Further Reflections on #OLCInnovate

After last reflecting on a specific issue at the OLC Innovate, I wanted to dive into a few random reflections and then cover my session. In many ways, I have been getting burned out on conferences. Going to session after session of hit or miss topics and then straight to mixers in the evening can be a bit of a chore. Of course, I realize that many people that attend are like me – they have to present something in order to get funding to attend. So I recognize that sessions are a necessary thing for many people. It just gets hard to go to sessions all day long.

I have always wanted to do a dual-layer conference in the same vein as our learning pathways model: one option of structured presentations and another option of unstructured unconference time that attendees can mix and match to their liking. Or even a day of structure followed by a day of unconferencing. The OLC Innovate conference had some different options like that with the Innovation Lab – a place where you could roam in and look at anything from games to design thinking to improvisation. It’s not exactly a dual-layer design, but still flexible. Due to some lingering headaches, I wasn’t able to attend everything in the Innovation Lab, but what I did see was quite enjoyable. Some of the highlights:

  • Game Design. I wish I could explore game design more in depth, but the taste of it I got at OLC Innovate will probably drive me back into exploration even more. Keegan Long-Wheeler and John Stewart from OU both do an excellent job framing game design in education. Keegan chronicled their lab activities better than I could, so read his post for a better summary. Also see me playing Nintendo Switch as well as hear about our epic dinner adventures.
  • Improvisation and Innovation. My last post described how I was not happy with some of the framing of Innovation at OLC Innovate. The Innovation Lab was a welcome counter point to that narrative. Ben Scragg, Dave Goodrich, and many others showed us how innovation can occur in every day activities, using everything from improv audience participation skits to the most excellent blues guitar improv of Rick Franklin.
  • Legos. Yep, there were Legos at OLC Innovate. I played with them. I tweeted about them. Apparently my Tweet about Legos was honest enough to win me an award. I can now prove to any doubters that I am certifiably honest now :)
  • The Prophet of Innovation Doom. Who ever created this Twitter account is weird. They should probably be banned from OLC events for life. Or put in charge of OLC. Not sure which one yet.

Now for my session at OLC Innovate. I was a bit nervous about this one. This year would be my fourth presentation along the topics of open learning and learner agency (the first two were at ET4Online and then the next two at OLC Innovate). The past three years were successful mostly because I knew many of the people coming to my sessions already, and I knew they were generally in favor of my work. It is easy to joke around, get audience participation, and go off on tangents when you already have that rapport with the attendees. Plus, the first two years I presented with my regular co-presenter Harriet Watkins. Last year Harriet was at my session even though we weren’t able to present together. This year, Harriet and many of the people I was used to presenting with or to were not going to be there. My security blanket was gone. Additionally, even most of the people that were there and that I already knew (like Keegan and John) were presenting at the same time. So I went into this session not knowing who would show up (if anyone) and even if they would want to participate in the discussion or laugh at my corny jokes.

Luckily, I had a great time. I would say that it was even my most interactive session yet. We had a great time digging through the practicals of designing a course that allows learners to self-map their learning pathway. And they asked some really hard questions. I like it when that happens. I had a line of people afterwards asking me questions. Someone even told me I was one of the few truly innovative presentations at the conference. Take that ELI! :)

(ELI rejected a presentation on the same topic a few years ago. I’m still a little bitter about that I am told.)

My only regret about my session is that special situations outside of work made me too busy to connect with Virtually Connecting to bring them into my session again. I did that last year and it was a blast. Keegan was a part of that last year and his blog post backs up how good of an idea it was to bring them into my session. Of course, it was thanks to Harriet, Autumm Caines, Whitney Kilgore, Maha Bali (I even practiced pronouncing her name correctly over and over again and then was too busy or sick to be in VC), and others with VC that made it so successful last year. Hopefully next time!

Here were some highlights from the session that will apply to future posts I am sure. Sorry that I didn’t capture names well enough to give credit to these ideas – if you said one of these let me know and I will update the post!

