tag:blogger.com,1999:blog-74622012024-03-12T00:52:16.474-04:00Possibilities Abound--<p><center><i>
"If we teach as we taught yesterday, we rob our children of tomorrow."</i><br> --John Dewey.</center>Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.comBlogger283125tag:blogger.com,1999:blog-7462201.post-72144775884140130562023-07-16T13:34:00.023-04:002023-07-16T20:06:07.632-04:00<p><span style="font-family: inherit;"> </span></p><h2 style="text-align: center;"><span style="font-family: inherit;">Serendipitous -- the unimaginable</span></h2><div><span style="font-family: inherit;"><br /></span></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZvXEQ2t5hPfB-prOQT5MMXymoygqvPOPRoT-J4I5WG1TByZgFyYqQ39st1KP7brXag8TuRdZOnRwcnMp9-tXZfpI5aTy5d8UNGV1_PLqKlxOSR1n-dSEIF-hbNHgpyfy6PitU-alm7G7-OmJkEvXgEmfn76rHbMre00P9-LAVwmRL1UNjC1ioyg/s800/7907443670_8b93b20074_c.jpg" style="margin-left: auto; margin-right: auto;"><span style="font-family: inherit;"><img border="0" data-original-height="530" data-original-width="800" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZvXEQ2t5hPfB-prOQT5MMXymoygqvPOPRoT-J4I5WG1TByZgFyYqQ39st1KP7brXag8TuRdZOnRwcnMp9-tXZfpI5aTy5d8UNGV1_PLqKlxOSR1n-dSEIF-hbNHgpyfy6PitU-alm7G7-OmJkEvXgEmfn76rHbMre00P9-LAVwmRL1UNjC1ioyg/s320/7907443670_8b93b20074_c.jpg" width="320" /></span></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><div style="font-size: x-small;"><span style="font-family: inherit;">"Serendipity" flickr photo by $hrink https://flickr.com/photos/shreyankg/7907443670</span></div><div style="font-size: x-small;"><span style="font-family: inherit;"><br /></span></div><div style="font-size: x-small;"><span style="font-family: inherit;">shared under a Creative Commons (BY-SA) license</span></div></td></tr></tbody></table><span style="font-family: inherit; font-size: xx-small;"><div style="text-align: center;"><br /></div></span><div class="mb-3 font-serif text-2xl" style="border: 0px solid rgb(210, 214, 220); box-sizing: border-box; margin-bottom: 0.75rem; text-align: center;"><span style="font-family: inherit;"><i>“Keep some room in your heart for the unimaginable.”</i></span></div><div class="mb-6 text-gray-400" style="border: 0px solid rgb(210, 214, 220); box-sizing: border-box; color: #9fa6b2; margin-bottom: 1.5rem; text-align: center;"><span style="font-family: inherit;"><span class="text-black" style="border: 0px solid rgb(210, 214, 220); box-sizing: border-box; color: black;">—</span> <a class="font-bold text-black hover:underline" href="https://quotecatalog.com/communicator/mary-oliver" style="border: 0px solid rgb(210, 214, 220); box-sizing: border-box; color: black; font-weight: 700; text-decoration: inherit;">Mary Oliver</a>, <span class="text-gray-500 italic" style="border: 0px solid rgb(210, 214, 220); box-sizing: border-box; color: #6b7280; font-style: italic;">Evidence: Poems</span></span></div><div class="mb-6 text-gray-400" style="border: 0px solid rgb(210, 214, 220); box-sizing: border-box; color: #9fa6b2; margin-bottom: 1.5rem; text-align: left;"><span style="color: black; font-family: inherit;"><i><b>Note: </b>There are way too many "I"s in this post, yet I wanted to be able to remember in years hence how keeping "some room in your heart for the unimaginable" has led me on a joyous journey, dedicated to my Gus.</i></span></div><div class="mb-6 text-gray-400" style="border: 0px solid rgb(210, 214, 220); box-sizing: border-box; color: #9fa6b2; margin-bottom: 1.5rem; text-align: left;"><span style="color: black; font-family: inherit;">A hole in my heart and soul, following my beloved Gus' death, I again tried to open myself to possibiltiies. It seemed that had been the story of my life, sensing some barrier like the tree in this image, then open to and embracing the serendipitous, always discovering something unexpected, that extended an invitation. </span></div><div class="mb-6 text-gray-400" style="border: 0px solid rgb(210, 214, 220); box-sizing: border-box; color: #9fa6b2; margin-bottom: 1.5rem; text-align: left;"><span style="color: black; font-family: inherit;">And it happened again when I read an OpEd in the New York Times by Bill McKibben about his new adventure in <a href="https://thirdact.org/" target="_blank">Third Act</a>-- a movement for experienced Americans over 60 determined to change the world for the better. Such important good work around climate and democracy.</span></div><div class="mb-6 text-gray-400" style="border: 0px solid rgb(210, 214, 220); box-sizing: border-box; color: #9fa6b2; margin-bottom: 1.5rem; text-align: left;"><span style="color: black; font-family: inherit;">My initial opportunities to contribute as a volunteer were on the Training Team and in the Educators working group. I kept my head down, was all-in and found that when I was focused on Third Act activities, I just didn't feel my grief. My last post, <a href="http://possibilitiesabound.blogspot.com/2023/01/on-brink.html" target="_blank">On the Brink</a>, pondered where in Third Act might I best continue to contribute to honor my Gus. </span></div><div class="mb-6 text-gray-400" style="border: 0px solid rgb(210, 214, 220); box-sizing: border-box; color: #9fa6b2; margin-bottom: 1.5rem; text-align: left;"><span style="font-family: inherit;"><span style="color: black;">And since then, </span><span style="color: black;">I've traveled an unimaginable, joyous journey as serendipitous opportunities appeared.</span></span></div><div class="mb-6 text-gray-400" style="border: 0px solid rgb(210, 214, 220); box-sizing: border-box; color: #9fa6b2; margin-bottom: 1.5rem; text-align: left;"><span style="color: black; font-family: inherit;">Never, never did I imagine--</span></div><div class="mb-6 text-gray-400" style="border: 0px solid rgb(210, 214, 220); box-sizing: border-box; margin-bottom: 1.5rem; text-align: left;"><span style="font-family: inherit;">On March 21,2023, also known as the Day of Action, 3.21.23, being out in the street in downtown Cleveland with a sign protesting Chase bank's investments in fossil fuel expansion with other <a href="https://thirdact.org/working-groups/ohio/" target="_blank">Third Act Ohio</a> supporters.