Creating an Open Classroom

My colleague Laurel asked me some questions in her comments on my last blog post.

How have you shifted from being a  “stranded evangelist” to a  “connected educator”? What have you learned from the people around you? How has your practice shifted as you listen to the teachers with diverse perspectives? How have they shaped your current best practice?

This model could explain the “how”…

Retrieved from: http://www.added-value.com/source/2011/01/roberto-suros-commentary-on-cultural-openness/

Or I could explain Open Learning IMO – In My Opinion

Open Learning is NOT just about being a rock star and following a set of “rules”.

Instead….

I believe that students, teachers, parents, admin and everyone else learn together – when I say “learner” I am referring to everyone.

I learn more about educational technology from my son than from anyone else, and he is 7.

Chris Hadfield is an inspiration to many learners, and not to others. That’s ok.

I felt like a stranded evangelist when I first started my new job – and now I don’t.

Some people feel uncomfortable with the term stranded evangelist, some aren’t.

I am practicing being an open learner by writing this blog- and the replies – in an open forum.

Being an open learner to me means being vulnerable, being intimidated and pushing through – while often being pushed back.

Being an open learner means listening to other people’s perspectives – really listening….

I have rethought something Alan November told me awhile back….”Verena, when you go in and ask teachers about how they would like to integrate technology, ask them about a project that they love and have already developed. Ask them what they could do to make it even more engaging for students. Discuss how technology can save them time and meet the needs of a wide variety of learners….then sit back and listen with a cup of tea. And every time you want to say something, take a sip of tea – and listen.

But never, never give up on trying to make a difference in meeting the needs of learners.”

Listen, really listen It’s ok to feel differently, but you still need to listen. It helps if you believe in yourself and to that “voice” that is inside of you as well. Listen to different perspectives in the open world.

On a different note, as a colleague just said to me – “Your blog post on Hadfield was exactly like a lesson I taught where the students seemed to focus on a totally different topic than the one “presented”.” Have you ever taught one of those “lessons” where you started in one spot and ended in a totally different place?

It’s ok to create untethered learning environments - it’s ok to let the discussion go into uncharted waters.

In an open learning forum, I have no way to control the learners or the learning – I give up my “control” over my words, the moment I click accept on a blog post. Learning how to be vulnerable and accept “push backs” in an open forum is extremely difficult. I create an “untethered” experience.

The last blog post, comments, twitter chat and backchannel discussions have demonstrated that it is possible to have an open online dialogue in a safe and open learning environment – but it can be really hard as well.

I would not say that I have felt entirely safe in this open learning environment called the Internet.  I have had tweets taken out of context with storify’s created out of them, I have had openly aggressive people keep tweeting at me, I have had people encourage others to tweet about me because of some perception of what I have said, I have been trolled and I have had a variety  of blog post comments. That is part of what being an open learner is all about too – its open for everyone.

When I was at Educon I was asking the students about youtube because creating videos is such an important part of the way teens learn and “where” they are learning today. One girl told me a story about her first video  where she was singing a song she wrote. She was so proud of herself. I asked if I could see it, and she said no because she had to take it down because of all the hurtful comments. I asked her if that mattered to her, and she said, “no” – it wasn’t worth it.

The intimidation factor and comments keep her song, her voice,  out of the open.

Although some comments made on my blog were not inappropriate, they were hurtful and hard to hear for me – and they were in the open. I didn’t take them down though. I responded.

From the point of view of a woman, who has only recently come back to education after working part time and staying home with kids – it has been particularly difficult to be an open learner. I am not only learning how to be an open learner, but learning how to survive in the education profession today. As such, I have a mom’s perspective on what is happening in my kid’s schools – while living in a professional world. Those perspectives will come up in my blog, and I am proud of who I am as a mom and educator today. There is no one quite like me.

Just like there is no one quite like any of you. I have learned to encourage differences.

It was also suggested that I talk about my learners in my open forum and give them a voice.

My students didn’t feel ready to comment  about what they are up to – in an open forum. From my perspectives on being an open learner over the last week, I would agree with them.  Being an open learner takes some practice, perseverance and loads of guts. They have to feel safe and ready. The first steps have to be on their own terms.

Who am I learning with?  I am learning with some grade 7 and 8 First Nations learners who are piloting an  “immersive” (virtual) world program in Atlantis Remixed. They are starting with a unit about being proud of their cultural identity and not hiding it. With Kory, (a fellow teacher) we have all created a team teaching, computer mediated model to help first nation youth engage in authentic learning experiences.

I am so proud to learn with the teens and as they strive to develop their own cultural and digital identity. Their struggles and perseverance remind me how hard it is to learn something new. Their passion reminds me how important it is to keep trying.  Their smiles remind me of how important it is to have fun while you learn.

Their openness is expressed by the fact that they have let someone into their community and they are willing to learn with this person. Their trust in me is truly special. Think about it – I skype in and talk to them, they chat with me as if I am just another “head” in the classroom. It boggles my mind at the Jetsons like culture.

Getting back to whom I learn the most from: my 7 year old – who created lego videos at 5 on youtube and showed the world our house and me in the kitchen….We all have to work on our digital identities and knowing how much is “too much” to share in the open.

What is “open” and what it means to learn “in the open” is up to the individual learner. I can only help to encourage each person’s unique openness.

It’s been quite a week and I am thankful for all the learning.

V:)

Nothing is Impossible….

(If you can….READ the “comments below” the video in youtube )

I have spent the last year working at developing a program called the “Open Classroom”. I have been developing online projects that offer free content to students from anywhere in the world based on flexible access to different digital devices (computers and mobile devices). These projects can be used in online courses (virtual schools) and regular f2f classes (Blended learning). The goal was to create learning opportunities open to all students with no barriers.

Most of the feedback that I have received revolves around my inability to communicate my ideas:  “Verena. You are speaking a different language. I have no idea what you are talking about.”

This year, I have often felt like an alien on another planet trying to communicate with other people. I have been labelled a stranded evangelist, a teacher entrepreneur and I am often told that I think outside the box. My job description is, Learning Innovation Lead Teacher, which I assume means I am innovative.

