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...