2015 11-05--engaging learners--connected-learning--pci_webinars (1)
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This presentation, prepared for a PCI Webinars session, explores ways Connected Learning can be integrated into learning opportunities for library staff and learners . (Speaker notes available by clicking the "Notes" button in the lower right-hand corner of the SlideShare display.)
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2015 11-05--engaging learners--connected-learning--pci_webinars (1)
- 1. Facilitated by Paul Signorelli Writer/Trainer/Consultant Paul Signorelli & Associates paul@paulsignorelli.com Twitter: @paulsignorelli @trainersleaders November 5, 2015 Engaging Learners: Connected Learning forLibrary Staff & Users
- 2. What Connected Learning Provides
- 4. Five Easy Precepts #1: Learners Are the Focus
- 5. Five Easy Precepts #2: Build on the Basics
- 6. Five Easy Precepts #3: Connect Critical Spheres of Learning
- 7. Five Easy Precepts #4: Harness Advances/Innovations
- 8. Five Easy Precepts #5: Making/Creating/Producing
- 9. What Connected Learning Provides
- 10. Discussion #1: What elements of Connected Learning are already present in yourlibrary?
- 11. Discussion #1: What elements of Connected Learning are already present in your library? What are the biggest barriers you face in taking a Connected Learning approach to training-teaching-learning in yourlibrary?
- 12. Connected Learning Case Study 1: Librarians Studying Connected Learning
- 13. Connected Learning Case Study 1: Librarians Studying Connected Learning
- 14. Connected Learning Case Study 2: A Connected Learning Report DML Research Hub Report: http://dmlhub.net/publications/connected-learning-agenda-for-research-and
- 15. Connected Learning Case Study 3: A Connected Learning MOOC http://connectedcourses.net/
- 17. Discussion #2: What can we learn fromthe examples we have just reviewed?
- 18. Discussion #2: What can we learn from the examples we have just reviewed? What can you do to overcome obstacles to Connected Learning within yourown library?
- 19. Making OurOwn Connections—and More
- 20. Making OurOwn Connections—and More
- 21. Discussion #3: What can you do within the next two to fourweeks to build an additional component of Connected Learning into yourtraining- teaching-learning efforts?
- 22. In Summary
- 23. In Summary
- 24. In Summary
- 25. In Summary
- 26. In Summary
- 27. In Summary
- 28. Resources Numerous articles on Connected Learning, from the “Building Creative Bridges” blog: Connected Learning website: http://connectedlearning.tv/infographic DML Research Hub Report: http://dmlhub.net/publications/connected-learning-agenda-for-research-and-design/
- 29. Questions, Comments, and Next Steps
- 30. ForMore Information Paul Signorelli & Associates 1032 Irving St., #514 San Francisco, CA 94122 415.681.5224 paul@paulsignorelli.com http://paulsignorelli.com Twitter: @paulsignorelli http://buildingcreativebridges.wordpress.com
- 31. Credits & Acknowledgments Slide Design by Paul Signorelli (Images taken fromlickr.comunless otherwise noted): The Mix, at San Francisco Public Library: Photo by Paul Signorelli T is for Training: Photo from T is for Training Facebook page at https://www.facebook.com/tisfortraining Connected Learning Infographic: From Connected Learning website at http://connectedlearning.tv/infographic Learners Are the Focus (NMC 2015 Summer Conference): Photo by Paul Signorelli Pumpkin Patch: Photo by Paul Signorelli Connected Learning Through Connecting Spheres of Learning: Photo by Paul Signorelli T is for Training at ALA Midwinter 2015: Screenshot from YouTube video at https://youtu.be/GR2XyaFeA68 YOUmedia Center, Chicago Public Library: Photo by Paul Signorelli Question Marks: From Valerie Everett’s photostreamat http://www.flickr.com/photos/valeriebb/3006348550/sizes/m/in/photostream/ Light Bulb: From Kate TerHarr’s photostreamat http://tinyurl.com/pstmzuh Connected Learning: An Agenda for Research & Design: Free download available from DML Learning Hub at http://dmlhub.net/publications/connected-learning-agenda-for-research-and-design/ Connected Courses: From the Connected Courses MOOC website at http://connectedcourses.net/
Hinweis der Redaktion
- Let’s be transparent from the first moments of our time together: This hour-long session is designed to be an exploration of Connected Learning, and the session itself relies heavily on Connected Learning basics, so we’re going to be as engaged as possible in a session that demonstrates what we are exploring. Something we should address up front: It would be very easy to mistakenly believe technology is at the heart of connected learning, so let’s dispel that misperception right away. People are—and always need to be—at the heart of great learning experiences. As we dive into the topic of Connected Learning to explore what it means to us and to those we serve, we’ll see plenty of wonderful ways that technology fosters a Connected Learning approach. But we will always find ourselves working from the point of view that technology is the tool and people are the drivers. When we let technology drive the learning, we’re headed for a major learning train wreck.
