Storming, yes. Perfoming, tbd.

We started like this:

Now, it feels like this:

I'm hoping it's one of those situations that falls magically into place in the last possible moments. I'm dubious, but we shall see...

On a brighter note, I'm a published author. I've started dipping my toe in the pool of future job opportunities and it's GOOD! I emailed Washington State University about being on online facilitator for National Board Certification and/or Pro Cert. I wasn't responding to a want ad or anything, just sending query to the person in charge. She's emailed me 5 times already, very excited that I will have this Master's in hand by next fall. That would be a good gig because it would allow me to see whether or not I really like being an online instructor without quitting my day job.

The readings this week also got me thinking about future opportunities in curriculum and assessment development. I think there will be a demand for that as well. The new Superintendent of Public Instruction just announced that the WASL is going computer-based. I remember when the WASL was first spawned, they actualy planned to have the students demonstrate their inquiry process skills by doing an inquiry. That fell by the wayside lickety split, but now it could come back as an online simulation. Things that make you go, hmmmmmm.

The evolution of relevant schools

This week was interesting in that there was significant overlap in theme between the two classes I'm taking: students are not learning what they need to know, understand and be able to do in the modern world from traditional education.

Many things swirl around my brain about this:

I think the shift in emphasis from what are schools teaching to what are students learning is encouraging. It's a subtle shift, right? You would think that what the schools are teaching IS what the kids are learning, but this is not the case. I've seen posts show up on the discussion board related to this. Kids need to be taught critical thinking. Well, I think most (if not most, many) teachers are teaching critical thinking. But the kids aren't learning it... at least in such a way that they can apply it effectively in any domain outside of the specific context in which they learned it.

I think schools do need to change. Talk about conservative institutions!!! Yikes. The times, they are a-changin' too quickly and education soldiers on as it always has. Sure there are changes, but they are definitely not proportional to the changes occuring in society and the world.

Is online education the new paradigm? The solution? The silver bullet? Probably not, but maybe it's part of a new paradigm or has facets that are essential to the new paradigm. The thing about paradigm shifts is they are hard!!! It is difficult to conceptualize a new paradigm when you are immersed in the existing one.

In conclusion, I'm excited to be an educator right now. In 20 years, things will look different, I believe. It's fun to be part of the evolution, or revolution.

Embracing social capital

It has been fun and enlightening to read the other midterm articles. One student wrote about how difficult social learing is for an introvert. She was speaking for herself and identified herself as an INTJ on the Myers-Briggs personality assessment. As a fellow INTJ, I could immediately relate. I had no idea how much social learning would be involved in this program. It is the most challenging aspect for me, even now when I have a truly phenomenal group. I do see value in the group dynamic, although sometimes it's not until after-the-fact.

I am also internalizing concept of social capital and seeing it in my non-virtual life. I have been considering ways to strengthen the bonds with and among my co-workers because I can really see how we all benefit -- and the students benefit -- from that. We just had the Stinky Sneaker bastketball game against our rival school which includes a highly spirited spirit contest. The teachers always participate in a dance of sorts. Here is my group:

There were at least 25 other teachers, 4 administrators and 1 custodian involved as well. Tell me that's not a celebration of social capital. Talk about shared identity and sense of trust.

Our group in class is working toward building an opportunity for new online teacher to participate in collaboration. The factor that is nebulous to me is what keeps online participants participating in a social network? There are a couple simple answers, but then there's subtlety and mystery. Make them feel like their contribution is unique said one article. Ok, but how long will that sustain participation? I look forward to exploring the issues...

sticks in the fire

Our small group, the Specific Pacifics, forge ahead. It is truly the best team I have ever worked with in an online course and I am counting my blessings! Maybe we are all getting better at the small group format. That's probably part of it, but I know I just ended up with good people too. We are brainstorming our charter, throwing out specific ideas from the readings as well as our own personal thoughts. Everyone checks in regularly and the "work" (if you can call it that, feels more like comfortable conversation) continues to be very equitable. We have begun the process of brainstorming ideas for the content of our paper, online social collaborative opportunities for instructors. I think we will have more trouble with this because it feels a little broad and nebulous. I doubt we have the same experiences, or perhaps even the same definition of collaboration. I'm confident we'll hone it down though and it'll be good.

It's been fun reading the ideas for the individual papers. I'm having a hard time researching mine because I get utterly immersed in it, look up and two hours have gone by. I will need to focus and starting putting the pen to paper (fingers to keys) early this week.

Taking two courses at a time is MUCH harder than taking one of the supposedly more intense 5 week courses. It does not help that we had finals this week and now shift into second semester where I will have 3 preparations. Sleep is suffering and I have succumbed to my first cold virus of the season. Sigh.

Rich with social capital

Our group, the Specific Pacifics, is getting along swimmingly. I wish I could define and record the precise reasons why so I could replicate this experience for myself and also project it onto my students. One factor, I think, is that we are lucky to have personalities and learning styles that mingle and compliment each another nicely. No deliberate action brought that about, so that's just dumb luck. We are all pretty motivated and task-oriented and although we have made our share of "small talk" we seem to intuitively know when to get down to business. Also noteworthy, is that roles shift and morph around the group with remarkable ease and grace. Individuals step up and become downright proactive, with the support and gratitude of the rest of the team and then the next person takes the lead. I think that's the most salient lesson I have learned thus far from my group and message that I could pass on: If you see the opportunity to do something proactive, then do it -- and then welcome the feedback, revision, debate from teammates. That seems to move things forward the most quickly.

Children forming online communities

I teach high school science. This semester all my students are Freshman and Sophomores and range in age from 14 to 17 years old.

Throughout this Master's program, I have been thinking about designing and teaching online courses for high school students. Currently, there is little opportunity for K-12 students to take courses over the Internet in my area, but it is definitely growing. I anticipate it becoming much more commonplace in as little as 5 years. This offers opportunity to me personally, and to my students. I want it to be the best experience possible for all concerned.

Much of the research available, and coursework that we have done in this program, seems to be directed toward teaching adult learners. Children, even teenagers, do not operate like adults. Many principles and concepts of brain research and pedagogy still apply, but not all. Children are cognitively different from grown-ups. And perhaps more significantly, they are emotionally not like adults!

I foresee encountering a whole set of issues that I have not explored, let alone even thought of, when it comes to designing an online course for adolescents. For one thing, there is impulsivity and disconnect between behavior consequences, that often moderates as an individual matures. How will I establish an online community that works for high school kids? Will it be as effective for kids as it is for adult learners? How will I establish norms? Communicate expectations? Facilitate the synergy that occurs between students? These things happen quite smoothly (from my perception and experience) in a college class where students are intrinsically motivated.

I would like to experiment on my current students so I could observe the process more closely. That is, I would have the safety net of f2f contact to redirect behavior or detect frustration. For this, the main barrier will be to set up the forum on which the students can interact and collaborate. My district is very leery, distrustful even, of software applications and to get something installed on the server is a hard sell. I'm up for that, but I would definitely need to know what I want, why I want it and exactly how I will use it.

One reason I would like to implement an online student community is to give every student a voice. There are strategies for encouraging participation in class (like randomly drawing names out of a cup) but this is only semi-effective. I know that I have many students with rich ideas and deep insight who, for whatever reason, choose not to speak up. I think a virtual discussion would elicit thoughts from some of those students.