Then – it happened….I was able to connect to the International Space Station.

I now have proof that others “can” speak my language.

Commander Hadfield is part of my PLN (Personal Learning Network).  He is part of my world. I follow him on Google and on twitter,  I retweet his pictures and I was on of 8398 people in his Google Hangout from the International Space Station:

According to his son Evan Hadfield,““I think that it would be fantastic when Dad came back to Canada people would stop and say I recognize him, I’m proud of him…and thanks him for whatever; to really understand who he is and what he has done for the country when he comes back. Then I would feel we’ve done a good job.”

Yes! He did a GREAT job! In three months I believe he has been able to disrupt education only in the way Sir Ken Robinson has been able to do.

Yes! I am comparing an astronaut to an educator! In fact, I believe Commander Hadfield has taken educational theory and proven that learning happens everywhere – and always has. Sir Robinson encourages the world to break down traditional classroom walls to learn by seeking our passion through creative and meaningful ways. Commander Hadfield modeled “how” to be creative and learn with others because of his passion.

The Top 7 Things that I have Learned from Commander Hadfield:

1. People need to feel connected.

Commander Hadfield connected and engaged the world through his tweets and that it is incredibly important to build relationships in online environments. He assured the world that being human is possible, and relevant, in a technology driven society.

Retrieved from: http://www2.macleans.ca/2013/05/14/chris-hadfield-good-morning-earth/

2. We can all learn together as equals in a digital community.

It doesn’t matter what your “title” is, how “old” you are or where you are from – you need to be a part of a community.

Commander Hadfield answered questions   from students:

Retrieved from: http://www.cbc.ca/news/canada/nova-scotia/story/2013/04/22/ns-hadfield-students.html

AND he connected with movie stars and politicians as well!

Retrieved from: http://storify.com/CanoeNews/13-ways-astronaut-chris-hadfield-rocked-our-world

3. Your digital identity is essential in 2013.
“ With his high-flying past, Hadfield would be forgiven for having a gruff, no-nonsense exterior, and yet the Hadfield we have come to know couldn’t be further removed from this archetype. ” Retrieved from HERE

It is up to every person to consider how you want people to “see” you online. That includes what content you choose to share and how you choose to interact with others.

For example, the National Post created a possible diary based on Commander Hadfield’s experiences over a week, click HERE. (As a teacher I LOVE this example – just think of the possible spin-offs.)

He decided to host a question and answer session in Reddit from “his” point of view:

Retrieved from: http://www.reddit.com/r/IAmA/comments/18pik4/i_am_astronaut_chris_hadfield_currently_orbiting/

4. DIY (Do It Yourself) and self directed learning is essential.

In order to create a network of learners, we have to figure out some things for ourselves. Using videos and “how to” guides give learners the time to learn at their own pace and in their own way.
How do you Brush Your teeth in Space?

5. “Rich” valuable free content can be found on the internet.
Most of the content that was “created” in space – was sent out through youtube, twitter and other social media content sources. This gives learners an opportunity to have equal access to all digital content. Equal access is a first step to breaking the digital divide and an example of an Open Educational Resource (OER).

6. Making connections to “authentic” social media and technology is instrumental in order to learn in 2013.

Harlem Shake:
Earth Version:

Space Version

Hadfield Version:

7. You need to be curious to keep learning.

You don’t have to be a tech geek or interested in space to connect and learn with Commander Hadfield. You have to be curious.
My primary school daughter came home from school and asked me for that “song” about the ISS. She wanted the lyrics. Her class was going to learn how to sing it. I found the lyrics and video on youtube and then told her that Commander Hadfield was still in space and that he had written it and sung with some “earthlings”. Then she started to follow his adventures….It’s all about baby steps, making connections with every person in their own way. One step at a time. Making learning relevant.

But why Commander Hadfield  the biggest disruption to hit education – even bigger than MOOCs? (Yes @Audreywatters I am prophesying that Commander Hadfield is a bigger disruption to k to 12 education than anything else on May 15, 2013)

He showed the world that he is passionate about who is is and what he does. He advocated for creativity – by being creative. He is able to integrate a wide variety of interests, skills and ideas – into a common platform. He pointed out that science is not just about a process- it is about the journey. Most importantly he proved that being yourself and connecting with others can lead to change. Oh – and he asked his son to help him because he knew that you can’t do great things all by yourself

This ode to Commander Hadfield ends with my heartful thanks to a new Canadian Hero who has changed my world.

Thank you for showing the world that anything is possible by being yourself. If we can have a Google hangout on the International Space Station and brush our teeth in space we can do it on earth as well!

By sharing his experiences with the world – he has proven himself to be a leader in education!

Here’s what Hadfield told CBC interviewer Jian Ghomeshi about why he’s so passionate about helping earthlings to understand his space journey:
“This is something not only personally amazing to be part of, but it is a new thing within the human experience. And it’s way too good of an experience to keep to myself. It’s something that I think is really important to share. Ever since my first space flight, 17 years ago, I’ve been trying to describe to people just how incredible it is to see our world this way, and what it means to us as a species to start leaving Earth. And now I have the time–this isn’t a shuttle assembly flight–this is living in space and so I have the time to try and share it with everyone. And so I’m doing everything I can to ensure that people really get a sense of what it means and what it’s like.”
Retrieved from: http://teachingkidsnews.com/2013/02/10/1-astronaut-chris-hadfield-debuts-song-from-space/

So I ask you all – how has Commander Chris Hadfield changed your reality? Is he promoting a disruption in education? Why or why not?

Here’s my Mind Map on Contructivism for ETEC 530

 

Make your own mind maps with Mindomo.

Although I encourage others to create as the foundation for more meaningful learning everyday – I still struggle with creating anything, “artsy”myself.  Specifically, I struggle with creating digital stories. I don’t enjoy blogging, I am not very “artsy” in any way. I still remember my “C” in art in grade 3, and I remember Athena Madan from grade 7 who could draw anything.

My point is – I have a lot of learning baggage when it comes to being creative.