- The power of Connected Learning was clear to me again late last week when I took a break from preparing for this PCI Webinars presentation so I could call in to join the discussion on the latest episode of Maurice Coleman’s biweekly library training podcast, T is for Training. Although the photograph on this slide shows the T is for Training group together in one of our rare face-to-face gatherings, we’re primarily an online, Connected Learning community, and that’s what I was preparing to join again last Friday. The show is always a wonderful learning opportunity because , thanks to Maurice’s wonderful facilitation skills, it brings together training-teaching-learning colleagues interested in exploring specific topics related to training-teaching-learning in libraries and other settings. It’s also a familiar virtual-learning venue to me because I so frequently participate. So, as I often do, I logged into the program chat window via a platform called TalkShoe. Then, using my phone to call in for the audio portion of the program, I began to settle back for what I expected to be a participatory role in a discussion about what trainer-teacher-learners need to do to take care of themselves during times of tremendous stress. What I actually found myself doing, with no advance notice, was filling in for Maurice as host for the first 10 or 15 minutes; a last-minute commitment was pulling him away from his own show. Here’s where I believe our commitment to Connected Learning paid off at that point even though I had never hosted or even co-hosted T is for Training: We were connected by technology that was comfortable to both of us (the combination of TalkShoe and a phone). We were connected by numerous experiences of being on the show together and having a clear vision of what the show is designed to promote. (It also helps that we’ve done other projects together, so are completely comfortable working and engaging in improv together.) We had already collaborated--as T is for Training participants so often do—to select the topic for discussion. The two other colleagues who had arrived for the opening segment of the program were equally well-versed in and comfortable with this equitable, social, and collaborative approach to the show as well as to learning overall. So, rather than being a moment in which I felt any sort of stress or disorientation, I simply moved from one role into another until Maurice was able to return and step back into the “host” role he plays so well.
- Let’s put that story into context by getting right into a concrete definition of what we’re exploring: Connected Learning, as Mimi Ito from the Digital Media Lab Research Hub has described it, is an “equitable, social, and participatory” approach to learning…and it’s no coincidence that I used similar words to describe T is for Training—just as I would describe so many of the training-teaching-learning experiences all of us are attempting to foster these days regardless of whether we’ve thought to label them as “Connected Learning.” As we can see from this segment of an infographic from the Connected Learning site, Connected Learning “draws on the power of today’s technology to fuse…interests, friendships, and…achievement through experiences laced with hands-on production, shared purpose, and open networks.” The creators of that site also describe it as a “Learning Approach Designed for the Demands and Opportunities of the Digital Age: Powerful, Relevant, Engaging.” They point out that it is centered on the ideas that “learners are the focus”; “[w]e build on the basics”; [w]e connect three critical spheres of learning: academics, a learner’s interests, [and] inspiring mentors and peers”; “[w]e harness the advances and innovations of our connected age to serve learning”; and “[m]aking, creating and producing are powerful paths to deeper learning and understanding.”
