Several colleagues and I recently engaged in a MOOC focussing on Collaborative Problem Solving. we have been debating and deconstructing the experience, in particular around the mode of delivery.  I think we have consensus around the value of open content, but are grappling with  the manner in which we might best “make meaning” in our own contexts.

So I used the word “social” to describe how I learn…maybe  that’s not the best description, but as I reflect on my own learning, it’s optimised when I can reflect on inputs, and then make meaning in concert with others. This is not always a linear, or indeed synchronous process, but the notion of sharing and voicing perspectives enriches the learning significantly when compared to solo efforts.

ZPD has some relevance here; high value making meaning is dependant on informed, focussed thinking and dialogue – some from outside the box, sure, but commonly aligned in terms of focus or output or outcome.

This is where the breadth of MOOC discussion forums challenges me. I respect the fact that there are many motivators for MOOC participation, and equally as many diversities across participants. What strikes me is the inherent potential to get lost in forums for days……without really leveraging learning.

The MOOC model won’t be for everyone; time, commitment, and personal engagement may all affect engagement, BUT they are free, open and can offer wonderful opportunities to access content AND  learning.

Can we structure them better? On a local scale, the our Tasmanian Professional Learning Institute is grappling with personalising engaging and high yield online learning….seeking to make it more that a series of lectures down the camera. We hope to dip our toes in the water with this complex mode in the near future, and it will be really interesting to evaluate our success in facilitating the making of meaning in virtual environments.

Happy to be hosting this twitter account this week. Hope to add value to the conversations, and discover or uncover new insights.

Please check it out @EduTweetOz or http://edutweetoz.org/

Edutweetoz is an Australian social media movement.

Our mission:

• to celebrate and share the real work of educators from all sectors and provide an alternative to the negative perceptions of teachers popularised in mainstream media.
• to build a community of educators from all sectors and states of Australia. We want to bring together teachers from pre-schools to universities, from private and public sectors, as well as those who support us in fields such as educational research.
• to facilitate dialogue and share our journeys and promote excellence.

How it works:

• Each week a different educator will take responsiblity for tweeting. We hope that people will use the space to share their experiences, pose questions, engage in dialogue about current educational issues and help each other out.
• Guest tweeters and other educators will be showcased on this blog to share their passion for education with the wider community.

In his blog post, Adopting a Digital Disruptor Mindset to Transform Education, J Robinson talks about technology adopters and digital disruptors, referring to James McQuivey’s book, Digital Disruption: Unleashing the Next Wave of Innovation. A mindset focussing on digital disruption focuses on engaging with new possibilities, rather than doing what we currently do, “better”.

I wonder if both have a place? Incremental improvement, supported and encouraged, can flourish and bloom as significant innovation over time, as it becomes established and operationalized as the norm. As I work through the ideas of problem finding-possibility thinking, (previous post) there seems an emerging connection between prevailing mindset and preparedness to engage in innovative thinking patterns.

Thanks for the post J Robinson!

At Edutech, I heard Dan speak, not for the first time, about the need for students to become “problem finders” as opposed to just “problem solvers”. This phrase was echoed by several others in keynotes too. Perhaps it’s just semantics, but I couldn’t get my head around the phrase. The post at www.brainpickings.org/index.php/tag/dan-pink/ has really helped crystallise my thinking. If we reframe the words “problem” solving” into something more appreciative – “looking for opportunities” or “possibility thinking” then immediately I can grasp the intent of the phrase. I love the example given of the artists considering subjects – some paint what they see, whilst some consider what they might paint, given what is before them.
If we remove the base notion of a scenario as something that needs solving, and shift to considering what might or could be, then I think we could be working in Dan Pink’s “Problem Finding” mode.

Two great sessions this week in Tassie. Hi engagement and more importantly building the ability in educators to structure learning activities  to build 21st century capabilities in students. This framework turns the rhetoric around 21C skills into concrete reality.
For background a href=”www.itlresearch.com”www.itlresearch.com/a

Wow. Picked up a droid nexus 7. LOVING IT. Fast, configurable and portable. Stay tuned!

A name change, globally, and updated rubrics sees us ready to kick off 3 two day programs here in Tassie in a few weeks time. Our pilot last year  revealed significant impact at personnel and  school levels. Data showed increased knowledge, attitudes, skills, aspirations and behaviors . further longitudinal evaluation thru this year.This framework actually turns the rhetoric around contemporary skills and capabilities into a concrete reality for teachers and learners.

Had the pleasure of working with colleagues to begin to align the LEAP21 framework to Australian context. http://bit.ly/NHEXt6

The LEAP21 framework is designed to bridge the gap between the substantial ITL global research conducted by SRI International and Microsoft over the last 3 years and the development of innovative teaching and learning practices in the classroom.
The Leap21 framework offers teachers a powerful set of tools to reflect on and improve their practice and is designed to support teachers in;
* Deepening their understanding of the 21st century skills that students require now and into the future
* Using a set of detailed definitions and dimensions to analyse learning design and provide better opportunities for students to demonstrate 21st century capabilities
* Improving student learning outcomes by using a common process to explore the link between learning activity design and student work
Watch this space!