So – when I was somehow included in the digital storytelling planning group for #etmooc with amazing creative people like Pete Rorabaugh, Laura Hilliger and Alan Levine, I didn’t know what I could really contribute. When you are surrounded by, “amazing” it is hard to think of how you can help.

That’s what makes this community and connected/open learning so great. I could contribute my “lack” of creativity as a skill (from an artsy point of view). I could speak up for the beginner, the person who can barely choose colours for wikis, create images, videos or anything else “cool”. I could ask for clarification and I could say – I think we need some scaffolding or support here.

I instantly suggested asking the “amazing” Darren Kuropatwa to lead a workshop.  He’s the type of person who makes you feel like a “zumba princess” (previous post) and knows how to make things simple for beginners like me.

Don’t get me wrong, I know I am creative, I am just “digital storytelling” challenged. Besides coding and programming, digital storytelling and design leaves me feeling a little – well not so amazing.

However – I have been proven wrong by the amazing #etmooc digital storytelling team! They have spent a lot of time thinking, re editing, thinking again and really, really listening to those of us, who call ourselves – beginners. The next two weeks at #etmooc include the “superstars” of digital storytelling – and they have actually said, ” We want everyone to participate – all levels!”. In fact they have added webinars, integrated other courses into the next two weeks and created a wide list of options.

I’m really looking forward to the next two weeks – and I want you to know that it scares me to death thinking about what I might “have to” create. However, that’s part of a MOOC, stepping outside of your box, depending on the skills of others, and contributing your own.

As I have learned, even not having “artsy” creative skills is a talent!

Here’s my first creation for #etmooc Digital Storytelling section (Created by @cogdog Alan Levine for all of us this week!) I am looking forward to many more. It really wasn’t that hard, it made me think and it was fun! Oh – and I already made the mistake of not linking it or saving it in the right place. So for all those of you who are beginners like me – there is hope, and hopefully someone will help me!

Five Card Story: Always Listen to the Wise Turtle

a Five Card Flickr story created by Verena Roberts 5cardetmooc

flickr photo by bionicteaching

flickr photo by bionicteaching

flickr photo by bionicteaching

flickr photo by bionicteaching

flickr photo by bionicteaching

My Story: (Based on the images)

“Stop!” cried Robbie from behind the group. “The wise turtle says that if you keep going the clouds will surround you and turn you into a leaf!”

Tired of hearing about the imaginary wise turtle, the children ignored Robbie and they continued on their way down the path.

As the wise turtle predicted, a giant cloud formation came down and swooped up the children into the air above the trees and turned them into a leaf.

Robbie looked down at the wise turtle in his hand and said, “They are gone – all that is left of them is this leaf.”

The wise turtle answered, “They are not gone yet!” He crawled over to the leaf.

After eating up the leaf quickly he said, “Now they are gone, tit’s not like I didn’t warn them.”

Here’s to becoming an “Artsy Digi Story Princess!” Remember – it’s about the process and if I don’t try I can’ t learn! (See my last post if this makes no sense…)

Who else out there is a Digital Storytelling, “Beginner?” I’ll be there to support YOU this week! Please connect with me if you need to. @verenanz

OR connect with the amazing webinar facilitators who have really put a lot of work into these weeks. Or – write about how you feeling in the #etmooc community – that’s what it is there for.

OK – let’s go create!

Verena

Why I am taking #etmooc?

I am dedicated to changing the way we learn, the way we teach in k12 and ultimately the way we “see” learning. I promote creativity above anything else and I see an education system where every learner is engaged and passionate and positive about learning.

To get there – we need to think about learning differently.

I have had the opportunity to hang out in Mexico. I have spent more time online and sitting on the computer than in the gym in months. As a result, getting into a swimsuit and tanning was a little scary for me. Kind of like some people see technology? But it is hot and sunny in Mexico, and you would overheat if you dressed like it was time to ski, like in Canada.

In Mexico I have started to take Zumba classes. They are taught by an amazing teacher named Stephani. She spent the last year in New York trying to make it on Broadway, but has decided to come back to Mexico to spend more time with her family. Needless to say, she is an “expert” in her field, and I am in her class.

Stephani – Club Med Ixtapa – Zumba Queen…

What makes her an amazing teacher?

She has a variety of different levels in her class, and we all think that we are Zumba princesses. Luckily Stephani’s class in Mexico, so none of you saw me Zumba, other than my family. If you did, you would not say that I was an advanced student, or “gifted” or had any special skills. In fact, you would see my red face and probably think I needed some water as soon as possible. But in Stephani’s class – I am a Zumba princess.

I was in the middle of some mumba move today and wondered why I was having so much fun? I could tell that I was having difficulty, that I am not the best in the class, that I miss moves and need to constantly watch Stephani to figure out where we are. Dancing does not come easily to me and I know that there are others who are doing a better job. Yet I still see myself as a, “Zumba Princess”.

Stephani makes me feel like a Zumba princess because she creates relationships with every person in the class – even if we are only here on vacation for a week. She is passionate about her “expertise” and she loves what she does. Her love of dance (and Zumba) is apparent in her class, and in her smile. She connects with me, and her connection has made me feel human – like no matter how “bad” I may look to others, I am a Zumba princess in my mind – as long as I try.

From an instructional design point of view, Stephani ensures that we know the basic moves before we start a dance, we start out slow and get faster, we have some repetitive songs as well as some new ones each day and she always leads the group and shouts instructions as we go along. She consistently asks us, “How are you doing?” and she always tells us to, “Drink Water!”

I never hear her complain about the fact that she is constantly getting a class of new learners who are all at different levels and that they are always lost. Instead I see a leader who sees an opportunity to share her love of dance. When I asked her about New York, she says, “What an experience! Now I can bring back what I have learned and share it with you!”

In this “new world” where I consistently hear people speak about the fear of “computers taking over the role of teachers” – Stephani proves to me that teachers are essential to learning in any world. They motivate, encourage and build essential relationships to help their students learn.

I am a passionate edtech teacher devoted to changing the learning paradigm, and it’s teachers like Stephani who remind me why I am taking #etmooc.

1) Learning is about getting off your butt, and trying. Trying for the sake of trying and being proud of your accomplishments.

