A Balanced Life

This message came through com-prac today with a very good method for finding out which CoPs exist in the area you are trying to study. I have copied the message below:

"Deciding how to find a CoP dependes on how comprehensive and geographically dispersed you envision the community to be. For a global community (or multisite one) were you do have some time and resources to research it, a SNA is a good approach."

If you think the community is more local, there is a very simple method.

1. Identify the topic you want to find the community for.
2. Find someone who works in that topic area. Ask them who the experts are, who they go to for help, who is well plugged into other people engaged in the topic. Ask if they know of anyone at other sites in the company who are involved in the topic. This is a very simple version of an SNA. You don't need any special terms to describe it. Make your interview more of an informal disucssion.
3. Then go talk to the people they mention. Same questions.
4. When people start mentioning the same people, you have begun to discover there real community. Because people know others in their community, they have the infoprmation you need.
5. Construct a map of who talks to whom (your own SNA).

It is even better if you do this informal interview (a kind of networking really) with someone who you might think would be a community leader.

A good point was made earlier -- why do they need an internet? Once you have identified the community, this would be a good question to ponder/discuss. Many times communities don't use the tools we provide enough to justify the tool.

Hope this is useful.

Richard
McDermott Consulting ________________
189 Overlook Lane P: 303-545-6030
Boulder, Co. 80302 F: 303-545-6031
www.McDermottConsulting.com
http://groups.yahoo.com/group/com-prac/message/2809

Notes from LearningAliances.net

Our designation of online space as a "Front Porch" proposes to hit a "sweet spot" along each of those dimensions. By providing spaces that are identified as belonging to them, participants were tacitly being told that this part of the community was theirs to facilitate and lead. We saw the domestic connotations of a "front porch" as suggesting the role of "host" and "guest". The image implicitly invites hosts to individualize their space and make it their own. Participants often created more spaces with increasing degrees of privacy that they labeled "kitchen table" or "study." One concern is that a metaphor that appeals to domestic architecture may not have the same meaning in all countries: one participant pointed out that in a British context the social meaning it had for Americans was hard to understand.

In addition to the Front Porches, we use several other related elements in the workshop to promote a sense of sociability:

• We use the registration process to develop a relationship with participants and establish a sense of who they are, where they belong, and what their learning agenda might be


• A round of introductions and welcomes at the beginning and a round of reflections and conclusions at the end have always been part of the schedule.


• Synchronous events, such as telephone conferences, were gradually incorporated into the media mix.


• Several simple word and fantasy games give people the opportunity to practice their software skills, get acquainted with each other and (especially) get a feeling for each other's sense of humor.

From: Nancy White
Date: Mon Dec 23, 2002 3:26 pm
Subject: What's a Facilitator to Do?
URL: http://groups.yahoo.com/group/onlinefacilitation/

Hey all!

We've had a couple of threads over the past few weeks that have caused me to raise my facilitator antennae and wonder what to do, if anything. I've become a fan of the light touch, but the thread on Steve's Elearning report and today's Holiday Greeting thread kind of pushed me out of my cookie-induced stupor.

As the facilitator of this list, my main concern is to try and keep us somewhat on topic and when we disagree, to disagree about ideas and not hit on people. That line is not black/white. We each read into the text what we choose -- so what is banter to one is insults to another. One of the perils of the medium. There have been comments over the last week that I could interpret as attacks on a person. And I know that not everyone would agree with me. That's a given.

I also hate playing cop, so I've held back. But it seems we may have a learning opportunity, so my way around this draw some observations that link back to -- online facilitation!

What are the issues that have surfaced in these two threads that seem, from where I sit, to carry some tension?

Here is my best guess - I have six intertwined babies here. I welcome your insights.

1) Assumptions:
(this goes to the Elearning thread, but possibly impacts the holiday thread as well.) I suspect there are many assumptions in play and I'd like to see if we can redirect to the "facts" as we might try and know them. That way maybe we can avoid the comments that tend to come across as hits on the person vs. the issues.

What are the issues with the Elearning thread? Christie made a post expressing some undefined discomfort with Steve's offer for an elearning report. Kim posted a more specific concern about giving away personal information and suggested a paragraph and a link to more information about the report and how that would have felt more comfortable/appropriate to her. This was the start of the thread. (You can see the archives for the messages -- it is really a classic example!)

* People are reluctant about giving personal information without understanding/knowing the terms/conditions --> and they express publicly a concern. Spam is a very real issue these days. How do we respond to that? Should we have a norm or rule here about offers and privacy? Is this the responsibility of the poster (and eventually his or her reputation)?

