Are you a Cruise Director?

Recent posts by David Warlick, Andy Gibson, and Ewan McIntosh are all reminding me of a problem I have with the teaching profession: namely, the job title!

Usually, it is the layout and tools of the traditional classroom that reinforces the model of education I've come to resent: 'one where information is transmitted from teacher to student'. But, even the very word 'teacher', implies that one is responsible for the transmission of knowledge to the other. It almost makes me want to jump ship!



Extending the metaphor: If your classroom were a ship, with the students as passengers, what role would you play? The ship's captain? A steward? Chief purser? The navigator? In the best case, educators are co-learners who can model learning on a daily basis, while providing engaging experiences for their clients. With many pre-determined destinations, I suspect that the best teachers will play many roles, not the least of which, would be that of 'cruise director'.

I have an observation experiment for you:
Try a 'ship's captain walkabout'. Tour the decks of a school as an observer, while limiting your attention to the feet of the 'passengers'. Take my word for it... and just try it. I suspect that in a given tour, your observations will tell you much about how engaged (or disengaged) the learners are! If the feet are active, I suspect that there is a good chance you're looking at the classroom of a cruise director and co-learner.


Too Funny! True oral exam stories are shared on tonight's 8 minute episode of the Teacher 2.0 Podcast: "Tale of the Tell-Tale Toes".

Photo Credits: Savannah Grandfather, Billie/PartsnPieces

From Me to We

From Networked Learning in a Networked World (courtesy of Weblogg-ed) "The problem of the edublogasphere (and actually the whole blogasphere) in the context of learning is that people in the sphere do not - at least often - form any groups (an entity of individuals with an objective)."

It seems to me that formalized 'group network learning' and 'online collaboration' only happen when something is a stake. A larger purpose or project is needed as a focus to draw people together.

I've experienced this reality in more than one way:

1] In working with students and mentors with David Neils at Telementor.org, one of the realities that came to light was that mentor-protege relationships are most effective when a project acts as the focus for the interactions. Diverse experiences and ideas necessarily contended with one another, and constructed with one another.

2] In leading teachers through an online course, focus questions were indispensable in launching meaningful discussions. Our online work was narrowly focused. Questions that encourage variable viewpoints are not always easy to come by. (Individual bloggers often align with like minds, missing out on such challenging interactions.)

3] In collaborating to develop common approaches to lead teachers to the use of e-learning tools in Ontario, my regional colleagues and I found great traction in developing sharable resources through Wiki documents. Our online work had a clear purpose.

Each of these online interactions was meaningful because something was at stake, amplifying motivation for all participants.

When Will Richardson shares "My learning has a general focus and direction, to be sure, but it’s trajectory is determined by whatever is in my aggregator or on my screen at the moment."

This thought affirms for me my discovery that independent learning and exploration through chosen feeds/channels is effective for creative tangential discovery; but not for 'product'ivity. For a product to result, a team has to come together with a common goal (be it a conference, presentation, paper, resource...).

'Individual network learning' may not be an oxymoron... it may simply be the way individual online voices seek content from their networks: downloading for incentive to upload. (e.g., the Blogger whose livliehood depends on individual posts/presentations; the student trying to complete a research paper.)

'Group network learning' on the other hand, has many contributing via upload, so that in the end, the group has something worth sharing with the world via downloading! (e.g., The Future of Learning in a Networked World conference; Open Source software development; Wikipedia).



My four year old at his first soccer game had the wisdom to network before moving towards a common 'goal'. I wonder how many of the individual voices in the blogosphere are yearning like I am, for collaborative projects in which to vest their mutual interests... Project-Based Learning anyone?!