Experience Required: Walking the Talk in Digital Teaching & Learning

“I don’t know what to do, and if I did know what to do I wouldn’t tell you, because if I had to tell you today I’d have to tell you tomorrow, and when I’m gone you’d have to get somebody else to tell you.”
– Myles Horton, We Make the Road by Walking: Conversations on Education and Social Change

So. Turns out picking up four humans and a cat and a hedgehog to drop them all somewhere new is…intense and amygdala-sparking and more Sisyphean than I realized. WHO KNEW?!? LOLweep. But it is December and Term One is done and it was good. And I have known myself long enough to know that only if I write will I ever start writing again so. So.

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I gave a talk and then a workshop at Northwestern last week: Experiential Approaches to Digital Teaching & Learning.

The sessions was an opportunity to tie together the threads of the experiential work I did at UPEI in my final year there with the digital work I’ve been doing over the last couple of decades, in institutional roles and in the open.

Spoiler alert: turns out, from a participatory perspective on education – ie. pretty much where I’m coming from – experiential & digital approaches have a LOT in common. Not only that, experiential approaches have helped me do things in digital spaces that emphasize the participatory capacity of the web and hands-on engagement. They help me walk my own talk, and they help me help learners find ways into digital practice that aren’t about telling them what to do, but getting them doing – and hopefully understanding things from a different perspective after the doing. With structure and reflection as bookends to the process, in classic experiential style.

A caveat: as I noted in my workshop last week, experiential learning can feel a bit like a buzzword these days…one of those business-speak catch-all terms deployed primarily to align programming with funding priorities. There is definitely a market within current senior leadership sectors for incantations combining the words “AI,” “millennials,” “disrupt,” and “experiential learning” – repeat them while wearing a well-cut blazer and watch a shiny budget line emerge from the hot mess of cultural anxiety that is the contemporary social contract! Well, sometimes.

But fashion is not the fault of experiential learning…think of it as an eighty-year old concept having a moment. And a handy one for many of us trying to find ways to do digital teaching and learning that focus on practices and critical reflection, rather than tools.

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Still. What *are* experiential approaches? Messy question. Important question. My bet is if you ask three different people what experiential learning or experiential education mean to them, you’ll get three different answers, because the term connotes a pretty wide swath of different things for different disciplines and in different institutional and geographic cultures.

Yes, most involve some form of doing, and some form of structured reflection upon doing. Experiential approaches can include labs, service learning placements, Co-op programs, formalized experiential teaching methods like case studies, and a slew of more informal experiential teaching methods that in some way incorporate Kolb or Dewey‘s reflexive (sometimes called interactive) cycles.

But like the parable of the blind men and the elephant, wherein each of the individuals extrapolates from his own context – tail, ear, trunk – to a larger absolute that fails to capture the complex reality in front of him, experiential learning is a pastiche of methods and practices that may not all look or feel like each other. Unlike the parable, I’m not even sure experiential learning *is* one single elephant. Or maybe that’s just not where my interest lies.

My interest lies in participatory learning. In ways to connect people to other people as part of their learning experience, and to have them contribute to each other’s learning through conversations and artifacts and reflective processes that continually work and re-work the ideas on the table.

In the slide deck, toward the end I share a few clips and screencaps from some of the experiential – read: mostly hands-on, immersive, application-focused, reflexive and participatory – approaches I’ve tried in different kinds of teaching over the last few years. I saved some of the most hands-on for the workshop rather than the talk, but everything from Twitter chats to sketchnoting & sharing reading responses to badging professional development all counts, IMO, under the broad experiential umbrella. So does working for public audiences of various sizes and privacy settings: work that’s just for me is unlikely to make much difference in a learner’s own professional practice or understanding of the world, IMO.

But the real core of what experiential offers the digital, I think, is not in any specific method or concept but in the fact that experiential learning is, ultimately, about navigating change. From where I sit, it’s a view of learning that recognizes change and complexity at its heart**.