What are the assumptions with the Holiday thread? (I'm not sure at all!)

2) Crossposting:
The second was the issue that apparently the offer was made on various lists. I'm not sure I'm clear on the implications of what people perceive this means. And I recognize that often people post stuff on this list that they post elsewhere... I did a little digging and a few folks gave me some information that this issue was not confined to the online facilitation list. But often we don't have that info as facilitator. What do we do?

* What are the implications of posting an offer on multiple lists? What do people perceive and how does that affect the perceived value of the offer?

3) Identity:
The third issue is that not everyone felt they knew who Steve Case was and he happens to have a name associated with a person of some industry reputation. Coincidence? This goes to identity. If we know someone, are we more trusting of their offer? If we don't? Steve has actually posted to this list a number of times, but hey, this is a large group and most of us mere mortals don't remember everyone and their posts, but it does go to the value of introductions and some regular visibility through participation. The old trust thing. Timing may also have been an issue. What do we know of Kathleen's sense of humor? What should or shouldn't we know? How does that affect the receipt of our message?

* How do we know whom to trust? How explicit do we need to be as a sender/receiver of a message? An offer? When do we clarify if we perceive a misunderstanding?

* How do we raise issues about ourselves appropriately? Or do we ignore them? Whose burden is it? Individual? Group? Facilitator?

* When do we cut slack for a message we may not have appreciated? When do we bring it up as an issue?

4) Tone:
Then there is the issue of tone. This one links the Elearning thread and the Holiday thread. From the start, each of us could have read the messages in the threads in many ways. With sincerity. With sarcasm. With a broad sense of humor. With sensitivity. Do we assume good intent? Do we wish others to assume good intent about us? Are we setting ourselves up/gullible if we do that? Do we provide enough context so people don't have to guess so much about our intent?

* What do we assume about the writer? As the writer, what do we assume about the reader?
* How does humor work or not work based on who is delivering the message?

5) Content:
Of course, content is an issue as well. Are holiday greetings a facet of online facilitation? Are Elearning reports? Hey, I'm sure ANYTHING can be a component of online facilitation. How far do we, as a group, want to stray from the focus?

* How much drift do we tolerate and just delete? What do we protest and how? Both as participants and faciltiator? (I feel I have to be more careful and circumspect as facilitator.)
* How much of that non-topic human interaction/social fabric stuff do we need to be cohesive as a group (and a holiday greeting may be construed that way.)

6) Facilitator's Responsibility:
Finally, back to the issue of online facilitation. When does your facilitator antennae go up and you intervene? What do we do as facilitators when assumptions become the motivation for the interaction? Try and ignore it like I started to do? Should I have said something earlier? Ask people to focus on the issue rather than writing things that could be perceived as casting aspersions?

* What responsibility does the facilitator have? What would you have done if you were me?

Nancy White
Full Circle Associates - http://www.fullcirc.com - 206-517-4754

I joined a couple of online facilitator/moderation groups today and made an observation. The lists were com-prac, onlinefacilitation, and webcommuities, all at YahooGroups. They all seem to be very active lists focused on developing communities of practice and sharing online moderation techniques and tips. Out of the three lists, only one sent a welcome email that explicitly invited me to introduce myself to the group. I didn't think much about it until just now. That is the only list that I did actually send an introduction to and I have spent the last hour reading through the archives to get a feel for the community and topics being discussed. Something as simple as an invitation to participate has drawn me into their community.

This simple observation is something that I can use in my online teaching. It is important to make the students feel like they are a welcomed member of the group, and that getting to know them is something that I want to do. It doesn't have to be an elaborate scheme to get them involved. Perhaps extending the invitation can be enough to get them started.

B&P set the stage for democratic discussion in their classes by introducing what they call "dispositions of democratic discussion". These basic premises are essential to helping students create an environment where open dialogue is welcomed and encouraged.

Notes from the book

Hospitality

An atmosphere in which people feel invited to participate.

Mutual receptivity to new ideas and a willingness to question even the most widely accepted assumptions.

Participation

Works best when students participate on many different occassions with respect to many different issues, and when what they contribute adds depth and subtlety to the discussion.

Mindfulness

Being aware of the whole conversation.

Doing what one can to ensure that the discussion doesn't get bogged down in the consideration of issues that are of concern to only a very small minority of participants.

Humility

The willingness to admit that one's knowledge and experience are limited and incomplete and to act accordingly.

If we admit the limits of our knowledge and opinions, we are more likely to work authentically to create greater understanding among group members.