  • Competencies. My goal was to talk about how to convert objectives to competencies, because that is what I usually have to do with the instructors I am used to working with. The attendees at my session were coming up with great competencies already. What did they need me for? They even brought up several topics that were difficult to have in both competency and objective formats. They weren’t giving me a free pass, that was for sure. The best kind of questions are the hard ones that expose problems with your ideas.
  • Open Rubrics. While discussing the need to have less detailed rubrics, one attendee pointed out that learners could even create their own rubric. In other words, it would be a rubric with the conditions and criteria blank, for the learner to create in a way that allows them to prove they have learned the content or mastered the skill or whatever it may be. This was an idea brought up last year, but in a more general form of allowing learners to grade themselves. This is a more concrete idea that would lend itself more to situations where grades are required.
  • Gamification. Some one mentioned that in many ways, self-mapping is like creating a game out of one’s learning journey. In the Game Station at the Innovation Lab I was re-introduced to Twine. Twine is “an open-source tool for telling interactive, nonlinear stories.” Teacher could look at creating their neutral zone and pathways options in Twine. Learners could use Twine in place of something like Storify possibly. I need to get in and play with the tool some, but I like the idea of looking at a self-mapped pathway as a game.
  • Real Heutagogy. Someone actually came to the session because he knew the term “heutagogy.” This is good, but also scary. Would my idea live up to scrutiny by someone that actually knows a lot about heutagogy? Apparently, it did. He liked it. That is a good sign.
  • Visualizing Pathways. There was a lot of interest in visualizing the pathways that learners take. My mock-up of what that could look like sparked that. We need to find ways to create visual representations of this, because I think it could actually help instructors gain insight into what is happening in their courses. Are there certain points where all learners come back to the instructivist option? Or maybe flee it to the connectivist option? Would those be places where the instructor is exerting too much control? If the learner could see those patterns, would that tell them something they maybe have missed? Is there something happening out in the less structured pathway they are missing? Learner self-analytics: it could be a thing.

There is probably more that I am missing, but this is getting long. As others have said, the conversations and connections were the real gold of this conference. If I get to go again in the future (you never know where the budget in the State of Texas will be at that point), my focus will definitely be on the Innovation Lab and the interaction times. And, of course, the OLCInnovateSnark Twitter Tag as well :)

Matt Crosslin
Matt is currently the Learning Innovation Coordinator with the UT Arlington LINK Research Lab. His research focuses on Learning Theory, Innovation, and learner empowerment. Matt holds a Ph.D. in Learning Technologies from the University of North Texas, a Master of Education in Educational Technology from UT Brownsville, and a Bachelors of Science in Education from Baylor University. His research interests include instructional design, learning pathways, sociocultural theory, heutagogy, virtual reality, and open networked learning. He has a background in instructional design and teaching at both the secondary and university levels and has been an active blogger and conference presenter. He also enjoys networking and collaborative efforts involving faculty, students, administration, and anyone involved in the education process.

Further Reflections on #OLCInnovate

After last reflecting on a specific issue at the OLC Innovate, I wanted to dive into a few random reflections and then cover my session. In many ways, I have been getting burned out on conferences. Going to session after session of hit or miss topics and then straight to mixers in the evening can be a bit of a chore. Of course, I realize that many people that attend are like me – they have to present something in order to get funding to attend. So I recognize that sessions are a necessary thing for many people. It just gets hard to go to sessions all day long.