Our digital culture forces change on us regularly, not just in technical learning curves but in the overwhelming, sensationalized narratives we have to sift through and make sense of daily just to be functional citizens of the worlds/nations/micro-cultures we inhabit. I teach teachers. I don’t need them to learn any one specific digital skill or platform,  but a cocktail of of confidence and criticality in their exploration to digital space and digital culture…a cocktail I know no better way to build but through experience and reflection. Experiential approaches help us integrate new and complexity-oriented practices into existing understandings. Worth a shot.

**YMMV (your mileage may vary) – just today, with this post half-written, I got into a Twitter exchange with a colleague that was based on my slides but framed experiential learning on the spectrum of mastery learning rather than experimental learning, which is TOTALLY not how I’ve traditionally seen it…but makes some sense given our very different disciplinary backgrounds. Because I see experiential as a big tent term, I’m not sure either of us is wrong…but I have some more thinking to do.

Community: A 4-word Story

(this post is cross-posted from #Antigonish2.com)
***

In March, a woman I didn’t know sent me an email, with an idea.

I knew her name, her Twitter handle, and that she lived in the UK. And I knew she’d signed on early to Antigonish 2.0, as a member of Layer One – our network layer (you can sign on too on the sidebar to the right, AHEM).

Her email suggested we try a 4-word story Twitter chat, along the lines of an initiative some mutual friends of ours had done with #DigPed awhile ago.

I remembered that another volunteer had mentioned we should do something on Twitter with the burgeoning community…to give people the opportunity to chime in, share ideas, see each other. I figured…well then. There it is. Our next step.

When you’re trying to start a project off the side of your desk, other people’s ideas – especially ideas those people are willing to lend actual support and amplification to – are a gift.

So I asked the network for 4-word stories of community. All day long, Friday March 31st.

Our network is currently has 135 official sign ups,  and is probably about twice that size in terms of ambient interest expressed via social channels. We live all over, on four continents thus far, and in about ten time zones. Conventional one-hour Twitter chats don’t always work well for a group that dispersed, and I’ve founded extended chats to be gentler, less overwhelming ways of bringing new tweeters and new community members into a conversation.

Why community as the topic?

Of the three pillars of the Antigonish 2.0 theme – Media Literacy | Community | Citizenship – it’s community that’s core to anything this project eventually becomes, or builds. Antigonish 2.0 is about community capacity-building across networks, institutions, and localized community circles, to address our current polarized information ecosystem…and society. Media literacy is simply a lens, a critical tool for beginning to look at the division and spectacle that are the hallmarks of that ecosystem…and society. Citizenship – both in digital and nation-state terms – is a fraught and complex concept in any globalized conversation…and one that needs to be foregrounded in an era of closing borders and fear. But it is community – in all its tensions and possibility – that will be the engine that either makes or breaks our efforts here.

Layer One of Antigonish 2.0 – the network – needs to be as much about community as Layer Three – the “actual” community layer.  Particularly in the absence of, y’know, pay and hierachy and prestige structures. What community can offer is belonging, and support, and a sense of capacity to contribute. A sense that something’s happening that’s bigger than any individual, and an opportunity to tap into energy that’s bigger than any of us, either.

That energy came out in full force Friday.

I’d initially planned to Storify the archive, but when we passed 700 tweets & retweets (and Twitter’s new visual notifications looked AWFUL in Storify format)  I decided just to direct folks to the actual hashtag in all its richness. Seriously. Check it out.

Overall, more than 200 people contributed – many completely unknown to me until Friday – and while there was more amplification than extended or in-depth conversation, there were healthy critiques of idealized versions of community and a genuine enthusiasm that made me confident the time is right for what we’re doing here.