Mutuality

It is in the interest of all to care as much about each other's self-development as one's own.

Deliberation

The willingness of participants to discuss issues as fully as possible by offering arguments and counterarguments that are supported by evidence, data, and logic, and by holding strongly to these unless there are good reasons not to do so.

A commitment to rethink, reexamine, or reformulate issues or problems in the light of new experiences or new lines of though.

Appreciation

Openly expressing our appreciation for one another engenders a kind of joyous collaboration that is characteristic of the most productive and most democratic of communities.

Hope

AKA "democratic faith"

Faith suggests that people have the capacity to work through their own problems and that each person has something worthwhile and important to contribute to increasing understanding or to resolving conflict.

Autonomy

An individual can claim that "this is what I believe in and stand for at this particular point in time."

The responsibility to take a stand, however temporary this may be, remains one of the foundations of democratic and moral deliberation.

Allows for opportunities for growth and self-development, partly dependent on the clash of contending wills.

I am reading an interesting book called Discussion As A Way of Teaching by Stephen Brookfield and Stephen Preskill. It was recommended to me by Rena Paloff at the League conference. So far it is proving an interesting read. One question I will keep in the back of my mind as I read through this is how I can apply to principles of discussion to an online class, where the spontaneity of discussion is tempered by asynchronous modes of communication.

Brookfield and Preskill strongly believe in the ability of discussion to add depth to subject matter by letting the participants explore different ideas and viewpoints. Learners can explore a "diversity of opinions" (p. 3) as they seek to develop further understanding of the topic. B&P link disucssion and democracy as "inseperable because both have the same root purpose - to nurture and promote human growth" (p. 3).

I like the definition of growth the authors share, one John Dewey was quoted as saying. Growth is "the development of an ever-increasing capacity for learning and an appreciation of and sensitivity to learning undertaken by others." Growth is not having learned all there is to learn, growth is the expanded ability to learn more.

The Paloff and Pratt webcast worked. I don't know if I used a different link or if the problem was fixed. It was a 44 minute Real video of their webchat at the League conference. I was able to take some notes as it went along and get a few good ideas for community building on the web.

Key factor: set the stage for community building, create an environment that supports community: warm, inviting, human.

Flaming not allowed. Set expectations up front. Let them know this is a professional setting, professional communications.

Incorporate online participation into part of the grade to encourage participation. Mandate a minimum number of posts per week.

Provide grading rubric that evaluates what they participation should look like. Substantive post that responds to the points made and adds new ideas to the discussion.

Explain to them the benefit of the collaborative process that by participating helps them take away something from the process also.

Wait at least 24 hours before responding, but try to be evocative with answer. Try to take student farther in thought and encourage others to participate.

Good online facilitation:
Responsiveness - students need to know that you are there. Post at least as many times a week as you ask the students to.

Respect - Treat the students as colleagues, respect their opinion, gently bring them back to the topics.

Students need to help instructor help them to learn.

Take responsibility for facilitation and let students facilitate. Rotated facilitation model: let student facilitate for a week, rotate reporting out to group.

Unless chat has a very focused discussion, it often isn't functional. The fastest typist wins.

Facilitators need to be playground monitors while students play in the sand.

Learn to step away from the students and let them interact with each other. If they are on task and on topic, let them learn from each other.

Model discussion during the first week or two. Once you say something, you become the "expert". Suggest and ask questions to get students to think.

Instructors who teach online AND f2f tend to take their online strategies into the classroom because they work.

You can be a sponge, but that doesn't build community. We combine our resources to build community and support each other.

If you have students who are silent, pick up the phone and ask why.

What happens to community when the course is over? Often students continue those connections outside of class.

How do you respond that teaching online takes too much time? It takes a dedication, and there are tips and techniques to reduce the responsibility from instructor. Empower learners to take charge of the process.

It's not about students interacting with the computer. It's about students interacting with each other and the instructor.

I was able to get into the Paloff and Pratt book this week. Unfortunatley, I couldn't access the archived webcast for some reason. I like their writing style and they give concrete examples that help me visualize ideas that I can use on my own. I really like seeing case studies and examples of projects so that I can break them apart and take what applies to my situation.

This not only applies to my teaching, but to how I learn other skills. If I look at how I increase my knowledge in web design, I usually have a problem I need to solve first. I then go out on the web and see who else has solved a similar problem. When I find something I think might work, I tear apart to code to figure out how they did it. This summer, for instance, I was working on a weather forecasting site for a friend of mine. He wanted to have a form that would let him enter all of his information in one spot and update the forecast on two different pages. Each page would pull different information from the update form. I knew this would involve a database and took it as an opportunity to learn the programming language PHP. Each step of the way I would try things out and then go to the books or communities on the web to solve problems I couldn't figure out on my own. The time I feel I am learning the most is when I am in up to my elbows troubleshooting problems. That forces me to try many combinations, learning what doesn't work as well as what does.