I have always wanted to do a dual-layer conference in the same vein as our learning pathways model: one option of structured presentations and another option of unstructured unconference time that attendees can mix and match to their liking. Or even a day of structure followed by a day of unconferencing. The OLC Innovate conference had some different options like that with the Innovation Lab – a place where you could roam in and look at anything from games to design thinking to improvisation. It’s not exactly a dual-layer design, but still flexible. Due to some lingering headaches, I wasn’t able to attend everything in the Innovation Lab, but what I did see was quite enjoyable. Some of the highlights:

  • Game Design. I wish I could explore game design more in depth, but the taste of it I got at OLC Innovate will probably drive me back into exploration even more. Keegan Long-Wheeler and John Stewart from OU both do an excellent job framing game design in education. Keegan chronicled their lab activities better than I could, so read his post for a better summary. Also see me playing Nintendo Switch as well as hear about our epic dinner adventures.
  • Improvisation and Innovation. My last post described how I was not happy with some of the framing of Innovation at OLC Innovate. The Innovation Lab was a welcome counter point to that narrative. Ben Scragg, Dave Goodrich, and many others showed us how innovation can occur in every day activities, using everything from improv audience participation skits to the most excellent blues guitar improv of Rick Franklin.
  • Legos. Yep, there were Legos at OLC Innovate. I played with them. I tweeted about them. Apparently my Tweet about Legos was honest enough to win me an award. I can now prove to any doubters that I am certifiably honest now :)
  • The Prophet of Innovation Doom. Who ever created this Twitter account is weird. They should probably be banned from OLC events for life. Or put in charge of OLC. Not sure which one yet.

Now for my session at OLC Innovate. I was a bit nervous about this one. This year would be my fourth presentation along the topics of open learning and learner agency (the first two were at ET4Online and then the next two at OLC Innovate). The past three years were successful mostly because I knew many of the people coming to my sessions already, and I knew they were generally in favor of my work. It is easy to joke around, get audience participation, and go off on tangents when you already have that rapport with the attendees. Plus, the first two years I presented with my regular co-presenter Harriet Watkins. Last year Harriet was at my session even though we weren’t able to present together. This year, Harriet and many of the people I was used to presenting with or to were not going to be there. My security blanket was gone. Additionally, even most of the people that were there and that I already knew (like Keegan and John) were presenting at the same time. So I went into this session not knowing who would show up (if anyone) and even if they would want to participate in the discussion or laugh at my corny jokes.

Luckily, I had a great time. I would say that it was even my most interactive session yet. We had a great time digging through the practicals of designing a course that allows learners to self-map their learning pathway. And they asked some really hard questions. I like it when that happens. I had a line of people afterwards asking me questions. Someone even told me I was one of the few truly innovative presentations at the conference. Take that ELI! :)

(ELI rejected a presentation on the same topic a few years ago. I’m still a little bitter about that I am told.)

My only regret about my session is that special situations outside of work made me too busy to connect with Virtually Connecting to bring them into my session again. I did that last year and it was a blast. Keegan was a part of that last year and his blog post backs up how good of an idea it was to bring them into my session. Of course, it was thanks to Harriet, Autumm Caines, Whitney Kilgore, Maha Bali (I even practiced pronouncing her name correctly over and over again and then was too busy or sick to be in VC), and others with VC that made it so successful last year. Hopefully next time!

Here were some highlights from the session that will apply to future posts I am sure. Sorry that I didn’t capture names well enough to give credit to these ideas – if you said one of these let me know and I will update the post!

