Pondering connectivism was an excellent think for me, and I was able to reflect on the activities I currently work on as well as the ones that are percolating in the back of my brain. I connected with all of these readings, but Daniel Pink’s Drive speech at the RAS was the best. Therefore, I’ve selected his three factors for motivation to organize my reflection: Autonomy, Purpose and Drive.
#1 Tech Tuesday: I need to schedule a round-table sharing day for people to bring in their favorite tech tools. I also need to do more scheduled sharing by others. My “Guest Star” days are by far the best attended Tech Tuesday (I try not to take it personally). 🙂
#2: More international collaboration through social networks: by modeling how you can make this happen for my students, I can show them how to use the world as their encyclopedia once they’re out of school. I am (still) toe-dipping stage with this, and I need to figure out what deep diving looks like without engaging in another paid for course that forces me to do it like the Flat Classroom. Twitter is of course a great resource, and I’ve started to have some nibbles through Skype for Education.
#1: MOOCs as after-school activities: The University of the People fascinated me, but I don’t think it’s relevant option for me or my students right now. I did like reflecting on all these modern innovations when it comes to learning, and I think have students select a MOOC and take it alongside interested teachers would be amazing.
This is a tough one for me. it’s so easy to bribe students into doing stuff you think is cool! But here’s the hard truth:
#1. I need to stop bringing candy to my library lunchtime celebrations. Damn you Daniel Pink! It’s time to return the motivation to come and the motivation to stay back to the WHAT of what we’re doing. If the activity itself isn’t motivating and interesting, sugary teeth-rotting candies aren’t going to make it any better. Actually, as I’ve seen recently, it will take away from the excitement for those who are truly there because they love -NaNoWriMo, LIS Reads, Reading, Gaming- since candy crashers just come take loads of freebies, half heartedly participate and leave.
#2: Connectivism is important and it is not about technology. Technology is just a tool. Connectivism is about relationships: developing, nurturing and valuing relationships. I think the IB program does put relationships at the center of their program, and then it is our job as schools to work on making sure relationships are at the center of our delivery. One of the things I think our new deputy principal is doing particularly well is putting the focus back on relationships and conversation as the primary tool for navigating “discipline”. I am trying to reflect this in my library program.
#3 READ: I think connectivism in the library is deepening my connection with students, the sense of community and developing the library as a vibrant community space. I was delighted (and a little scared) when I saw
- Personal Shopping (I want to figure out how to have the time.)
- Book Speed Dating
- Peer to Peer Reading Recommendation
#4 Pay people enough to take money as an issue off the table.
How do we take grades (the student version of money) off the table for students? Well, I am still fascinated by the 20% idea, and I think if we do inquiry well, the grade part becomes less of a motivation. Perhaps working 20% time into one of our science classes will be my Course 5 project?
FedEx day: How do we take money (the teacher version of grades) off the table for teachers? We did one of these with our secondary school faculty at work, and it was wildly successful. I think we all felt good about working at LIS that day. And we accomplished some serious stuff! So WHY WHY WHY WHY haven’t we built that into our classrooms?
In very small ways at LIS, we are starting. For example, I believe “read whatever you want time” is essential, and I’m proud of our Language A English classes for building this into the majority of their courses, if on varying levels. One of my favorite manifestations of this time is in Sou Cheng Leong’s Year 7 class, where she allows students to have ownership and autonomy in this process by having a different student each month design the book report format (students vote on which one the class will do) as well as reward the best ones based on their own judgement. You can check out examples in her Year 7 Reading and Book Reports Category.
I think connectivism has a place in every learning environment. I hope to keep it in mind as work to develop the learning relationships at my school.