</span></div><div class="mb-6 text-gray-400" style="border: 0px solid rgb(210, 214, 220); box-sizing: border-box; margin-bottom: 1.5rem; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiX3AATlX-lLxa4xqUNWTl0AUDiEcoKCGrX85_kvKrs3eqYGrhlT1qLAsx2X1TpkxtggWNx6V41RPPb5N3clO5hk-JvaIhnRqADYpq6ZtRxvJSZ7BHkmz9jF9l-cbx0e0QFZo_fdSyaXqWXttJuYJBHvOx4MJJa3p-uvE6YVvgFWATW2qbD2E-DAQ/s2448/20230321_122934.jpg" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" data-original-height="2448" data-original-width="2448" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiX3AATlX-lLxa4xqUNWTl0AUDiEcoKCGrX85_kvKrs3eqYGrhlT1qLAsx2X1TpkxtggWNx6V41RPPb5N3clO5hk-JvaIhnRqADYpq6ZtRxvJSZ7BHkmz9jF9l-cbx0e0QFZo_fdSyaXqWXttJuYJBHvOx4MJJa3p-uvE6YVvgFWATW2qbD2E-DAQ/w200-h200/20230321_122934.jpg" width="200" /></span></a></div><span style="font-family: inherit;"><br /><span>Participating in an <a href="https://thirdact.org/resources/third-act-all-in-call-april-2023/" target="_blank">All-in Call</a> as part of a supporter highight (absolutely scared to death), and awaking 2 days later to find this linked in a newsletter.</span> </span></div><blockquote style="border: none; margin: 0px 40px 0px 0px; padding: 0px;"><div class="mb-6 text-gray-400" dir="rtl" style="border: 0px solid rgb(210, 214, 220); box-sizing: border-box; margin-bottom: 1.5rem;"><div class="separator" style="clear: both; text-align: center;"><span style="font-family: inherit;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dzYqx73iimuj4aQVS_peqeTIQCxG4-6DjgRjB2y_skNfNSJSMohYvDU3TnImXE-ci6R-2PY_vAjIjM' class='b-hbp-video b-uploaded' frameborder='0'></iframe></span></div></div></blockquote><p> Having an opportunity to support <a href="https://thirdact.org/blog/in-my-third-act-a-boomer-beyond-the-binary/" target="_blank">B</a> in his quest as lead organizer of Third Act to activate and nurture working groups to thrive and create a larger impact around the Third Act mission. Learning when to let things go and to laugh and play just for the fun of it.</p><p>Serving now as "national volunteer" and "launch mentor" and meeting "experienced" Americans, who share the same fierce determination to have an impact and who lift up <a href="https://thirdact.org/about/working-principles/" target="_blank">Third Act's working principles</a>. They bring me greater hope, and much joy.</p><p>And, thinking there could be nothing better, and yet there was--</p><p>Traveling to Minneapolis at Third Act's invitation to meet face to face Third Act Minnesotans and to be a member of a team presenting in a workshop <a href="https://conference.22ci.org/" target="_blank">conference</a> session all about Third Act.</p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8Iai2xUSA_RJdfR2DgR8R3KYmfI3pgtKlUEf6fEv2HnMmaVR_ctftrGVFNdNZXhXgjIKfKaxQcfUMVx48yZTzXkcB9z3-FtEKMtAAzVWxaNGB_b2E94KKoGphIt7vTRHx-FdCy1zQv7oDjKTd-iBRVWhOfade5MlWMjnOc2eMV__Gd5dbow1g8w/s3166/IMG_5355.jpeg" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="2547" data-original-width="3166" height="257" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8Iai2xUSA_RJdfR2DgR8R3KYmfI3pgtKlUEf6fEv2HnMmaVR_ctftrGVFNdNZXhXgjIKfKaxQcfUMVx48yZTzXkcB9z3-FtEKMtAAzVWxaNGB_b2E94KKoGphIt7vTRHx-FdCy1zQv7oDjKTd-iBRVWhOfade5MlWMjnOc2eMV__Gd5dbow1g8w/s320/IMG_5355.jpeg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Third Act Minnesota<br /><br /></td></tr></tbody></table><br /><blockquote style="border: none; margin: 0px 40px 0px 0px; padding: 0px;"><div class="mb-6 text-gray-400" dir="rtl" style="border: 0px solid rgb(210, 214, 220); box-sizing: border-box; margin-bottom: 1.5rem;"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXgdKMUAhakJRBlBGGEvH3WE-vUYUsuezmr7QCkQlwYCV2Ketj0q_eVDueiyBTGLm9CFNmjY4pBXbvaC3BmqKCgxIvJPfVGdzzPSGuS3EYElye6nN3tEtQfXc_NEgmKyLcHy3ce2Rn3HKc-frIrimGBQudVNplwiCBTq_NpBJDJPFkW_56QUKO9w/s4032/workshop.jpeg" style="margin-left: auto; margin-right: auto; text-align: center;"><img border="0" data-original-height="3024" data-original-width="4032" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXgdKMUAhakJRBlBGGEvH3WE-vUYUsuezmr7QCkQlwYCV2Ketj0q_eVDueiyBTGLm9CFNmjY4pBXbvaC3BmqKCgxIvJPfVGdzzPSGuS3EYElye6nN3tEtQfXc_NEgmKyLcHy3ce2Rn3HKc-frIrimGBQudVNplwiCBTq_NpBJDJPFkW_56QUKO9w/s320/workshop.jpeg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Workshop at Forging a People Powered Democracy</td></tr></tbody></table></div></blockquote><p> All to say-- heart open to the unimaginable-- </p><p>Oh, my what can occur-- </p><p>And beloved, this is for you---</p><br />Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com1tag:blogger.com,1999:blog-7462201.post-10519402035945340822023-01-10T14:43:00.001-05:002023-01-10T14:43:18.093-05:00On the brink--<p> </p><p><br /></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCcDJv9gG_J4OXJnG4Umz4dn9QE31AayaiA4cnsljAYfgbmfZr-w2nWR48NMfeKlI3D5mbvT6JdHYyvCU_LwH5eG6p2lc2HOoTsFas3iu69RL1-ztOW4eOF7bKFF_FP-m9qfkt7WrRFeq3NLBTfYQQXFJINf83ODL0_iDYeNGu1yTBoxJKncs/s800/3386358229_ce358bf3ca_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="536" data-original-width="800" height="252" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCcDJv9gG_J4OXJnG4Umz4dn9QE31AayaiA4cnsljAYfgbmfZr-w2nWR48NMfeKlI3D5mbvT6JdHYyvCU_LwH5eG6p2lc2HOoTsFas3iu69RL1-ztOW4eOF7bKFF_FP-m9qfkt7WrRFeq3NLBTfYQQXFJINf83ODL0_iDYeNGu1yTBoxJKncs/w377-h252/3386358229_ce358bf3ca_c.jpg" width="377" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="text-align: left;">"Brink" flickr photo by Tesla314 https://flickr.com/photos/tesla314/3386358229 <br />shared under a Creative Commons (BY-NC-ND) license</span></td></tr></tbody></table><br /><b>Warning: </b>This is what some might call a brain dump-- trying to think through a really tough decision by looking back at where I've been because I'm on the brink again---<div><br />Some 60 years ago my father sent this quote to me-- newspaper clipping<div>Laminated some 40ish years ago, I still have it</div><div>And it's been, I think, in a way my life's mantra--<p><span style="color: #38444d; font-family: -apple-system, BlinkMacSystemFont, Segoe UI, Roboto, Ubuntu, Helvetica Neue, sans-serif, Apple Color Emoji, Segoe UI Emoji, Segoe UI Symbol, Arial, ヒラギノ角ゴ Pro W3, Hiragino Kaku Gothic Pro, メイリオ, Meiryo, MS Pゴシック, MS PGothic;"><span style="font-size: 15px; white-space: pre-wrap;"></span></span></p><blockquote><span style="color: #38444d; font-family: -apple-system, BlinkMacSystemFont, Segoe UI, Roboto, Ubuntu, Helvetica Neue, sans-serif, Apple Color Emoji, Segoe UI Emoji, Segoe UI Symbol, Arial, ヒラギノ角ゴ Pro W3, Hiragino Kaku Gothic Pro, メイリオ, Meiryo, MS Pゴシック, MS PGothic;"><i>"This is the true joy in life, the being used for a purpose recognized by yourself as a mighty one; the being a force of nature instead of a feverish, selfish little clod of ailments and grievances complaining that the world will not devote itself to making you happy.