2) Learning is about accepting that we are all different – and it’s ok to learn in your own way.

3) Learning is about going into the day with a positive attitude and accepting yourself for who you are.

4) Learning is about being vulnerable and taking risks and not worrying about what other people think.

5) Learning is about depending on other people and collaborating and connecting  to learn more.

6) Learning is happening everywhere and it is up to you as an individual to find it!

7) Teachers learn with you and inspire you to do your best. They develop relationships and connections to encourage a network of learning.

I thank Stephani for encouraging me to get off my butt – and I hope that other learners will learn with me in #etmooc as we take risks, try be creative and promote vulnerability together!

That’s what I’m here for…

Verena

Attributed to loop_oh from: http://www.flickr.com/photos/loop_oh/4313629167/

Open Learning Options…..starting January 2013 – My choices….

Why I am an Open Educator

After teaching online courses to Chinese students, from Calgary, AB Canada – it soon became apparent to me that the “content” in my course was not going to get me new students. The fact that all of my course content was getting copied was not lost on me. It just took me awhile to realize that how I taught and the relationships that I built with the students, was going to get me more students the next year. Copyright was non-existent.

I had an amazing moodle course for online students in China. However, due to the way it was created I was unable to edit, or “tinker” with the course in anyway. The course was designed for students to complete at their own time in their way. However – it was a language course – and I believe that to learn a language, you have to talk, clarify and connect with other human beings in some way. So even though I had an amazing moodle course, I created an Edmodo course in order to communicate with my students and create a digital community . I created a schedule where they knew we would meet in a virtual room each week and chat in a group. I created videos and posted them in Edmodo to explain what we were going to learn each week, because the Flipped learning trend seemed to be a great idea. And it worked. The students connected and engaged, met with me online and learned a new language. Special thanks to Corrie Macdonald, Shannon Poulsen, Jamie Wright and Dean Coder for collaborating with me to create an awesome interactive online program.

At the end of the school year, I was “forced” to consider competency based rubric style assessment when some of my students missed parts of an exam. Competency based assessment “made” me look at the course outcomes and clearly identify what my students were able to demonstrate and what they had yet to master. Another paradigm shift – you can focus on mastery of learning over exams and standardized tests? It’s possible?

Working for a “business” rather than an educational institution also encouraged me to look for alternative, cheap or free options for professional development. Classroom 2.0 under the guidance of Steve Hargadon offers free weekly PD for educators. Steve also facilitates online conferences and I presented my first conference presentation online as a result of Steve – through Learning 2.0. As a result of Classroom 2.0, I learned about EdCamps and ConnectedCA.  I will never forget the hard work of Erin Coulliard and Neil Stephenson, oh and George Couros’ voice insisting that we use twitter. It was at the ConnectedCA conference, and through George’s consistent nagging that I thought I had better “try” this twitter thing – I mean really look at what he means – and I have never been the same. I also met Valerie Irvine and countless other twitter greats like Brian Harrison and Rodd Lucier and I began to see that there were others like me “out there” who spoke my language.

While looking for alternative online programs for China, I discovered MOOCs and joined #change11 late in the game. I was fascinated at the anti-hierarchy, encouragement of chaos and connecting with others to form networks of learners. This “open” environment encouraged everyone and anyone to connect, engage and learn.  Through the help of Alec Couros and Steve Hargadon, I worked on creating #Digifoot12. A “mini-MOOC” designed for k12 Educators and their kids. While #digifoot12 soon became more of course for educators, it opened my eyes to alternative forms of online learning. I was not an expert in MOOCs or open learning, but because I took the risk to create an opportunity to learn in a different way, I learned more than I have ever learned in my life through others. The course helped me develop a PLN of dedicated online colleagues who are all tirelessly working to create new opportunities for learners around the world. I only”personally” knew one of the facilitators for #Digifoot12, Tracy Poelzer.  The other facilitators, Kim Gill, Scott Monahan, #stuvoice, David Preston, his students Ian and Trevor, Imtiaz Maheed and Bill Belsey – were all people I met through twitter or the “new” unconferences like ConnectedCa. Through #Digifoot12 I also created a PLN made up of educators who stepped up to help others including David Truss, Peggy George, Paula Naugle, Sue Wyatt, Jose Alvarez Cornett and many others, this is the #Digifoot12 twitter list

In July I participated in the k12 online summit for leaders in online learning – and I was offered a job working with ADLC to create MOOCs for k12.  We switched from the name MOOCs to “Open Classrooms” – and  soon created the TheOC@ADLC. I completed my summer by participating in #moocmooc which was a “MOOC” about MOOCs. For the first time I realized that MOOCS are just a name for an opportunity to learn. The #moocmooc community is still important to me today, and the PLN that I developed through the course and subsequent google hangout #moocmoocbars has pushed me to think about open learning in a million different ways. A big thanks to Pete Rorabough and Jess Stommel

Another amazing educator, Karen Fasimpaur contacted me about an article she was writing so i could add some k12 MOOC content. I asked her what k12 conferences she would attend if she could go to anything she wanted. She said that her biggest learning was not a conference, but sending in proposals to present then preparing, presenting and engaging in conversation with others. It is the ability to connect with others and express your ideas and learn with others that really offers her the most professional development.

So, I set my sights on pushing my comfort levels and “presenting” about breaking down classroom walls through open learning. With the support of my Research and Innovation Team from ADLC, I sent proposals all over the place. After attending and “pitching” The OC@ADLC to the Beyond Content Conference in Vancouver, David Wiley came over and said that I was his hero. David Wiley is known to have done some incredible work in OER (Open Educational Resources) CC (Creative Content) and alternative forms of education to offer the opportunities to the masses. His comment meant the world to me.

What I think he meant by his comment though -was that open learning was finally getting through to the soccer moms, and the regular “folk”. If I was able to create a course and have people participate, then others could do the same. The opportunities are endless – and I validated all the hard work he had been doing to get through to the “average” person.  At #Beyond Content I also met Audrey Watters author of the hackededucation blog. Although intimidating online, she is really very kind, passionate and full of common sense. Connecting with “online superstars” and realizing that they are humans too is a HUGE part of open learning.

