Tag Archives: Twitter

Enabling Educators to be Learners: 1/10

This post is part of a 10 day posting challenge issued by Tina Zita. You can’t be a connected educator if you don’t contribute. Sometimes we need a nudge to remember that if nobody shares, nobody learns. Thanks Tina!

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How can we enable our colleagues to access the rich professional learning opportunities available online?

 

We want to own our own learning.

We want to self-direct our learning.

In 2016, it has never been easier to do this.  The abundance of open, accessible resources is overwhelming.  Learning to manage and organize the information is a new competency.  Learning to reflect, to share, to find, to converse, to connect, to adapt – we are doing this.

Or are we?

We all know colleagues who don’t participate in learning in digital spaces.

For those who provide learning opportunities online, the sphere of influence has a definite, distinct boundary.  They cannot reach the individual who does not engage in digital spaces.

Online teachers struggle to help students who refuse to log into the course.Screen Shot 2016-01-04 at 11.07.59 AM

In the same way, it doesn’t matter how rich, how engaging, how simple to use or how valuable online learning is for educators  if they don’t know where to look for it or how to use the tools that will allow them to access it.

I think that we have done very well in providing digital resources and learning opportunities for teachers.

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Thanks to Julie Balen for collating this year’s #ontwordont

How, now, can we work to enable the educators who still do not access the rich professional learning environment online?

As someone who self-directs their own professional learning online, how can you help one colleague this month to see some value in engaging in online learning or using online resources?

Leverage your PLN to ask for help.  What is the best starting point for one colleague? What can you show them that will help them see the value in engaging in online, self-directed professional learning?

Resources:

OSSEMOOC

Twitter for Absolute Beginners

Leveraging Twitter for Rich Professional Learning

Ontario Edublogs

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What’s the Professional Reading List for Educators? The Shift…

“The reading isn’t merely a book, of course. The reading is what we call it when you do the difficult work of learning to think with the best, to stay caught up, to understand.

The reading exposes you to the state of the art. The reading helps you follow a thought-through line of reasoning and agree, or even better, challenge it. The reading takes effort.”

Seth Godin

 

What do we need to read to stay caught up in our profession?

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The Ontario College of Teachers sets out the Standards of Practice for the profession in Ontario.

One of the Standards is Professional Learning:

Ontario College of Teachers: https://www.oct.ca/public/professional-standards/standards-of-practice
Ontario College of Teachers: https://www.oct.ca/public/professional-standards/standards-of-practice

 

Seth Godin: http://sethgodin.typepad.com/seths_blog/2015/11/did-you-do-the-reading.html
Seth Godin: http://sethgodin.typepad.com/seths_blog/2015/11/did-you-do-the-reading.html

Do you know where to go and what to read to keep up in your profession?  Recently, Seth Godin commented on this.

Many leaders in education will tell you that they most certainly do know what to read to stay current, and to share with other educators.  Books, research – all important to the foundations of our learning for our profession.

But we also must be willing to be disturbed in this thinking, because in 2015, we need to be much more agile and flexible in our learning, as thinking changes and innovation happens much faster than books can be published and research papers can be finished.

This is Seth's Blog: http://sethgodin.typepad.com/seths_blog/2015/11/did-you-do-the-reading.html
This is Seth’s Blog: http://sethgodin.typepad.com/seths_blog/2015/11/did-you-do-the-reading.html

 

In choosing what to read, we have to consider,

“What is the core role of a teacher?”.

Catherine Montreuil, Assistant Deputy Minister of Education in Ontario, explains this better than anyone else I know.

Our role is to ensure learning – that progressing toward learning goals –  is happening.  It is not okay for any child to be stuck and not learning.

We do not have to do this alone, but we have to ensure that we are doing everything we can for every single child in our care.  We know our best practice.  When that isn’t working, we have to find our next practice.

 

Finding our “next” practice: Our ability to share our practice with others has changed exponentially over the past decade.  Our ability to find out what others are doing – the practices that are working elsewhere – now requires digital literacies, the ability and understanding of how to leverage online tools to access the curated stream of information that can lead to our next practice.

In the same way that we once had to learn to use the card catalog in the library, we now must know how to access digital spaces to find the content we need.

This is Seth's Blog: http://sethgodin.typepad.com/seths_blog/2015/11/did-you-do-the-reading.html
This is Seth’s Blog: http://sethgodin.typepad.com/seths_blog/2015/11/did-you-do-the-reading.html

 

The reading list for educators has shifted.

The reading list now includes the blogs where other educators are sharing, and the tweets where other educators curate and share the information that is valuable to them in their professional practice.

And the culture is participatory.  