I am of the opinion that my life belongs to the whole community, and as long as I live it is my privilege to do for it whatever I can.</i></span></blockquote><blockquote><span style="color: #38444d; font-family: -apple-system, BlinkMacSystemFont, Segoe UI, Roboto, Ubuntu, Helvetica Neue, sans-serif, Apple Color Emoji, Segoe UI Emoji, Segoe UI Symbol, Arial, ヒラギノ角ゴ Pro W3, Hiragino Kaku Gothic Pro, メイリオ, Meiryo, MS Pゴシック, MS PGothic;"><i>
I want to be thoroughly used up when I die, for the harder I work the more I live. I rejoice in life for its own sake. Life is no "brief candle" for me. It is a sort of splendid torch which I have got hold of for the moment, and I want to make it burn as brightly as possible before handing it on to future generations." ---</i>George Bernard Shaw</span></blockquote>At 16, it guided me to be a teacher<br />And in my first classroom, I thought I had arrived at my destination.<br /><br />I did discover, however, that throughout my life as I learned more and more that I was always on the brink of something-- usually full of trepidation and always ready to follow a passion.</div></div><br /><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;">Leaving home to go to Earlham College<br />Beginning my teaching career in a large inner city high school<br />Moving to Ontario to teach in a private Anglican school for girls, Geography 7-12<br />Returning to the US to continue teaching<br />Earning a masters degree in curriculum and instruction<br /> Leaving the classroom to support teachers in infusing technology into learning<br />Writing a $250,000 grant for professional development that was funded<br />Moving to a new district to design, teach an innovative program for high schoolers wanting to be teachers<br />Earning National Board Certification<br />Retiring from the classroom to design online professional development for Ohio teachers for a state agency<br />Joining Sheryl at Powerful Learning Practice to become a leader in online communities of practice<br />Designing, facilitating a coaching model for online spaces with an appreciative inquiry foundation<br />Co authoring a book with Sheryl<br />Becoming caregiver for my beloved Gus<br />Learning to navigate this new phase of my life without my soulmate</blockquote><div><div><br />Leaving this here for me to remember how many times I've been on the brink of a myriad of opportunities that have come my way,<br />always new possibilities for which I am most grateful (except, of course, for the last two)</div><div><br />and to support me as I consider the brink I'm on again.<p>Carrying GB Shaw's words and now Parker Palmer's from <b><a href="https://www.amazon.com/Brink-Everything-Grace-Gravity-Getting/dp/1523095431" target="_blank">On the Brink of Everything</a></b>, from the chapter --Living from the inside out and my lived experience with me--</p><blockquote><i>"Be passionate about some part of the natural and/or human world and take risks on its behalf. Clinging to what you already know is the path to an unlived life. <br /><br />So walk straight into your not-knowing, and take the risk of failing and falling, then getting up to learn again and again.<br /><br />Take on big jobs worth doing, jobs like the spread of love, peace, and justice. These jobs are not measured by “effectiveness”, but by the standard of “faithfulness” --<br /><br />Faithfulness to your gifts, to the needs of the world, and to offering your gifts to whatever needs are within your reach."</i></blockquote><p> I'm on the brink again in Third Act. </p><p>When I filled out the intake form to join as a volunteer, there was a question asking about willingness to lead. I stopped, I left it sit on my computer for a few days; i kept returning to it, wondering I had anything to offer, leaving it, coming back again. Finally, I clicked that box, hoping against hope that I'd done the right thing and clicked "submit".<br /></p><p>Amazing opportunities presented themselves, one of which was to serve on the co ordinating committee of one of Third Act's working groups. I joined the first meeting and I was totally intimidated; everyone there but one person had been an academic. </p>Thinking my career experience so very different-- always adjusting, resetting, adjusting and moving forward in a different way--<br /></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div><div>In an urban system, </div></div><div><div>in principals' offices meeting around tech concerns and being interrupted 5 or 6 times by police bringing students in, </div></div><div><div>taking time from class to meet with an autistic student "long distance" (he would sit in one corner of a stairwell outside my classroom while I stood in the other), </div></div><div><div>constantly adjusting and resetting plans for learning experiences that went awry because of failed technology, absentee students, or young people who just needed another way to learn,</div></div><div><div>video conferencing not working in those early days when it was the only way to connect with my students</div></div></blockquote><div><div>Meaning the journey was one of roadblocks and wayfinding and climbing mountains and experiencing the ordinary becoming extraordinary-- as I look back on it, an amazing journey fueled by passion</div><div>And it seemed very different from by-laws, strict structures, time for deep discussions that I imagined filled the lives of these folks from academia--</div><div><br /></div><div>And yet, I hoped that my experiences might be of value as I traveled Third Act's path to push for a fair, stable society and planet.</div><div><br />I truly took Parker Palmer's words to heart:</div><div><i><blockquote>So walk straight into your not-knowing, and take the risk of failing and falling, then getting up to learn again and again.<br /><br />Take on big jobs worth doing, jobs like the spread of love, peace, and justice.</blockquote></i>I listened, I watched, I learned, I read all that I could for I was truly a newbie to the world of activism and climate change. And I started to contribute -- and collaborate with some of the kindest, smartest people I've known in a long time, maybe ever. And I've had opportunities and experiences that I never dreamed I would.</div><div><br /></div><div>And it was a joy. Joy, Third Act will tell you, is essential to our work!