After Beyond Content, I presented at a few other conferences and each time I presented – I began to really understand what OER and the impact of open learning could be.  I have also taken more open courses through BC Open Campus on “badges” as an alternative form of assessment and “Open Content Licensing 4 Educators” through wiki educators and UNESCO. The combination of conferences and open online learning opportunities have pushed my learning to new heights.

Developing and creating #BEFA12 in November, an open course for high school students, was a highlight to my year because the ideas that had been percolating in my head actually came through. The students naturally “connected, collaborated and created” new learning together. I am looking forward to Version 2 in 2013. It proved that open learning is possible and doable in k12 learning environments.

When I received a twitter Christmas ornament from @mrnichol – it made this whole year – real! The learning wasn’t all in my mind…it really happened! This learning is about human beings, connections and relationships.

So – as I work on creating questions for a social media strategy for ADLC, I think back to my year and reflect on how being a teacher is an amazing job. Technology offers opportunities that I couldn’t have ever imagined and sharing my love of learning with others is my passion.

So – why am I an open educator? Because I am a lifelong learner and nothing has offered me more opportunities than sharing with others and learning from and with others. That is what open learning is all about. Oh – and finally accepting that if you are doing more “work” than your students, you are doing something wrong- Great advice from my friend Lynn Somers. Being a guide on the side, means following and learning with others. Equal effort and a collaborative effort. That’s what open learning is truly about…

Have a great 2013 and after learning more than I have ever learned since April 2012 – I don’t know what 2013 will offer. But if you take anything from this post realize that you all make a difference, people are listening and as Angela Maiers says, #youmatter. So thank you to my PLN for making such a difference in my life. Being an open educator means being open to opportunities in education and always innovating and pushing for new alternatives for learning. Ultimately, it is about being open to being vulnerable, accepting that we are all human, we all make mistakes – but we all want to learn. If I can help others learn – then this is where I want to be – in the open.

What about you – where do you want to learn in 2013?

Introduction:

MOOCs are Massive Open Online Courses and have been called the Innovative Disruption and Top Tech Trend of the year. (Watters, 2012) The primary reason behind the “disruption” is the break in the traditional hierarchal system of Higher Educational Institutions.  Instead of offering elite education to a selected few, education is being offered to the masses.  By offering “open” online courses by professors from around the world, any learner can learn from and with the “elite”.  The MOOC model is student focused, in that it offers a cost effective solution to education.  However, MOOCs have been offered in Higher Education.  This paper will focus on the best practices of MOOCs and the opportunity to take these best practices into a K12 learning environment.
MOOC Barriers

Hill (2012) wrote about Four Barriers That MOOCs Must Overcome To Build a Sustainable Model.  These include: revenue models; credentialing badges or accreditation; course completion rate; and, student authentication.  In K12, if MOOC like options were integrated into learning environments they would be economically viable because they are a part of a course and students would be awarded credit. The high school student completion rate could be examined for statistical change and the authentication issues will still need to be examined.

http://mfeldstein.com/four-barriers-that-moocs-must-overcome-to-become-sustainable-model/

MOOCs: equality of learning and opportunities for all
Educational MOOC advocates suggest that the MOOC debate is not about the money or instructional design, it is about the importance of the equality of learning for all.

“That’s because the fight over MOOCs is really about the story we tell ourselves about higher education: what it is, who it’s for, how it’s delivered, who delivers it….MOOCs simply ignore a lot of those questions. The possibility MOOCs hold out isn’t replacement; anything that could replace the traditional college experience would have to work like one, and the institutions best at working like a college are already colleges. The possibility MOOCs hold out is that the educational parts of education can be unbundled. MOOCs expand the audience for education to people ill-served or completely shut out from the current system…” (Shirky, 2012)

Types of MOOCs

The focus away from the “teacher” or professor as the expert in every part of a student’s learning is perhaps the biggest disruption to Higher Education.  Once the “MOOC” success was proven by Stanford’s AI Course in 2011, there has been a strong desire to try and define MOOCs.  Although they have been defined into three groups, “Network Based, Task -Based and Content Based” (Stevens, 2012) and “Connectivist, Entrepreneurial/Organizational and Special Interest” (Venable, 2012) the most common differentiation is; cMOOCs and xMOOCs.  cMOOCs are connectivist MOOCs based on the connectivist theory created by George Siemens and Steven Downes as opposed to xMOOCs which include all the other MOOC providers including Udacity, Coursera, EdX, Udemy).  As Siemens suggests, “Cousera, EdX – formal (traditional) course structure and flow, whereas in DS106, EC1831/CCK – Content as starting point, learners expected to create/extend” (2012) Connectivism is founded on the principles of social networked learning and encourage students to be autonomous learners by finding the learning for themselves through human and digital networks known as “nodes” of learning.  (Siemens, 2010).  cMOOCs have minimal content and are designed to initiate students to create their own content and ideas based on the course topics. As such, cMOOCs promote Bloom’s Higher Level of Taxonomy (2001 version) based on teacher learning objectives.

Retrieved from http://morethanenglish.edublogs.org/for-teachers/blooms-revised-taxonomy/

cMOOCs promote creativity, analyzing and evaluation and alternatively xMOOCs offer remembering and understanding.  Both types of MOOCs offer application of knowledge. The debate seems to stem over the choice of learning objectives and the focus on teacher directed content and videos, versus student created content and autonomous learning.  This debate can also be compared to arguments in K12 learning environments over standardized tests and testing based on content as opposed to encouraging creative, innovative thinkers.
Research on MOOCs

Most recently, there has been a focus on researching MOOCs. MOOCs are being defined as “Direct-To-Student” education by the Council for Higher Education Accreditation. (Eaton, 2012)  When considering accreditation and quality control, Eaton suggests that the “Traditional” Higher Education lens is not the one that should be used. She considers facilitator considerations, rethinking the expectations of teaching and learning, alternative approaches to teaching and alternative evaluation of learning.  In the summary, she states that, “MOOCs offer an unusual direct-to-student opportunity for expansion of learning, apart from the traditional structure of programs and degrees.  Whether ultimately apart from or connected to the environment of currently accepted teaching and learning, judgment about quality will be essential.”  The changes to terms of accreditation give some validity to MOOCs.  Like Eaton, bloggers like Graham Atwell (2012) agree with the unique attributes to online learning that MOOCs offer all learners. MOOC characteristics were documented by DeWaard et al in the journal article, “Using mLearning and MOOCs to Understand Chaos, Emergence, and Complexity in Education” (2011) The journal article suggests that MOOCs are “self-organizing, connected and open” which led to emerging phenomena like, “ internal diversity, internal redundancy, neighbour interactions and decentralized control”. Overall, the research and qualitative MOOC feedback is suggesting that MOOCs offer alternatives to learning, assessment, instructional design and student focused approach to learning. These are all characteristics that can be implemented in K12 learning environments as well.

