Meet Seth

You and I may be the last two people who don't know Seth Godin.  But we've just changed that, haven't we?

I found Godin's self-described education manifesto last week while I was researching education and technology. Provocatively titled "Stop Stealing Dreams (what is school for?)"-- a choice which provides the first clue about Godin's marketing talent--the document is over 150 pages and worth reading...in its entirety.

In case I haven't convinced you, perhaps Godin will:

Large-scale education was not developed to motivate kids or to create scholars. It was invented to churn out adults who worked well within the system. Scale was more important than quality, just as it was for most industrialists.

The question I’d ask every administrator and school board is, “Does the curriculum you teach now make our society stronger?”

Transparency in the traditional school might destroy it. If we told the truth about the irrelevance of various courses, about the relative quality of some teachers, about the power of choice and free speech—could the school as we know it survive? 

This manifesto...well, I wish I had taken the time to write it.  But the more important contribution, perhaps, is reading it...and sharing it...and acting on it.

Dancing geek

The pedagogy of teaching fascinates me, despite the hubris implied by use of the word 'pedagogy' in public.  Taking pride (of the appropriate kind) reflected in preparation and professionalism in ones craft as an educator requires an awareness that teaching is both art and science, in somewhat equal measure.

Benjamin Bloom's Taxonomy of Educational Objectives is part of the rich science of teaching; understanding how to use the taxonomy is part of the art.  Long a fan of the elegant simplicity of a hierarchy of thinking skills, I have used Bloom's Taxonomy in course design, test design, and content delivery.

In the midst of teaching, explaining to students how learning happens seems prudent; students are, after all, my partners in the process and it helps if we're doing the same dance steps.  The step-wise progression from lower order thinking skills to higher order thinking skills is beautifully choreographed in the latest revision to Bloom's--we now have digital verbs.  For example, from the Update to Bloom's Revised Taxonomy:

• Remembering - bookmarking, searching, googling, social bookmarking
• Understanding - advanced/ boolean searches, blog journaling, annotating, subscribing, tweeting
• Applying - executing, playing, uploading, editing
• Analyzing - mashing, tagging, linking
• Evaluating - commenting, posting, moderating, collaborating, reviewing
• Creating - programming, blogging, podcasting, publishing, wiki-ing

For those of us who are pedagogists as well as closet geeks, this is really good news.  It means I can use technology as more than a tool to enable learning objectives related to other content.  The effective and well-planned use of technology is its own pedagogy, music to the ears of a geek who dances.


Related Ramblings:
Learning Through Teaching: Pandemic consumption
Learning Through Teaching:  My cup runneth over
Learning Through Teaching: The "no textbook" decision

A work in progress

I don't even know where to begin to describe what's happening in our classroom this semester as we address online education as an innovation. From the scholarly articles and supporting texts come descriptions of what I'm observing:

"Above all, innovation is work rather than genius. It requires knowledge. It often requires ingenuity. And it requires focus." (1)

"(W)hen all is said and done, what innovation requires is hard, focused, purposeful work. If diligence, persistence, and commitment are lacking, talent, ingenuity, and knowledge are of no avail." (1)

"Innovators constantly ask questions that challenge common wisdom...they like to ask 'If we did this, what would happen?'" (2)

"(I)nnovative entrepreneurs actively try out new ideas by creating prototypes and launching pilots. Unlike observers...experimenters construct interactive experiences and try to provoke unorthodox responses to see what insights emerge." (2)

"It's no longer sufficient to create a product, a service, an experience, or a lifestyle that's merely functional. Today's it's economically crucial and personally rewarding to create something that is also beautiful, whimsical, or emotionally engaging." (3)

  

We have created a lab focused on asking questions, researching answers, and creating prototypes that embody the experience students (and standards organizations) expect from online education.  It's truly a beautiful process to watch.

(1) The Discipline of Innovation by Peter F. Drucker (HBR Case)
(2) The Innovator's DNA by Jeffrey H. Dyer, Hal. B. Gregersen, and Clayton M. Christensen (HBR Case)
(3) A Whole New Mind by Daniel H. Pink

Dreaming in class

I wish I could take credit for it, but I think I just blundered into it.  Regardless of the genesis, what's happening in the classroom is the stuff that dreams are made of.*

The week before classes started, the new president of our state university system presented to our faculty his call for innovation**--specifically, in the form of on-line education within our state's higher-education system--and the virtual dominoes snapped into place:  What better illustration of the concepts and challenges of innovation, creativity, and change than one issued to the system in which students find themselves? Suddenly, having 11 graduate students from multiple colleges in an elective course on Innovation and Creativity appeared as the gift it is and the course was adjusted to incorporate a semester-long project revolving around online education.