  • Competencies. My goal was to talk about how to convert objectives to competencies, because that is what I usually have to do with the instructors I am used to working with. The attendees at my session were coming up with great competencies already. What did they need me for? They even brought up several topics that were difficult to have in both competency and objective formats. They weren’t giving me a free pass, that was for sure. The best kind of questions are the hard ones that expose problems with your ideas.
  • Open Rubrics. While discussing the need to have less detailed rubrics, one attendee pointed out that learners could even create their own rubric. In other words, it would be a rubric with the conditions and criteria blank, for the learner to create in a way that allows them to prove they have learned the content or mastered the skill or whatever it may be. This was an idea brought up last year, but in a more general form of allowing learners to grade themselves. This is a more concrete idea that would lend itself more to situations where grades are required.
  • Gamification. Some one mentioned that in many ways, self-mapping is like creating a game out of one’s learning journey. In the Game Station at the Innovation Lab I was re-introduced to Twine. Twine is “an open-source tool for telling interactive, nonlinear stories.” Teacher could look at creating their neutral zone and pathways options in Twine. Learners could use Twine in place of something like Storify possibly. I need to get in and play with the tool some, but I like the idea of looking at a self-mapped pathway as a game.
  • Real Heutagogy. Someone actually came to the session because he knew the term “heutagogy.” This is good, but also scary. Would my idea live up to scrutiny by someone that actually knows a lot about heutagogy? Apparently, it did. He liked it. That is a good sign.
  • Visualizing Pathways. There was a lot of interest in visualizing the pathways that learners take. My mock-up of what that could look like sparked that. We need to find ways to create visual representations of this, because I think it could actually help instructors gain insight into what is happening in their courses. Are there certain points where all learners come back to the instructivist option? Or maybe flee it to the connectivist option? Would those be places where the instructor is exerting too much control? If the learner could see those patterns, would that tell them something they maybe have missed? Is there something happening out in the less structured pathway they are missing? Learner self-analytics: it could be a thing.

There is probably more that I am missing, but this is getting long. As others have said, the conversations and connections were the real gold of this conference. If I get to go again in the future (you never know where the budget in the State of Texas will be at that point), my focus will definitely be on the Innovation Lab and the interaction times. And, of course, the OLCInnovateSnark Twitter Tag as well :)

Matt Crosslin
Matt is currently the Learning Innovation Coordinator with the UT Arlington LINK Research Lab. His research focuses on Learning Theory, Innovation, and learner empowerment. Matt holds a Ph.D. in Learning Technologies from the University of North Texas, a Master of Education in Educational Technology from UT Brownsville, and a Bachelors of Science in Education from Baylor University. His research interests include instructional design, learning pathways, sociocultural theory, heutagogy, virtual reality, and open networked learning. He has a background in instructional design and teaching at both the secondary and university levels and has been an active blogger and conference presenter. He also enjoys networking and collaborative efforts involving faculty, students, administration, and anyone involved in the education process.

Creating a Self-Mapped Learning Pathway

One of the questions I get about learning pathways (on the rare occasion someone actually reads this blog and ask a question) is “when we give learners the option to chose between instructor-centered options and learner-centered options, how do they record what they are doing?” Sure, learners could blog about what they do, but that often ends up being a narrative about the pathway they create rather than an actual visual representation of the pathway itself. A blog post is great in many ways, but I think people are often wonder if there is something different.

Currently, there is no tool that does what I would like one to do to cover everything in the process:

  1. Create a map of the learning pathway that one plans to take
  2. Collects artifacts as one follows (and adjusts) that pathway
  3. Adds a layer of reflection on the learning process that explains why choices were made and artifacts were created.

Blog tools can do this, but you have to scroll through multiple posts to see all of these elements, or set out a lot of ground rules on how to make one blog post to contain all of this. Again, those blog posts can be useful in many ways, but also still not completely cover the process in the best way possible.

At this point, there is really nothing that could do this “the best way possible.” However, if it were me, I would use a combination of a blog, Storify, and Hypothes.is to create the three steps above. Here is how I would accomplish that. I will use a hypothetical example to illustrate.