K12 Innovative Disruption

The K12 educational environment is also open to disruptive innovation and there are best practices that could be used in cMOOC opportunities.  For example, Ken Robinson advocates for creativity in schools, Mimi Ito and danah boyd suggest looking to the social media learning already transparent among teens today, Will Richardson questions assessment strategies specifically standardized tests, Sheryl Nussbaum Beach promotes connected educators and Tony Wagner supports looking to outside networks and industry to support innovative learning opportunities.  Like cMOOCs, these K12 educational change leaders promote rethinking the instructional design and criticize the system for promoting mediocre over innovation.  Specifically, these educational disruptors offer alternatives for creativity in schools, peeragogy digital literacy, networking, connected learning, competency based assessment, bridging industry into education and promoting the knowledge economy.

Open Learning

To understand how to integrate best practices of MOOCs in K12, it needs to be clear that MOOCs are one form of open learning from within the open movement.  The open movement is based on the open source success and Linux creation. Programmers proved that creativity and innovation was a result of collaborating, remixing and building on ideas and codes already created, international often in synchronous projects.  This idea that more meaningful and more useful learning could be created “together” is the foundation of the open learning movement.  Open learning is focused on four guiding principles Redistribute, Remix, Revise, Reuse. (David Wiley, 2009) These principles encourage the use of open educational resources (OER) and reinforce the open content movement.  Alternatively, Don Tapscott (2012) highlights collaboration, transparency, sharing and empowerment as the principles for the open world.  The Wiley and Tapscott integrate a foundation for open opportunities and alternative learning potential.

Open Learning has been apparent in the rise of the Khan Academy and its videos based on educational content.  However, the Khan Academy has been criticized for not considering the pedagogy or “teaching” in its mandate and the same can be said of many MOOCs (especially xMOOCs).  The “free” content that can be altered copied and changed is called OER. Open Educational Resources (OER) can offer deeper and more meaningful learning opportunities because they encourage change and editing., However, it is the open pedagogy that can offer the way to MOOCify K12 learning environments.

As stated above, MOOCs are one aspect of the open learning movement.  In my opinion, there are three branches of open learning – open leadership, OER (open educational resources) and open pedagogy. This is a chart that describes the characteristics of open learning and the three open branches based on research on open learning.

Within open pedagogy, there are four different open learning options in current practice:

Option 1: “cMOOClike” option which is based on the work of Siemens, Downes and Cormier.  Offer massive open online course focused on connectivism, networking and interaction and collaboration among networks which would be synchronous and cohort based.

 Option 2: Closed “course” for credit through an institution with open content and open connections and networks which is based on work of Alec Couros (EC&I 831: Social Media & Open Education.) and the  Kaleidoscope Project which  is synchronous and in a cohort.

 Option 3: Open content in an open platform for autonomous learners which is based on the work of Alan Levine (#DS106) and would be asynchronous and autonomous.

Option 4:  Open content in a closed online course which is based on the work of David Christian and similar to Flat Classrooms which can be asynchronous or synchronous and is cohort based.

Framework of Teaching and Learning in a cMOOC

There are a variety of suggestions on how to integrate MOOC like and open learning ideas into learning institutions.  Beginner learners in MOOCs and open learning need scaffolding and some kind of platform to start from.  As David Cormier commented (based on Verhagen, 2006), “Connectivism is a Theory of Knowledge and not a Theory of Instruction”. He was alluding to the fact that “connectivism” is a construct to see learning not an instructional design model. However,   Cormier has also suggested strategies for learners to succeed in MOOCs, “ 1) Orient  2) Declare 3) Network 4) Cluster 5) Focus”. (Creelman, 2012).  According to Siemens (2012), these are the instructional principles to MOOCs:

1. Aggregation. The whole point of a connectivist MOOC is to provide a starting point for a massive amount of content to be produced in different places online, which is later aggregated as a newsletter or a web page accessible to participants on a regular basis. This is in contrast to traditional courses, where the content is prepared ahead of time.
2. The second principle is remixing, that is, associating materials created within the course with each other and with materials elsewhere.
3. Re-purposing of aggregated and remixed materials to suit the goals of each participant.
4. Feeding forward, sharing of re-purposed ideas and content with other participants and the rest of the world.

Moocifying K12 Learning Environments

In order to “moocify” learning environments in K12, there must be a desire to develop relationships among learners, develop a learning community and encourage the empowerment of autonomous learners. Garrison et al (2000) suggest that there are elements of to create a learning community.  Open learning opportunities are a way to integrate technologies into face to face and online learning environments – a way to promote the idea that “learning is learning” regardless of “where” and “how” it is done.

