Tag Archives: Dave Cormier

“Look What I did!” Success Counted in #Rhizo15

I’m participating in Dave Cormier’s #Rhizo15 cMooc. Though this week I’ve been more lurker than participant due to obligations of the jobby job (and my love of a good paycheck), Dave’s latest challenge lured me in enough to pull together this response.

For Week 2, Dave laid down the challenge of how to measure success if we throw out the traditional “the student will be able to…” objective indicators for something more subjective to the individual.

In the #Rhizo15 Facebook group last week, I’d posted this quick thought:

Objectives: What you want me to learn
Subjectives: What I want me to learn

Outcomes: The measureable result of a learning activity
In-comes: The internal benefit of a learning activity

It was a fun play on words, yet had deep resonance with the group, and that led to a pretty healthy discussion of 75 or so comments all related to figuring out how we know if learners are successful, both for their own metacognition of success, but also for the instituional measurement of it.

It’s such an easy problem, if we take the academy out of the equation.

It starts from our earliest steps to our fumbling progress at drawing with crayons or tying our shoes or riding a bike or helping with big people tasks. You proudly exclaim to whoever is nearby, “Look what I did!” Instant. Acknowledged. Success.

Little girl washing a big truck

CC-BY-NC-SA

It’s a much harder question to answer when institutions get involved. Somehow something has to be quantified and qualified to separate those who are progressing from those who are not. To award the institution’s acknowledgment of success. To make the institution’s piece of paper worth something.

If, as Dave asked, we imagine a world where the learning objective is not used and we have to count a different way, how would we do it?

Here are some options that could be counted:

  • Student as Networked Learner – This would certainly mappable – but then Kim Kardashian and Justin Beiber have ridiculously large connected networks, yet I wouldn’t want to award them a PhD anytime soon.
  • Student as Completer – In the land of competency-based education, the grades aren’t important – the mastery is. The question still remains as to who determines how many modules/units must be completed to equal success?
  • Student as Currator of their Own Learning – This is perhaps my favorite – think ePortfolios, Domain of One’s Own, LearningLocker, and the like – where the student currates the story of his/her own learning. It’s perhaps the closest digital version to “Look what I did!”

What other ways might we count if we remove the learning objective? Join the #rhizo15 conversation here or on Twitter.

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In Defense of *gasp* Facebook

Now stop. Stop right there. I know what you’re going to say.

“Facebook? Really? Corporate-sellout-advertisement-blitzing-privacy-invading-newsfeed-tweaking-Facebook? You’re defending it?????”

Oh. The horror.

Bombs blowing up new york

Okay, so not end of the world, maybe?

Here’s the deal. I have no great love or hate for Facebook.  It is what it is. A free, stable social media site that is available on every platform, with a complicated set of privacy settings it keeps trying to simplify.

Buyer beware.

As my friend Jane Bozarth says, “If you don’t like it, ask for your money back.”

For those who didn’t (or haven’t yet) raised college age kids in the mid 2000’s forward, you’re forgiven for not understanding. But when the darlin’s leave for school and they stop calling (or answering your calls) because they are too busy, sometimes the only way to keep in touch or have a conversation with them is to exchange a text or read a post on Facebook.

When my son’s college degree was interrupted by a deployment to Iraq in 2007, Facebook kept me reassured of his relative safety, and that he was finding a way to use humor to cope with the stresses of war (which helped me cope with the stresses of being a soldier’s mom).

soldier in front of broken truck with sign that reads I can fix it

And last summer, when I went to my 30th high school reunion, I spent the weekend with contemporary friends rather than strangers who I once knew 30 years ago.  The experience was so much richer because we had current shared experiences as well as past ones – even though the current ones had been virtual.  (And where a funny image from 1984 – top photo –  could then become the running joke and gold standard by 2014 – bottom photo).

Everyone turned facing backward in bottom photo

What does all of this have to do with this blog’s blatherings about teaching, learning, and higher ed?

Everything.

When I participate in awesome open learning experiences like Mike Caulfield‘s  Fedwiki Happening or stumble into the new-to-me world of Rhizomatic learning that is Dave Cormier‘s  #Rhizo15, I do so because I have interest not-so-much in the openness of the learning, but in the connectedness of the learning experience (and it’s rather difficult to have the one without the other).

 I am challenged by the research being done and shared by the big R1 schools, and “the University Of’s” , and the Ivy Leaguers, and the international schools through these open learning opportunities. The Big Schools have big staffs and big budgets to implement big thoughts.  I enjoy the experience of connecting with these big thinkers, the creative thinkers, and the outlandish thinkers all.

I, however, work in a small community college in a forgotten part of the southeast corner of Washington State.  We don’t do research. And we aren’t selective. Every 10 weeks, we educate anyone who walks through the door, which means we offer a lot of developmental math and English, ESL, ABE, I-BEST, and the rest of the alphabet soup of programs meant to take people from where they are and get them to a decent paying job or on their way to a four year school.

So this is where I fork Amy Collier‘s Not-yetness and suggest that perhaps we need to make room for a bit of a continuum of emergence. The ideas of not-yetness at an MIT or Standford are so far beyond the realm of my little community college that they would intimidate or even shut down emerging technology discussion for all but a few of the most technologically-edgy of faculty at my school.

But Facebook, good ol’ Facebook, almost the grandpa of social media now, is a kind of “not-yetness” on my campus. (Not to mention it has a nearly flat-line learning curve which is important for a 10 week quarter). The idea of opening a class to social media of any kind is not-yetness here. The use of Facebook groups is not-yetness here. The connectedness of letting outsiders participate with students in a class via Facebook is very not-yetness here.

It’s learning.

It’s connecting.

It’s kind of messy.

And it’s definitely not-yetness. Here. On my end of the continuum.


Note: In Cormier’s opening post to #Rhizo15 he states, “FacebookI have so many mixed feelings about Facebook… but i do know that it totally works for some people. The course group for #rhizo15 is at https://www.facebook.com/groups/1516869091918393/

It’s okay, Dave. The posts are flying in the RhizoFbGroup. And so far, it’s the only place I’ve connected with #Rhizo15. It seems Rhizo’s not-yetness in Facebook is just about now.

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