As I am struggling with these real-life problems, things that must be solved before moving up to the next level, I reach out to more capable peers (the books, the online communities) to pull me along. I suppose that would be the time I am in my ZPD, and it is the time when I make major leaps in learning.

What I want to do is take that model of learning and recreate it for my students. I want to present them with authentic problems that will force them out of their comfort zone and encourage them to reach out beyond the current limits of their knowledge. I want them to support each other and to become members of a larger community of practicioners so they have capable peers to turn to for help.

I like the idea of learning circles for my advanced web design class. This will give students a built in support system and encourage them to become involved in each other. I hope to pull a couple of good community building ideas out of the P&P book as I go through.

Hi 5-ds,

Remember that I said---if your journal and and final reflection is all about what you are learning (description) you will not be approaching the assignment with the proper mindset.

I want you to use your learning as a case study. You are the being asked to step outside of yourself and watch how you learned. Your journal should have focused on HOW you are learning (and less on WHAT you are learning).

Your portfolio is about WHAT you learned--the content. Take a look at Cat's for a nice display of what she learned about making documentaries, or Doug's or how you go about setting up a salt water aquarium. This can take many different forms but it should share with others what you learned. Your blueprint is the outline...what ever you said you would make should be made--for example, Meghan's mood music is a different sort of example as is Tamara reports on their lego learning circle. (These examples have been picked because the are the "best" but rather they index the frail age of my memory for what I have just finished reading. If you feel slighted, my deepest apologies. I am reading based on order posted in newsgroups and I am also responding to email requests for review of drafts. If you have finished a draft of your reflection, send the link to mriel@pepperdine.edu and I will try to get back to you.)

How is the journal different than the final reflection?

The journal is about your learning process... it is the data for the final reflection.

The final reflection is NOT about your topic, and it is NOT about your learning but is about what you have learned about learning. It is your chance to lay out your theory of learning building on the theories that you have read, thinking about the experiences of others and coming to your notions about what learning is. If you were going to write a book on how people learn, what would your chapters be? What would be critical for others to understand about learning. This is why you looked not just at your own learning but at the learning of 5 other people. Did they find that same things as you? This is why we share insights...are they the same or different? Which would everyone agree on. Which support what you read in the book, which are counter? If you were going to arrange school or work to support learning how would it be different. There are as many ways to write this as their are people. You can pick your own style --I am interested in knowing what you think learning is.

OK? See the difference?

I am not looking for a term paper. A essay is fine. Remember the reflection you read at the beginning of the class. This is type of thinking that would earn you an A. Think of it as a essay you might share with parents, send to a journal or read to your students.

Margaret

As I was setting up my new blueprint and beginning to work on some of the projects, I noticed something about how I want to learn about collaboration. One of the things I want to look at is learning circles. As I did some reading on how to set them up, and reflected on my own experience in this learning circle, I realized something.

I really want to know the why ... the theory behind learning circles, before the how ... how to actually implement one in my class. Margaret sent me a paper that goes into some of the thinking behind the idea and I am looking forward to reading that tonight. It isn't enough to just do something, I like to know the reasons. Maybe it's because I am so busy. I don't want to waste time learning something that isn't worthwhile, or relevant, to my needs. I think most adult learners are the same way. We have enough to do as it is... don't add more on unless we can use it now.

It is probably for those same reasons that Rene and I didn't go to any of the keynote speakers at the League conference. Most of the topics dealt with the future of technology, trends in e-learning, etc. In our experience, those are real sleepers. Give us case studies, show us how unique and innovate teaching is done, make it practical. That is stuff we can really use!

There are 8 of you that did not get the chance to share your insights with us this week. We will hear from you next week. Meanwhile here is a class set of insights to get you started as you write about what you have learned about learning in the past semester. It is ok to share some personal reflections on your own learning styles but the reason that you worked with others is to draw some more general issues about learning. You might speed read the books we read, getting ideas for what can you understand better through your collective or individual experience. There are many other points that I am sure that the last third of you are dying to share. I will see all of you next week. Meanwhile, I will be enjoying your portfolios. Look in newsgroups for comments.

Margaret

Jo-Anne --achievement motivation can get in the way of learning. Perfection is not a quality of first efforts and too much of a emphasis on perfection can inhibit the process of learning.