First, I would create a blog post that basically lists out the learning map I plan to follow. For example, let’s say that I am in a class on Artificial Intelligence and my task is to map out my learning pathway for the first unit. I would create a blog post that lists out thew steps I plan on taking, for example:

  1. Read chapter one from the textbook
  2. Read the Wikipedia article on Artificial Intelligence to learn about recent developments.
  3. Check Google News on AI for recent news stories.
  4. Read this blog post I found on AI and comment
  5. Tweet my thoughts on AI
  6. Join the #AIChat on Twitter
  7. Create my own video on AI to satisfy the Module 1 competency on AI

Alternatively, this list could also be placed at the top of a Storify about this module, followed by the next step. Or the link to the Storify could be placed in this blog post after this list. My link above has random links I found through Google, but those could also be more specific links if this were a real class :)

For those that are interested, here is what the example list above looked like in Storify (you can see later that it ended up looking different in the end):

In an ideal world where a pathways tool exists to do this for me, a Storify-like tool would exist that allows instructors to pre-populate a blank map with instructor suggested content, assignment bank options, scaffolding tools (for those not used to self-directed learning), and some generic social networking/connectivist options off to the side for learners to drag and drop into an interactive map with clickable links to whatever is needed.

Next, after the map is created, I would use Storify to create evidence of the pathway as I follow it. Technically, you could also use a blog to do this. I like Spotify because it makes searching social networks easy, and the drag and drop interface makes it easy to arrange things as you like. Of course, you can do that with cut and paste on a blog post, but I still prefer the way Storify pulls it together. Not to mention how you can embed or export your creations. You may like something different – that is great. Whatever works for you is great.

You can look at the mock-up of my learning pathway on Storify, or see the embedded version below:

 

Back to the ideal world, if the pathways tool existed, it would have something that looks a lot like Storify as a layer on top of map that existed. People looking at the tool could easily switch between the two to see the map the way that it was planned and then the pathway as it played out in real life. Or maybe the two would exist on the same page, with UX design elements that indicate what artifacts match with which map item, where map items were dropped, where map items were changed, where new ideas were added, etc.

Finally, I would reflect on the pathway process and why I made the choices that I did: Why did I choose this option? Why did I choose to create these artifacts for those options? Why did I add this option? Why did I abandon this thing that I mapped? And so on.

This again could be a blog post as well, or an addition to an existing map post. However, I would prefer to be able to give short explanations of specific choices, ideally where the reader could see exactly what I was talking about. Something like Hypothes.is annotating my Storify artifact pathway. The great thing about Hypothes.is is that I can explain specific parts of my pathway while pointing at that pathway, and it is a social system that would allow others to comment/reflect on my work as well.

If you have Hypothes.is installed, you can see the example annotations I made on my example Storify above by going to the page. If you don’t have Hypothes.is installed, you can try this page to see if the annotations appear there for you (click on the yellow highlighted text).

Annotation would also be a built in part of the pathways tool in the ideal world that I envision. Instead of installing a separate tool like Hypothes.is, learners could just click on any part of their pathway and add a comment like they would in Microsoft Word.

All of this is just one example of what I would do if I was a learner in a self-mapped learning pathway (aka dual-layer or customizable modalities) course. I actually had a lot of fun creating the examples, so I hope to use these ideas myself sometime soon. Most of what I have blogged about in the past on this topic was focused on the design and theory of these courses, but all of that needs to fade into the background to decrease design presence in a course with this degree of learner choice. The focus of what learners need to see is something like this that focuses on how they self-map their own learning pathway. Hopefully I will explore all of this in my OLC Innovate session next week.

Matt Crosslin
Matt is currently the Learning Innovation Coordinator with the UT Arlington LINK Research Lab. His research focuses on Learning Theory, Innovation, and learner empowerment. Matt holds a Ph.D. in Learning Technologies from the University of North Texas, a Master of Education in Educational Technology from UT Brownsville, and a Bachelors of Science in Education from Baylor University. His research interests include instructional design, learning pathways, sociocultural theory, heutagogy, virtual reality, and open networked learning. He has a background in instructional design and teaching at both the secondary and university levels and has been an active blogger and conference presenter. He also enjoys networking and collaborative efforts involving faculty, students, administration, and anyone involved in the education process.

