Category: learning

What Suzie and I Learned (or what a puppet can teach you!)

You never know what life will bring you. The trick is to say “yes,” and then hold on tight for the ride.

This post started in October when I was at  the CommunityMatters conference. I was running a super short Twitter workshop when Vicki Eibner piped up with a challenge. She herself wasn’t so interested in using Twitter, but there was someone important in her life that might be a match. In fact, this person’s friends were pleading for updates. Suzie. Suzie is pink, with big beautiful eyes and a colorful, ever changing wardrobe. Yes, Suzie is a puppet. (She may disagree, though, so don’t be surprised.)

Suzie, it seems, has a global network that cares about what she’s up to. As a bright pink puppet, age 7 (which is, I learned, 29 in puppet years) people are drawn to her like the proverbial moths to a flame (or me to chocolate!). Suzie’s friends are online and want updates. But Vicki hadn’t crossed that threshold– not so sure she was ready to help. Her question was right in line with the close of the Twitter session – do a small, time delimited experiment with a new tool, debrief it half way and adjust, then at the end, decide what to keep doing and what to chuck out. And most important, have a purpose in mind. I offered to sit down with Vicki and Suzie and think through such an experiment and get Suzie’s account set up. All this was done in three voices, Vicki’s, mine and Suzie’s.I said, let’s do a little peer coaching session and get Suzie signed up. Vicki said, “I’ll go get her out of the car.” And so we began.

So what do you do when you offer to teach social media to a pink puppet named Suzie? I had no idea, but an hour later, Suzie on her lap, Vicki, Suzie and I began.Suzie and I hit it off right away. A spirit of playfulness, dropping of self consciousness and some balancing of laptops and puppets and away we went.Vicki and I did the initial set up – taking care of account validation, but then we got to the interesting stuff. What does one tweet to the world? What was useful to others, to weaving a network? What was of little value or even inappropriate in the wide open medium of unprotected text?

Suzie found and added some of the people she knew into her Twitter account. We had so much fun, we actually decided to do a second session and video tape it as a simple introduction to Twitter. I can’t wait until the Orton Foundation folks can get that video up. We watched it and even at a long 15 minutes, it felt pretty fun and flew by. Who’d have “thunkit?”

As always, I walked away with learning as well. When we work for clarity, simplicity and fun, even some of the twisted bits of social media become a little clearer. Ask Suzie, she’ll tell you! Give her a Tweet. She’s been quiet on Twitter, and I think the network can use her energy!

Reflective Teachers

When I’m designing or coaching design of learning experiences, including “classes” or workshops – any form – I like to include a reflective activity for whomever is teaching, facilitating or leading. And I like it to be visible to all the participants. This role models reflective practice in learning and removes some of the distance (power and participation) between the teacher and the participants. I believe in some way we are all on the learning path, even though our roles may vary.

In that vein, I wanted to point out Howard Rheingold’s Teacher’s learning journal | Social Media CoLab.Howard starts his reflection with goals:

My teaching goals:

I want to create the conditions for the class as a whole to make something magical happen. I want students to take away from this course all the learning outcomes I explicitly describe, but I also want to achieve much more: I want to awaken those who have been lulled to semislumber by so many years of desks arrayed in rows and “will this be on the test?” — I want to awaken them to their own powers to use online tools and their thinking skills to not only cope, but to thrive in a world that requires continuous learning. I want to grow more aware along with my students. I want to model and facilitate exploration of and reflection about the impacts of our own media practices. I want to induce student teams to outdo each other in coming up with fun, thought-provoking, incisive, profound, ways to engage with the texts and ideas. I want to inspire so much interest in social media that students read all the required texts and even some of the recommended texts.

Why I teach this way:

The subject itself has compelled me to teach about it: I have personally explored, observed, exploited, and analyzed media since internet-based communication was in its infancy, but when social media grew from a playground and laboratory for a small group of enthusiasts into a worldwide platform for commerce, politics, sociality, I became convinced that knowing how to use and think about social media could influence the final shape of the emerging infosphere. What you know and do today matters because it will be part of setting the rules for who can use these media, how they can use them, who will profit, and who will control tomorrow’s media. When I started teaching, students were starting to use Facebook — and they were already accustomed to surfing the web during class. The same media I’ve been using and which I’m now teaching are also directly challenging traditional methods of teaching and learning. Believe it or not, the ability to find out in real time whether the professor knows what he is talking about — and to silently share what you’ve discovered with the other students in a class — is a relatively new thing. When I started asking around about how teachers and students were  using social media for learning, and started asking the students themselves about what was working and what wasn’t, I began to learn that students thrive and learn from conversation among peers as well as the traditional public performance of whole-class discussion, that students’ collaborative projects amazed me and the other students with their ingenuity, that some risk-taking was exhilarating. Much of the structure of this class comes from the explicit feedback, experiment, and risk-taking of previous classes.

Given all that I’ve said so far, this description of the ideal 21st century teacher makes sense to me. I believe I fulfill some of these requirements. I strive to fulfill others. I vow to adapt, communicate, learn, envision, lead, model, collaborate, and above all, take risks. I take risks because I’ve learned that if you try something larger than your capabilities, you’ve learned something about doing something big — even if you fail. If you succeed admirably at doing something that you know you can do, you’ve learned something about doing something small. There’s nothing wrong with doing small things well. But I’m here to help those who want to go for it. This century requires thinkers who know how to take on significant challenges.