Cat -- Ties to personal life create an emotional link which can be used to motivate learning. Community is also very powerful way to learn more about yourself. And learning has ups and downs, not linear process.

Kristine -- Learning has a timetable and trust is a prerequisite for building knowledge. Links to what is known and what needs to be learned. Mistakes play a role in learning and it might be worthwhile to explore what that role is.

Kathy -- Metacognition is an important player in the learning process--reflection was a large part of the learning process

Tom -- learning styles are mixed and they are not in the same order for different tasks. Our expectations can inhibit the process. Preparing for a lecture makes it more enjoyable. When you have a need to know, someone who shares the information can be very valuable.

Betty -- raises the issue of reading, what role it plays particular in the area of creative arts. What is the role of practice and how does it relate to reading?

Pieta -- The role of validation in the learning process. Raises the issue of the role of assessments by others. That learning is related to being in a club with others who have similar interests.

Gary -- modality of learning is influenced by the context and prior learning

Doug -- the social dimensions of learning--the value of expertise and mentoring -- teaching is the way of giving back to the community

Meghan-- collaboration gives a sense of patience in my learning--and forces you to admit what you don't know. Not knowing is a step closer to learning. It opens up the door for group learning.

Neena-- you don't own it until you build it--learn new things as you organize ideas

Valerie - Reflection on a process suggests that social environments can be more motivating for learning. Found that learning in the club is more fun that learning alone. And learning that is fun can result in a change in self perception.

Renee -- Learning requires a safe environment--sharing your ideas is risky --no one likes to not know--even novices are afraid to learn too slow. But the joy of learning is to teach someone else.

Sarah -- Aspect of the expert and transfer of learning to new contexts--learning is not necessarily linear.

Margo -- Learning from an expert can be frustrating -- expertise is not enough to make someone a good teacher. But you can take learning from them if you try hard enough.

This has been a rough couple of weeks, for many reasons. During TI tonight, I realized that trying to complete my original blueprint, or even a reasonable attempt at it, by next week was completely unrealistic. I could probably fake something, but what would the point of that be? I stayed after and had a long chat with Margaret about the situation. I am not one to make, or accept, excuses. Simply put, I ran out of time. She has agreed to give me an incomplete with stipulations. I have to have the project finished by January 6th, the first day of the spring tri. I also have to do something that will build on my action research. I have to submit the new blueprint in one week and complete the project in one month. I still need to reflect on it a bit, but I was thinking I could learn about teaching collaboratively and create a website to help instructors develop collaborative learning strategies for their online classes.

Actually, thinking about this has given me some ideas to add to my ARP. For the most part, my ARP is about changing my teaching practices to increase collaboration and community in my online classes. However, an outcome of that can be to encourage collaboration amongst the distance ed instructors on my campus. Currently we don't do much to work together. I am the key contact for everyone, but there is little peer to peer interaction. This might be an opportunity to change that. This blueprint project may be a start in that direction.

This whole experience has made me reflect some on the validity of online education. I am highly motivated, I am a good student, I have the technological skills to succeed. And yet, I find that getting projects done can sometimes be an overwhelming task. How much more challenging must it be for my students who are just beginning their college careers, often unsure of their goals, sometimes with limited computer and college survival skills. What can I do to keep them engaged, to maximize their learning, and to help them succeed?

Now that I finally feel I have a grip on Sue's class, I need to turn my attention to this class. I like Margaret's idea of focusing on the design aspect instead of the building aspect. Looking at the calendar today, I realized that the end is near (sounds so ominous!).

It is so easy for time to get away from me these days. All of a sudden it's hours, or days, or weeks later. I feel like I am going full speed ahead and treading water at the same time. When I get a few hours to myself and think I can read or study, I usually just want to sleep. I think I need about a week of nothing and naps to recover to the point where I can feel refreshed enough to tackle all of this new knowledge. Unfortunately, that's not going to happen any time soon, so I will keep plowing through it all.

I think this feng shui thing might be useful after all. The whole idea behind it is to bring your living space and life into harmony with one another. Certainly could use some of that these days!

I tried posting this earlier in the week, but the browser crashed before I was able to get it saved. Here we go again!

I decided to follow Margaret's suggestion to check out Feng Shui as one of the theories about designing living space. There are certainly plenty of resources out there, even a "For Dummies" book. I have been seeing this term around for a while, so I was wondering just what all the fuss was about.