Garrison et al (2000)

Connected Learning and Digital Humanism:

Beginner learners in MOOCs and open learning need scaffolding and some kind of platform to start from in order to learn how to build relationships and learning communities.  For example, Lucier, Branigan-Pope and Tolisano (2012) suggest the Seven Degrees of Connectedness:

Retrieved from:http://thecleversheep.blogspot.ca/2012/06/seven-degrees-of-connectedness_06.html

In the introduction to any open online course, learners are introduced to the “stages” in order to ensure that they aware of the relationships being formed in online learning.  Connectivist learning is about “finding” the nodes of learning and the nodes are found through media which include digital and human interactions.  The stages foster the idea that to connect and learn, we use tools to connect with other humans and interact with digital content created by humans.  The importance of human interaction and engagement create authentic learning experiences.  Digital humanists suggest:

 The computer has value only as it enhances that which makes us human.  Most likely this is our ability to learn, or rather to learn how to learn ­ the knack to order, manage and reconfigure that which we know.  Our humanity lies in our ability to transmit from one another, allowing others to gain access to successful formulations and articulations that further our notion of being. (Traub and Lipkin, 2001)

Future Considerations:

By integrating the foundations of connectivism, defining the different types of MOOCs , analyzing the strengths and weaknesses of MOOCs, investigating MOOCs as one aspect of Open Learning and considering open learning research in K12 and adding in personal experience as a MOOC learner and facilitator, I have taken the experiences and research and combined some alternatives for MOOC integration for High School students.  From personal experience as a MOOC learner and facilitator, I have noticed strengths and weaknesses in a variety of areas.  Based on my experiences, these are the characteristics to create a basic framework for any open online course in K12:

Characteristics for Open Learning in K12

• Stages of Learning
• Scaffolding
• Open Access
• Collaboration
• Open Platforms
• Social Media Integration
• Transparent Communication
• Credit to Sources
• Feedback Loop
• Facilitators are Approachable
• Focus on learning for all
• (Interdisciplinary, Intergenerational, International)

Another essential aspect of integrating MOOCs into K12 learning environments is identifying the learners and their abilities.  Up to this point, MOOCs have been offered to adults.  The research has proven that the best practices of MOOCs and open learning in general can offer personalized learning to autonomous learners.  The K12 audience is a different group of learners because they are developing digital/social media skills, digital identity, digital citizenship and learning how to become connected learners while learning in a different medium and different “way”.  While some adults may have to develop all of these skills as well, most adults have some experience in one or some of the competencies although the MOOC experience and open learning is new.

While Higher Education struggles with sustainability and economic factors influencing MOOCs, open learning and MOOC like opportunities should be integrated into K12 learning environments from the very beginning.  Like literacy and numeracy, open learning is an essential part of every child’s education.  As such, economic factors are not a consideration when educators facilitate and learn with their students.

Continuum of Open Learning:

I suggest that educators consider a continuum of open learning to integrate MOOCs and open learning from kindergarten to grade 12 based on stages.  (Just like the levels of learning based on Bloom’s Taxonomy and the Degrees of Connectednes.)  The continuum would be split into three areas, Stage 1: Kindergarten to grade 6 (For example using Edmodo.com), Stage 2:  Grades 6-8 (For example creating class blogs and wikis) and Stage 3:  Grades 9-12 (open LMS options like canvas invastructure).  In Phase 1, students experience MOOC like courses and open learning in “walled gardens” where they can make mistakes and it is guided directly by teachers.  Phase 2 offers a transition from a “walled garden” into more open autonomous experiences and Phase 3 could be authentic open learning.  As the students master skills and demonstrate competencies, they are given more and more freedom and will have the opportunity to experience authentic open learning.  Part of the continuum is demonstrating an awareness of their learning through self-assessment and peer assessment.

Finally, a method to measure the “openness” and level of learning based on Bloom’s taxonomy for example, could be, “The Open Classroom Model”.  Every activity, opportunity and experience could be based on three stages: Connect – Collaborate – Create.  To ensure that students reach the highest level of learning, they go through the stages of learning and demonstrate their learning as they go.  For example, when the activity is to create a group blog, the students are expected to “connect” with each other, “collaborate” on their ideas and directions and “create” a group blog using a variety of tools.  By going through the three stages, the students have demonstrated “connectivist” learning principles and successfully identified how a “learning theory” can be put into practice in K2.

Conclusion:
This paper examined the definition of MOOCs, the types of MOOCS, the strengths and weaknesses of MOOCs and well as current research from a Higher Education perspective.  Consequently, comparative innovative disruptions in the K12 environment were also examined.  Open Learning, and the many opportunities within the open learning were also described where MOOCs can be used as an example of open pedagogy.  Up to this point, only open educational resources and open leadership have been apparent in specific areas of K12 learning.  After defining, exploring research and searching for current examples, there is an opportunity for open pedagogical implementation in k12 learning environments.   To, “moocify” k12, the connectivist opportunities need to come out in stages and be student centered with a humanistic focus.  Based on this information, I have suggested a, Continuum of Open Learning and an instructional design model, called the Open Classroom Model, for future consideration.  The next steps are demonstrating how K12 learning environments can be “MOOCified” by connecting, collaborating and creating.

References:

Davidson, C., (2012) What can Moocs Teach Us About Learning. Hastac. Retrieved from
http://m.hastac.org/blogs/cathy-davidson/2012/10/01/what-can-moocs-teach-us-about-learning

Creelman, A., (2012)  Inspiring Encounters.  The Corridor of Uncertainty. Retrieved from http://acreelman.blogspot.ca/2012/11/inspiring-encounters.html

deWaard, I., Abajian, S., Gallagher, M.S.,  Hogue, R., Keskin, N., Koutropoulos, A., Osvaldo C. Rodriguez, O.C. (2011).Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning | Ravenscroft | The International Review of Research in Open and Distance Learning. Irrodl.org. Retrieved 2012-11-28 from http://www.irrodl.org/index.php/irrodl/article/view/1046/2026

Eaton, J. (2012).  MOOCs and Accreditation : Focus on the Quality of “Direct-to-Students”.  Education Council for Higher Education Accreditation listserv@wcet.wiche.edu
Volume 9, Number 1, November 7, 2012

Garrison, D., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education 2(2-3): 87-105.

Hill, P. (2012). Four Barriers That MOOCs Must Overcome to Build a Sustainable Model. E-Literate. Retrieved from http://mfeldstein.com/four-barriers-that-moocs-must-overcome-to-become-sustainable-model/

Lucier, R., (2012). Seven Degrees of Connectedness….The Infographic.  The Clever Sheep…Leading in New Directions. Retrieved from http://thecleversheep.blogspot.ca/2012/06/seven-degrees-of-connectedness_06.html

Siemens, George. (2012) What is the theory that underpins our moocs?  Retrieved from http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/

Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.

