Applied Improvisation Network 2012 World Conference Storify

Have you been intrigued by my AIN12 posts? Here are some more goodies via Viv McWaters – Applied Improvisation Network 2012 World Conference (with images, tweets) · vivmcwaters · Storify. Look at all the little gems, or perhaps more aptly, facets that the tweets expose. I think you had to be there for the gems. I think my favorites are:

  • “‘Go towards the thing you’re scared of.’ Gary Hirsch#ain12
  • “@improvapy: “Trauma sucks people into the past. Laughter pulls people into the present.” Genie Joseph#AIN12
  • #AIN12 @brentdarnell Traditional training is a conspiracy create by sellers of 3 ring binders
  • #ain12 Matt Smith: “do what you can to get into a sense of gratitude before you perform” …or teach, or host, or lead, or…
  • Adam Blatner: “I’d rather learn something new than be right” #ain12
  • “You have to find people who are broken and help them heal. Laughter is my weapon of mass construction.” Genie Joseph #AIN12

Gotta love “laughter is my weapon of mass construction” from a woman who uses improv to help soldiers heal from the trauma of war. Mind blowing.

AIN12: Shifting Resignation to Empowerment Workshop

Rebecca Stockley and Matt Smith led one of the most engaging workshops I attended at the Applied Improvisation Conference. I never totally connected the title “Shifting Resignation to Empowerment Workshop” to the activity until I slept on it for a few days and then was treated to a little “neuron connecting” via Viv McWaters.

Viv blogged about the learning intersection between improvisation and facilitation. This probably was the door that allowed my thinking to go a bit further than a fascination with an applied improv method. In “Facilitation Tips for Improvisers” Viv gently reminds both sets of practitioners how much they know, add and, perhaps, don’t know about the other’s practice. I love how she teased out the mutual learning that is possible at the intersection of these practices and for me, thinking about how and where to use an improv exercise or method needs that practice-boundary-crossing.

Then, after I drafted the first part of this post, Viv posted about the exercise. That made this blog post easier. Thanks, Viv.

Bacl to Rebecca and Matt. They shared three improv exercises to help shift thinking, to get out of that “stuck” spot. To see possibility.

They started with “Invocation,” part of a more complex style of long form theatre improvisation known as “Harold!” (I’ll let you read about that yourself!)  After a little searching, it seems that the Invocation is often uses as an opening for longer form improv. But we were interested in the application of this form in business or organizational life. Here is how Viv summarized it (Viv, I hope it is ok I’m borrowing so boldly!)

Here’s how it works. You start with an inanimate object. Anything really – a hat, a salt shaker, a cup,a book…

There’s four rounds. In groups of say four people, you can throw comments in at each round. It’s okay to talk over each other, to jump in. The idea is to keep the comments coming. There’s no need to incorporate other people’s ideas, although that might happen. Anyone can move on to the next round whenever they choose. Once one person moves on, everyone else moves on too. Whether they’re ready or not.

Basically you invoke the object as follows:

It is…

You are…

Thou art…

I am…

You can discover things about yourself through objects. You can also do an invocation on fear, age, stress or something else you are wrestling with.

We then moved on to Naikan, which comes from a Japanese reflective process. The form is:

What have I received from ______ (name the person, thing, group)?
What have I given _____?
What troubles and difficulties have I caused ____?

Clearly my upbringing in a guilt centric religion caused me to first experience this as GUILT GUILT GUILT! But I do appreciate it can, in its deeper form, be really useful. I would not use it in a meeting. No way. No where!

But then they gave us a mashup between the Invocation and Naikan, the Nipon Invocation   and this one was more accessible to me and thus I can see using it. In fact it is already slipping into a few designs. Here is how Viv described it:

And for people completely out of touch with their calling, here’s another one that Rebecca and Matt mashed up. It too is powerful. In fact, I think I like it even more. Rebecca and Matt demonstrated this as a pair. I think it could also be done in small groups, or individually. It’s a way of using improvisation to go deep with people – or with yourself.

Let’s say the subject is ‘talent’, and I’m using this on myself. Here’s the script for the Nipon Invocation:

My (talent) is…

To serve my (talent) I…

My (talent) has served me by…

The trouble I have caused my (talent) is…

Viv, I am your (talent) and I…
Viv is experienced with improv, so I think she “saw” the application before I did. I had to experience the form, then muddle on it.

Matt and Rebecca role modeled this form so brilliantly, I was a bit awed and intimidated by the high performance standards — both are seasoned improv actors.  But they assured us that “real people” do this to great results.

While I still don’t quite see the traction for these methods in shifting from resignation to empowerment, I REALLY do see their application in unpeeling something to get at it from different perspectives.  As I said, I plan to use this.

I love the APPLIED part of this whole improv thing! (Next step, take another improv workshop here in Seattle. Soon!)

Chris Corrigan on Group Size in Innovation and Open Design

In our week three of the Project Community course, we are talking about group size. While I was at the fabulous Applied Improvisation Network World Conference this last week, I got to ask the fabulous Chris Corrigan for his insights to share with the class. The fabulous payoff is in the last 2 minutes or so!

via Chris Corrigan on Group Size in Innovation and Open Design – YouTube.

“This isn’t what I thought it was: community in the network age”

Earlier this year some of my online friends (Val Cortes, Lisa Endersby and Ian Simmie) invited me to be part of a panel they were preparing for  Canadian Association of Colleges and Universities Student Services Conference: Engaging Digital Citizens <http://www.cacuss2012.ca> in Vancouver BC, Canada.  The topic was on communities and learning, building off of some lessons learned from the project the three of them had been doign.