Creating a Self-Mapped Learning Pathway

One of the questions I get about learning pathways (on the rare occasion someone actually reads this blog and ask a question) is “when we give learners the option to chose between instructor-centered options and learner-centered options, how do they record what they are doing?” Sure, learners could blog about what they do, but that often ends up being a narrative about the pathway they create rather than an actual visual representation of the pathway itself. A blog post is great in many ways, but I think people are often wonder if there is something different.

Currently, there is no tool that does what I would like one to do to cover everything in the process:

  1. Create a map of the learning pathway that one plans to take
  2. Collects artifacts as one follows (and adjusts) that pathway
  3. Adds a layer of reflection on the learning process that explains why choices were made and artifacts were created.

Blog tools can do this, but you have to scroll through multiple posts to see all of these elements, or set out a lot of ground rules on how to make one blog post to contain all of this. Again, those blog posts can be useful in many ways, but also still not completely cover the process in the best way possible.

At this point, there is really nothing that could do this “the best way possible.” However, if it were me, I would use a combination of a blog, Storify, and Hypothes.is to create the three steps above. Here is how I would accomplish that. I will use a hypothetical example to illustrate.

First, I would create a blog post that basically lists out the learning map I plan to follow. For example, let’s say that I am in a class on Artificial Intelligence and my task is to map out my learning pathway for the first unit. I would create a blog post that lists out thew steps I plan on taking, for example:

  1. Read chapter one from the textbook
  2. Read the Wikipedia article on Artificial Intelligence to learn about recent developments.
  3. Check Google News on AI for recent news stories.
  4. Read this blog post I found on AI and comment
  5. Tweet my thoughts on AI
  6. Join the #AIChat on Twitter
  7. Create my own video on AI to satisfy the Module 1 competency on AI

Alternatively, this list could also be placed at the top of a Storify about this module, followed by the next step. Or the link to the Storify could be placed in this blog post after this list. My link above has random links I found through Google, but those could also be more specific links if this were a real class :)

For those that are interested, here is what the example list above looked like in Storify (you can see later that it ended up looking different in the end):

In an ideal world where a pathways tool exists to do this for me, a Storify-like tool would exist that allows instructors to pre-populate a blank map with instructor suggested content, assignment bank options, scaffolding tools (for those not used to self-directed learning), and some generic social networking/connectivist options off to the side for learners to drag and drop into an interactive map with clickable links to whatever is needed.

Next, after the map is created, I would use Storify to create evidence of the pathway as I follow it. Technically, you could also use a blog to do this. I like Spotify because it makes searching social networks easy, and the drag and drop interface makes it easy to arrange things as you like. Of course, you can do that with cut and paste on a blog post, but I still prefer the way Storify pulls it together. Not to mention how you can embed or export your creations. You may like something different – that is great. Whatever works for you is great.

You can look at the mock-up of my learning pathway on Storify, or see the embedded version below:

 

Back to the ideal world, if the pathways tool existed, it would have something that looks a lot like Storify as a layer on top of map that existed. People looking at the tool could easily switch between the two to see the map the way that it was planned and then the pathway as it played out in real life. Or maybe the two would exist on the same page, with UX design elements that indicate what artifacts match with which map item, where map items were dropped, where map items were changed, where new ideas were added, etc.

Finally, I would reflect on the pathway process and why I made the choices that I did: Why did I choose this option? Why did I choose to create these artifacts for those options? Why did I add this option? Why did I abandon this thing that I mapped? And so on.

This again could be a blog post as well, or an addition to an existing map post. However, I would prefer to be able to give short explanations of specific choices, ideally where the reader could see exactly what I was talking about. Something like Hypothes.is annotating my Storify artifact pathway. The great thing about Hypothes.is is that I can explain specific parts of my pathway while pointing at that pathway, and it is a social system that would allow others to comment/reflect on my work as well.

If you have Hypothes.is installed, you can see the example annotations I made on my example Storify above by going to the page. If you don’t have Hypothes.is installed, you can try this page to see if the annotations appear there for you (click on the yellow highlighted text).