- Let’s look at each of those elements. From the Connected Learning website: “Connected Learning is an educational approach designed for our ever-changing world. It makes learning relevant to all populations, to real life and real work, and to the realities of the digital age, where the demand for learning never stops. “Learners are the focus: Specifically, developing lifelong learners with higher-order skills.” Link: http://connectedlearning.tv/what-is-connected-learning
- Just as pumpkin patches grow from the nurturing of hundreds of pumpkins, learning is a process that grows through the careful development of connected elements that are built one upon another. From the Connected Learning website: “We build on the basics: The basics are important, but not enough for youth to thrive in our rapidly-changing world.” Link: http://connectedlearning.tv/what-is-connected-learning Let’s also think about what we know from learning theory: Learning doesn’t take place in a vacuum. Learners acquire new skills by building upon what they already know. We can facilitate that process by helping our learners make connections between what they already know—as I’m doing here, with you—and what they are continuing to learn.
- What we’re seeing here is a wonderful example of Connected Learning in action. The facilitator in the foreground is one of four working in that auditorium with peers who are learners. She and the others are completely engaged in two-way exchanges designed to facilitate the learners’ abilities to seek and nurture opportunities for collaboration between library staff and members of nonprofit organizations in their shared communities. The nonprofit and library representatives had brief periods of time to learn about each other and see where their overlapping service needs might provide the foundations for collaborations. And you just know that because everyone had a stake in finding ways to work together, the sessions ended with the beginnings of collaborative efforts already coming together. From the Connected Learning website: “We connect three critical spheres of learning: academics, a learner’s interests, [and] inspiring mentors and peers.” Link: http://connectedlearning.tv/what-is-connected-learning As we look at that image again, let’s think about a few obvious critical spheres of learning worth exploring… Staff training offerings Learning opportunities for library users The roles of libraries as learning organizations in collaboration with other learning organizations and learning opportunities (e.g., conferences, existing online learning opportunities) If these efforts are grounded in a commitment to connecting critical spheres—in learning and beyond—we’re likely to continue seeing the successes that so often grow from effective Connected Learning endeavors.
- From the Connected Learning website: “We harness the advances and innovations of our connected age to serve learning: Just as earlier generations tapped the tools of their time to improve learning, we must do the same in the digital age.” Link: http://connectedlearning.tv/what-is-connected-learning We see possibilities here in numerous options discussed in PCI Webinars sessions and many other learning communities: Incorporating Skype and Google Hangouts into our learning toolkits, as some of us from T is for Training did earlier this year from the American Library Association 2015 Midwinter Conference Finding ways to support learners involved in massive open online courses, as New York Public Library does by creating space for MOOC participants who want to meet face to face while their online course is underway Highly interactive webinars—like those we do so often here—as opposed to the “I-Lecture, You-Listen” offerings that leave learners with events rather than a process that makes learning stick. (Think, for example, of how often we leave these sessions with concrete action and learning steps that are meant to extend this from an hour-long diversion into something that is one of thousands of learning moments that contribute to an overall construction of meaningful lifelong learning.)
- From the Connected Learning website: “Making, creating and producing are powerful paths to deeper learning and understanding: Connected learning asks learners to experiment, to be hands-on, and to be active and entrepreneurial in their learning, recognizing that this is what is now needed to be successful in work and in life.” Link: http://connectedlearning.tv/what-is-connected-learning From observing and engaging with colleagues and from attending other PCI Webinars sessions, you know how much the maker movement and makerspaces are helping to support learning that produces concrete results as well as tangible learning objects: Our time together often concludes with you having created a simple, actionable plan for how to continue your learning experiences after you leave these webinars. You see interesting, innovative approaches to learning as they play out in makerspaces within your libraries and other organizations. You know that engaged learners of all ages find pleasure and identifiable rewards that keep them—and us—coming back for more rather than seeing training-teaching-learning as a burden or something that detracts us from our “real” work.
