An open online seminar, “Exploring Personal Learning Networks” started this week, and I’ve been looking forward to participating ever since I was alerted to it by, yes, you guessed it, my personal learning network (PLN).
This week is introduction/orientation week and it’s been suggested that participants relate something of their stories, either, what does having a PLN mean (that is, if you’ve already got one) and how has it changed the way you learn and practice in your professional field, or if you don’t already have a PLN, maybe, what’s the attraction?
Any way, I think I can safely say that I’ve got a PLN but, most likely it’s the same for a lot of people, it started to take shape before I knew what was actually developing. I first came across the term PLN whilst researching the use of Twitter for teaching and learning in higher education. I can remember reading one paper in which two ‘early adopters’ mentioned that they used Twitter to connect to their personal learning network (PLN). Although I registered the term, I guess I largely equated it at the time with a rail network, or some other piece of infrastructure. Akin to plumbing, probably. But then, as I began to use Twitter and to comment on blog posts and participate in discussion forums, I started to realize that I wasn’t just gathering useful information but I was actually getting to know something of real people. Avatars and headshots were coming alive as peepholes opened up relating snippets about work projects, world views, conferences, commutes, pet hates and various passions etc. It’s this kind of interaction that builds trust, which in turn opens up opportunities for mutual learning and mutual benefit.
@sorokti My PLN has opened my eyes to the possibilities of learning and connecting via social media #xplrpln
Agreed, engaging in this way and developing a PLN has really opened up my learning and created possibilities that I couldn’t possibly have had otherwise.
At first, my PLN developed by just observing how others interact online, but the really crucial factor has been my participation in a number of connectivist style MOOCs and the connections that these environments have enabled, connections that continue beyond the event to keep a sense of community and create chances for future collaboration. At this point I’ll direct you to Sheila MacNeill’s blog, “after the mooc has gone – the real collaboration and connectivism begins” so you can piece together the story for yourself.
Now, seeing as my personal learning network developed ‘organically’, what I’m interested to explore for this seminar is how others can best be supported to develop personal learning networks of their own and, seeing as I developed my personal learning network outside of any organizational context, how personal learning networks figure from their point of view.
But, before I leave this post, I’d just like to add that introduction/orientation week of Exploring Personal Learning Networks entreats us to try something new: share goals, experiment with new tools or reach out to people we don’t really know very well and maybe share our thoughts about a topic of interest. Well, in line with the anaology that cMOOCs are “like being in a pub“, I’d like to reach out to @JeffMerrill and @MattGuyan who, I notice from his #xplrpln tweets and Twitter bio, is a Pale Ale drinker to say “cheers, here’s to a successful PLN seminar”.
Underlying the development of a PLN is the need for individual learners to be able to have the capacity for self-direction, which requires a higher level of learning maturity— – See more at: http://www.hybridpedagogy.com/Journal/files/Personal_Learning_Networks.html#sthash.FNI4TVHh.dpuf
I just got back from a month long trip where I spent a couple of weeks exploring both China and Mongolia, well exploring bits of them at least because they’re massive, and I thought I’d put together a bit of a blog post to share some of the things that the trip made me reflect on, things loosely to do with learning that is.
It’s true, a funny thing did happen on the way to the museum. In Xi’an, my husband, Steve, and I wanted to gen up on Chinese history and the Terracotta Army but we’d read that the queues for the museum were gargantuan and that early arrival was advised. So one morning, armed only with the number of the bus that passed by the museum and a city map splattered in Chinese writing, we set out sharp. Believing we were somewhere in the vicinity, we got off the bus and began to walk in what we thought was the general direction of the museum. Happy days, almost immediately we found a large modern building with a ginormous queue snaking its way around.
Xi’an: the queue.
Naturally enough, we tagged on the end and joined the queue. After a while, I told Steve to wait in line whilst I checked out the front of the queue – to see if I could glean any info about entry to the museum. I scoured the front of the building for clues, anything written in English. There wasn’t much to go on, but eventually, above the main door, I spied the words ‘Xi’an library’. All these people were waiting for the library to open!! I couldn’t believe it. The queue was enormous. On closer inspection though, everyone in the queue had books under their arm. They were indeed going to study. When I got back to Steve, I said “this isn’t the museum; you’ll never guess what all these people are queuing for; they’re queuing to get into the library!”, to which he replied “if you told people back home, they’d never believe you.” It’s true. Here you just don’t associate libraries with queues, or with that much ‘pulling power’, I guess.
Anyhow, the incident got me thinking about the difference between studying and learning. Those in the queue were obviously going to the library to study (obvious once you allow the notion of queues and libraries to hang together that is). To me, studying seems to imply formal learning with motivation largely influenced by extrinsic factors, whereas learning seems to be something more ‘natural’ and somehow more intrinsic. However, when I looked at the definitions I got
to learn = to gain knowledge or skill by studying, practising, being taught, or experiencing something
to study = to read, memorize facts, attend school, etc., in order to learn about a subject
So, regardless of the motivation, a fraught topic in itself, it seems that studying is the action required to reach the learning goal.