Annotation would also be a built in part of the pathways tool in the ideal world that I envision. Instead of installing a separate tool like Hypothes.is, learners could just click on any part of their pathway and add a comment like they would in Microsoft Word.

All of this is just one example of what I would do if I was a learner in a self-mapped learning pathway (aka dual-layer or customizable modalities) course. I actually had a lot of fun creating the examples, so I hope to use these ideas myself sometime soon. Most of what I have blogged about in the past on this topic was focused on the design and theory of these courses, but all of that needs to fade into the background to decrease design presence in a course with this degree of learner choice. The focus of what learners need to see is something like this that focuses on how they self-map their own learning pathway. Hopefully I will explore all of this in my OLC Innovate session next week.

Matt Crosslin
Matt is currently the Learning Innovation Coordinator with the UT Arlington LINK Research Lab. His research focuses on Learning Theory, Innovation, and learner empowerment. Matt holds a Ph.D. in Learning Technologies from the University of North Texas, a Master of Education in Educational Technology from UT Brownsville, and a Bachelors of Science in Education from Baylor University. His research interests include instructional design, learning pathways, sociocultural theory, heutagogy, virtual reality, and open networked learning. He has a background in instructional design and teaching at both the secondary and university levels and has been an active blogger and conference presenter. He also enjoys networking and collaborative efforts involving faculty, students, administration, and anyone involved in the education process.

#2168-2301-004 ProSolo/DoOO Reminder

Happy Friday! Here are a few reminders:

  1. ProSolo – Make sure to begin working on the assignments. Look for the Unit 1 Historical Engagement credential to get started.
  2. DoOO – Remember that your curation assignment will be to annotate sources. You will not write a formal paper for this activity.
  3. Calendar – We have made adjustments to the calendar in Blackboard and the Google calendar will be updated Friday, 9/16.

Professor Dellinger

#2168-2301-004 – Meme Reminder

Hi All,

I have had a few questions about registering the subdomain that I want to clarify. When you get to the place where you select your subdomain of linklab.domains, you will use whatever name you wish to use (if you choose not to buy your own domain). Our course website subdomain is worldciv, so you will not use that as your option. Some people have used their names while others choose to do something else. Keep in mind that this will be your subdomain for your time here at UTA and you might use it in future courses. Please let me know if you have any other questions.

You must have your subdomain registered, meme created, and the URL posted to Blackboard by midnight, so please make sure this is completed ASAP in case there are any issues.

Professor Dellinger

Disruption is No Longer Innovative

How can you tell if an innovator is pulling your leg? Their lips are moving. Or their fingers are typing. I write that knowing fully well that it says a lot about my current title of “learning innovation coordinator.” To come clean about that title: we were allowed to choose them to some degree. I chose that one for pure political reasons. I knew that if I wanted to help bring some different ideas to my university (like Domain of One’s Own, Learning Pathways, Wearables, etc), I would need a title beyond something like “instructional technologist” to open doors.

But beyond a few discussions that I have on campus, you will rarely hear my talking about “innovation,” and I reject the title of “innovator” for almost anyone. Really, if you think any technology or idea or group is innovative, put that technology or idea into Google followed by “Audrey Watters” and get ready for the Ed-Tech history lesson the “innovators” tend to forget to tell you about.

In a broad sense, many would say that the concept of “innovation” involves some kind of idea or design or tool or whatever that is new (or at least previously very very “popular”). Within that framework of innovation, disruption is no longer “innovative.” Disruption is really a pretty old idea that gained popularity after the mp3 supposedly “disrupted” the music business and/or the digital camera disrupted the camera industry.

Of course, that is not what happened – mp3s and digital cameras just wrenched some power out of the hands of the gatekeepers of those industries, who then responded by creating the “disruption narrative” (which is what most are referring to when they just say “disruption”). And then proceeded to use that narrative to gain more control over their industry than before (for example, streaming music services). Keep this in mind any time you read someone talking about “disruption” in education. Who is saying it, what do they want it to do, and how much more control do they get over the educational process because of their disruption narrative?