What happens, what changes when we share our intents? Does this bias participation? Seed the idea that the intent behind our actions shapes those actions? How do you as a teacher or leader show your intent?

Chris Corrigan; Learning from Failure

Don't be chicken(Yes, I’m  popping my head up after a month of  heavy work and little inclination to stay at my computer as summer finally arrived in Seattle.)

I have long been a fan of learning from failures. In college, a friend of mine told me the day before I graduated, “I never met anyone who could fall down and get up so quickly.” When I picked up on Dave Snowden’s “safe-fail” experiment language I said YEAH!

Last month I happened upon a post by Chris Corrigan on just this topic. It was juicy and relevant. I work with many professionals for whom the risk of looking anything less than competent is not an option. This is a barrier. Chris sees this too.

The pressure that comes from perfection and maintaining a failsafe environment is a killer, and while we all demand high levels of accountability and performance, working in a climate where we can fail-safe provides more opportunity to find creative ways forward that are hitherto unknown.

My first line strategy is to role model. When I’m uncertain, I talk about it. When I am not sure something will work, I position it as an experiment. Just a shift in language can change the environment for risk.

Chris gets at this more clearly.

1. Be in a learning journey with others. While you are working with people, see your work as a learning journey and share questions and inquiries with your team.

2. Take time to reflect on successes and failures together. We are having a lovely conversation on the OSLIST, the Open Space facilitator’s listserv about failures right now and it’s refreshing to hear stories about where things went sideways. What we learn from those experiences is deep, both about ourselves and our work.

3. Be helpful. When a colleague takes a risk and fail, be prepared to setp up to help them sort it out. My best boss ever gave us three rules to operate under: be loyal to your team, make mistakes and make sure he was the first to know when you made one. There was almost nothing we could do that he couldn’t take care of, and we always had him at our backs, as long as he was the first to hear about it. Providing that support to team members is fantastic.

4. Apologize together. Show a united front, and help make amends when things go wrong. This is a take on one of the improv principles of making your partner look good. It is also about taking responsibility and having many minds and hearts to put to work to correct what needs correcting. This one matters when your mistake costs lives. Would be nice to see this more in the corporate world.

5. Build on the offer. Another improv principle, this one invites us to see what we just went through as an offer to move on to the next thing.

6. Don’t be hard on yourself. You can’t get out of a pickle if you are berating yourself up for being there. I find The Work of Byron Katie to be very very helpful in helping become clear about what to do next and to loosen up on the story that just because I failed, therefore I am a failure.

I like that last one. I am on part work/part vacation this week. I will have to practice that! Go for it. Don’t be chicken.

(Photo is mine from the Agricultural Sustainability Institute at the University of California, Davis)

Reviving Community Indicators – Learning

For long time readers of this blog,  you know I’ve been obsessed with “signs of life” from communities which I call “community indicators.” I haven’t posted any recently, but something spurred me yesterday…

This past week I was very grateful to be a supporter of Dreamfish’s online retreat for their inaugural group of Dreamfish Fellows. The fellows will be taking leadership/stewardship roles in the Dreamfish network and communities over the next six month. As the first group, there was not only the exploration of a new group, but exploration of the roles they will play. All online, because cost and distance made a face to face a less “sustainable” option.

One of the Fellows, Kate McAlpine  shared some of her work with the Caucus for  Children’s Rights, in Tanzania

She shared a draft paper which I’ve still to read, but this graphic just “rang my bells.”  You’ll have to click into it to read it, and I’ve included the PDF for ease.

This sure is a community indicator in my eyes, capturing (or “reifying” – definition below!) the learning of a community of practice over time. In this case, the indicator is learning over time, and a way to VISUALIZE and SHARE that learning. That is the bit that really stands out for me.)

Attribution: Kate McAlpine (2009) Caucus for  Children’s Rights, Tanzania.

CCR Graphics_15Dec09

Any community indicators showing up in your life? Should we start thinking about network indicators?

Definition Time….Reification from Etienne Wenger (Wenger, E.  (1998).  Communities of practice. Learning, meaning and identity. Cambridge: Cambridge University Press.) gleaned by a paper by Hildreth, 2002

: …to refer to the process of giving form to our experience by producing objects that congeal this experience into ‘thingness’ … With the term reification I mean to cover a wide range of processes that include making, designing, representing, naming, encoding and describing as well as perceiving, interpreting, using, reusing, decoding and recasting. (Wenger, 1998: 58-59)

Monday Video – Cognitive Bias VideoSong

YouTube – Cognitive Bias VideoSong. Brilliant! Thanks to Irene Guijt for pointing it out!

This video by Mr. Wray, hits the winner bell on two fronts. First, it is a great overview on cognitive bias and second, it is in the form of a song. This brings me back to university days where the only way I could hold all the organic chemistry details I needed for an exam was to put them to a song. I’d sit in the back of the exam room (as a “w” that was easy) and quietly hum to myself. Crazy, but it worked for me. Enjoy and thank you, Mr. Wray! Your Advanced Placement high school students are lucky to have you. (And the rest of your vids are also pretty cool!)