So far:

• Students are applying concepts, theories, and models to a system they understand.
• We're all learning about the state around us (literally and figuratively).
• Business decisions about innovation are more easily understood or, at the very least, more easily discussed.
• Pre-conceived ideas (mostly negative) about online education are being replaced by facts obtained through research.
• Faculty from other colleges are lending support to the students in my class.
• Technology and instructional design colleagues are also lending support to the class.
• The faculty and staff who visit the classroom and/or read the material being gathered and posted on Blackboard are excited about the process.
• We are using tools and technologies seamlessly, both as tools and as research topics.
• I look forward to class.

One goal for the semester is to develop a sample of what quality online education, incorporating best practices and using the tools available.  The class has selected the subject matter and a sub-group is focusing on development of the actual product.  

Another goal is to create and deliver a presentation about our design process, the questions raised, and the students' recommendations.  My goal?  To fill the auditorium (literally and through technology) with faculty and staff.  To include others in the dream. To see where this leads. To wake and find at least some part of the dream.

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* Though I've used Carly Simon's lyrics, credit is also due to Shakespeare.  

**The text of the presentation is here, with a link to watch.


Related Ramblings:

1. Stay tuned for Dr. Seuss
2. Accounts receivable or accounts paid?

Tripping through the classroom of life

This semester is my second time to teach a course in innovation and creativity.  Though many things are different about the course this time around (more on that in a subsequent post), Daniel Pink's A Whole New Mind remains required reading.  The chapter about story and the power of narrative is one of my favorites.

I do love a good story...and a good story teller.  Often, the good story tellers are writers. Sometimes, though, the good story teller is a comedian, an actor, the guy at the local hardware store or the preacher at the local church.  One of my favorite story tellers, Rachel Remen, is a physician:

Life offers its wisdom generously.  Everything teaches.  Not everyone learns. Life asks of us the same thing we have been asked in every class:  "Stay awake." "Pay attention." But paying attention is no simple matter.  It requires us not to be distracted by expectations, past experiences, labels, and masks. It asks that we not jump to early conclusions and that we remain open to surprise.  Wisdom comes most easily to those who have the courage to embrace life without judgment and are willing to not know, sometimes for a very long time.  It requires us to be more fully and simply alive than we have been taught to be.  

A few lines later (in My Grandfather's Blessings), Rachel uses the metaphor of an entire oak tree contained--at least in essence or as potential--in an acorn and reminds us that "(n)one of us are only the way we seem."   The summation of our life experiences, of which formal education is but one part, is to journey ever closer to our potential.  To become the wisdom we are intended to be.   And I resonate to the reminder that ""(t)his is not usually a graceful or a deliberate process."

I am neither graceful nor particularly deliberate in my journey.  In fact, I often blunder, stumble, and drive backwards in circles.  Perhaps, in that way, we are all more alike than we realize.  And I seem to be a far better teacher, friend, and parent when I focus on the similarities.

Take aim

There's a lot here to absorb, but it's probably worth spending some time to do so...starting with Stowe Boyd, where I first saw it.

True blue?

We waited for the house to open, offered our tickets to gain admission, and found our seats.  We were there to see Blue Man Group.  We came to hear good music, to laugh, to revel in the innovative combination of technology and entertainment.  We came to see a Blue Man (or three) up close.  

As we settled into our seats, I was intrigued by the language projected at the front of the auditorium, so I took a photograph.  Soon thereafter, the show started.  I heard, I laughed, I reveled and I saw a Blue Man (or three) up close; the experience was everything I had expected it to be, capturing my full attention (which is rare) for the duration of the show.

Later in the day, curiosity--that blessed bane--brought me back to the language and to the attribution--to the "International Diplomacy Guidebook."  I searched for it.  I found A Diplomat's Handbook for Democracy Development Support (which is, by the way, interesting reading).  I found other references to Blue Man Group.  But I still haven't found an International Diplomacy Guidebook.

And then I wondered whether the Guidebook--offered as the only context, written or spoken, for the show--is a Blue Man creation.  Regardless of the source, it seems about right.  If we cultivate our interests (which, oddly enough, are often the things that bring us the greatest joy), share those interests with others, and are receptive to their interests, it often follows naturally that we are able to collaborate more successfully and build something of value.  Whether parenting, teaching, friendship, or marriage, we are all endeavoring to build lasting connections.  And we start with offering who we are.

Shakespeare wrote a similar version: 

This above all: to thine own self be true, 

And it must follow, as the night the day,

Thou canst not then be false to any man.

Perhaps what matters about learning and about wisdom is that we are receptive.  Words of wisdom can, indeed, be true blue, regardless of from whence they came.