A few weeks ago, Greg McVerry interviewed me for some research he and Sarah Honeychurch are doing about literacy and leadership in open learning spaces. Before our conversation, Greg asked me to construct a diagram of the open learning projects I have been involved with, and gave me the ‘cartesian coordinate’ labels (involvement/learning) to consider playing with.
The diagram above is the best I could do .. I am sure I am probably leaving things out (Slice of Life? Is that open learning?) and I know that some should stretch more across time but it made the design of the graph ugly to do so as a visual. My ideas didn’t quite fit the grid. But it works for what it is, I think, which is a reflection point for myself
What I found interesting is my perceptions about what I learned in various networks, over time, and the corollary discovery which the graph shows me is pretty simple and expected, if you know me at all, and that has to do with the connection between agency and learning.
What the chart shows is that the open learning spaces that invited me to create knowledge, with freedom to explore (Rhizo, CLMOOC, etc), are the ones where I came away with a lot to think about, mainly because of the interactions with others (or it was where I was a facilitator with ideas on opening up the space to the emergent unknowns). The projects where it felt more like a structured class or course (Deeper Learning MOOC, IMOOC) were less “sticky” for me, in terms of learning. That doesn’t mean they didn’t have value. But the value was less fundamental to me as a writer/teacher than places where I had more agency to pursue my own interests in the company of others.
Peace (on the edge of the platform),