If you are an educator, there is a moral obligation to use your digital literacies and share your practice with others, so that all of our students benefit from the collective work of our profession.

 

How Do We Tackle “Crippling Incrementalism”?

Thank you to #YRDSBQuest for streaming keynote presentations and encouraging the sharing of learning on Twitter.  It makes it much easier to learn from a distance.

While working near Thunder Bay on Wednesday, I was able to keep in touch with much of the learning.

I also spent time last Sunday and Monday following the Tweets from the OPC event with Dr. Michael Fullan.  I found some relevant work like this:

But I also worried that leaders were once again embracing a lot of conceptual information, like this:

This year, I am wondering about how we can move learning forward.  I think a lot about Simon Breakspear’s plea for us to get out of the conceptual and into a very clear, specific vision of future practice.

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Original video and comments here: https://fryed.wordpress.com/2015/09/17/fallsim15-learning-from-simon-breakspear/

So after reading all the Tweets from Day 1 of #YRDSBQuest and watching the keynotes streamed, I came to this inquiry question:

I feel as though we have spent a lot of time in Ontario working on “building relationships”, building our emotional intelligence, talking about innovation, talking about 21C, reading books about the secrets of change, drivers, instructional core, sticky ideas and mindsets.

Isn’t it time now to take some action?

“We are now better than fifteen years into the 21st Century and educators are still discussing what role technology plays in education.”

Tom Whitby, My Island View, How Do We Stop Illiterate Educators?

Let’s look at the last bullet on the slide above:

“Ultimately you need people to take charge of their own learning…”

What if we invested in putting a simple, reliable mobile device into the hands of every educator (especially leaders), and provided reliable connectivity, then offered some basic instruction into how to self-direct their learning

…. imagine what would happen if every leader committed to learning and sharing openly, if every educator openly reflected on learning and practice on their own blog/website in a searchable, open way.

Think of the spread of best practice – next practice that could happen if all educators were simply empowered with those simple three things:

  1. A simple, reliable mobile device
  2. Reliable connectivity
  3. Basic instruction on self-directing their learning in open collaborative online environments.

How well would we then understand the critical needs to ensure that our students are able to self-direct their own learning in this world where knowledge is ubiquitous?

 

 

Resources:

See how some Ontario Educators are taking the next steps in self-directing learning:

 

 

 

 

 

Sharing from #BIT15: Heidi Siwak’s Keynote Address

If you were unable to attend Heidi Siwak’s closing keynote at #BIT15 this year, you missed an amazing learning experience.

Let’s see if we can share the important points.

Here is Heidi’s link to the resources.

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Here is the storify of the Twitter chat for the event.

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Why Leave All That Learning Only in Your Head?

So many educators reading so many books that impact their practice!

 

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That was my takeaway from #satchat this morning, and #ontedleaders last week as we were challenged to share the reading that was impacting our work at this time.

 

I can’t possibly read all of those books, but my colleagues in my PLN have made me so curious about what is in those books and how it might impact my thinking!

 

 

 

What if we all just blogged about oScreen Shot 2015-10-31 at 9.49.36 AMur reading?

 

 

We ask students to write book reports.

Why don’t we model the importance of sharing our learning in an open, searchable, collaborative way?

If we read a chapter, then reflected, summarized and shared, with appropriate tagging, how could we impact student learning as a community?

 

 

Thank you to those already doing this, such as Stacey Wallwin (@WallwinS) and Brenda Sherry (@brendasherry).

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If you haven’t considered it, OSSEMOOC can help you get started with creating a blog. and with viewing the blogs of other educators as examples.

As you think about your own PLN, consider what you are learning, AND what you are contributing to the learning of others.

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Resources:

Making Thinking Visible Through Blogging

Yes, It’s Time to Start Your Own Blog

A Beginner’s Guide to Starting a Blog

 

Twitter is a Public Library!

Earlier today, I read a post on the importance of the language we use when we talk about education.  It  made me think about some of the listening I have done this year when I ask educators why they are not using social media for their professional learning.

At the OPC/CPCO/ADFO Symposium in November, many school leaders at my table told me that they had not really found any value in using Twitter until they heard George Couros talk about it.

In December, I was honoured to be asked to spend a few hours with the Lakehead Public Schools Inspire Program, leading a session for educators on the use of social media in the classroom.  While I loved working with teachers, I still felt I was not really hitting the mark in demonstrating the value of Twitter for professional learning.

Just before Christmas, I was asked to work with another group of educators who needed to learn more about how to use Twitter.  This time, I really thought about the language I was going to use.  I knew from my earlier experiences that I needed to demonstrate value in order to get my point across and have the educators own the learning.

