#connectedteaching

Over 9 months ago I was reflecting on the ways that I was wobbling around assessment in my ED677 course at Arcadia University. Today I am going back to this work to look at what we all learned and how I might apply this learning to ED677 Spring 2019 as well as a new course that I am developing for Hopkins called Teaching Writing Online (to run Summer 2019).

Here’s how I designed things for ED677: Since the overall goal of ED677 is for each of us to design with the values of Connected Learning in mind, ie. social, participatory and equitable while also paying attention to the ways this impacts our teaching. These are abstract concepts of course, so as the instructor I tried to support thinking through them by offering a set of set of continua that moves us in increasingly connected directions, ie. reflecting on learning, reflecting on teaching, and then reflecting on our practice.

To do this I offered three guides:

Reflecting on Learning, meant to support participants to reflect and assess on their own learning. 

Reflecting on Teaching, meant to support participants to reflect on the impacts this learning might have on their teaching. 

Reflecting on Practice, meant to support participants to think about the ways they are practicing being a connected learning and teacher at ED677 with and identify where they have had success as well as where you would like to improve and then set goals for next steps.

I then asked them to do a Self Assessment and offered some questions they could respond to (they were prompted to do this both mid-semester and at the end) and also, if these choose, to send me (anonymous) Instructor Feedback.

Here are the guides we used:

Reflecting on Learning Guide As a learner practicing connected learning, where do you think you are along these continuum -  Where did start? Where are you now? Where might be you be tomorrow?

X Axis = Continuum of More Connected to Less Connected Y Axis = Values of Connected Learning

Y, Social

Socializing to learn is avoided.

Socializing to learn starts to happen.

Socializing to learn is embraced.

Socializing to learn is fostered in self and others.

Y, Equitable

Learning resources and opportunities are controlled by those in power and not distributed equitably.

Learning resources and opportunities are controlled by those in power but distributed more equitably.

Learning resources and opportunities are shared and distributed equitably.

There is shared responsibility for the creation and distribution of learning resources and opportunities.

Y, Participatory

Participation is based on notions of compliance (ie. mandates and expectations of others).

Participation is based on interests although mostly driven by mandates and expectations of others.

Participation is based on interests and a sense of value to the larger community.

Participation is based on interests and a shared sense of value to and from community.

Reflecting on Teaching Guide

As a teacher asking questions about equity and connected learning, where do you think you are between these descriptions of conventional versus connected teaching? Where do you want to be? (This is a resource created by Nicole Mirra in her collection Transitioning from Conventional to Connected Teaching: Small Moves and Radical Acts)

Reflecting on Practice Recommendations

At ED677 I recommend that you practice and explore the connected teaching and learning ideas above in these ways:

Explore the key principles of Connected Learning, with specific attention to issues of equity, and demonstrate these through weekly making, reflecting and sharing.

Contribute regularly online and to the work of your fellow classmates.

Engage with others (another community, students, colleagues, etc.) outside this course.

Document and reflect on your journey in support of your own assessment and evaluation.

Create and share something to support your work as well as others in thinking about connecting learning in equitable ways beyond the life of this course.

Look back at your work so far. How has your practice been going? Where do you feel you have been successful? What do you think you could improve?

Finally a set of self-assessment questions were offered to impact a final assessment grade for this course and reflection on goals forward. Self-assessments were not meant to be publicly shared unless participants chose to do so; it was a requirement to share at least this part of their assessment with me as the instructor.

In what ways have you been successful this semester?

In what ways do you still want to improve?

How do your successes and reflections on improvement inform your thoughts and questions about connected learning and teaching moving forward?

What are your goals forward?

From there, I reviewed and responded each self-assessment and the related work for the semester and sent back a response to each participant. I created a corresponding grade for Arcadia University. As per my original syllabus, I had said that for those registered and seeking credit, grades will be based on your own self-assessment and instructor assessment (70/30). I said that instructor assessment would be based on:

Active and regular engagement with classmates and colleagues around the concepts of connected learning;

Reflection on your own learning and the implications of connected learning principles and values;

The completion of a final self-assessment and final public project.

Having now completed that semester, a few reflections I want to jot down include:

Self-assessments were strong this semester and I found them useful in determining a final grade. Participants (only 4 of 13 opted to give instructor feedback) gave positive feedback overall; they did not directly speak to the assessment however.

These two instructor assessment feel valid to me still as they were very clear throughout: 

Reflection on your own learning and the implications of connected learning principles and values;

The completion of a final self-assessment and final public project.

This one still feels very unsolid, fuzzy: ie. “Active and regular engagement with classmates and colleagues around the concepts of connected learning.” The question of what is “active” and “regular” in my mind versus theirs if I don’t give exact instructions on it is the core problem. And I don’t give exact instruction because all of our lives are different and needs and approaches to engagement are different for every person. I think that it actually ended up getting better addressed in the self-assessment because I focused on the “practice recommendations” that I offered at the beginning of this course.

