On Sunday, I finally found the time to listen to the recording of guest Will Richardson, author of Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, from Wednesday’s #PLENK2010 live Elluminate session. In this session, Will gave a short presentation Using PLE’s Successfully and a couple of things came up.
First was a summary of the recommendations on 21st Century Literacies from the US National Council of Teachers of English (NCTE) :
- Develop proficiency with the tools of technology
- Build relationships with others to pose and solve problems collaboratively and cross-culturally
- Design and share information for global communities to use for a variety of purposes
- Manage, analyze and synthesize multiple streams of simultaneous information
- Create, critique, analyze, and evaluate multi-media texts
- Attend to the ethical responsibilities required by these complex environments.
This is a pretty sophisticated set of competences that I would struggle to demonstrate. It’s even more challenging, when you consider that these are the aspirations of a professional body for teachers of high-school age children! Do we even do this for our undergraduate and postgraduate students? Would I and my colleagues be competent to teach these high-level digital literacies  to them?
The second theme was a set of principles for creating and successfully using a PLE:
- Pursue your passion.
- Read widely.
- Add value.
- Be personal … sometimes.
I can see how these principles might apply to my own PLE, which for me is centred around this and the Learning Lab blog
. But it’s not quite so obvious how it might apply to our students. Too often, we try to get them to engage with the tools of a PLE by telling them that it’s good
for them, and we then try to get them to engage with a topic related to a course we are teaching or a topic within a course of our
choosing, and we try to force them to engage by assigning credit. Would they engage more if they were able to pursue their passion
while we supported their learning as mentors rather than assessors?
- Definition of 21st Century Literacies, National Council of Teachers of English (NCTE), February 15, 2008. URL: http://www.ncte.org/governance/literacies.
- Barbara R. Jones-Kavalier and Suzanne L. Flannigan, “Connecting the Digital Dots: Literacy of the 21st Century”, Educause Quarterly, Volume 29, Number 2, 2006. URL: http://bit.ly/dabAsD.
- Sir Ken Robinson, Changing Paradigms, RSA Edge Lecture, 16 June 2008. URL: http://bit.ly/bMz8FM. video: http://youtu.be/mCbdS4hSa0s.
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Just remotely attended Jane Hart’s keynote Social Learning = New Toolset + New Skillset + New Mindset at EdTech 2010 which was streamed live from the Athlone Institute of Technology on Thursday 20th May, 2010. It was very interesting because Jane encouraged the audience, both in the room, and logged in from the Internet, to help her to deliver the keynote by tweeting answers to some key questions as she went along. The actual slides are on SlideShare and hopefully the video of the keynote was recorded and will be made available as a permanent resource later.
The questions asked are worthy of some deeper reflection, but here is a summary of my instant responses:
- Q1: Which social media tool has impacted you most – personally or professionally?
- The answer has to be Blogger (or perhaps blogging). It’s the one thing that I’ve done consistently since I became aware that I was engaged in social media. I have accounts and have shared on Buzz, Delicious, Flickr, Picasa, YouTube, SlideShare, Facebook, Twitter, FriendFeed, Posterous, Tumblr, Ning and on and on … but the centre of my network is still this blog. It’s arguably not that social, but I share an awful lot on Google reader too.
- Q2: Would you rate Twitter as your TOP tool for learning?
- No! Personally, I learn more from my news feeds in Google reader. For teaching, I’ve yet to find the magic formula that will get my students to engage with me or my courses on Twitter.
- Q3: Formal Learning Models, do you use social media as an 1) add-on to formal learning, 2) embedded with formal learning or 3) for collaborative learning?
- The best I can claim here is 2. I’d like to do more 3, but I’m not sure how – or indeed how it would fit in our formal, traditional university models. To paraphrase: “no one ever got fired for using Blackboard!” (or indeed a blackboard) and formal examinations.
- Q4: If you are looking for help or information on a subject, where do you go first?
- It has to be Google. Jane mentioned YouTube and yes, I do find more and more useful stuff there in a format that’s easy to digest. Wikipedia is also on my list of useful places, but I find information there mostly because it’s high on the Google search result, not because I’ve gone to Wikipedia to find it. Google’s also behind the Open location field in all my favourite browsers, so I hardly ever use bookmarks: and Delicious is mostly write only!
- Q5: What collaboration tool do you like?
- I have no good answer for this. I like Google docs and Wikis, but I’ve yet to find a colleague who liked one or other of these at the same time as me! Most of my “collaborative” work has been with myself! I find myself commenting more than I used to on blogs and social networks if that counts! Perhaps I need a project where collaboration is a necessity. Even my work colleagues have so far resisted the charms of SharePoint, and though many use the VLE, not many seem to have recognized the value of the wiki there! I also note resistance from my students.
- Q6: do you use enterprise-wide social tools?
- Yammer took off at Swansea U. for a while: but it’s usage seems to have been embraced by a particular sub-group of the staff and there’s not much learning support there. I’ve played with Ning and Elgg and both have potential for both student and staff use. Ning decided to charge just as I’d started to generate some interest in using it for intra-organizational learning.
So what did I learn? Is social networking in my personal learning environment … definitely. In my teaching? The jury’s out, but this talk may have inspired me to try harder!
All in all an excellent keynote and a very interesting back-channel (Twitter certainly works at e-learning conferences!) The whole conversation is available by following #edtech10 on Twitter Search. But of course, that’s the whole conference, so look for @c4lpt and #edtech10 together; (#edtech10+@c4lpt) and follow the stream from the first tweet.
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