A new academic year: global, connected, creative – and not (quite) a MOOC

So, teaching starts next week – and yes, I’m excited. Been working on a new MSc module that will essentially be more of a class research project looking based around Spreadable Media (challenging the notion of ‘virality’ following Henry Jenkins et. al.). I think it could be a great way to be both hands-on creative and scholarly in approach, and for learners to develop a really deep understanding of networks, audience, culture – and of course, the social web.

However, semester 2 is going to be full-on in terms of teaching. I’ll have around 100 students on the Social Tech module, and there are so many things I want to do, amazing connections and projects to pursue – old and new – and it’s really exciting but also rather overwhelming. Having to wave goodbye to the possibility of being able to regularly engage with, and comment on, student blogs is quite a wrench (although in all honesty, following 70+ last semester really stretched me to the max…).

SO, I want to carry on developing our current model-which-has-no-name. I’m not sure what it is – it’s not a MOOC, but it’s certainly pretty open, multi-disciplinary, multi-level and networked, and builds on existing communities of practice and the mentoring that has emerged over the past 6 years (staff and ex-students -> current students). Most importantly, it’s creative, occasionally anarchic and relatively ad hoc (it would be wrong to not give a shout out to #ds106 at this point – #DS106!) – which is probably the best way to describe the way things work with our Social Tech modules…

For the past couple of years I’ve been working with @thomcochrane @mediendidaktik @marett @MaxMobile and a whole host of other people around the globe in a community of practice where we’ve had our students working together on creative social tech projects that cross disciplines, levels, time and space. I wrote about one of them here. However, to work on several international collaborations (which are essentially modules in themselves) at one time with 100 learners – hmm. Quite the challenge, unless I change the way I do things…

One of the difficulties when working on these types of projects is not so much navigating the timezones (although very early-morning/late-night hangouts when working on a few of these projects at a time does lead to a sensation of permanent jetlag…), but the staggered semester dates. However, we’ve decided to re-frame this, and so we’re now looking at the ‘tag-team model’ of education: the projects never end, as there is always a cohort to carry on, and lead into the next group, and when they overlap that’s great – that’s where the genuine collaboration happens.

I was recently most heartened to read about Anne Balsamo’s new DOCC: (Distributed Online Collaborative Course) – a project that ‘uses technology to enable interdisciplinary and international conversation while privileging situated diversity and networked agency.’ I’m a huge fan of Anne’s work (reviewed her book ‘Designing Culture’ last year, and have been recommending it to anybody with ANY kind of interest in interdisciplinarity ever since). This is the kind of model that I’m moving towards – globally connected, but with each cohort grounded with their respective institution (accreditation, QA, etc. etc.)

Alongside this, one of the (many) magical moments of 2012 was when some students who weren’t involved in ELVSS (the international mobile film collaborations) approached me at the end of July (yes, the SUMMER HOLIDAYS) with a brilliant idea for a film which required them to be paired up with ELVSS students in New Zealand – they set up a Google Doc, threw ideas around, and filming will start soon. Bear in mind, this is purely interest/passion-driven, nothing to do with an assessed module, but a genuine desire to create with people across the globe. This is the way I want things to go.

Traditionally, we deliver modules/courses, neatly chunked into 12 weeks, with units of assessment, leading to grades etc. and that’s the way things are (generally) done. I’m not saying scrap all of that, but I do think that modules are best served as springboards to other things. Increasingly, students are connecting across levels and cohorts through Twitter and now we have ex-students getting together with current students, undergrads coming to postgrad classes (and vice versa) as they’ve connected online and have a genuine interest in getting involved in other groups/further curricula outside of their taught modules (must give another shout-out to @ugfl and @watersidestudio at this point!). Obviously hashtags play a huge role in developing connections in this learning ecosystem, but it’s this move towards interest-driven projects, facilitated by network connections that really excites me.

So, the final – possibly serendipitous – piece of jigsaw (time will tell) was tonight’s Google Hangout with @courosa, @cogdog and others to talk about the #etmooc that Alec wants to set-up/explore. This was an initial meeting where we threw ideas around, and I must say it was great meeting Lenandlar Singh, who is a MOOC aficionado (as a student) and getting his perspective, alongside Valeria Lopes and @seani – always great to meet new people ☺.

Whether or not this goes anywhere (i’m sure Alec will make it work – he’s the ultimate networked teacher – i’m just not sure i’ll be able to be involved long-term due to all these other projects), it was a great convo, and I went away feeling excited by the possibilities of developing MOOC-like initiatives that aren’t really MOOCs – which is when we started talking about ‘un-moocs’. Alec went straight off and registered several ‘unmooc’ domains, and it all feels rather exciting…

Increasingly, educators are connecting; networks grow and overlap; we’re connecting diverse groups of students across the globe through both ad-hoc informal projects, and more formal approaches where they are assessed/accredited by their own institutions while working together on a common brief. It’s exciting and potentially rather messy.

I’d really love to know what you think – is it practical? How to cope with multiple projects where (for example) G+ hangouts at all hours of day and night are integral to the experience? Should we set up an informal ‘swap shop’ where our students can take courses from elsewhere, but are assessed from their home institution? For instance, I can easily imagine some kind of ‘virtual exchange’ with #ds106. But the burning question for me is: what the hell is this, and does it even need to have a name?

