Separating your personal from professional online lives

I read an article today about an interesting topic, the writer was articulate and knowledgeable about online education. I decided this is someone worth following on Twitter (a decision I don't make lightly as you are about to see). As soon as Twitter pulled up her info I clicked Follow, before the feed even finished loading. Twitter shows you the most current postings by someone when you pull up their profile but my system was slow in loading the stream.

As I scrolled down I quickly saw this was not someone I wanted showing up in my professional Twitter stream. The messages went something like this:

• Article about online learning and MOOC's at ...
• Oh, honey I miss you so much, hurry back.
• So sad you are leaving on your trip.
• Article about math education and parent involvement at ...
• Kissy, kissy what a nice morning we had, and we only fight about the little things.

All the personal messages to this person's significant other were mixed in with professional messages. The professional tweets were things I really might have found interesting but the ratio of personal to professional was much too high. In fact it was more personal than professional from what I could see, maybe 2:1 personal kissy, kissy messages.

My Twitter feed is my professional face, my brand, my forum to the eLearning and education worlds. Colleagues and students can count on mostly professional tweets with the occasional personal commentary. The ratio of my personal to professional messages is about 1:100. I think my followers can handle scrolling past the very occasional sports comment or shared recipe.

I have separate Facebook accounts for personal and professional uses as well, not so much because what I share on the personal side needs to be secret. I just don't think my professional colleagues care about my grandchildrens' antics. Those colleagues who are also friends of mine have been invited to both accounts. Students and most colleagues are only invited to the professional account. I also have separate blogs. There is this blog for professional writing (which needs to happen more often) and a personal blog for recipes, hobbies, and sharing personal angst.

What it really comes down to is respect for other peoples' time. My students and general colleagues don't have time to scroll through all my personal thoughts and shared images to find the gems about eLearning. I respect their time, and I respect my time enough to divest myself of folks on Twitter who don't understand the need to separate personal from professional streams. Needless to say, I unfollowed the person within minutes of following her.

Deeper conversations online than face-to-face

Today I expressed the opinion on Twitter that conversations and connections made in online classes are deeper and more layered than those which occur in face-to-face classes. Not only do I believe this strongly based on my experiences in online education as a student, designer, and instructor over the last 13 years but I have comments from many, many students to back this assertion up. I think a discussion of how and why this occurs may require more than one blog post so consider this the start of a conversation. Conducted online... hmmm

Let me start with that hmmm. Whomever is reading this post is now part of a conversation which I very likely never would have had in person. In fact this morning's Twitter exchange with two other educators would never have happened face-to-face, I have never been to the institutions represented by those in the conversation. Online you can connect with people you never would meet IRL (in real life). Online classes bring together a more diverse population than happens in most face-to-face settings. My student population in any particular class might inhabit 3, 4, or more countries all around the globe. Their ages, backgrounds, and culture are usually very diverse. The only thing they have in common is an interest in the topic being studied and an Internet connection.

Deeper conversations occur because of the tools we use in online courses. First picture a traditional classroom. The instructor has a set amount of time for the instructional activities and student questions before students set off for the next class. If Student A asks a question which takes 15 minutes of the discussion time then other members of the class may not get to ask their question at all. Or perhaps they ask it after class where they may get a hurried response other students do not hear and do not benefit from as part of the learning environment.

In an online asynchronous discussion every student can ask questions and get answers from the instructor. Other students can be a part of the discussion of all of those questions. The discussion occurs over a long period of time, such as a week, which allows time for further thought, research, and formulation of well-considered answers and responses. This deepening of the response is something I rarely experienced in face-to-face classes but it is a very regular part of discussions in my online classes. 

I am going to post this and start the conversation. In the meantime I am going to mull the other points rattling around in my brain. I am also going to gather quotes from students about how connected they feel to other students and instructors in online courses. This conversation is likely going to take some time. No bell is going to ring to stop the conversation at the end of a class session. That's not the way conversations happen online.

Up to All of Us - collecting the knowledge

My daughter @meganbowe helped the brilliant Aaron Silvers organize the Up To All of Us "unconference" which was held this past weekend. It was by invitation only. Just a small brain trust of very smart people were invited.

Here are some of the writing and resources which came out of the #utaou meetings. I followed along all weekend via the Twitter hashtag. Anything which includes meeting locations such as "at the firepit" or "by the creek" had to have been an awesome experience! I am envious!

