My name is Chris Swift. I live & work in Edinburgh and am using this blog to learn how online communities & MOOC's work, and to try out new web tools. It might not be updated so often but I still use it a lot! I'd describe myself as an amateur enthusiast of eLearning. I work as a trainer in the public sector.
Today, Rosalia Zeibeki @rozoua from Alexandroupolis in Northern Greece became the 100th person to join our map - καλωσόρισμα Rosalia! If you have not see then map, you can take a look here. If you haven't added yourself, you can do this now. There are some instructions here.
It has been a great way to visualise the diverse locations of people on the course. From Laura all the way in Nanaimo, Canada on the very west coast of North America,"yet feeling so connected to the rest of the world", to Cathy in Christchurch, New Zealand, "not beautiful on the surface - you need to dig deep and see the people, the spirit and the future." Well, a Google map can do both; you can feel connected by seeing the bigger picture, but you can also zoom in, dig deep, and see the details. Have a look around the map if you have time. And let's not forget our brave "pioneers". Isabel in Caracas, Venezuela, and Elena in Western Siberia - standing out like lone islands, but only a click away.
Did you also know that you can visualise the map in Google Earth? There is a little button on the left of the map you need to look for. Click on this, and you can open Google Earth. If you haven't got Google Earth installed on your computer, you can download it for free here.
You can fly around from location to location and get a 3D effect of the spherical Earth floating in space. It's fascinating.
When you are in Google Earth, look out for a couple of things. Firstly, you should be able to see the "eLearning & Digital Cultures" map in "My Places" on the left hand side. Click on it, or expand the selection, to view all 100 pins. Click on any of the pins to "fly" to the destination. Tip: if you press the "night and day" button on the top row you can play around with how the pins appear. If you also turn off all the other "Layers" (bottom left corner) you will see just a map of the people on the course. On night setting, they appear just like small pale blue dots floating in space. Remember that we also had a poster image from the film "2001: A Space Odyssey" on the course sign up page, and here we are looking at ourselves from space.
The good thing with Google Earth is that you can spin the globe around. Have a play and explore. It can be surprising, as you can see things from a different perspective to a flat map. Try North America "upside down" and see how large Canada appears. Look "up" towards South America from Antarctica. Or pop yourself in the middle of the Atlantic or Indian Oceans and see Europe & America, and South Asia & Australasia spread out as you might not have thought about them before. Apart from pretty pictures though, what else can we do with a Google map? Please add your suggestions in the comments below.
Finally, to think back to our latest pinner from Alexandroupolis in Greece, did anyyone else think of Alexander the Great? Well imagine if he had had access to Google Maps? Or imagine Columbus or Napoleon's reaction if they could see Google Earth? Or what if Phileas Fogg and Passepartout could have mapped their 80 days around the world onto it? There have been thousands of stories told across the globe over the centuries - but what can our digital narratives tell us? How can they help us view our lives, and shape and change the world we live in?
Here's a photo gallery of some more screenshots from Google Earth. Link to Flickr
Why do we leave a task until the very last minute even though it causes anxiety, nausea, panic, stress & dread and we have decades of experience of saying "never again" - but we always do. There was a good radio programme exploring this and here are some notes I took from it, as I've always wanted to answer this question.
Note - the radio show was from September and I'm only just writing this up. And I only listened to 3/4 of it. I never got round to finishing up. You make your own conclusions on that
Problem - deciding to do one thing will prompt
you to do another thing. You are in a game of “mental judo”
Is it fear that stops people doing things? A
psychological hang up? Or a state of being? An anxiety disorder?
Writers who have writer’s block. Is it procrastination
or perfectionism? Well, you don’t have “plumber’s block”, or “doctor’s
block” do you?
Regret, self loathing and recrimination,
depression all follow bouts of procrastination. Do we actually want to
bring on these feelings in ourselves? People with ADHD or depression are
Do you get to a certain stage, or age, of
saying, “life is too short. I can’t delay any more”
Stop seeing a task as a big forest you have to get
through. Even passing a tree will do, or a branch; a twig even. The
important thing is to start because a body in motion stays in motion. Once
you start it gets easier, things happen.
Give a third party a sum of money, If you don’t
do it, they give the money to a charity.
Bear in mind that the idea of doing a task is always
worse than actually doing it.
Procrastination comes with in-built self defence
mechanisms. If you really want to change, 1.) be flamboyant, 2.) do it as
soon as possible, 3.) no deviation from rules 1 & 2
Real life stories:
Writers block has been around for ages. The
Ancient Greeks recognised and wrote about it. Aristotle had a word
“ak-ra-sia”. Either means unable to master yourself, or you are not
properly mixed or in harmony. Aristotle said that with procrastination you
are attacking your future self. It is self sabotage. Hamlet was a
procrastinator “to be or not to be”
Victor Hugo would write naked so he would not be
tempted to leave his study
deadlines, I love the whooshing sound they make as they go buy” Douglas
Adams. His publisher moved in to a hotel room with him to make him finish
Another point of view:
Has procrastination got a bad name? The
financial crisis was caused by snap decisions, they didn’t focus on long
term risks or even think about them
There was a good podcast from Freakonomics which covered similar material. In particular, it was "how to save you from yourself", and the tactics people use to give up bad habits. It's fascinating the lengths people go to (eg commitment devices) and it's like a huge psychological war you are raging against your strongest enemy - yourself.