</div><div><br /></div><div>And now --it isn't so much. Really, some of the stress triggers my deepest grief and yesterday I felt so very sad and empty. And it also afftects me physically; it actually makes me sick.</div><div><br /></div><div>Carol and Butch are worried about me and wonder if I need to find other outlets for my passion, for the urgency I feel around the mission of Third Act --</div><div>as members of the coordinating committee now want to hold back on moving forward, to discuss, and ponder on direction as they are uncomfortable with our resets</div><div>and I'm wanting to forge ahead, hopefully engaging those in our working group, hopefully sharing all that I have learned through out my life in the service of others because I believe</div><blockquote><div><i>These jobs are not measured by “effectiveness”, but by the standard of “faithfulness” --<br /><br />Faithfulness to your gifts, to the needs of the world, and to offering your gifts to whatever needs are within your reach."</i></div><div></div></blockquote><div>So I am at the brink again--- and I'm torn-- so many other times, it was easier to make a decision</div><div>Whether it's my age, or my fidelity to Sheldon and the supporters in the working group-- this is so much harder--</div><div><br /></div><div>I have ideas on how to move forward, to get back to a place where we all find joy again</div><div>And I'm not sure if voicing them will cause others to become more entrenched in their own thinking</div><div>I do know that creating norms works and that it seems so appropriate to a group of elders who are volunteers from varying lived experiences--</div><div><br /></div><div>Or do I just step back and out into other initiatives of Third Act?</div><div><br /></div><div>At this very moment, I just don't know-- and if the very act of writing this has helped or not --</div><div><br /></div><div><br /><br /><br /><br /></div></div>Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com6tag:blogger.com,1999:blog-7462201.post-80561843276833341092022-11-02T08:00:00.004-04:002022-11-02T08:00:00.180-04:00Remembering --<p><br /></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYxH3bcXq5wpRR25LMcGreBPokjb9e7LvdUvIoRL_o3-LSXJ7E3hgDbJQ8n8YDiACauFZdxnLRFDxf_gAXU2VQCdcQaTgu7ZPTqNOQJIUUJiJW4anqcut-bLrO4AHDf3I5UyjJFcRzIZO7P4UdT-uwcLr-aM32jQ40FN5bSRUxqWvbxwjraVI/s448/gus2010Michigan.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="448" data-original-width="275" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYxH3bcXq5wpRR25LMcGreBPokjb9e7LvdUvIoRL_o3-LSXJ7E3hgDbJQ8n8YDiACauFZdxnLRFDxf_gAXU2VQCdcQaTgu7ZPTqNOQJIUUJiJW4anqcut-bLrO4AHDf3I5UyjJFcRzIZO7P4UdT-uwcLr-aM32jQ40FN5bSRUxqWvbxwjraVI/s320/gus2010Michigan.jpg" width="196" /></a></div><p></p><p><br /></p><p><br /></p><p>Gus would have been 85 today.</p><p>Hold your loved ones close.</p><p>Cherish every moment you have with them.</p><p>Tell them you love them every day.</p>Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com0tag:blogger.com,1999:blog-7462201.post-28112281052099070092022-10-17T14:29:00.000-04:002022-10-17T14:29:45.150-04:00On The Road Again?<p> </p><p><br /></p>
<div style="text-align: center;"><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vRRflUNpSufKtyciveWM8AhKeyUa1JZkoFotzX8mBaS_FaXma8eRkyjL8vgiv0Oet2UdC_kvXAlF6fs/embed?start=true&loop=true&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></div><p></p><p></p><p></p>I've been traveling virtually with Butch! <div>As he delivers huge manufactured homes to their waiting owners.<br /><div>Never leaving my seat at my computer, <div> Across and back Cali (as he calls it) </div><div>Near the Mexican border, Malibu, Havasu, </div><div>At the ocean shore, up in the mountains </div><div>Spectacular views </div></div><div><br /></div><div>Almost as if I was his co pilot, riding shotgun as it were.</div><div>On Skype, we laugh, we commiserate together on the state of our democracy</div><div>I cry when I share stories of his Dad with him.</div></div><div>Without his companionship, his love, I'd be lost.</div><div>Always, just like Carol, there when grief suddenly overwhelms me--</div><div>Always, just like Carol, there to celebrate my virtual travels with Third Act too.</div><div> </div><div><br /></div><div style="text-align: center;">
<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vTsQb_Ri7qplY9Hg324yQqQpo00QbkmQAiUDfj5hLU2kAII-OTBadsWmTK8gOm5HVBNVW3TiPardMZY/embed?start=true&loop=true&delayms=3000" webkitallowfullscreen="true" width="480"></iframe> </div><div><br /></div><div> And I've been in the northwoods of Wisconsin too, thanks to Carol.</div><div>On Skpe too, and in texts, our sisterhood has never been stronger</div><div>Her wisdom, her always knowing what to say--</div><div>When I'm in tears, when I'm frustrated, when I fear I'm unraveling</div><div>Is unequaled.</div><div>Without her gifts of love and grace, I don't know where I'd be now.</div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUyGWFKYb1wOitK-U1cw1haEC9zyZt4dAlPnNm0Q8GY9kyWT8neCDxz-pkhNTiSDjH42Rh3bwcKQfB7GOmGnf9aSRXP8ZJERKNru55gaVrpDcQ61mItUqU1_9WRX2MQ7cie9_weeHODHKQ6wct-jQWbBv-5z3sdevOJPMGZcwpTBkHEfEag6M/s2160/Educator%20WG.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1156" data-original-width="2160" height="214" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUyGWFKYb1wOitK-U1cw1haEC9zyZt4dAlPnNm0Q8GY9kyWT8neCDxz-pkhNTiSDjH42Rh3bwcKQfB7GOmGnf9aSRXP8ZJERKNru55gaVrpDcQ61mItUqU1_9WRX2MQ7cie9_weeHODHKQ6wct-jQWbBv-5z3sdevOJPMGZcwpTBkHEfEag6M/w400-h214/Educator%20WG.jpg" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">From a <a href="https://thirdact.org/working-groups/educators/" target="_blank">Third Act Educators Working Group</a> Call<br /><br /></td></tr></tbody></table><div>I've been traveling too with <a href="https://thirdact.org/" target="_blank">Third Act</a>, </div><div>meeting and welcoming educators across our nation and collaborating with other Third Actors-- </div><div>from Alaska to Florida, California to New York, Florida to Maine (43 states total). </div><div>And I've met, chatted with, laughed with, commiserated with the kindest, compassionate seniors who want to continue to make a difference. </div><div>Those Zoom calls give me hope-- </div><div>that underneath all the noise, the vitriol, and the violence are a massive group of Americans who hope to, plan to, act to, will --</div><div><b><i>stabilize our democracy and our planet</i></b>. </div><div>Collaborating with other elders, experienced Americans from across the country is invigorating and fun!