I wondered if the words “Twitter” and “social media” had so many other connotations that it was turning people off the idea of using them professionally.  Language is deeply connected to attitudes and beliefs.  If social media is considered to be “unprofessional” or Twitter is known as a “waste of time”, it’s challenging to reverse that way of thinking

I happened to read a post by George Couros that compared You Tube to a library.

Screen Shot 2015-01-01 at 10.48.17 PMEducators value and understand libraries as places where you go to find information.  When you think about it, that is all Twitter really is – a place where you go to find information.

Just like in a library, we need the skills to find what we are looking for.

If we think of Twitter as just a huge stream of information being sent out from people all over the world all the time, the value comes in understanding how to search Twitter to find what you are looking for.

Since I had only a few minutes to try to demonstrate how Twitter could be of value, I focused on thinking of Twitter as a library that is available to everyone 24/7.  I demonstrated how to use Twitter without creating a personal account.  I did this to save time, but also to address many fears associated with social media and digital footprints.  We were using Twitter while remaining completely anonymous.

We used the Twitter search page, and we learned the difference between searching for any topic (such as “Thunder Bay”, and searching using a hashtag (such as #TBay).

I compared using hashtags to learning to use the card catalog in a library.  You need to learn specific skills to find the information you need, and learning what hashtags to search is a valuable way to find out what is happening.

We learned a number of different hashtags that would be helpful in their work in Ontario education, such as:

#onted

#onpoli

#fdk

#ontedleaders

#ossemooc

#cdned

Using language associated with something that is valued (“library”) instead of feared (“social media”), and focusing on using Twitter as an open resource (rather than moving directly to connected, participatory learning) allowed me to quickly demonstrate that social media had value to educators.

While I am committed to the importance of connected learning and sharing, we do have to meet learners where they are right now.  The strategy of comparing Twitter to something that was already valued and understood (a library) helped several educators see that social media can indeed be a valuable resource for professional learning.

 

 

 

Digging Into Curation

There is a vast amount of information online, and digging into it can sometimes feel too overwhelming to even begin.  Yet our students will need to be quite adept at this process as they navigate the new realities of a digitally-connected world.

What best practices do we need to model as leaders to ensure our students are gaining the skills they need to be able to find, organize, create, make meaning, and share?

Sue Waters tackles this questions.

This piece was originally posted on the #OSSEMOOC blog for the June “pic and post” event.

 

Digging Into Curation.

Are You Really Willing to be Disturbed?

Today is my day to participate in the #OSSEMOOC Pic and Post, where we encourage learners to pick ONE piece of learning, take a shot of it, and share it with others.

Got something to share? Of course you do!

Here’s how to make your learning visible so others can learn too: http://ossemooc.wordpress.com/2014/05/29/collaborative-blogging-2/

If nobody shares, nobody learns!

Are You Really Willing to be Disturbed?.

After #EdCampWR ~ Where To Now (Part 1)?

What an exciting day!

Educators gave up Saturday to meet in a school and learn together, and shared the learning online for all who wanted to join in the conversation.  It’s powerful stuff, and as we all reflect on how best to meet the needs of all learners in the system, these success stories move our thinking forward.

What did I learn? Lots!  Here is part 1: the morning…

First, Mark and I learned lots about technology.  Mark has been playing with combinations of video and livestreaming, figuring out how he can be a catalyst to spread this f2f learning around the province and indeed the world.  As we know, the one doing the work is doing the learning, and Mark did most of the tech learning, but I still needed to figure out how to best follow the day on my end.

There is other learning that is easily overlooked.  Just seeing the board showing the sessions helps me to understand what people want to learn about.

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As I watched the LiveStream for the first session, I heard someone talk about the immensity of the difficulty to effect change at the system level.  Where do you start?  How can you be effective?

Mark and I texted about this thinking and we believe this would be a great #OSSEMOOC question.  It’s also a terrific topic for a blog post – something to reflect on current thinking, then build as I learn more and as my thinking evolves.

And here is a key point – *access*.

Access is vital.  Fullan, in “A Rich Seam“, often cites internet access as the critical piece in moving to “excellence”.  WRDSB obviously understands this.

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I was able to listen to/watch much of the Digital Citizenship discussion and these are my key learnings:

edcampwr digcit stream

  • Students have capacity. Student voice must be central in our work on digital citizenship.
  • The concept of digital citizenship continues to evolve and change. It is not static. We need to keep up.
  • So much of our work in #digcit is reactive.  Let’s make it proactive and positive (including modelling) instead.
  • How do we support/create digital leaders in our schools?
  • Where do we start on all of this at the system level?

(Incidentally, I curate #digitalcitizenship resources as part of our ongoing OSAPAC work on creating a valuable #digcit resource for Ontario teachers.)