 Abstract
What does it mean to be a member of a community in the digital age? In this session you will begin to explore how student affairs professionals can use available technologies to create vibrant and engaging online communities. Through discussing the SASA Leadership Educators Resource Network (LEARN) online community as a case study and the lessons from the LEARN membership survey, we will explore the creation and facilitation of this and other distributed work, learning, and community groups.

Summary
Developing and maintaining a vibrant and meaningful online community requires purposeful care and nurturing. Many of the tools that student affairs professionals use in their daily practice can be applied to the digital world. In this session, we will review the theory of online community facilitation and we will provide specific group facilitation tools, strategic-planning models and engagement strategies that participants can implement in their own contexts. Finally, we will share the lessons that we have learned as LEARN facilitators and creators. The session will feature a remote presentation with a colleague in Victoria and, potentially, with a Seattle-based consultant and international online group facilitator of distributed work, learning and community groups.

To warm things up, Lisa Endersby wrote this blog post. My job was to add something about this ecosystem of group forms that address the diversity of small groups, individuals, bounded communities and networks. I’m particularly interested in the interplay between communities and the broader networks they live in and “by.”

This was all well and good, except due to my not paying close attention to dates, I was not available to do something live online with them as I was going to be, ironically, driving to Vancouver for Northern Voice and the Online Community Enthusiasts gathering.  So we decided that I’d record a short piece for them to weave into their presentation. This makes life easy for me in terms of preparation, but dang, I sure missed the interaction!

Then the F2F team was going to ask the participants some questions. I’m reposting them here because they continue to be useful questions. Every time I engage in a conversation about communities, communities of practice, networks, groups — whatever form — we run into a lack of clarity of what we are talking about.

  • What is your definition of community?
  • How do you know when/if you are a part of a community? How do you know when/if you aren’t part of one?
  • Can you join an online community (‘obtain a membership’)? What does this look like?
  • What is your first reason/goal for entering an online community?
  • Are there any risks to being part of an online community?
  • What are the benefits of online communities? Which one(s) resonate(s) most with you?

As I prep for some presentations and workshops at KMSingapore next week, these questions remain alive, along with the question “how do we useful work with profusion of networks, groups and communities we MIGHT belong to?” What are the strategic choices and practices? Stay tuned for more…

Maggy Beukes-Amiss on Facilitating Learning Online

This week kicks off e/merge 12, a mostly-online gathering of people who are interested in elearning in Africa. I’m pleased to be moderating a workshop this week exploring changes in online facilitation with four great facilitators. Here is the description. But read on below the quote  for a sneak listen to one of our guests, Maggy Beukes-Amiss from the University of Namibia.

Facilitation of online learning is now into its fifth decade. The familiar web based online  learning environments have only existed since the mid 1990s. Since then we’ve seen radical changes in the technology, pedagogy and range of practices. The boundaries are shifting from closed classrooms, communities and password protected learning management systems to open and networked configurations. So where are we now? We’ll engage in conversation with four experienced facilitators of online learning to hear what they are thinking, and then engage everyone in reflecting on your practices.

Joining us are Maggy Beukes-Amiss, a veteran Namibian online facilitator and trainer of online and blended educators,  Nellie Deutsch, who is an English teacher and an expert in online facilitation, blended online learning, social networking and open education, Gerrit Wissing, a highly experienced instructional designer and trainer of online facilitators, Tony Carr who is an educational technologist and periodic organiser of online conferences, and moderator Nancy White, one of the early explorers of online facilitation.

Maggy Beukes-Amiss: Maggy has been teaching ICT related subjects at the U. of Namibia for over 17 years, including in leadership positions. She has a passion for open source software packages and elearning activities. As a champion for capacity building, we’ll be asking Maggy what her key insights and learnings have been.

Dr. Nellie Deutsch :  Nellie has been teaching English to speakers of other languages since the mid 70s and integrating technology into her classes since the mid 90s. She uses relationship-based, collaborative action learning in facilitating online learning. We’ll be asking Nellie to tell us more about HOW she does this!

Gerrit Wissing: Gerrit is a Senior Instructional Designer at Tshwane University of Technology but also has lived experience in the corporate world as well. He knows the software, he knows the social process side. More importantly, he’s been co facilitating UCT’s Facilitating Online course and e/merge itself, so Gerrit is in the trenches. We’ll be asking Gerrit to share a bit about what he’s learned across all these contexts.

Tony Carr: Tony is an educational technologist, online facilitator and online conference organiser at the Centre for Educational Technology,University of Cape Town. Most of his day to day work is in staff development for teaching with technology. We’ll be asking Tony to share about the opportunities for online communities of practice.

Nancy White: Nancy was one of those people who fell into online interaction in the early days of the web and sought to understand how it related to her offline experiences. She wrote some of the early guidance so we’ll be interested to find out what she thinks is the same today, and what has changed.

Our ending… or really our beginning question will be “what’s next for us as online facilitators?” Have you thought about that? We hope you have and will join us!

Maggy Beukes-Amiss  is on leave this week so I was able to interview here in advance. It was terrific to hear about her practice at the University of Namibia. Her passion is infectious. Her main thrust was that our attitudes are an incredibly important part of our practice. Take a listen:

Part 1 and Part 2

Podsafe music courtesy of Tchakare Kanyembe  Thanks!