Siemens, G. (2012). History of MOOCs (Ppt presentation) Retrieved from http://www.slideshare.net/gsiemens/moocs-educause#btnNext

The IUPUI Center for Teaching and Learning. (2006) Bloom’s Taxonomy “Revised” Key Words, Model Questions, & Instructional Strategies. Retrieved from http://cte.uwaterloo.ca/KSU/Bloom’s_Taxonomy_Cognitive_Domain.pdf
Shirky,C.,(2012). Napster, Udacity, and the Academy. Shirky.com. Retrieved from  http://www.shirky.com/weblog/2012/11/napster-udacity-and-the-academy/

Tapscott, D., (2012) Don Tapscott: Four principles for the open world (Video File) Retrieved from http://www.youtube.com/watch?v=jfqwHT3u1-8

Traub, C.H., and Lipkin, J. (2001) Digital Humanism. Retrieved from   http://www.charlestraub.com/writings/dh/dhfull.html

Verhagen, P. W. (2006). Connectivism: A new learning theory?  Retrieved from http://elearning.surf.nl/e-learning/english/3793

Watters, A. (2012) The Wrath Against Kahn. Why Some Educators Are Questioning Khan Academy.  Hack Education. Retrieved from
http://www.hackeducation.com/2011/07/19/the-wrath-against-khan-why-some-educators-are-questioning-khan-academy/

Watters, A. (2012) Top Ed-Tech Trends of 2012: MOOCs. Hack Education Retrieved from http://www.hackeducation.com/2012/12/03/top-ed-tech-trends-of-2012-moocs/

Wilcoxon, K. (2011). Building an Online Learning Community.   Learning Solutions Magazine. Retrieved from http://www.learningsolutionsmag.com/articles/761/building-an-online-learning-community

Wiley, D. (2009). Defining “Open”. Iterating toward openness. Retrieved from
http://opencontent.org/blog/archives/1123

Moocifying HS Learning Environments by Verena Roberts is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.

#BeyondFacebook12

The OC@ADLC will be offering an Open Online Course Pilot for High School Students

Topic: Blog Creation and Social Media Integration

(Subtopics: Digital/Social Media Literacy, Digital Citizenship and Digitial Identity)

THREE DAYS: ONE COURSE #BEFA12

• In groups in an open online environment learners will create a blog, then send it out to the world.

• The “content” for the course will be created BY the students FOR other High School students through the Blogs

• Students will be asked to include “how” they created the content – on their blog using multimedia and web 2.0 tools.

When: Tuesday November 27-Thursday, November 29, 2012

Where: In Canvas LMS

STUDENTS: Pre-register here:
https://theopenclassroomadlc.instructure.com/courses/8715/self_enrollment/EH9LK6Pr

TEACHERS: If you want to sign up as a teacher or observer, please encourage a student to participate as well.

To observe the course, please follow this link: https://theopenclassroomadlc.instructure.com/courses/8715

There are some “pre-course” activities to help students become familiar with the course – INCLUDING a parental permission form.

Participants:

Learners must be between the ages of 14 and 18. All learners 14-17 will require online parental consent. (Educators can ask to help facilitate – please contact Verena directly)

Assessment:

Students will be able to achieve a “Badge” for their learning by completing a peer and self assessment within a week of completing the course. After the completion of three badges, Alberta students will have the opportunity to apply for one credit based on Alberta curriculum outcomes and courses through ADLC.

Please contact Verena Roberts, Learning Innovation Lead Teacher ADLC,  if you have any questions.
vroberts@adlc.ca
@verenanz

Open Classroom Model

Connect – Collaborate – Create

Verena Roberts – November 7, 2012

In my attempt to bridge the gap between Connected learners and Open learners, to offer an alternative opportunity for all educators to integrate technology in all k12 curriculum, I have developed an alternative strategy to meet the needs of students in any school today.

I propose an open instructional model to enable synchronous and asynchronous social interaction across the continuum of distance and blended learning environments.

These are some of the basic characteristics of my model:

This model includes, provides support for  and challenges all learners at any grade level. It is designed to meet the need to engage learners of all ages, in any curriculum or in any learning environment.

I would use this model in collaboration with other instructional design methodologies. It is not intended to be used a the “only way to learn. I believe that the most meaningful learning happens from a “blended” approach to learning – this includes everything from worksheets (we all need easy tasks) to cooperative learning opportunities. The Open Classroom would be used in conjunction with a wide range of other instructional designs.

I would also endorse an open learning environment as the most significant area to incorporate an Open Classroom Model – which includes open leadership, open resources and open pedagogy (or which the open classroom is a model). This is the image from my previous blog post.

Like any pedagogical principle, the Open Classroom Model will follow a continuum (as written about in previous blog posts).

Various competencies will have to be met in order to transition through the Open Classroom Model Continuum.

#BeyondFacebook12

This November 27-29, 2012 I will offer the first course based on the Open Classroom Instructional Model.

Participants:

Students between the ages of 14 and 18 are invited to participate. If a student is between the ages of 14-17, a parent permission form is required.

CONNECT:
Platform:

The students will be introduced to the canvas invastrcture LMS (Learning Management System) and asked to complete their profile and introduce themselves.

COLLABORATE:
Procedure

Students will be split into randomly created groups of 5 students.
Two teachers will be responsible for facilitating 20 students.

The students will have two days to complete the blog and one day to send their blog to as many people as possible.

CREATE: 

1)   Create an open blog

2)  Tell as many people in the world about your blog

In the canvas course, the students will have resources about 1) blogs, blog creation and blog content 2) Group work 3) Social Media  and 4) videos about student behavior expectations, security and privacy.  The students will also have a rubric to set clear expectations on course timelines, audience, and blog content.

Assessment:

After a week, students will be asked to go into a digital personal and peer assessment tool. To demonstrate understanding a badge, they will need to exemplify how they met the task competencies, and how their peers met or did not meet the competencies.

Then I will debrief and consider the lessons learned before I offer #BeyondFacebook13

What do you think of my model? In your opinion, could it meet the needs of every learner? Why or why not?

Open Classroom Model by Verena Roberts is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.