent, he says, but Twitter is altruistic. What do you think?

This is an interesting, wide ranging discussion I hope will continue. Please join in by adding your comments below if you have any.

Image source


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Me or the community? by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Friday, 13 January 2012

Build a powerful PLN

If you are a professional, you should have a PLN. Your PLN (personal or professional learning network) is the community of people you interact with and learn from on a regular basis. They may be people you meet on a daily basis, but more often than not in the digital age, many PLNs are comprised of people we interact with on social networking sites. In my opinion, the most powerful PLN building tool is Twitter. For me, Twitter is an incredibly powerful yet simple tool that enables me to connect with, and learn from, specialists, experts and enthusiasts in my chosen field of expertise. Put simply, I follow teachers, learning professionals and education experts from all around the world - over 1400 at my last count. I learn something new everyday, usually as a result of dialogue on Twitter, or clicking on a link someone has shared in my timeline. Many people I follow on Twitter I have never met, and perhaps I might never meet them face to face. Some are personal friends of mine. But all are individuals who I personally believe are important in the world of education. These are people I have selected to follow because they are saying things, or sharing content that interests me, and from which I can learn, contributing to my personal and professional development. You can gain an insight into ideas, content and events that would otherwise pass you by, and you can also engage in great conversations with people all over the globe who share similar interests, passions, problems and experiences. It's all a question of finding people, resources and sites that you can learn from. But how to do it, when you are in danger of being lost in a tsunami of web content? Well, there is a growing range of useful social media tools you can use to track down what you need. Such tools can help you to build your PLN into something that is powerful. The possibilities are endless, but let me share just five ways I have personally used:

One really easy way to find and connect with people who have the same interest as you is to follow hashtags on topics or events that you have an interest in. If you are a teacher for example, you may wish to follow #edchat or a Teach Meet event. If you do so, you will discover who else is following and participating in the discussion or event. Simply check out the profiles of these participants, and if you find them interesting or relevant to your own interests, click on the link to follow them. You can always unfollow later if it doesn't work out, but many Twitter users will also follow you back if they discover you have similar interests to theirs.

You can also scan the list of people other Twitter users are following and see if there are any there who might be of interest to you or relevant to your subject/topic. Select someone you are following whom you hold in high regard, and click onto their profile. Next click on the list of people they are following. If you find people on the list who interest you, click to follow them too.

Another way to find people who have a similar interest to you is to subscribe to a social bookmarking tool such as Diigo or Delicious. Such tools enable users to share URLs of web resources they find interesting. By searching and then saving useful website addresses to Diigo or Delicious, you will automatically be presented with links to other people who have also found the site interesting. One click enables you to subscribe to the feeds and bookmark collections of these people. You can also send them messages.

Still another way to build up your PLN contacts is to visit the Slideshare site and search for topics that interest you. You will quickly discover a rich vein of slide sets that have been shared by people with similar interests to you. Again, you can subscribe to their feeds and receive notification when they share a new slideset that may be of interest to you. Many of the slidesets on Slideshare are presented under Creative Commons license for free use - but do check the wording to see what the licence allows you to do.

Finally, a number of high quality blogs already exist, in just about every field of professional life. You can search for them using Google or another search engine, by selecting the 'blog' search section. When you find a blog you are interested in reading, you may be able to subscribe to it using the on site widget if there is one. If not, bookmark it on Delicious or Diigo for later use. Before you leave the blog, check to see if there is a blogroll. This is a list of other blogs the blog owner recommends, usually focused on the same or a related topic to the blog hosting the list.

Do you have other ways that are effective in building up a powerful PLN? Please share them with us in the comments box below...


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Build a powerful PLN by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Monday, 9 January 2012

Get shorty

The Shorty Awards are with us again. The strapline on the official website declares that the awards are there to honour 'the best producers of short content on social media'. The Shorty Awards are an annual bash, and each year there are bazillions of categories, some bizarre, some unrepeatable. But if you wish to vote for your favourite tweeter, categories you may be interested in include blogger, science, video blogger and social media. There is even an education category - one that has been 'community created'. Everyone who is nominated for an award gets the chance to answer some questions in a 140 character Twitter interview. It's all good fun, and it's worth checking out some of the nominations and categories, even if you are not directly involved. Below is my Twitter interview from last year, and with the exception of one minor adjustment from 2011 to 2012, there's not a lot else I would change.