"Feng shui is an ancient Chinese art and science first developed some 6,000 years ago. It's a system based on keen observation and experimentation combining elements of astronomy, astrology, geology, physics, mathematics, philosophy, and intuition. Feng shui is the study of the environment, places, people, time, and how the energies (qi) of each interact. It is a practice of understanding and harnessing these confluent forces of energy to benefit your well-being." (http://aafengshui.com/inform.html#not)

One of the first things I learned about when investigating Feng Shui was the Bagua. A Bagua is a map of feng shui that helps you figure out which parts of your home correspond to which parts of your life. The sections of the Bagua are career, creativity/children, fame, family, health, prosperity, relationships, and wisdom. The Bagua is used to arrange furniture, decorations and other room features to focus positive energy in the home. There can be levels of Bagua. For example, one can be applied to the entire house, the a room within the house, and to your desktop, all concurrently. My next step is to learn more about Bagua and see if I can apply it to some aspect of my own life.

As I was finishing up Visions of Vygotsky, I was able to see times when I was in my own ZPD. I have been immersing myself in online technologies and distance education for several years. In some areas I was very proficient and able to teach others, in my Intro to Internet class, for example. The summer the college hired me full time yanked me out of my comfort zone. On some level I was confident that I could do the job they were asking of me. On other levels, I was very unsure and insecure about my abilities to pull it off. I felt like I had fooled everyone into thinking I could really do the technologist job. I mean, I had played around with technology for years and had a knack for it, but my degree is in Linguistics for heaven's sake! It's one thing to teach community college students, but I was now in a position to train people with master's degrees and doctorates.

I was fortunate in that first year because I was able to lean on a good friend and mentor. He had encouraged me for years and I completely trusted and respected his opinions and experiences. I spent a lot of time discussing distance education, campus politics, balancing workload, and life in general with him. At the same time, I became an online student, enrolling in a series of courses through UCLA that led to a certificate in online teaching. The spring of that year, I developed 3 of my own online courses and offered 5 sections that semester. In one year, I went from talking about distance ed to living it. I was supporting faculty, becoming an online student, and teaching my own distance ed courses. The entire time, my mentor was there to fall back on for support and ideas.

Then, near the end of the spring semester, he resigned his tenure to accept a position at another institution. I felt almost abandoned, and back to being a little unsure of myself again. However, this time I had plenty of my own experiences to give me strength and I knew that I would be able to continue on my own. My confidence in the validity of those experiences has pulled me through several trials this year already. I am now serving as a "more capable peer" to a colleague who is developing her first online class for Spring 2003 delivery. I am sure some new challenge is just up ahead to throw me back into the zone, but I am ready to take it on!

I just walked out to the garage (it's almost 1AM) and could actually visualize the new room. We spent a few hours today going through boxes, weeding out yard sale stuff, unpacking what can be put away, moving some stuff to the attic. There are still a lot of boxes out there, but I can actually see the floor in most places. Maybe we will get this project done by Christmas!

Margaret asked us this week to look back and reflect on our experience in the class. I liked the idea and tried it out in my Internet Research class. The results are starting to come in. Below is her assignment and my response:

We have passed the halfway point and I would like to be able to give you a midterm assessment of your progress. It is very hard to do that on your projects at this point as the most important part of the project is your reflection on your learning and will come at the end. But I know that is troubling for some of you who worry about your grade. So here is how I will do the midpoint review.

I am asking you to reread your messages as a set. (If you have less than 20, read them all, if you have more than 20 you can chose to just read the last 20 or any set of 20.) I am asking you to pick one of the messages and send it to me in email and tell me how that message moved the discussion forward. This is open-ended as there are lots of ways of moving the discussion forward. Here are some of them...

* summarized the major points from one or more of the readings
* Brought in ideas you found from other sources
* Tied the readings to your workplace
* Started a new discussion on a related topic--one that connect to major topic
* Offered a challenging question that helped others think about issues
* Built on what someone else said either by agreeing or disagreeing
* Summarized the discussion of others to this point
* Helped your peer see things in a different way

You are free to characterize the larger set of messages in your comments to me. If you have less then 20 messages, you can make a case for quality rather than quantity. There is is no perfect number. You all have valuable contributions to make to the group mind. But I have to give you a number (up to 30 points) for nsg and TI participation. How many points do you think you deserve if final grading were to be done at this time?

WHY AM I DOING THIS?
This is a form of self-assessment/teacher assessment. I want you to look at your participation and tell me how you think you are doing. Then I will counter by sharing my perceptions. I will also look over your blueprint/journal (including the link in the email will be helpful) and I will give you my best estimate of your overall progress in the class.