- So as we reach the end of this introduction to and review of Connected Learning basics, let’s note something else well worth keeping in mind: We don’t need to spend 24 hours a day, seven days a week, overtly promoting or thinking about Connected Learning, nor do we need to wear t-shirts or baseball caps with the words “I love Connected Learning” on them. Promoting or even focusing on Connected Learning at that level would be similar to spending 24/7 thinking about and promoting the air we breathe: It’s there. We appreciate it. And, when it’s good, we thrive in it. That’s how Connected Learning is once we become comfortable with it. With that in mind, let’s use the remainder of our time together exploring what we’re already doing within the realm of Connected Learning, see what we can learn from our colleagues’ efforts, and see what we can do to use Connected Learning principles to produce learning opportunities that serve us, our colleagues, our libraries, and the library users we ultimately serve through our day-to-day efforts.
- The first of several questions to move us further into Connected Learning… What elements of Connected Learning are already present in your library? As usual, I’ll read what is entered into the chat window so colleagues listening to the archived version of this program can draw upon the resources you identify.
- A related question…
- Leading a week-long online discussion with library colleagues exploring Connected Learning earlier this year, I wasn’t too surprised to see many initially expressing interest in the topic while, at the same time, raising plenty of questions about how Connected Learning could possibly work in their varied settings. It only took a few days of asynchronous discussion among themselves for those questions to be replaced by something very encouraging: Ideas about how they could build upon what they were already doing and more effectively engage their learners through Connected Learning principles.
- Here are excerpts from what they came up with: “I have been teaching by lecturing and then, time permitting, allowing the students to get on the computer to find relevant books, articles, etc…. One idea would be to add more social media to the subject and assignment-specific Lib Guides that I have created….We do encourage project-based learning through small group study rooms where smart classroom technology is installed and we offer a room dedicated to the media students. There, they work collaboratively on their assignments.” “I am an academic librarian at a small private university. I think connected learning can help our library staff view bibliographic instruction sessions differently and integrate more activaties that provide students with opportunities to make more connections between their own interests and the resources the library can provide….It might also give us an opportunity to reach our online and remote students in new ways, as we have previously struggled to reach this portion of our student body.” “One of the things I like about the idea of connected learning is the ability to make it into small snippets of learning. It also gives us that opportunity to tailor the subject to each individual needs to learn. In my system (as I assume in most) we have many ages and technological comforts. What strikes me is the opportunity to take the conversation further using connected learning.” “When I started working at the Public Library 6 months ago, I was impressed with the amount of technology that was offered. As time went on I noticed that the majority of our Patrons that used the Technology were Adults. Being that we work/live in an area with a large population of school age children, I was very surprised….I think as a library we need to go to the schools and ask how we can better serve our community. We need to find out why the students are not using the new equipment and what they need. We need to market our space as a meetup/maker space. IT would be helpful to find expert volunteers as well.” And just so we don’t lose sight of the underpinnings of what is happening here: the ideas came out of a learning opportunity much like the one you’re helping create here through PCI Webinars today. By focusing a bit on Connected Learning, we’re easily finding ways we can further incorporate it into what we’re doing.
- Those of you who are already seeing possibilities will find plenty of additional inspiration in a wonderful report that itself contains a variety of Connected Learning case studies: This report put out by the Digital Media Lab Research Hub and available for free download at the URL listed at the bottom of this slide. It leads us through an engaging discussion of Connected Learning principles and Connected Learning in action. It provides examples that can easily be replicated in libraries and does include a case study on the Chicago Public Library YOUmedia center. And it leaves us with plenty of inspiration and encouragement. As I wrote after first reading the report: By the time we reach the end of the report, we have a clear understanding of the challenges and the rewards of adapting connected learning wherever it can be applied: “Online information and social media provide opportunities for radically expanding the entry points and pathways to learning, education, and civic engagement. Further, there is a groundswell of activity in diverse sectors that are taking to these connected learning opportunities, ranging from entrepreneurial young learners, open and online educational initiatives, technology innovations in gaming and other forms of learning media, new forms of activism, and innovative schools and libraries. The connected learning model is an effort at articulating a research and design effort that cuts across the boundaries that have traditionally separated institutions of education, popular culture, home, and community. Connected learning is a work in progress and an invitation to participate in researching, articulating, and building this movement (p. 87).” --Building Creative Bridges blog, February 3, 2013; https://buildingcreativebridges.wordpress.com/2013/02/03/connected-learning-moocs-and-etmooc/
- Since I’m clearly interested in helping you understand Connected Learning by showing how it plays out in Connected Learning environments, I suspect you won’t be surprised to learn that our third case study is a brief review of a MOOC—a massive open online course—that brought together some of the best innovators in Connected Learning for a semester-long exploration of how it fits into learning. There’s plenty of great news here: It inspired tremendous levels of interactivity among learning facilitators and learners themselves; it was, quite literally, one of those wonderful situations where everyone was a co-learner. Some of us stayed together after the conclusion of the course to work together on a peer-reviewed paper that was published earlier this year. The course materials and discussions remain available on the Connected Courses website (http://connectedcourses.net).