There is also a good article here which says that you do not identify with your future self and that is why you procrastinate - you think of this future you as a completely different person. http://nautil.us/issue/9/time/why-we-procrastinate This is similar to that idea of self sabotage. Maybe you are secretly willing that future person to step up and do a great job to resolve the mess the current you has made. It's like you are trying to make yourself the best you can be by making your future problems all the harder to solve. This article, with the Instant Gratification Monkey, Panic Monster, Dark Woods etc pretty much nailed it on the head! http://waitbutwhy.com/2013/10/why-procrastinators-procrastinate.html
I watched this
video on MOOC’s this evening, kindly tweeted by Ary Aranguiz
The 3 partiicpants are Martin Weller, Dave
Cormier and George Siemens, all experienced practitioners in running MOOC’s.
They talk about the history of MOOC’s, the nature of the learning and pedagogy
in them, and a little of the MOOC's future within academic life. I jotted down some
key points, plus my reflections relating to our EDC MOOC (photo credit: Leo Reynolds)
early MOOC’s (2007) took advantage of the available technologies and the idea
was just to “see what happens”. Reduced
role of content = increased role of connection. When you increase “Mass” you
amplify these– but where is the tipping point?
So, is a MOOC all
about connections, rather than content? What, as students, then will we
actually learn? Or is it all about the disperse connections that are made, and
how this fires our imaginations and learning?
Multiple ways of learning, varieties of expression,
openness & transparency are important.
This could be a key to
it, especially on a course on eLearning where the medium is the message. Maybe
we will all learn how to express ourselves better and more confidently online?
Or in different ways we hadn’t considered. Or maybe a long, rambling blog post will be much more successfully communicated in a 30 second film, or a photo.
To just arrange something means people think they are
part of something that is happening. And to be able to even access a course,
and be part of this, is a huge opportunity and motivation for some people.
I concur with that so
far. My mind is prepped and ready to learn because I do feel part of something,
and that is exciting. I want to take time to study and be part of the
experience. “Learning is not about
content, it's about experience”.
What does it mean to “participate” though? If you read
the odd e-mail are you learning, as compared to someone doing all the assignments
and blogging? Also, in a MOOC, what is the value of expertise? ie the ones who
do the most online are the ones who are heard, but not necessarily the ones
with the expertise.
Will the buzz of having
so many people detract from the actual learning? Could we pick up, say, 10 key
points from people’s blog posts each week and invite people to comment on these
issues? To avoid things spiralling out of control, summarise, and give some
markers to what we have learnt as a group. Is there a clever app or way of
doing this online?
Burn out potential from a MOOC is much higher. You don’t
have 10 e-mails you reply to you have 100. Would having 20 on a MOOC be better
than 20,000? You need to rely on peer to peer interaction amongst participants.
This is an example of how the pedagogy changes in a MOOC course. But you always need to make sure this is being
linked to the learning outcomes.
I am interested in how
the course leaders will find the course. How will they assess what has been
learnt, how successful the course has been, whether the learning outcomes have
been achieved etc
The eLearning course hasn't begun, but I already feel like it's progressed quite far. Here's what I learnt:
1. If you use Google's Blogger service, you can change the design by going into "Templates" and selecting from the Dynamic Views. I chose "magazine" and it gives your blog a whole new professional looking design
2. You can check your Twitter activity in the @Connect bit in the top left corner. I've mainly been using Twitter as a news feed since I joined a few years ago, but since the course began I've been using it a lot more and this helps you keep track of activity. I also find lots of useful info in Tweets. Adding them as a Favourite is a good way to quickly reference back, or save for checking out more fully later. Also remember to tag your blog posts #edcmooc so they appear in the group feed
3. You can use TweetReach to check on Twitter activity. I actually found this really useful in my job as it helped me pick a good case study for our next newsletter. Thanks @lizcable for the link
4. You can express yourself in many ways. Kyle Bettley did a great video here.
5. "Community & contact drive good online learning". This quote came from the MSc eLearning tutors at the University of Edinburgh who are running our course. They designed a manifesto, which includes lots of statements. This is the one stuck with me this week. See the rest here
Well, there has been a lot of contact amongst course members so far. It's been really positive. As Christine one of the course leaders at Ed Uni says,like opening a bottle of champagne. Links, blogs, groups, map, challenges, enthusiasm. Still sparkling after three days!" That was a nice way of putting it. The image above is done via Tagxedo.com. It's the EDC MOOC Google+ page as a word cloud, with the most common words being the largest (what shapes can you make with your blog URL?).