Most of the people have something to do with instructional design but I will let Jay Cross explain this in the blog posting which is the first link

Great explanation of what they learned/how/worked on/why from @jaycross http://www.jaycross.com/wp/2012/02/the-designers-toolkit/

Storify - collection of tweets from #utaou from @chambo_online http://storify.com/chambo_online/the-unconference-of-uptoallof-us

Backchannel resources curated by the wonderful @LnDDave http://davidkelly.me/2012/02/up-to-all-of-us-backchannel-collected-resources-utaou/

Did students cheat from the encyclopedia in decades past?

Think back to 4th grade state reports of decades past (oh I hope they are in the past!)... did students "cheat" on those? Did they plagiarize from the encyclopedia? Of course they did! Why? Because the state report was a terrible assignment. It was poorly planned. There was no real thinking about/with the information in order to meet the goals of the assignment. Regurgitate state flower, state motto, population...

Where the information comes from has changed, the need for excellence in lesson planning has not. If we don't want students to cheat and plagiarize we have to do our part as teachers.

We have to plan assignments which require students to Evaluate the information they come across, Analyze it's usefulness in completing the assignment and Synthesize into something uniquely their own. Note that the three verbs are from Bloom's taxonomy but they are slightly rearranged. My co-author and friend Lisa Chamberlin and I call this EASy. See this presentation... Critical Thinking is EASy

What does an EASy lesson look like... I used to teach ancient ancient history to 8th graders. Not an easy task, but it taught me to teach! Students used to do "live" news reports from ancient Rome, they created advertising campaigns for Mesopotamia, etc. etc. Websites aren't written like live news reports, students had to use the information in new ways to create their live reports (and I filmed them to make them even more authentic). No one is creating advertising for Mesopotamia or Babylonia, students had to use the information and make it into ads. These are just a few examples of EASy from my teaching days.

Students aren't "learning" to cheat because the Internet has information. We need to stop thinking this way and instead, do a better job of lesson planning and teaching.

Evolution of learning... Moving towards informal

One of the conversations I had at #DevLearn's DemoFest last week was indicative of the evolution we are starting to see in #eLearning towards more informal learning... but first let me try to describe DemoFest to set the scene.

Picture a ballroom with about 80 small tables with 4 chairs around each one. At each table a presenter has a +/- 6 min. presentation to share with whomever stops by to listen. The ideas were incredible, so was the noise level! LOL!

One of the presenters discussed his attempts to use more social media and collaboration in the trainings he conducts for his organization. He was talking about a recent incident where a colleague came to his desk and he videotaped her explaining how she had used a learned skill and then taken it further. He wanted to encourage more such sharing and said "but then I will be out of a job" meaning they won't need a training department anymore. I replied, "No you won't be out of a job, but your job will evolve. Your job will be in each of the departments rather than being a separate training department."

This was an idea I heard many times at DevLearn. We need to evolve training and make it more job-embedded, more collaborative, more just-in-time. The piece which may still be holding that back from happening is the fear expressed in the statement, "but then I will be out of a job."

How do we help people understand there will always be a need for training/trainers/educators as we move towards more informal learning? What does this evolution look like?

There was another piece to my discussion with that same presenter. He wanted to encourage more sharing and collaboration so I asked how he validated people who did share. I pointed out that he validated the person when he videotaped her and shared her idea. One of points made in Lisa Chamberlin's (AKA @chambo_online) presentation about the MarshU blogger development program "If you build it will they blog" was how much adults in the workplace still want to be recognized. At MarshU badges for completion of the program were highly prized. I was thinking of these badges when I asked the DemoFest presenter how he validated people in his organization. Such a simple idea but people want to be recognized!

I am also thinking about how informal learning relates to eLearning in general whether it is K-12, higher ed, or enterprise. I have no huge Aha answers to share, just lots of questions! These are not the last musings on this topic by this still ignorant author!

Shhh An Academic Went to #DevLearn

Don't tell any of the attendees at #DevLearn2011 but there was an academic in their midst this week! In fact, I was warned in advance not to "act like an academic." Since I profess right from the title of this blog to be ignorant, I decided that this was yet another area of my ignorance.

Truth be told though I wasn't the only academic at #DevLearn! We were however a minority population and we shouldn't be. This is one of my big takeaways from a wonderful conference! I have a whole series of takeaways and Aha's to share.

For those who are not aware #DevLearn is one of a series of conferences put on by @eLearningGuild #DevLearn has the well-deserved reputation of being the foremost, and the edgiest, conference on eLearning.

The underground definition of eLearning is corporate eLearning, aka The Training Department. One of the major buzzes throughout the conference was how to make training more informal, social, just-in-time, experiential, collaborative...

Hmm! Wait a minute, I hear a lot of these terms when talking about how to make K-12 and higher education better. I am sure though there is some big difference between the corporate and the academic versions of eLearning.