Now the purpose of this is not to stress you out. This is not an assignment, it is a reflection on your progress. For some of you it will let you relax as you will your way to the finish line, for others it will be a time for a small pep talk as you round the next few laps. I figure better now when you may still have time for a burst of energy.

Debby Kilburn wrote:
I think the first step in deciding if you can learn without technology is to try and figure out what constitutes technology. I did a Google search and this is the best definition I found. I like how it explains technology as the way "people modify the natural world to suit their own purpose":

"Broadly speaking, technology is how people modify the natural world to suit their own purposes. From the Greek word techne, meaning art or artifice or craft, technology literally means the act of making or crafting, but more generally it refers to the diverse collection of processes and knowledge that people use to extend human abilities and to satisfy human needs and wants." (Excerpt from Standards for Technological Literacy, ITEA, 2000)

Cat mentioned the drive to create... that involves manipulating tools and resources to discover new ways of presenting something. Can you learn without technology? If you accept the premise that technology is how people modify the natural world to suit their own purpose, and the premise that learning is manipulating and constructing knowledge to make new understanding, then it follows that all learning involves technology (at least in my mind!)

Hi Margaret,

I feel this is probably one of my better newsgroup postings. It began a pretty lengthy debate on the meaning of the word technology in the context of our discussion about learning without technology. As I reviewed my ng postings, I realized that I need to move into high gear a little better. I read through the messages on a daily basis, but to be honest, if I don't feel like I have something significant to say, I prefer to not say anything. There have been a large number of posts along the lines of "I agree" and "Me too" and I don't want to contribute to that. I have been keeping up with the readings, more or less, and feel that I have a good understanding of what we are discussing. As you probably know, I had been homeschooling my children up to this year. Most of what I am learning about how to construct a learning environment completely validates every issue I had with public schools and confirms the reasons we choose to homeschool in the first place.

When I was accepted into this program, I knew that my challenge wouldn't be the technology or the content of the courses. I felt it would be finding the time to digest, reflect, and produce. For example, as I write this now, I have a 4 year old chatting in my ear and the washing machine running in the background. Kurt Vonnegut wrote a wonderful short story called Harrison Bergeron, found in his "Welcome to the Monkey House" book. Harrison lives in a society where total equality is the rule and anyone with exceptional qualities is forced to wear a "handicap" to make sure people without those abilities don't feel inferior. For example, a graceful ballerina would wear a mask and leg irons to weigh her down. Harrison's father is an extremely intelligent man, so his handicap is a device worn in his ear that emits bursts of noise at irregular intervals. Sometimes it is a gunshot, sometimes a car crash, always something loud just as he starts to think of something. I can relate to Harrison's dad! I feel the same way most of the time.

So, my self-assessment of my grade in this class? If you count the personal emails and AIM sessions in with the public discourse, I feel that I have probably put in a "B" effort. I have already implemented several of the ideas learned in this class (including this midpoint reflection). My motivation to learn is high, my desire to put into practice the theories learned is great, and my intentions to succeed are heart-felt.

Debby Kilburn
"I entered the classroom with the conviction that it was crucial for me and every other student to be an active participant, not a passive consumer...[a conception of] education as the practice of freedom.... education that connects the will to know with the will to become. Learning is a place where paradise can be created." --Bell Hooks, Teaching to Transgress, NY: Routledge, 1994.

Cat, Peita, and Jo-Ann suggested that I scale down my expectations and work on a smaller project that can show what I have learned so far. I like that idea and think I will tackle the pantry. It has peeling paint and really could use an overhaul. I can apply what I have learned about paint techniques and if I totally mess up, it can be hidden behind the door!

I am tired of white walls. It seems like every house we have lived in has had white walls. The books I am looking at show wonderful combinations of color that bring out warmth, liven up a living space, and showcase aspects of the decor. I can use the pantry to experiment with color combinations that I would like to try out.

To be honest, I am very nervous about this, as strange as that may seem. I don't have a terribly good sense of color, for one thing. Another issue is time. I'm always telling my kids "do it right the first time and you won't have to do it again". I'm sure it drives them nuts... and now I am putting myself in a position where I don't know if I'll do it "right" the first time. If I can get it together by this weekend, I will probably spend next Sunday afternoon working on the project. The following weekend I will be leaving for the League of Innovation conference, so I need to try and get something done soon.

I got a private message today from one of the forum leaders on my Goatweb site. She knows that I am going to grad school and how busy I am. Her message read "How goes the battle with the studying? It can be tedious but you'll get through it!"