What's your best tweet?
Help!

What are six things you could never do without?
My wife, three children and two laptops, Nigel and Keith

How do you use Twitter in your professional life?
To learn, connect, share, converse and learn

What's your favorite Twitter app?
Tweetdeck (when it works)

Twitter or Facebook?
Oh, Twitter, of course

What was the funniest trend you've seen?
#hobbitpop - Dark Riders in the Sky - by Elvish Presley

What feature should Twitter add?
8 additional characters (Snow White and the Seven Dwarves)

Who do you wish had a Twitter feed but doesn't?
My Grandmother (she's dead)

What are some words or phrases you refuse to shorten for brevity?
abbreviation, contraction and elipsis

Is there someone you want to follow you who doesn't already? If so, who?
Gwyneth Paltrow, Lady Ga Ga, Pink, Lily Allen and Christopher Biggins

Have you ever unfollowed someone? Who and why?
I unfollowed 'Elvis Presley' when I discovered he was an imposter

Why should we vote for you?
Vote for me because you want to

Terms you wish would start trending on Twitter right now?
@timbuckteeth and Saskatchewan (not together though)

What's the most interesting connection you've made through Twitter?
They are all interesting connections. I couldn't possibly, er...

Hashtag you created that you wish everyone used?
#timforbed

How do you make your tweets unique?
I use coloured or patterned backgrounds

What inspires you to tweet?
Great ideas, interesting news items, inspiring people and ketchup

Ever get called out for tweeting too much?
No never

140 characters of advice for a new user?
Don't listen to anyone - do it your way (please feel free to ignore this advice)

How long can you go without a tweet?
Until the echo of my previous tweet is no longer reverberating

Who do you admire most for his or her use of Twitter?
@CosmoCat (Chahira Nouira)

Why'd you start tweeting?
It was a part of my community service order

Has Twitter changed your life? If yes, how?
Yes, as much as a tool can change you - it has given me a larger PLN (I'm not boasting, really, I'm not)

What do you wish people would do more of on Twitter?
Retweet my tweets

How will the world change in the next year?
Everyone will get rid of their 2011 calendars

What are some big Twitter faux pas?
Spelling French words wrong nest pas?

What will the world be like 10 years from now?
emotional

Image by Photoverulam


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Get shorty by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Thursday, 5 January 2012

Those who are about to blog...

If you are considering taking up blogging this year, and wondering what it might involve, I would be happy to offer you a few tips from my own experience. I have been blogging for just over 5 years and during that time have learnt a few things. Blogging can be a thoroughly absorbing activity, which ultimately will pay you back as much as you invest in it, and also some interest. It can also be a very creative pastime, enabling you to develop your ideas, and sound them out in public. I have already written extensively about the benefits of blogging for professionals in several previous posts including Seven reasons teachers should blog, so I won't elaborate here. What I will do though in the space I have on this post, is offer you some caveats, and a few words of advice...

Firstly, blogging can be time consuming. It's not quite the 'time sink' that Patricia Wallace (1999) warned about, but it can take up a lot of your time, especially if you are a bit of a perfectionist. You may also struggle at first to think up ideas for your blog. However, the more you involve yourself in your own sphere of professional practice, the more you will find to write about. Social media such as Twitter provide a lot of inspiration. Get networking and you'll have a lot to write about. Before long, if you persist with your writing and don't give up, you will have a growing archive of blog posts to look back on.

Secondly, you may not receive a lot of interest at first for your blogging. There are probably many other blogs already that represent your field (unless you are extremely specialised), so there is a lot of competition for people's attention. But don't let that put you off - join in. Some of your posts may go unread, and even if people do read them, you may not receive any comments. Persevere. The more you blog, you more likely you are to receive comments, especially if your content is useful, controversial or laced with humour. Some people blog simply to get their ideas down in some concrete form. This is valuable in itself, because sometimes you don't know what you are thinking until you externalise it in some tangible way.