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How to (IT) support a Pedagogy of Chaos?

Into the Wild: Embracing the Anarchy

View more presentations from Helen Keegan

I’m delighted to be here to present today’s closing plenary at the UCISA Support Services Conference ‘Great Expectations’, which this year is held at the stunning Crewe Hall. In all honesty I was surprised (and very honoured) to be invited, as I’m basically an IT Support person’s worst nightmare (well at least, that’s what I’ve been told 😉 ). However, it’s been great to meet people who are doing brilliant things and working tirelessly to support students and staff in the use of technologies – even if some of the terminology (e.g. delivering services to customers) sends a shiver down my spine. I’m pretty sure some of the stuff I’ll be talking about will make people feel equally uncomfortable.

Preparing for this, and learning about the views of the IT support community, have made me realise that I’m gradually developing a pedagogy of chaos. It’s gone from learning through paranoia, through to learning through frustration… and now this. Having spent time away from my like-minded PLN I’m reflecting on my practice from an IT support POV and realising that in many ways it’s completely unmanaged and unmanageable. We often don’t know what’s happening from one week to the next, what devices/platforms we’ll use – they’re often learner-driven and/or negotiated… along with the curriculum and the assessment. Students are pretty much free to use whatever they want, as long as they take responsibility for that particular tool/platform/programming language.

As an example, in a recent project we had students from the UK, ES, NZ and DE working across levels, disciplines and timezones to produce transmedia reports for one another. Not only was it just-in-time learning, it was just-in-time curriculum planning with the respective tutors meeting up via Google hangouts the night before classes to plan activities which would work for everybody. Each country/group of learners used different sets of tools, and none of us knew every tool. I probably only mastered around 6 or 7 – they used approx. 40 in total. Students found tools they thought looked interesting and learnt about them and presented them to one another. This meant that there was always a resident expert in whatever tool. Nobody complained because the tutors didn’t know all the tools. They produced creative reports which spanned multiple platforms, and we all learnt from one another in a global Community of Practice.

As lecturers, we have the luxury of being able to engage in daily/weekly dialogue with our learners. We can talk honestly and openly, levelling out the power relationship, becoming co-learners alongside our students, the result being that when we don’t know how to use a certain tool they’re pretty cool about it. We’re working from the ground up.

For IT services staff, it’s largely driven from the top-down, with increasing pressure to ‘deliver enhanced services’. However, IT support staff can’t be expected to learn/support every tool/platform/app that appears – most of them don’t stay around for more than a couple of years before they either a) collapse, or b) something better comes along. We can’t expect IT services staff to support everything – but what I HAVE found is that learners love to share their expertise with one another, and there’s generally at least 1 ‘expert’ user of any tool in an institution.

At the risk of sound all ‘Big Society’ (shoot me now…), I do think there’s a place for resident student IT/app experts – in whatever platform comes along this week/month (and dies as quickly) – alongside centralised IT support for the ‘big stuff’. Some kind of accreditation would be great for students, along the lines of Mozilla Badges perhaps? Anything which shows that they’ve shared their knowledge with the wider community.

So that’s it really. I’ll be interested to hear from the UCISA crowd, see what they think about this. It’s something I’d definitely like to see happening at Salford – random, ad hoc, user support groups as devices and platforms emerge. It often happens informally already through Twitter, Facebook etc. – but by recognising/rewarding, there would be less pressure on IT services, more kudos to learners and their interests/skills.

MIT Media Lab: The Principles

Loved this morning’s energetic and inspiring keynote from Joichi Ito, Director of the MIT Media Lab at the NMC Conference (see the blur in this pic? that’s energy, right there… hehe):
Here's @Joi in action at #nmc12

You can watch the whole thing here on iTunesU. Here are THE PRINCIPLES that got us all fired up and will no doubt appeal to anybody with a rebellious streak 😉

RESILIENCE instead of strength

PULL instead of push

RISK instead of safety

SYSTEMS instead of objects

COMPASSES instead of maps

PRACTICE instead of theory

DISOBEDIENCE instead of compliance

CROWDS instead of experts

LEARNING instead of education

Learning through frustration – ELVSS12

We bring you… Entertainment Lab for the Very Small Screen

I love this project. I feel very lucky to be part of a committed team, working on something that is not funded – a genuine Community of Practice where our passion for mobile filmmaking has brought us together in an international collaboration which spans disciplines, levels… and timezones.

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The Joy of Teaching: Learning Journeys and Transformations

One of my undergraduate students posted his weekly course reflections earlier this evening, and I was really moved by this post – extract:

“I cannot shake the growing feeling of “loss” which comes from moving to another semester and the introduction of new lecturers and their module content whilst in the same breath saying goodbye to the friends I have made.”

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The Paradox of Openness: Attribution (network ‘whispers’)

In a series of posts around our ALT-C symposium (The Paradox of Openness: The High Costs of Giving Online), Frances Bell, Josie Fraser, Richard Hall and myself pose a range of issues for debate, provoking participants to reconsider the costs of participation online, openness, and the sharing of resources. Following on from my earlier post, which highlighted issues around the tyranny of authenticity, I’m now going to briefly explore ‘network whispers’. Ideas and content are shared easily through open platforms, and yet attributions can be masked in the flow of dissemination: does credit always go where it is due? Continue reading