Tedious is one word I would not have applied to this program. If anything, the problem is exactly the opposite. So many things are so facinating that it is hard to focus on any of them. The challenge isn't the "battle with studying" it's finding the time to dig in deeper and really engage in the process. I feel like I made some headway tonight in 664 and 638, but I am still getting a grip on 633. The battle is time... tedious? I don't think so!

I am beginning to feel frustrated that I am not able to yet implement any part of what I am learning about decorating. Everything is moving at a slower pace that expected. That happens so often that I should actually start expecting it! I now wish I had picked something more attainable within this semester timeline like scrapbooking or gardening. It would be nice to have something to show at this point.

I wonder, am I really learning anything if I can't implement it? The Vygotsky book mentioned something about the teacher who was an expert with theory but didn't apply it to his own teaching. Did he really know it? I attended a workshop last year about designing learning objects based on game theory. The speaker was a highly regarded expert in the subject. However, the workshop turned out to be a lecture. She didn't apply any of the theory she had learned, and the result was an awful experience for most of the audience. Right before the lunch break, she asked what people wanted to know more about. Everyone wanted concrete examples of how she was actually applying the theory. After lunch, she just continued on in the same manner, ignoring the needs and desires of her students. What could have been a dynamic learning experience for all of us turned out to be a real sleeper.

I suppose to truly know something is to be able to apply it in practice. It doesn't do any good to fill your head with theory if you don't know what to do with it!

In the process of moving out boxes from the garage and putting things away, I came across a book from Sunset called "Ideas for Children's Rooms and Play Yards". As I flipped through the pages, I found some fun and interesting ideas. One picture caught my attention, however. I'll have to try to scan it in and upload it. It shows a globe, barometer, thermometer, clock, TV, and an apparently very early personal computer. The TV is displaying some math problems in that choppy "PacMan" looking font. The caption reads:

"Classic technology clusters around an intriguing - if costly - newcomer: a home computer. Instruments shown here are a globe, a barometer, a thermoneter that dispenses weather information in both Celsius and Farehnheit, and a battery-operated clock. The computer broadcasts math exercises via the family TV (it can also straighten out the parent's tax confusions)."

The book is dated 1980. Funny how they use the television term "broadcast" to refer to what they computer is doing. I guess common techno-babble wasn't part of the popular culture yet!

It's amazing how time flies when you are moving into a new house and going to conferences. This is the first weekend in 2 months that I have been home. Two naps in two days ... it's a record!

Now it's time to focus on Pepperdine and catching up. I am learning that everything takes longer than planned, especially when it comes to unpacking and getting stuff organized. I am not sure I'll be able to meet all of the deadlines I set up in my learning blueprint, but I will certainly be able to spend some time now with the project. It will get done, I'm just not sure how soon.

I think I have mentioned before that I really like to gather information before I start something. I take a lot of input to determine what direction I want to go with a project and where I want to turn my attention. In the input process something will catch my attention and I will spend some time following that path. Sometimes I turn back to the original trail, and other times I see where the new ideas lead me. This learning pattern is probably one of the reasons it took me so long to earn my BA degree. I started off as an English major, not quite sure where I wanted to go with it. Every so often I would take a general ed class that would shift my focus for a while until something new came along. On the way I learned a little bit about a lot of things until one semester I took a class in linguistics and something just clicked. I knew from the first day in that first linguistics class that this was what I was going to graduate with. I always know that I will find a path at some point along the way, so the journey doesn't usually worry me. I learn what I can and enjoy the scenery as I go.

So how does that relate to my learning blueprint project? Right now I am wandering down the path not quite sure where I want to end up. My magazine subscriptions have started coming in ... House Beautiful, Better Homes and Gardens, Sunset. I have been scanning them for ideas that I can apply to the kids' room, marking those that look like ones I can use. I am developing a sense of how I want things to look, how I want to use the space available, and what type of furniture I would like to put in there.

Today I spent some time reading about painting techniques. The Decorating Country Style book has a whole section on how to do different techniques. One of the ones I really liked is the tongue-and-groove style that gives a plain wall a Shaker look with just paint. It is really neat! The technique involves several layers of paint, masking off different sections, and applying shadowing to make the board effect. The book goes into details with a color guide to help match colors that are complimentary. I showed the idea to my older daughter and she likes the look so we may try it out in her room once the little kids are set up in their own room.

I still need to find some more information about decorating children's rooms. I am going to spend some time on Amazon.com tonight looking for a book or two that specifically goes into details on that topic. This week I am going to contact some local decorators and see if they offer any classes. It's been a hectic 2 months, but I think things are going to settle down now (one can always hope!).