A few highlights to share:
First, a dataviz glimpse of some of what the chat looked like by Friday evening (thanks to Autumm Caines & Daniel Lynds who both did great visualizations of the chat) – you’ll notice I’m still a far-too-big node in the centre. But that’s normal for a first conversation in an emergent community with one identifiable core member. As we do more of these – and we will – I expect new hubs and threads will decentralize and distribute the conversation. But for the moment, this kind of coming together is powerful and kinda beautiful.

And in lieu of Storify,  a few contributions – too few – among the MANY worth sharing here. One of the strengths of the #4wordstory constraint – and Twitter in general – is that it forces an a poetic rather than prosaic approach; a form of thinking that demands engagement on more than a single level.

Thank you. To everyone who shared, or hearted, or re-tweeted. Or just followed along. Thank you for getting us started, helping us get a sense of who we are, together.  And if you missed it, it’s never too late. ;)
***

My own final #4wordstory contribution, which never got tweeted as it came to me as I fell asleep Friday night, full of appreciation for an extraordinary day and the woman I didn’t know (but do now, thanks to her idea):
the colleagues we need
for work that calls
#Antigonish2

(Yeh, that’s kinda eight words. Call it poetic license). ;)

inequality & networks: the sociocultural implications for higher ed

Next week is #dLRN15 at Stanford. Months of planning and debating and collaborating (and panicking!) all come together to launch an inaugural conference/conversation on Making Sense of Higher Education: Networks & Change.

It’s all Panic At The Disco around here these days, people.
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There are some serious high hopes embedded and embodied in #dLRN15. Not just for a successful event – though a successful event is a joy forever, as the poets say. Or, erm, something like that. But success is a complex thing, and hopes go beyond the event.

#dLRN15 is grounded in the kind of quiet hopes most of us in higher ed these days don’t talk about all that much: the hopes that things can actually get better. The hopes that research can be conducted and communicated in such a way as to shape the direction of change. The hopes for a future for the spirit of public education, in a time when much in higher ed seems to have been unbundled or disrupted or had its goalposts moved.

Those kinds of hopes are waaaaay too big to lay on the shoulders of any single event or single collection of people…but still, we got hopes, and they underpin the conversations we’re hoping to start through this small, first-time conference next week. We have the privilege of bringing together powerful thinkers like Adeline Koh and Marcia Devlin and Mike Caulfield as keynotes, plus systems-level folks and established researchers and students and grad students and people from all sorts of status positions within higher ed, all thinking about the intersection of networked practices and learning with the institutional structures of higher ed.

However, there’s one strand of conversation, one hope, in the mix at #dLRN15 that I’m particularly attached to. It’s the Sociocultural Implications of Networks and Change in Higher Ed conference theme, and particularly the opening plenary panel of the conference, on Inequities & Networks: The Sociocultural Implications for Higher Ed. I’m chairing, and the ever-thoughtful George Station, Djenana Jalovcic, and Marcia Devlin have agreed to lead the conversation from the stage.

But we need you.

No plenary panel is an island…and while all of us contributing have our own deep ties to this topic, our role is only to start the conversation. Help us make it wider and take it further. Whether you’ll be there or not, your thoughts and input are welcome on the #dLRN15 hashtag or on our Slack channel, or here in the comments. Throw in.

To me, this is the strand that gets at the heart of what education is for, and who it includes, and how, in a time of massive stress: is the digital helping widen participation and equality? Is it hindering?

If the answer to both is “yes,” WHAT NOW?
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The aim of the panel is to explore how intersectional issues – race, gender, class, ability, even academic status – in higher education are amplified and complexified by digital technologies and networked participation. While digital higher education initiatives are often framed for the media in emancipatory terms, what effects does the changing landscape of higher education actually have on learners whose identities are marked by race/gender/class and other factors within their societies?

We’ll be sharing and unpacking some of the places we get stuck when we think about this in the context of our work as educators and researchers.

What effects do you see digital networks having on inequalities in higher ed? What sociocultural implications do networked practices hold for institutional practices? What are universities’ responsibilities to students who live and learn in hybrid online/offline contexts?