Thirdly, if your site becomes popular, and you gain a large audience, you may begin to receive spam messages and comments on your blog. You can detect them easily, because they normally arrive as a bland message along the lines of 'I enjoy reading your blog because it is very interesting to me', often in bad English, and then accompanied by the tell-tale hyperlink. I learned very early on to moderate comments to my blog, and these kind of comments are deleted very quickly in the filtering stage. Moderating comments can be a little more time consuming than open comments, but it's worth the extra effort to filter out the dross and maintain some sort of quality control over your content.

Some people may approach you with ideas or contributions for a guest blog. Again, treat these offers with caution. A few are quite genuine, but many are opportunists who wish to gain some exposure on your site, but don't actually have a lot to offer. If you are interested, ask for a sample of their writing before you go any further. Often the question is, do these would-be bloggers not have a blog of their own? And if they do, why are they bothering you? I wrote about this problem in a post a year ago.

Finally, you will need to develop a thick skin. If your site becomes popular, you will present a target that is there to be shot at. Not everyone will agree with what you say, which is usually very healthy. Those who disagree with you will say so, and some will not be particularly kind in their comments. Some may even make quite personal comments, but this often reveals more about them than about the topic under discussion. Ultimately, all comments that engage with the topic you have blogged should be welcomed, because they lead to dialogue that makes people think. There are some though, who have an agenda of their own, whether it is self-promotion, or just trouble making. Occasionally you may receive a comment that is abusive. It is up to you to decide whether you allow such comments to appear. Some argue that 'feeding the trolls' is a bad idea, and simply delete such messages. Others welcome them and respond appropriately to them.

So if you are embarking on blogging, remember - it is a public space. What you write becomes a part of your digital identity. Some of your writing will be misunderstood, some will be much appreciated by those who read it. Sometimes it's a walk in the park, but occasionally it can be an arena in which a form of gladiatorial combat can take place. So speak softly, but carry a big stick.

Reference
Wallace, P. (1999) The Psychology of the Internet. New York: Cambridge University Press.

Image by Benjamin Cooper


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Those who are about to blog... by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Tuesday, 3 January 2012

10Q: Steven Anderson

Steven W. Anderson is known to many in the world of education as a passionate and knowledgeable promoter of social media and technology for learning. He has been a prime mover in some of the most innovative projects for technology supported learning in the past few years. He was co-creator of the Twitter weekly discussion group #Edchat and he hosts the Web 2.0 Connected Classroom blog. Most recently he was selected to be a panelist at the #140 Conference in Los Angeles, organized by Vonage founder Jeff Pulver where he discussed the impact of Twitter and other social media on education. As part of the conference he was one of the first recipients of the NOW Award, recognizing the "Movers and Shakers" in the world of Social Media. He returned to the #140 Conference in 2010 as a featured speaker, this time in New York City. Steven was voted the Most Influential Tweeter in the Edublog Awards 2009 for his part in helping to create #Edchat which now has over 500 weekly participants. With over 37,000 followers on Twitter - where he is @web20classroom - it is clear that Steven has a lot of important things to say, and he should be given plenty of space to speak. I'm delighted that Steven has agreed to participate in my 10Q series of interviews with education innovators.

How did you start out in education?
I took a very traditional road to the classroom. I went to college wanting to be a teacher. For the longest time I thought I would be teaching music. I was in marching band all through high school and in college as a tuba player and thought that would continue into my career. In the middle of my sophomore year I volunteered in a Kindergarten classroom a few days a week reading to kids and working on colors and shapes. It was then I realized that I wanted to be in the classroom. So I changed majors and graduated a few years later with a degree in Middle Grades Math and Science Education.

What inspires you to continue working in education?
I love the idea of learning and I love to learn. The more involved I get in education through what I do, the more I get to learn. I enjoy spending time watching kids be curious and discover their world. While I work mainly with adults I cherish the moments I get to spend in the classroom talking to kids. It is the drive to constantly be better for them that brings me back everyday. I want to create learning environments for them that allow them to be kids.