</div><div>And as I give my all to the Educators Working Group, the National Welcome Calls, and the Google Docs on demand coaching--</div><div>I find some comfort </div><div>And on the challenging days, I remind myself that all this is to honor my beloved Gus.</div><div><br /></div><div>And to be entirely honest, on the road virtually is my preferred mode these days--</div><div>For everytime I get into the car</div><div>I'm alone</div><div>without my co pilot who had been always there with me</div><div>ever since I retired in 2004.</div><div>And I miss him more (if that's even possible)</div><div>His hand on my knee, </div><div>his "ok" when he looked to the right to tell me it was ok to turn,</div><div>his choosing which CD -- Three Dog Night, Chuck Mangione</div><div>His checking out the forsythia in the spring</div><div>American flags coming home from Chardon</div><div>Or the Canadian geese in 2 different locations.</div><div>Some days I can almost smile and others a tear or two roll down my cheek.</div><div><br /></div><div><blockquote><i>"Grief is
surprising. Not at first, when you are
prepared for it to pick you up and slam you against the rocky shore, but later,
in a month or two or ten. Anyone who
thinks the shortest distance between two points is a straight line does not understand
grief."</i><o:p></o:p> --Steve Leder The
Beauty of What Remains, p 137</blockquote></div>Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com0tag:blogger.com,1999:blog-7462201.post-18633870115743945612022-04-30T15:56:00.002-04:002022-04-30T15:58:20.199-04:00Tapestry<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCwRfMcYUzCxGO2GZmpljOWTofKF2O8E19xV6R2U0wALzB8BFIbkbU3wkOLGzqxcaWaS6jpERqRH_68Vh79Wdrz0ylbp6mv7VN98Agt3XasY6Nol8AhlKE6R4crlZlO0i6iI0KjCHAe0uWfkYYoB4Ml-7FQs-GViiORQXwE8HEuhmbAsbzK-c/s728/Carole-Kings-Tapestry.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="679" data-original-width="728" height="298" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCwRfMcYUzCxGO2GZmpljOWTofKF2O8E19xV6R2U0wALzB8BFIbkbU3wkOLGzqxcaWaS6jpERqRH_68Vh79Wdrz0ylbp6mv7VN98Agt3XasY6Nol8AhlKE6R4crlZlO0i6iI0KjCHAe0uWfkYYoB4Ml-7FQs-GViiORQXwE8HEuhmbAsbzK-c/s320/Carole-Kings-Tapestry.png" width="320" /></a></div><br /><p style="text-align: center;"><a href="https://youtube.com/clip/UgkxmskLGjd18j2_9NG89SFAiTzXgIBTUVIx" target="_blank">Listen to excerpt from Carole King-- Tapestry</a></p><p style="text-align: center;"><br /></p><div style="text-align: left;"><span style="font-family: arial;">40 years</span></div><div style="text-align: left;"><span style="font-family: arial;">The 2 of us</span></div><div style="text-align: left;"><span style="font-family: arial;">Since my retirement in 2004, it was 24/7</span></div><div style="text-align: left;"><span style="font-family: arial;">Everywhere together</span></div><div style="text-align: left;"><span style="font-family: arial;">Tackling projects together</span></div><div style="text-align: left;"><span style="font-family: arial;">In the kitchen cooking together</span></div><div style="text-align: left;"><span style="font-family: arial;">Grocery shopping together</span></div><div style="text-align: left;"><span style="font-family: arial;">In his hospital room following his surgery </span><span style="font-family: arial;">together</span><span style="font-family: arial;"> </span></div><div style="text-align: left;"><span style="font-family: arial;"><br /></span></div><div style="text-align: left;"><span style="font-family: arial;">Each complementing the other</span></div><div style="text-align: left;"><span style="font-family: arial;">What my shoulders couldn't stand, he did</span></div><div style="text-align: left;"><span style="font-family: arial;">What his legs wouldn't cooperate for, I did</span></div><div style="text-align: left;"><span style="font-family: arial;"><br /></span></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn6SxRLcY0JXbMGC64aqXn-7AkqdYX1mAhQ796Fp8OffJBvZK8nS_RyezPb3nINuoHKhr_0OMQ_frF10nKz3KRLpZcmjLK1Dqtwi4brug9MjNnJzKVDutMxNIWmNCeR6WcQg3nYOM4jKyxmJDLKGJ33qwlRiQz3r7tUfaHoLtNDk13b9uOc_E/s2449/l%20and%20g%202017%20resized.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1632" data-original-width="2449" height="133" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn6SxRLcY0JXbMGC64aqXn-7AkqdYX1mAhQ796Fp8OffJBvZK8nS_RyezPb3nINuoHKhr_0OMQ_frF10nKz3KRLpZcmjLK1Dqtwi4brug9MjNnJzKVDutMxNIWmNCeR6WcQg3nYOM4jKyxmJDLKGJ33qwlRiQz3r7tUfaHoLtNDk13b9uOc_E/w200-h133/l%20and%20g%202017%20resized.JPG" width="200" /></a></div></div><div style="text-align: left;"><span style="font-family: arial;"><span style="font-family: arial; text-align: center;"><i></i></span><blockquote><span style="font-family: arial; text-align: center;"><i></i></span><blockquote><span style="font-family: arial; text-align: center;"><i></i></span><blockquote><span style="font-family: arial; text-align: center;"><i>"Our love is woven<br /></i></span><span style="font-family: arial; text-align: center;"><i>Of a thousand strands—"</i><br /></span><span style="font-family: arial; text-align: center;">-<i>The Dark Night (XVIII)</i> <a href="#"></a><a href="#">May Sinclair</a> - 1863-1946</span></blockquote><span style="font-family: arial; text-align: center;"></span></blockquote><span style="font-family: arial; text-align: center;"></span></blockquote><span style="font-family: arial; text-align: center;"></span></span></div><div style="text-align: left;"><span style="font-family: arial;"><br /></span></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><span style="font-family: arial;"><br /></span></div><div style="text-align: left;"><span style="font-family: arial;">An extraordinary tapestry created by those years together</span></div><div style="text-align: left;"><span style="font-family: arial;">The warp, the weft, the thousand strands--- so inextricably woven, strong and beautiful</span></div><p class="producttext" style="background-color: white; color: #333333; margin: 0px 0px 10px; text-align: center;"></p><blockquote><p class="producttext" style="background-color: white; color: #333333; margin: 0px 0px 10px; text-align: center;"><span style="font-family: arial;"><i></i></span></p><p style="text-align: left;"><span style="font-family: arial;"><i></i></span></p><blockquote><p style="text-align: left;"><span style="font-family: arial;"><i>"Weaving involves crossing two threads, the warp and the weft, one vertical and the other horizontal, one stretched taut and the other undulating and intertwined with the first. To produce the textile it is necessary for these two threads to be bound, otherwise each will remain a fragile and fluttering potentiality...if the meeting of opposites does not take place, nothing is created, for each element is defined by its opposite and takes its meaning from it."