Thanks to everyone who has posted a pin or commented on the Google map. I've been amazed at how much this took off. It was genuinely exciting when I was sat there on Thursday night and had one person add a pin almost straight away! Then I checked again - another! In one hour of refreshing my page there were seven people. That instant, shared contact was a real thrill, and was really motivating. I've just checked the map again and there is something like 70 people on there. It's really helped visualise the range of participants, and it might be an interesting document in itself (why is Europe mostly Northern Europe? How come more East Coast than West in the USA? No-one - yet - from India, Japan, or the whole of Africa or the Middle East).
I've been trying to follow as many blogs as possible, and check the Twitter feed at #edmooc (careful - my Twitter account got temporarily suspended for posting too many messages to people). There is some interesting material being posted. Thanks to all who have Tweeted or commented on my own posts so far. I really encourage everyone in the course to participate and help each other. We are all mostly new to it and so a little comment, retweet, or link is encouraging. (just like Sally did on her blog here).
There was a quote I saw this week on @rkiker Twitter page from Clark Quinn, "Learning is not about content, it's about experience". So far this has been a really positive experience of MOOC and online learning, and I hope there is more to come in the months ahead
I made a shared map last night that people on the course can add their location to. In 30 mins, there were 7 posts! Here is the link so you can add your own location. To add a pin you need a Google account. When you have this, you can click on the red "edit" button to the left of the map. Then a blue pin should appear in the top left corner of the map. You can then click on this and drag it around to your location. Add some info and save.
It will be nice to visualise the range of locations of people on the course. If you read "I'm from Buenos Aries" or "from Melbourne" it doesn't have the same impact as seeing it on a map. When you see the pins spread out, it suddenly becomes much more interesting and dynamic. When I zoomed into Susan in Florida for example, I could see the pin was on what looked like a little island. I zoomed back a bit, and there was Cape Canaveral. I've heard of that, and now I made the connection. There is a Melbourne, Florida too - small world. In my pin, I added a link to a Flickr slideshare of pictures from Edinburgh to give everyone a chance to see what it looks like.
What else could you link to? A website with facts about your town? A current news story? A historical timeline? A poem or short story set there? A clip from a movie shot there? Or why not go out, take a picture of something you like about your local area, and upload to Flickr? Then we'd have your own personal impression of where you live. Or choose a theme "my last meal", "where I buy my food", "local shop" etc etc. Add any ideas in comments below
PS - I just checked back. We have person number 8 - Gabriella from Round Rock, Texas! Look at the distribution of the pins - what does it tell us about time zones? No-one from Europe, Africa, Middle East, South Asia. They will all be tucked up in my bed.
I have signed up for a free online course on eLearning &
Digital Cultures. https://www.coursera.org/course/edc
I'll use my blog to keep a learning journal, and here are some
first thoughts before the course begins.
What do I hope to achieve?
1. See an online community from a different point of view. In my
help school teachers in Scotland and the UK find partner schools around the
world, and help them develop their partnership. A lot of this is done online
via blogs, VLE's etc so I am keen to be having a go at something myself, and be
a student in a class which is worldwide. One of the most exciting things will
be to study with and hear people's perspectives from countries all over the
world. I hope this will help me see things from a different point of view, and perhaps
also help me in my job.
2. Have more structure. I blog, use Flickr, and Tweet in my spare
time here and there so it will be nice to spend 5 weeks doing this in a more
structured way. I look forward to seeing the tasks we will be given as part of
the course, and getting stuck in.
3. Learn from other people. The opportunity to study in a group of
global learners is very exciting. Hopefully there will be plenty of connections
to make, and tips & tricks to learn about along the way. If I can grasp
what “multimodal literacies” means that will be good!
What am I concerned about?
1. Too many people? I don’t think
this will be a problem, but I wonder how learning online in a big group will
actually work? Say, compared to a small class of a dozen people where you know
everyone in the class. Might we all end up doing our own stuff, and not really
learning from each other?
2. Repeat what I’m comfortable with. I already blog, tweet etc so
I hope I don’t fall back on what I already know, or just take the easy option.
3. Time. Actually putting in some proper time to learn &
reflect. As above, I hope I don’t slip into easy habits because I don’t have time.
What I am going to do
1. Time manage. Set aside time each week to sit down and complete
the tasks. One of the pieces of advice we give to teachers is that a link with
a school in another country is not going to be extra work, and it can fit
seamlessly into the classroom work they are already doing. I'm going to try
apply the same principle to this course, and put this advice into practice. Maybe set aside one hour in an evening and just do as
much as I can in that hour. Don’t go over it, don’t fall short of it. See what
2. Join in. The opportunity to have an audience for any work or
study is hugely motivating. So, I will make sure I take time to read and
comment on other people’s stuff. I think this will be a key element to a
successful online course, rather than everyone just off doing their own thing. Getting
involved, helping & sharing in this way is really important in digital
3. Keep with it. Try and apply the learning to every day things as much as I can. Continue with the learning after the course. It’s
an online community so why not?