Wobble, wobble, wobble. Some flow. Then wobble, wobble, wobble, again. And I’m still excited about what I am learning here.

Over three years now, during the spring, I have taught ED677 at Arcadia University’s School of Education, a “connected course” focused on seeking equity in connected learning and teaching. Final projects for ED677, or what we call our final “makes,” are something we design that emerges from our inquiry and supports our work beyond the 15 weeks of the course. The goal is that each project explicitly focus on building towards equity and connected learning, building off the framework of Connected Learning, and contributes to making interest-driven, production centered and connected opportunities for all a reality in the world (in big and small ways).

These projects have been great and there is much to learn from what folks end up designing to support connected learning in their context. And I was curious to learn what happened since! Therefore this past semester, I invited several folks who participated in the past to come and share with my current class about their work and reflections on Connected Learning and teaching. I also had a chance recently to hear from several of past ED677ers in a panel discussion at Arcadia University in relation to a meeting on Connected Learning in Teacher Education. Below then is a set of compiled thoughts, notes and quotes from this work and those discussions.

Robert Sidelinker, a teacher at Warwick Elementary, participated in ED677 in 2016 and now teaches his students in a 1-6 STEM class called QUEST (Questioning and Understanding through Engineering, Science, and Technology). Throughout his time in ED677 he blogged about an inquiry project he was working on throughout the semester, a making and game design/play unit he co-designed with his students and colleagues. What I like the best about his posts are the ways power shifts to the students as he describes the unfolding of this project:

It’s funny.  Weeks ago, as my team and I created the inquiry questions that would help lead us into this unit of study, the questions seemed to be directed at us, the teachers.  Now that our students have begun their work, it seems that the questions apply to them, not the “educators.” …

… Throughout the experience, students have been blogging about the game and blogging about ways to persuade teachers to allow their students to play.  

In a reflection on this work he writes “As a teacher, I don’t think I’ve ever attempted a learning activity that is so social.  Students are now making original creations that were born from commonly shared ideas!”  

Now a couple years later, and while participating in this recent panel discussion, Robert continues to think about this work and how best to support his colleagues from his position as a QUEST teacher and educational technology coach at his school. In a reflection on his own journey in becoming a more connected teacher, he says that moving from a deliverer of content to a facilitator/manager has had one of the biggest impacts on him. And so in his role as a coach, he works to support his colleagues from where they are in this process. He reflects that “a lot of teachers are really uncomfortable with not knowing the answer … but in today’s society the answer [to not knowing] should be “let’s look it up” .. you’re not forfeiting their authority; you are preparing [students] for the future.”

Shayla Amenra has served as an educator and artist in schools and afterschool programs and now operates HAPPISPACE; an education services company specializing in out-of-school time (OST), mobile makerspaces, and curriculum development. During her participation in ED677 Shayla was also participating in an inquiry group with TAG (Teacher Action Group) Philly. Her work with other iTag educators focused on developing an African-American history curriculum. Since the focus on ED677 is to connect our work in class with work we are doing in the world, she submitted the website that she made as part of her final make that semester.

As an educator and an artist, Shayla actively integrates her making work (she is a jeweler; see HAPPIMADE) into the way she thinks about learning and education, always working to connect her networks, her interests, and available resources. During the recent panel discussion, she talked about how this supports her connecting her students to those things that they are interested in -- a focus that she puts front and center to all of her teaching.

... when you are student focused, student centered, and you are connecting them to what they are interested in, they show up! They are interested, they are engaged  … they ask those questions [that] even you [as an educator] are taken back -- Wow, I didn’t even think of that! ... For me it’s always amazing. There hasn’t been a project that I haven't done where allowing students to talk and explain where their interest is within their project where I’m not surprised by the end … I map out every single thing, I’m a super planner; I’ll have every scenario for every scenario, and then the student will still find that one thing that I hadn’t even thought of. And it’s amazing. It’s always about the students for me.

Helga Porter was also a participant in this same panel discussion. She is a math teacher and since her participation in ED677 in spring 2015, has become the S.T.E.M. liaison for her building, “encouraging teaching and learning with a social conscience for all” she writes. As an advocate for increasing S.T.E.M. in the classroom, she is an active member of the district’s Strategic Planning Committee with a specific focus on their transformative curriculum pathways work.

During the panel discussion, Helga talked about the ways that the schools she works with are using the framework of Connected Learning to describe and talk about the work they are doing. She describes the framework as helpful language that helps modernize what they were already striving for in the district. She also shared how projects they have started, such as a mobile makerspace cart for each school building, are becoming sustainable as they use them. After upfront costs, she explains, … students bring things in to add to it. “They’re realizing they don’t need money - they can do something with the materials they already have.”