</i></span></p><p></p><p class="producttext" style="background-color: white; color: #333333; margin: 0px 0px 10px; text-align: center;"><span style="font-family: arial;">--Dario Valcarenghi, <em>Kilim History and Symbols, </em>as quoted in<br /><em>ZATI The Art of Weaving a Life</em></span></p></blockquote><p class="producttext" style="background-color: white; color: #333333; margin: 0px 0px 10px; text-align: center;"><span style="font-family: arial;"><em></em></span></p></blockquote><p class="producttext" style="background-color: white; color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px; text-align: center;"><em></em></p><div style="background-color: white; color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; margin: 0px 0px 10px; text-align: left;"><span style="font-family: arial;">I think that for us, sometimes he was the warp <br /></span><span style="font-family: arial;">And at others, it was me. <br /></span><span style="font-family: arial;">That only added to the depth and majesty of the weave.</span><br /></div><p style="background-color: white; color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; margin: 0px 0px 10px; text-align: left;">Then he was gone</p><p style="background-color: white; color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; margin: 0px 0px 10px; text-align: left;">the "weft interrupted" <br />And I wondered on that tapestry<br />That for my life was still unfinished--</p>
<blockquote><blockquote><div style="background-color: white; color: #333333; margin: 0px 0px 10px; text-align: left;"><i><span style="font-family: arial;">"Kilim or slit weave leaves holes in a way that keeps the fabric strong. It teaches us that where there are places of loss, where the weft is interrupted, and there is a hole in the fabric of our lives, that fabric is still strong.The gap in the fabric becomes an opening through which to see from another perspective. In our woven lives, the empty spaces are the very places where we can see with new eyes, where we can look behind the day-to-day weaving for a moment to see our deeper truths within."</span></i><b style="font-size: 14px; text-align: center;"> </b><span style="text-align: center;"><span style="font-family: arial; font-size: x-small;"><i>From<b> </b><a href="http://www.weavingalife.com/about/weaving/" style="font-weight: bold;">http://www.weavingalife.com/about/weaving/</a></i></span></span></div></blockquote></blockquote><p><span style="font-family: arial;">An opening through which to see from another perspective </span></p><p><span style="font-family: arial;"><i></i></span></p><blockquote><span style="font-family: arial;"><i>"Isn't that the challenge for all of us who have lost people we love-- to keep them alive, to enable them to speak to us from a measuring cup or a breeze, a smell, a taste, a dream; to let them see life, and to live life through us? ...See it, see it all for them. You who mourn lost loves, let them dwell in the pupils of your eyes, let them live in memory." <span style="font-size: x-small;">p. 205, Leder, <b><u><a href="https://www.amazon.com/Beauty-What-Remains-Greatest-Becomes/dp/0593187555" target="_blank">The Beauty of What Remains</a></u></b></span></i></span></blockquote><p></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzbOHiaZPowjCHm197wsaRO4pIh-gC5Rb64QilZAVDA6eDvybYS01d1BnXxeS4E7vtxQG5_JryPwK-qOmV0ND_YnzDIk4rxv2r8nc74hIMHe6OUtzGEJO3A_0vhPtcps2sW0ME0FEN-_WKf-57q6dMxruFN1dzeOkmh2nlUiKWYOMlV-GfxZw/s2490/20220225_152005.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="2490" data-original-width="1354" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzbOHiaZPowjCHm197wsaRO4pIh-gC5Rb64QilZAVDA6eDvybYS01d1BnXxeS4E7vtxQG5_JryPwK-qOmV0ND_YnzDIk4rxv2r8nc74hIMHe6OUtzGEJO3A_0vhPtcps2sW0ME0FEN-_WKf-57q6dMxruFN1dzeOkmh2nlUiKWYOMlV-GfxZw/s320/20220225_152005.jpg" width="174" /></a></div><span style="font-family: arial;">A blossoming belief that perhaps I can continue the weave on this tapestry in ways not previously considered before, yet one true to his memory and to me. But what?</span><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Encouraged by Carol and Butch, I turned to the web to find out more about weaving itself and how I might engage-- for I had long thought (years ago) I might like to learn to weave. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">To my delight, I discovered <a href="https://thecreativitypatch.com/" target="_blank">The Creativity Patch</a> and <a href="https://thecreativitypatch.com/pages/about" target="_blank">Luc</a>y</span></div><div><span style="font-family: arial;">What a gift as I continued weaving the threads of the new stage of my life and as I began to learn a little about weaving. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Starting tiny (and I do mean tiny)</span></div><div><span style="font-family: arial;">Moving up a bit</span></div><div><span style="font-family: arial;">Sending bookmarks and mug rugs to family members yet a</span><span style="font-family: arial;">lways challenged by the selvages</span></div><div><span style="font-family: arial;">Picking Lucy's brain to graduate to a larger loom and placemats, gradually increasing the difficulty of the weave. </span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">Seeing through another perspective-- </span></div><div><span style="font-family: arial;">Looking out through my window on the world now </span></div><div><span style="font-family: arial;">With him always with me, living in memory</span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">That window on the world often dismaying me </span></div><div><span style="font-family: arial;">As the hate, the violence, the polarization</span></div><div><span style="font-family: arial;">Continues to tear the fabric of our nation</span></div><div><span style="font-family: arial;"><br /></span></div><div><span style="font-family: arial;">And Carol,</span><span style="font-family: arial;"> </span><span style="font-family: arial;">in one of our conversations on weaving and the state of our nation, </span><span style="font-family: arial;">points me to </span><a href="https://weareweavers.org/" style="font-family: arial;" target="_blank">We Are Weavers</a><span style="font-family: arial;">, a group founded by </span><a href="https://www.nytimes.com/2019/02/18/opinion/culture-compassion.html" style="font-family: arial;" target="_blank">David Brooks</a><span style="font-family: arial;">,</span></div><div><span style="font-family: arial;"><p style="background: white; margin-bottom: 12.