Please. Add your voices, so that this panel becomes more a node in a networked conversation than a one-off to itself. That in itself would pretty much make #dLRN15 a success, in my mind. :)

something is rotten in the state of…Twitter

I read another article yesterday on The Death of Twitter: they’re multiplying, these narratives, just like the fruit flies in my kitchen.

Like fruit flies, these lamentations for Twitter do not spontaneously generate, but are born from a process of decay: they are the visible signs of something left neglected, something rotting quietly out of sight.

Since I’m currently in the extended throes of researching Twitter for my dissertation, I read these articles like I used to read Cosmo back when I was twenty: half-anxious that Enlightenment will be contained in the next paragraph, half-anxious it won’t. When I was twenty, I had Cosmo to make me feel miserable about the gap between what I valued and what I saw reflected and valued by the world. These days, I have The End of Big Twitter.

I wonder about what it means to research something changing so quickly, so drastically. Will my dissertation end up being about the Twitter that was, rather than whatever it is in the process of becoming? Can a person become an historian by accident?

Is this all there is to say, anymore?
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Because once there was more, at least for me. Way back in the arcane days of 2006 and 2007, I went to live among another culture – participatory culture, in its heyday – and felt at home for the first time. A particular confluence of privilege and obscurity and the need to speak things I had no place to speak aloud contributed…and the experience was mostly good. Not always ideal, by any means, but networks and Twitter in particular opened for me whole worlds of conversations and ties that I would never – flat-out – otherwise have had access to. And those conversations and ties have shaped my identity, my work, and my trajectory in life dramatically over the last eight years. Yet I sense the conditions that made all that possible shifting, slipping away.

I do not know what comes next, at this strange intersection. This post is My Own Private Fruitfly: its lifespan short and humid. It may be dead or obsolete in fifty days. But it is what I see, here and now, on the heels of a sweltering and disturbing August.
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“The Death of Twitter” is Not About Twitter
I’m no great fan of their recent platform changes and even less of the likelihood that they’re about to make what I see in my feed far more algorithmically-determined, a la Facebook. But I don’t think a new platform will arise to save what’s getting lost and lamented about Twitter. The issue all the articles point to is about Twitter As We Knew It (TM) as a representation of an era, a kind of practice. At the core, it is about the ebbing away of networked communications and participatory culture – or at least, first-generation participatory culture as I knew it, as Jenkins is perhaps best-known for describing it.

It is also about the concurrent rise of what I *hope* is peak Attention Economy.

(Of course, the founding premise of the Attention Economy is there’s no such thing as too much Attention Economy, so yeh, I’m probably wrong on the peak front .)

Consolidation of the Status Quo
Some of this is overt hostile takeover – a trifecta of monetization and algorithmic thinking and status quo interests like big brands and big institutions and big privilege pecking away at participatory practices since at least 2008.

Oh, you formed a little unicorn world where you can communicate at scale outside the broadcast media model? Let us sponsor that for you, sisters and brothers. Let us draw you from your domains of your own to mass platforms where networking will, for awhile, come fully into flower while all the while Venture Capital logics tweak and incentivize and boil you slowly in the bosom of your networked connections until you wake up and realize that the way you talk to half the people you talk to doesn’t encourage talking so much as broadcasting anymore. Yeh. Oh hey, *that* went well.

And in academia, with Twitter finally on the radar of major institutions, and universities issuing social media policies and playing damage control over faculty tweets with the Salaita firing and even more recent, deeply disturbing rumours of institutional interventions in employee’s lives, this takeover threatens to choke a messy but powerful set of scholarly practices and approaches it never really got around to understanding. The threat of being summarily acted upon by the academy as a consequence of tweets – always present, frankly, particularly for untenured and more vulnerable members of the academic community – now hangs visibly over all heads…even while the medium is still scorned as scholarship by many.