- Let’s zoom in on that website home page a bit to see something else significant about what the Connected Courses community accomplished. Looking below the row of colored tabs that include the terms “pre-course” and “why we need a why,” we see that this learning community continues to function as a community nearly a year after the course formally concluded—something we see in the best of the connectivist massive open online courses I’ve been lucky enough to join. The signs of activity are in those postings that begin at the bottom of this screenshot. They represent tweets, blog postings, and other interactions among Connected Courses community members that were still appearing last week as I was preparing for the webinar in which you’re participating today.
- Inspired by what we’ve just reviewed, let’s engaged in some Connected Learning by addressing the question on this slide… Again, I’ll read what is entered into the chat window so colleagues listening to the archived version of this program can draw upon the resources you identify.
- There are obviously plenty of examples we could share if we wanted to be all-inclusive here. We could look at products coming out of makerspaces. We could look at what online learning communities develop and produce together in settings including connectivist MOOCs like the Connected Courses MOOC. And we could delve further into what the Digital Media Laboratory and Connected Learning Alliance, among others, are doing to expand the reach of Connected Learning. But one very sweet example that I think captures quite a bit is this book which provides a “step-by-step guide to creating a global classroom.” The fact that it addresses our topic quite nicely is only part of the story. The fact that it is a Connected Learning book that can be downloaded to your Kindle is also only part of the story. The real story here is that it was a project-based learning achievement produced by 27 Norwegian high school students under the guidance of their teacher, Ann Michaelsen…and that a few of the very young authors continued to serve as trainer-teacher-learners themselves by being interviewed on an episode of Steve Hargadon’s Future of Education series online shortly after the book was published. [More information about the book and the authors is available at https://buildingcreativebridges.wordpress.com/2013/08/20/connected-learning-project-based-learning-and-learners-as-authors/]
- So, where does that leave us? With plenty of inspiration With plenty of opportunities And with plenty to do …which, of course, leads to the most meaningful element of our time together today.
- Time to engage in a bit of Connected Learning by preparing your own action plans—which, of course, can be further developed by borrowing from what you hear your co-learners say in response to the question on this slide…
- We started with a clear definition of Connected Learning as an “equitable, social, and participatory” approach to learning.
- We saw that learners are the focus in this approach.
- We had a reminder that Connected Learning, as is the case with many great models of learning, builds upon basics to create something significant from interconnected smaller elements.
- We saw that it works by connecting various spheres of our learning landscapes and harnesses advances and innovations.
- We were reminded that it thrives through making/creating/producing.
- And, through a variety of examples, we have seen that like any tech-supported learning opportunity, the technology remains the tool, while people remain the drivers—and the beneficiaries. This is far from a new approach, but it certainly is one that takes advantage of our ever-changing educational-technology landscape. Through our collaborative efforts, we can continue finding ways to engage our learners—and ourselves—in ways that significantly contribute to positive transformations within the communities we serve.
- A few more…
- Our final wrap-up: Any questions we haven’t yet addressed together?