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 12pt;"><span style="mso-bidi-font-size: 10.0pt;"></span></p><blockquote><p style="background: white; margin-bottom: 12.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 12pt;"><i><span style="mso-bidi-font-size: 10.0pt;">"But Weavers share an ethos that puts relationship over self. We are born into relationships, and the measure of our life is in the quality of our relationships. We precedes me.</span><span><o:p></o:p></span></i></p><p style="background: white; margin-bottom: 12.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 12pt;"><i><span style="mso-bidi-font-size: 10.0pt;">They want to live in right relation with others and to serve the community good.</span><span><o:p></o:p></span></i></p><p style="background: white; margin-bottom: 12.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 12pt;"><i><span style="mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">I guess my ask is that you declare your own personal declaration of interdependence and decide to become a Weaver instead of a ripper."</span><span style="background-color: transparent;"> </span></i></p></blockquote><div style="text-align: left;">That idea "we precedes me" and "to serve the community good" speaks to me--<br />Is that what was missing in my new weaving of the fabric of my, of our lives?</div><div style="text-align: left;"><br /></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEig7yAAiEOvOBmOeBtt_PvdBC2zpZvHh-82cfOfXJF_RM3HQmNo_Enn1HtDoPIBy1bf4b7IV0BnYR26YAt1jkVNF-jII_7iPeARH3PqRBjCXUgiC0Jdxc09VSHQk6Jn57-rrLYL6C_FRlYtg72DtlTagQgi9wp_Nfuj4gC8dCz-2QSfvsoAuUQ/s399/236725204_155498146630547_3699229513456172122_n.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="225" data-original-width="399" height="134" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEig7yAAiEOvOBmOeBtt_PvdBC2zpZvHh-82cfOfXJF_RM3HQmNo_Enn1HtDoPIBy1bf4b7IV0BnYR26YAt1jkVNF-jII_7iPeARH3PqRBjCXUgiC0Jdxc09VSHQk6Jn57-rrLYL6C_FRlYtg72DtlTagQgi9wp_Nfuj4gC8dCz-2QSfvsoAuUQ/w238-h134/236725204_155498146630547_3699229513456172122_n.png" width="238" /></a></div>Not one for coincidence</div><div style="text-align: left;"> <br />A <a href="https://www.nytimes.com/2022/02/07/opinion/older-americans-power.html" target="_blank">New York Times op ed from Bill McKibben</a> caught my attention</div><div style="text-align: left;"> </div><div style="text-align: left;"><a href="https://thirdact.org/" target="_blank">Third Act</a></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><br /></div><div style="text-align: left;">For those over 60 who want to work together to stabilize the planet and our democracy </div><div style="text-align: left;">There it was--- "we precedes me" and "to serve the community good" and more</div><div style="text-align: left;"><br /></div><div style="text-align: left;">Thinking together on Elderhood and how that suggests a different perspective</div><div style="text-align: left;"><br /></div><div style="text-align: left;">Espousing these <a href="https://thirdact.org/what-we-do/working-principles/" target="_blank">working principles</a></div><div style="text-align: left;"><div></div><blockquote><div><i>1) Be kind</i></div><div><i>2) Be humble (a little)</i></div><div><i>3) Be inclusive—really!</i></div><div><i>4) Boost others!</i></div><div><i>5) Take care of yourself</i></div><div><i>6) Back up the youths!</i></div><div><i>7) Be generous, but not to a fault!</i></div><div><i>8) Be accountable</i></div><div><i>9) Be creative!</i></div><div><i>10) We’re all in this together</i></div></blockquote><div></div></div></span></div><div><span style="font-family: arial;">It felt right when I read about it</span></div><div><span style="font-family: arial;">It feels right now</span></div><div><span style="font-family: arial;">And I think it adds just the right thread, especially with an educator affinity group collaborating, to this tapestry.</span></div><div style="text-align: center;"><span style="font-family: arial;"><i><br /></i></span></div><div><div style="text-align: center;"><i style="font-family: arial;"><span jsname="YS01Ge" style="background-color: white; color: #202124;">"My life has been a tapestry</span></i></div><span style="font-family: arial;"><div style="text-align: center;"><i><span jsname="YS01Ge" style="background-color: white; color: #202124;">Of rich and royal hue</span></i></div><div style="font-style: italic; text-align: center;"><i><span jsname="YS01Ge" style="background-color: white; color: #202124;">An everlasting vision</span></i></div><span jsname="YS01Ge" style="background-color: white; color: #202124;"><div style="font-style: italic; text-align: center;"><i style="background-color: transparent;"><span jsname="YS01Ge">Of the ever-changing view"</span></i></div><div style="font-style: italic; text-align: left;"><i style="background-color: transparent;"><span jsname="YS01Ge"><br /></span></i></div><div style="text-align: left;"><span style="background-color: transparent;"><span jsname="YS01Ge">I'm wondering how that tapestry might grow and change in the coming days, weeks, and months of the weaving threads together?