The incident also made me reflect upon the role that libraries have played in my life. Certainly, I remember going to the library as a child and picking out my ‘reading books’, but the incident particularly made me think back to the time when I was nineteen and when, having returned home from a working holiday in Norway eager to know more about Polar exploration and the Norwegian explorer Roald Amundsen, I received from the British Library, via an inter-library loan, a first edition copy of Amundsen’s account of his 1912 South Pole expedition. Well, at least I think it was a first edition copy; certainly, it was old and certainly, it was a thrill to get my hands on it. Also, I’ve long said that the thing I miss most about no longer living in a city is the library, the hours I spent in Nottingham City Library, all those free books and Ordnance Survey maps!!
So, although libraries aren’t exactly synonymous with eager queues, they’re a valuable, often unsung, public resource that, as we hurtle into the digital and online era, hopefully won’t be sidelined or diminished or, more worryingly given the current economic climate, won’t be axed as cuts in public spending are more keenly sought.
That was in China, but with my propensity for wandering around and my particular affinity for nomadism the other part of the trip was to Mongolia, and notably a “Ger to Ger” homestay with Mongolian families. This part of the trip was fabulous as we stayed in the guest ger (yurt/tent) of four different families and were able to interact and observe their daily life, which totally revolved around herding and milking their livestock. Getting an insight into the macro world of domestic life that takes place in a ger was a real privilege, and the ger itself is a real triumph of human ingenuity: not only simple, easy to erect, dismantle and move but cool in summer and warm in winter (temperatures on the Mongolian Steppe range from plus 30 degrees to minus 30). Though what I really would’ve liked to have discovered was where could they move to, who owned the land and what was the system for allocating it and/or enforcing the land rights. However, with just a phrase book that tellingly gave more space to the vocabulary of animal husbandry than eating and drinking (ooh, the food’s very basic, and at best might only be described as is “sustaining”), I wasn’t able to get to the bottom of this. It’s an important question, and one that transfers directly to matters of the Internet and digital technology. Where can I go and who says so; what affordances and constraints do our new technologies sanction? It’s questions like these, as a matter of critical technology literacy, that I always try to keep to the forefront of my mind.
Just where can nomads go?
In “gerlife”, technology is pretty much limited to a light bulb and a TV (powered by a solar panel) plus a mobile phone, with the mobile phone being a really valued piece of kit. In fact, if you’ll pardon the antediluvian metaphor, in every ger we stayed the mobile phone was “ringing off the hook” as families and neighbours chatted away the day and, ha ha might I suggest, “narrated their work” (Harold Jarche just jumped into my head there). Without all the other tech and the myriad of distractions that we’ve got in our lives, it was just plain obvious that at heart people are social beings who need to be connected. Our new digital and social technologies just amplify or scale this.
One final thing that my trip to Mongolia made me think about was open/digital badges. On the very first day we arrived, gathered in the main square to take wedding photographs or photographs to mark a special day out, were groups of Mongolians all finely dressed in traditional outfits. What struck me though was that a lot of them had medals, not military medals but civic/community medals, pinned to their outfits and that these medals were clearly a source of great pride. Back in the ger these medals were also proudly displayed. I don’t know how the “credibility” of open/digital badges will play out, but I’m certainly interested to follow the discussion in the MOOC that starts next week, Badges – New Currency for Professional Credentials. I can definitely see the appeal for the learner, being able to digitally display with pride the learning achievements that mean something to them.
This blog post has been a long time coming, and it’s still only likely to be a waif of a thing after all that, but here goes any way.
Back in June, I gave a presentation at CELT entitled “beyond the walled garden – the story of how one learner used social media for professional learning and development” (that learner being me, of course). The aim was to make concepts regarding change within Higher Education real by bringing something of the lived experience to the discussion. As such, I related the story of how I discovered social tools for professional networking and development and how I subsequently went on to discover open education, take advantage of the new ways of learning online and to develop as a digitally literate and networked learner/practitioner. Whilst reflecting on and narrating this experience, I acknowledged a number of new ways in which the web facilitates learning and a number of new learning theories pertinent to the digital age, that is to say, learning in communities, social networks and in MOOCs giving reference to connectivism, rhizomatic learning, heutagogy and CoPs. Thinking back over it all, I found the concept of rhizomatic learning to really resonate with me, and to intrigue me equally as well. As such, rhizomatic learning is a topic that I want to understand more deeply, and to understand why it accords so greatly. Well, I’ve made a start.