Of course, there is debate over whether disruption is real or not. Both sides have good points. Regardless of if you believe that disruption is real or not, our current disruption narrative has been around for over two decades now… probably long past the expiration date that gets slapped on any “innovative” idea. If you are still talking disruption, you are not an innovator.

If you want to convince me that you are an innovator, I don’t want to know what cool ideas or toys you have. I want to know who you read and follow. Are you familiar with Audrey Watters? Have you read Gayatri Chakravorty Spivak’s Can the Subaltern Speak? Are you familiar with Adeline Koh’s work on Frantz Fanon? Do you follow Maha Bali on Twitter? If I mention Rafranz Davis and #EdtechBlackout, do I get a blank stare back from you?

If you were to chart the people that influence your thinking – and it ends up being primarily white males… I am not sure how much of an innovator you really are. Education often operates as a “one-size-fits-all” box (or at best, a “one-set-of-ideas-fits-all” box), and that box has mostly been designed by white males. Usually a small set of white males that think all people learn best like they do. How can your idea or technology be that “new” if it is influenced by the same people that influenced all of the previous ones?

So what has this “one-set-of-ideas-fits-all” box created for education? Think tanks and university initiatives that sit around “innovating” things like massive curriculum rethinking, “new” pedagogical approaches, and “creative new applications of a range of pedagogical and social technologies.” They try to come up with the solutions for the learners. Many of these are probably some great ideas – but nothing new.

Why not find ways to let the learners set their own curriculum, follow their own pedagogical approaches, or create their own ways of applying technology? Instead of walling ourselves up in instructional design teams, why not talk to the learners themselves and find out what hinders their heutagogical development? Why not look to learners as the instructors, and let them into the design process? Or dump the process and let learners be the designers?

What I am getting at is helping learners create and follow their own learning pathway. Each one will be different, so we need massive epistemological and organizational shifts to empower this diversity. Why not make “diversity” the new “innovative” in education? Diversity could be the future of educational innovation, if it could serve as a way to humanize the learning process. This shift would need people that are already interacting with a diverse range of educators and students to understand how to make that happen.

I would even go as far to say that it is time to enter the “post-innovation” era of Ed-Tech, where any tool or idea is framed based on whether it supports a disruption mindset or a diversity mindset. What does that mean about emerging ideas like big data or wearables? Post-innovation would not be about the tool or the system around it, but the underlying narrative. Does this “thing” support disruption or diversity? Does it keep power with the gatekeepers that already have it, or empower learners to explore what it means for them to be their one unique “human” self in the digital age?

For example, if “big data” is just used to dissect retention rates, and then to find ways to trick students into not dropping out… that is a “disruption” mindset. “We are losing learners/control, so let’s find a way to upend the system to get those learners back!” A diversity mindset looks at how the data can help each individual learner become their own unique, self-determined learner, in their particular sociocultural context: “Based on the this data that you gave us permission to collect, we compared it anonymously to other learners and they were often helped by these suggestions. Do any of these look interesting to you?” Even of the learner looks at these options and rejects all of them, the process of thinking through those options will still help them learn more about their unique learning needs and desires. It will help them celebrate their unique, diverse human self instead of becoming another percentage point in a system designed to trick them into producing better looking numbers for the powers that be.

edugeek-journal-avatarThis is also a foundational guiding aspect of the dual-layer/learning pathways idea we are working on at the LINK Lab. It is hard to come up with a good name for it, as we are not really looking at it as a “model” but something that turns the idea of a “model” or “system” inside out, placing each individual learner in the role of creating their own model/pathway/system/etc. In other words, a rejection of “disruption” in favor of “diversity.” We want to embrace how diversity has been and always will be the true essence of what innovation should have been: each learner defining innovation for themselves.

Ancient History Meets Advanced Instructional Strategies