Helga reflected on her experience in the program at Arcadia and described how its loose parameters really challenged her:

I tried to figure out what [the instructors] wanted. Then we realized [the looseness] was all by design - they’re evil people. We were supposed to learn this is what our students and colleagues are experiencing. We need to take risks, too. We’re not just facilitators. That was the aha moment for me. Learning about ourselves, learning to take risks, fall, fall forward, and recover.

“They were evil in how they did it, but we forgive you.” she added, looking with a smile at me and Meenoo Rami, the two instructors of the main connected learning courses at Arcadia. Several others concurred! 

Kathy Walsh was another participant in this panel and also came to visit my class during the spring of 2017. She took ED677 with Helga that first “evil” spring semester, and during that time she set up this blog space and related maker-activities. Although she didn’t continue the blog itself past that one semester, she does continue to support her students in blogging and connecting to others in ways that allow them to create their own pathways forward. For example, this past semester she describes working working on a unit of study about chemical reactions where students blogged about their interests and research while Kathy worked to connect them to experts in the field.

Kathy is currently a teacher at Building 21 in Philadelphia and the founder of Youth Engineering and Science where she organizes summer youth STEM programming for youth. During a visit to ED677 this past semester she declared “Connected Learning, to me, is all about social justice.”

I work in a public high school in North Philadelphia and we do project-based learning and so one of the most important things is trying to find a way to make the work relevant for students and the best way to do it is to connect them to what really is going on in their community, in their future employment and future college and career pathways. So this is what I try to do in all my projects. ... Becoming a connected learning [myself] has been essential because I can do it now. I have the tools.

While Lana Iskandarani, an Arabic language instructor at a local university, was in ED677 during the spring 2016 she shared what she described as a small move in her classroom that had big consequences on a class she was teaching at the time:

When I assigned projects to my students last semester and the years prior, they were  individual pieces of work. I gave them some freedom to choose what they want to learn about, but not completely. There were some rules and constraints to follow in completing their work. Every student worked privately on their project and they had their own presentation in the classroom. The only audience for those pieces of work were my students and I. The students reflections were done orally after every presentation.

This semester, by implementing the connected learning principles and making small changes every week, I prepared my students to be more flexible with collaboration inside and outside the classroom. It became evident they were responsible and curious about the subjects at hands, more able to do their research, and more open to share their work with peers and other interested people out of the classroom. The final projects were examples of their improvement, and the  results came out phenomenal.

This idea of small changes, or “small moves” as we also referred to them and as per our core text Teaching in the Connected Learning Classroom, was very influential on Lana. And ultimately Lana’s experience and description of the ways she thought about these moves, was very influential on me. Lana has since described her work making Connected Learning framework a key piece of her curriculum project as she finishes her graduate work as well as a core part of her classroom and still references the ways that small changes can make a significant impact in her classroom, even with a fairly structured language learning context.

Tracey Dean is a high school Art teacher in the Radnor Township School District and also created a website as part of her final make in ED667 during this past spring 2017. This site focuses on the work created by students she works with and underscores Tracey’s frequent moniker “Art Matters.” In the recent panel discussion, she continued to emphasis this direction:  

Connected Learning needs to involve everyone. Our students did art in the halls so everyone could see. It initiated conversations. Bringing art out of the classroom. Art students shared their digital portfolios with teachers of other subjects, because sometimes teachers only know what their students are like in their single class.

I am really excited to see Tracey’s work unfold in the coming year. During this same panel discussion, she described a discovery over the last semester that has made her rethink how she wants to organize her classroom in the coming fall. Whereas previously she felt she was giving her students choice in their work, a value she expressed as critical to connected learning, the students shared that they didn’t feel that they had real choice in her class. After puzzling the disconnect for a bit in ED677, she then talked about the way she is moving towards setting up makerspace and stations in her classroom instead of doing whole class instruction followed by choice, which is how she had things previously organized.

The questions and tensions exist in this however, and Tracey talked about the ways that it can be really scary:

I guess my biggest fear with this whole thing and where it could go wrong, I am expected to present this work at District Art Month in in March. .. What’s the work going to look like? .. That’s where it’s terrifying to me about it. Also those conversations at home: ‘What are you learning? Oh, whatever we want -- Ms. Dean is letting us chose this year.’ I don’t want them saying that at the dinner table! So those are the two things I’m going to have to figure out.

After a third semester of ED677, and the chance to have follow-up discussions with the educators above, my attention now turns to the ways that they can continue to take leadership in the Arcadia Connected Learning program as well as ways we can continue to network ourselves together to support this challenging but ultimately critical work. We are in this together.