I’d come across the term, or terms, “rhizome” and “rhizomatic learning” some time ago but what it signified didn’t really interest me, until I discovered, back in January, through quadblogging in #edcmooc, that the metaphor for a rhizomatic learner is the nomad. Thank you Ary Aranguiz. Now, the mention of the word nomad certainly had me interested; why, hadn’t I already got my summer vacation booked to Mongolia and China, part of which, …I kid you not, includes a home-stay with nomadic families (the adventure starts next week, by the way). The choice of destination, Mongolia in particular, seems like a natural choice to me as I generally spend my vacations roaming around and sleeping under canvas. I like to walk long distance paths and I love camping, especially wild camping. Besides, I’m a hopeless idealist who dreams of freedom and travel. Spanning time and space, I’ve read heaps of travel books and accounts from various explorers: ‘Into the Wild’; ‘South’; ‘Touching the Void’; ‘As I Walked Out One Mid-summer’s Afternoon’; ”Ghost Riders – Travels with American Nomads’; ‘In the Empire of Genghis Khan’; ‘Red Dust’… the list goes on.
The nomad in me.
Any way, enough of that. Why should it be that the metaphor for a rhizomatic learner is that of the nomad? Dave Cormier, originator of Rhizomatic Learning Theory, explains the thinking.
The nomad is trying to do what I call ‘learning’. Not the recalling of facts, the knowing of things or the complying with given objectives, but getting beyond those things. Learning for the nomad is the point where the steps in a process go away.
Hence, the learning nomad can be thought of as ‘being the thing itself’. It’s like the difference between playing a succession of notes, one after the other, and playing music, or it’s like parallel parking, if you prefer, if you think of the steps and perform them one at a time, invariably you mount the pavement. Either way, there’ s a point where you stop thinking of facts or steps and understand the act.
To me, and to probably a lot of others, a nomad more easily conjures up images of wandering across open spaces. So far though, this aspect has not come through in my reading. However, the notion of freedom and transcending boundaries seems to fit nicely with the idea of play as a habit of learning that I was thinking about in my last blog post, play as exploration that is.
Gwen Gordon, in asking “What is Play?” says that “freedom is a hallmark of play” as it softens boundaries and allows individuals to become adaptive and spontaneous. She continues, playfulness is “the freedom of the total self to move as a whole in relationship to the total environment”( p.8). Now that sounds like a nomad. What’s more, through such play, with its interactions across boundaries and it’s impulse towards both freedom and connection, transformations are made possible.
According to Dave Cormier, nomads (or those with a disposition for play as exploration) “have the ability to learn rhizomatically, to ‘self-reproduce’, to grow and change ideas as they explore new contexts”. So, what does “to learn rhizomatically” actually mean? And, where does the term come from? Well, rhizome refers to a way in which certain plants spread. Often understood as a creeping root stalks, rhizomes go out horizontally and interact with their environment. Certainly, they’re messy, disorderly and difficult to control, but at the same time they’re resilient and have a lot of important qualities, which allows them to adapt within their ecosystem. As such, rhizomes have come to represent a model for learning for uncertainty and, like the learning process of life itself, they’ve no beginning or end either.
By the way, if you have an hour to spare, I heartily recommend that you listen to the Introduction to Rhizomatic Learning that Dave Cormier did on the topic in the #etmooc archive. It’s class.
If you think about it, uncertainty is always part of the learning process. How do we know what things you’re going to need in the future; what problems you’re going to have to solve? Thus, learning, now more than ever, ought to help prepare people for, and be comfortable with, uncertainty; help them to adapt to new situations and help them to make the best decisions they can when the answer is unknown. Therefore, for a learning nomad to develop it’s no good having prescribed learning outcome as this thwarts the ability to explore, make connections, be creative and to solve problems. Besides, the point at which any new idea takes shape, and what it means, will be different for each and every learning nomad.
“Nomads make decisions for themselves. They gather what they need for their own path”.
Incidentally, a nomadic nature is something that Harold Jarche equates with the new “knowledge artisans” of the network era. Connected and knowledgeable individuals with their own learning networks and their own ways of working, individuals who are often more independent and more contractual or shorter-term than previous information age employees, all-in-all, probably more comfortable with uncertainty. Well, I can certainly live with that.
This all sounds wonderful, learning and living nirvana probably, but so far I’ve only thought of rhizomatic learning from my own point of view as a learner and not from the point of view of a facilitator of learning, so now the question becomes how can I, and other educators, help learners to develop their learning nomad abilities and be comfortable dealing with uncertainty? To defuse those predetermined outcomes, rhizomatic learning theory proposes that community becomes the curriculum… and I propose that I save that for another blog post.
Sources:
Cormier, Dave (2011) Workers, soldiers or nomads – what does the Gates Foundation want from our education system? Available at: http://davecormier.com/edblog/2011/10/22/workers-soldiers-or-nomads-%E2%80%93-what-does-the-gates-foundation-want-from-our-education-system/
Cormier, Dave (2011) Rhizomatic Learning – Why we teach? Available at: http://davecormier.com/edblog/2011/11/05/rhizomatic-learning-why-learn/
Gordon, Gwen (2007) What is Play? In Search of a Universal Definition. Available at: http://www.gwengordonplay.com/pdf/what_is_play.pdf