Why are you so passionate about using social media?
Social media has done so much for my own personal and professional learning. Sure, sending tweets and posting on Nings has had a great impact on my thinking and doing, but it's more than that. It is the personal connections that I have made with people from all over the world. My thinking gets pushed everyday because of my involvement in those spaces. And think about it from the seats our kids sit in. It's one thing to read about the Arab Spring in an article or watch a video on YouTube about it but it's a whole other, powerful deal to talk to someone who lived it. Or for some Kindergarten students to see something like the weather around the world everyday, is just moving. I started in social media to share resources easily with teachers in a very small district. And for me it has grown into something more powerful than resources and tools. It is a constant learning, growing and sharing experience.

What is the idea behind #Edchat?
#Edchat started as an idea between Tom Whitby, Shelly Terrell and myself. Tom loves to ask questions and get people thinking. He is an instigator. He had this idea of a weekly chat where we asked a question to the educational community to get people talking and ideas flowing. Shelly and I helped, initially on the organization and getting the word out. Over 2 years and 100 chats later it has been an incredible experience to be a part of. Not only do we have our main chat at 7pm EST but we grew into a chat for folks in Europe and Asia at 12pm EST. And it has helped create other specialty chats in all sorts of educational topics. Some think of the chats as echo chambers and maybe sometimes they are but we always want people to share their action steps. #Edchat is more than talk. Its about action and causing real change wherever we are.

What other innovative projects have you been involved with?
In my district I have been involved with a big push to get kids learning about social media and their digital selves as early as possible. One of our elementary schools came to me and a colleague wanting their school to better understand the role social media could play in not only the learning of the students but the learning of the educators as well. So we worked with the school the entire year talking to the students, K-5, about digital footprints and how to be a good digital citizen. We worked with the parents to help them understand the same, and to help them see that social media and online learning can be beneficial for even kids that young. And with the teachers we developed a social media policy that embraced its use in the classroom rather than ban it. It was so successful we are working with more schools this year, and our district leadership is looking at adopting the policy we create, district wide.

What are the barriers to good learning?
Most of the time it's adults. A lot of what I see, are adults getting in the way of good, solid learning. There are lots of people who have ideas for what could be better or what needs to be better in education. And most of the time those ideas are self-serving. If we could let teachers teach and kids learn, I think all would be well.

If you could change anything in education, what would it be?
I wish I could change perception. Take social media for example. There is a perception by some in education (and more not) that it has absolutely no place in education. Because of the way celebrities use the products or the way people abuse the products that, to some, instantly means there is no educational value. The same can be said of the educational technology movement. Some say that computers, iPads, tablets, have no place in the classroom. Kids need to learn math and learn how to read and kids only use those devices to play games, not to learn. So to that end I just want people to know that kids can learn with social media and educators can grow and learn with it too. And cellphones, iPads, tablets, computers, laptops, games, pretty much the stuff I fight for in classrooms everyday, have value and can help kids learn and discover and grow.

What is your vision for the future of education?
I would like to see a point at which access for all isn't an issue. Access to information is power, and all kids deserve to be powerful. So when all kids have access to information, what they learn changes completely. I would like to see more emphasis placed on creating, debating, communicating and collaborating. I would also like to see a point at which kids get to pick courses they are interested in. The Open Courses from MIT and Stanford are so intriguing to me. I think schools could be more like that and offer kids the opportunity to learn what is interesting to them. And those classes may be offered in their school, or maybe online or virtually. So maybe the idea of school as we know it now will be different and I am excited about that possibility.

What message do you have for teachers?
Focus on kids. Forget about the other stuff. The reason we are in this business is for kids, plain and simple. When we spend our time and efforts and attention on them, then we can go home at the end of the day knowing we've done a good job.

What links would you like to share?
My Blog
My Twitter
#Edchat Archive

NB: Shelly Terrell will feature in a future 10Q interview on this blog.


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10Q: Steven Anderson by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.