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You’re Doing It Wrong 
But there’s more. The sense of participatory collective – always fraught – has waned as more and more subcultures are crammed and collapsed into a common, traceable, searchable medium. We hang over each other’s heads, more and more heavily, self-appointed swords of Damocles waiting with baited breath to strike. Participation is built on a set of practices that network consumption AND production of media together…so that audiences and producers shift roles and come to share contexts, to an extent. Sure, the whole thing can be gamed by the public and participatory sharing of sensationalism and scandal and sympathy and all the other things that drive eyeballs.

But where there are shared contexts, the big nodes and the smaller nodes are – ideally – still people to each other, with longterm, sustained exposure and impressions formed. In this sense, drawing on Walter Ong’s work on the distinctions between oral and literate cultures, Liliana Bounegru has claimed that Twitter is a hybrid: orality is performative and participatory and often repetitive, premised on memory and agonistic struggle and the acceptance of many things happening at once, which sounds like Twitter As We Knew It (TM), while textuality enables subjective and objective stances, transcending of time and space, and collaborative, archivable, analytical knowledge, among other things.

Thomas Pettitt even calls the era of pre-digital print literacy “The Gutenberg Parenthesis;” an anomaly of history that will be superceded by secondary orality via digital media. 

Um…we may want to rethink signing up for that rodeo. Because lately secondary orality via digital media seems like a pretty nasty, reactive state of being, a collective hiss of “you’re doing it wrong.” Tweets are taken up as magnum opi to be leapt upon and eviscerated, not only by ideological opponents or threatened employers but by in-network peers…because the Attention Economy rewards those behaviours. Oh hai, print literacies and related vested interests back in ascendency, creating a competitive, zero-sum arena for interaction. Such fun!

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Which is not to say there’s no place for “you’re doing it wrong.” Twitter, dead or no, is still a powerful and as yet unsurpassed platform for raising issues and calling out uncomfortable truths, as shown in its amplification of the #Ferguson protests to media visibility (in a way Facebook absolutely failed to do thanks to the aforementioned algorithmic filters). Twitter is, as my research continues to show, a path to voice. At the same time, Twitter is also a free soapbox for all kinds of shitty and hateful statements that minimize or reinforce marginalization, as any woman or person of colour who’s dared to speak openly about the raw deal of power relations in society will likely attest. And calls for civility will do nothing except reinforce a respectability politics of victim-blaming within networks. This intractable contradiction is where we are, as a global neoliberal society: Twitter just makes it particularly painfully visible, at times.

Impossible Identities
Because there is no way to win. The rot we’re seeing in Twitter is the rot of participatory media devolved into competitive spheres where the collective “we” treats conversational contributions as fixed print-like identity claims. As Emily Gordon notes, musing about contemporary Twitter as a misery vaccuum, the platform brings into collision people who would probably never otherwise end up in the same public space. Ever. And that can be amazing, when there are processes by which people are scaffolded into shared contexts. Or just absolutely exhausting. We don’t know how to deal with collapsed publics, full stop. We don’t know how to talk across our differences. So participatory media becomes a cacophonic sermon of shame and judgement and calling each other out, to the point where no identity is pure enough to escape the smug and pointless carnage of petty collective reproach.

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Somewhere, Donna Haraway and her partial, ironic, hybrid cyborg weep, I think.

This doesn’t mean I’m leaving Twitter. I’m not leaving Twitter. If this post is a fruit fly signalling rot, it is likewise the testament of a life dependent on the decaying platform for its sustenance. The fruit is still sweet, around the rotten bits. And there is no other fruit in the basket that will do so well.
***
Perhaps it is not rot. Some would call it inevitable, part of the cycle of change and enclosure that seems to mark the emergence of all new forms of working and thinking together. I’m not so sure: that still smells to me like high modernity. Either way, I will miss Twitter As We Knew It (TM)…but I wonder: what am I not seeing yet? What paths of subversion, connection, hybridity are still open?

I’m over by the fruit bowl, listening.