So I kept my mouth pretty much shut and continued to listen. In one of my first conversations a gentleman was talking about the conversion of his face-to-face (f2f) two day 8 hours/day training into an online format.

Those who know me well know that the term conversion is a hot button. I firmly believe eLearning cannot be "converted" from f2f. Courses, training, whatever you call the learning events, must be engineered completely differently than f2f trainings if they are going to be effective.

This gentleman went on to say that converting the trainings into 8 hour online sessions wasn't effective for the facilitators or the learners. He was looking to chunk the content more, stretch out the training, give people time to absorb the information and practice the skills.

Sounds a lot like teaching best practices in general. In fact his f2f sessions would probably be a candidate for chunking the content and giving folks time to practice the skills. But once again, I was thinking like an academic. I nodded in agreement but didn't once mention pedagogy or learning theory or brain research but he sure could have used some of that knowledge about how people learn.

There were many such times throughout the conference experience. I left Las Vegas yesterday thinking...

1. K-12 and higher education are doing a LOT of eLearning. They should be at this table in eLearning Guild, and at #DevLearn talking about and thinking about how people best learn online.
   
2. Corporate eLearning and instructional designers could learn a lot from "academics" and academics can learn a lot from corporate folks. We should be encouraging this conversation, not discouraging it.
   
3. eLearning whether it is corporate or academic is still, despite all the talk about informal learning, organized around training events. Call them courses which are a semester long, or an 8 hour 2 day training (both are training events), there is very little true informal learning happening.

And shhhh I am told that a certain Russian educational theorist... by name Vygotsky, was mentioned in a Friday morning presentation. I saw it on the Tweet stream! I guess I am not the only one who needs to not "act like an academic!" Vygotsky... Vygotsky! Still laughing!

This ignorant academic has more insights about #DevLearn, informal learning, how people learn. Stay tuned!

The essential nature of 8th graders

I was responding to another teacher who asked about my teaching awards and about working with 8th graders. By the time I was done writing my message, I realized it was a blog posting...

I taught in Walla Walla, WA and won the state Excellence in Education award and then won the national Milken Award. That was a life-changing time in many, many ways. But... the way I won the awards was using the following philosophies, maybe they will help you. First of all, even Socrates complained about 14 year olds and how they wouldn't listen etc. I realized if they hadn't changed in a couple thousand years then I wasn't going to change the essential nature of 14 year olds. So instead of trying to change who they were, I changed the way I taught to match their personalities. At 14 they

• can't do anything alone. Everything, even going for a drink of water, requires at least one buddy.
• need to sprawl. Their bodies are growing so fast and the hormones are going up and down constantly they just really cannot sit in a desk for extended periods.
• know everything and adults know nothing. When my daughter informed me that I was brushing my teeth wrong (according to her, not according to the dentist) I really got a lesson in knowing "nothing."
• believe they are adults. Period. They do.
• have to know why they need to know something.
  

So I created a whole curriculum which required them to work in partners or groups for nearly everything. We did stuff big, like poster paper on the floor instead of notebook paper on a desk. I played dumb (because I am an adult and I know nothing) and let them teach me everything. Everything!

And for the last two points keep in mind that I taught the most ancient of ancient history. To be honest I don't think I ever learned about Babylonia or Mesopotamia so I really had to sit in their seats and think how this could be relevant. I used to sit in their seats metaphorically a lot and think why should I care about... If I couldn't picture the teacher convincing me I should care then I knew they would be lost.

So my curriculum was Lehmann Enterprises. I "hired" them as unpaid interns (remember they think they are adults) the first day of school and all of the content was taught through work-based products. They created advertising, did live news shoots (which they had to script), made travel brochures, ran an election in which the whole school voted about Sparta or Athens... The content was embedded in what was being advertised, or being shown on the news, or what was in the travel brochures etc.

When your history students are sneaking out of other peoples classes to advertise for Sparta so the 6th graders would vote for Sparta and not Athens; when 8th graders are hurrying down the hall and saying "Can we start before the bell rings?" when they still as adults talk about Sparta vs. Athens, or false Buddha images, or their Century 21 BC ad... You know you created something compelling for them. And talk about learning, and unintended lessons Wow!

They learned the history and didn't even know they were learning it... Which is why the whole "teach to the test" movement of the last 10 years has made me crazy. If you make learning really interesting and compelling they will learn everything they need for the dumb test and a lot, lot more. Instead we are making school so incredibly boring that they hate learning. And... they do worse on the tests! Makes me crazy, crazy, crazy!!

Whew! That's a lot! But you asked so I got on my soapbox. The main thing to remember is you are not going to change the essential nature of 14 year olds. They are who they are.