</span></span></div></span></span><p></p><div><span style="font-family: arial;">Seeing through another perspective-- </span></div><div><span style="font-family: arial;">Looking out through my window on the world now </span></div><div><span style="font-family: arial;">With him always with me, living in memory</span></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><p style="text-align: left;"><br /></p><blockquote><p class="producttext" style="background-color: white; color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;"></p></blockquote><p class="producttext" style="background-color: white; color: #333333; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; margin: 0px 0px 10px;"></p></div>Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com0tag:blogger.com,1999:blog-7462201.post-59532286402929651392022-04-02T15:41:00.009-04:002022-04-02T15:53:09.006-04:00The trough<p>September 22, 2021, the day my life was altered forever</p><p>My beloved Gus, husband and soulmate of 40 years, left this life</p><p>But for my sister, Carol, who has called every night and sent me myriads of poems and readings via US mail, and Butch, Gus' son, who skypes daily, I think I would be lost, drowned in the trough as Judy Brown so beautifully writes. Carol sent this poem at just the right time I think -- after a really tough day at the 6 month mark. And yes I do keep count--</p><div style="text-align: center;"><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="" frameborder="0" height="294" src="https://www.youtube.com/embed/EuHbwnw9B8M" title="YouTube video player" width="523"></iframe></div><div style="text-align: center;"><br /></div><div style="text-align: left;">Unable to put feelings to words</div><div style="text-align: left;">Chest heavy and hurting</div><div style="text-align: left;">Trying to keep so busy to fill the emptiness (the house is cleaner than it's been in a long time)</div><div style="text-align: left;">Laughing with Carol or Butch and then later sobbing alone</div><div style="text-align: left;">Staying up late enough to just collapse into bed so I could sleep</div><div style="text-align: left;">This image depicts me in the first few months and intermittently now</div><div style="text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwKuctpb55Uwth7g7lF4P2i6XkoDObfBUjZB8A9TjWDMlwVfzQDNBopR8H3VSHpFFf2sGzqu3Mm3UXiGtxmvRLqjwpYq7cAqna1005BJZiYTFLjLMCC-vdEVBDz_jw7fTz01UEDi6lwV15JrzxRmMyO7auFg3PfIUs0YBSztdfXyjTtPbrbyQ/s800/grief%20from%20flickr.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="643" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwKuctpb55Uwth7g7lF4P2i6XkoDObfBUjZB8A9TjWDMlwVfzQDNBopR8H3VSHpFFf2sGzqu3Mm3UXiGtxmvRLqjwpYq7cAqna1005BJZiYTFLjLMCC-vdEVBDz_jw7fTz01UEDi6lwV15JrzxRmMyO7auFg3PfIUs0YBSztdfXyjTtPbrbyQ/s320/grief%20from%20flickr.jpg" width="257" /></a></div><div style="text-align: left;"><br /></div><div style="text-align: center;"><a href="https://flickr.com/photos/herry/50691006288" title="Grief">Grief</a> flickr photo by <a href="https://flickr.com/people/herry">HerryLawford</a> shared under a <a href="https://creativecommons.org/licenses/by/2.0/">Creative Commons (BY) license</a></div><div style="text-align: center;"><br /></div><div style="text-align: left;">And then <a href="https://www.amazon.com/Beauty-What-Remains-Greatest-Becomes/dp/0593187555">The Beauty of What Remains</a> --</div><div style="text-align: left;">As I nodded, sometimes smiled, and wept, </div><div style="text-align: left;">And underlined and turned down corner pages</div><div style="text-align: left;">As Steve Leder's writing spoke to me</div><div style="text-align: left;">I was more able to make that choice, to choose what I remembered</div><div style="text-align: left;">Rather than be haunted by the hard months prior to his death and that night</div><div style="text-align: left;">But the joy, the love, the special times we had -- and those abound</div><div style="text-align: left;">The beauty of what remains</div><div style="text-align: left;"><br /></div><div style="text-align: left;">Each day my conversations with Gus</div><div style="text-align: left;">Focus more and more on that</div><div style="text-align: left;">And it seems that perhaps now I realize I am <a href="https://whatsyourgrief.com/growing-around-grief/">growing around my grief</a></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDzGXHF_dxBURIVCGaiMTQa8fT3QkPi-hP1SB512hGSKDbtftao0lcU7GSHGtHfq0hU1gywu_HKrM9FKgC1EMaaKtWiZkGsurCbh9Dt2-0SExtjR4eOAHM53MfoCWt_xtrgN3bqq-vymx62C8FuUG0plYvooPzYcMGj6X1XiNb8M_MeBuRt5A/s960/grief2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="502" data-original-width="960" height="209" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDzGXHF_dxBURIVCGaiMTQa8fT3QkPi-hP1SB512hGSKDbtftao0lcU7GSHGtHfq0hU1gywu_HKrM9FKgC1EMaaKtWiZkGsurCbh9Dt2-0SExtjR4eOAHM53MfoCWt_xtrgN3bqq-vymx62C8FuUG0plYvooPzYcMGj6X1XiNb8M_MeBuRt5A/w400-h209/grief2.jpg" width="400" /></a></div><div style="text-align: left;"><br /></div>That I can now write this, and hopefully actually be able to verbalize it soon to Carol and Butch</div><div style="text-align: left;">For that I am grateful--</div><div style="text-align: left;"><br /></div><div style="text-align: left;">As Judy writes:</div><div style="text-align: left;"><i></i></div><blockquote><div style="text-align: left;"><i>But if we rest there
in the trough,
in silence, </i></div><div style="text-align: left;"><i>being in the low part of the wave, </i></div><div style="text-align: left;"><i>keeping our energy and
noticing the shape of things,
the flow, </i></div><div style="text-align: left;"><i>then time alone
will bring us to another
place
where we can see
horizon,</i></div><div style="text-align: left;"><i>see land again, </i></div><div style="text-align: left;"><i>regain our sense
of where
we are,
and where we need to swim.</i></div></blockquote><div style="text-align: left;"><i></i></div><div style="text-align: left;">I'm feeling maybe I can see the land again and may be able to regain my sense of where I need to swim--</div><div style="text-align: left;"><br /></div><div style="text-align: left;"><br /></div>Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com0tag:blogger.com,1999:blog-7462201.post-57781925449643871742018-04-09T15:22:00.000-04:002018-04-09T15:22:32.841-04:00An invitation<a href="http://budtheteacher.com/blog/">Bud Hunt's</a> April poetry prompts #NPM2018 have called to me-- no poet and yet here I am --<br />
<br />
<a href="http://budtheteacher.com/blog/2018/04/03/npm-2018-prompt-3/comment-page-1/#comment-880584">Prompt 3</a><br />
<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoRmg5oiMx0CuoV4UD4qF0K4UmRmW7dIhs50metPSNml41fW9pM8qMeG3UbZFEOh-bX2A_cHUNyaFRE_hbmsV2D_Hrljs4oPut3JgWZ7XNw4MAImOs8jotTqmTFyqNS1rohlSd6Q/s1600/bench.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="480" data-original-width="640" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoRmg5oiMx0CuoV4UD4qF0K4UmRmW7dIhs50metPSNml41fW9pM8qMeG3UbZFEOh-bX2A_cHUNyaFRE_hbmsV2D_Hrljs4oPut3JgWZ7XNw4MAImOs8jotTqmTFyqNS1rohlSd6Q/s320/bench.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">https://www.flickr.com/photos/54448019@N08/6749680287</td></tr>
</tbody></table>
<br />
<br />
An invitation--<br />
to slow down and listen to surroundings<br />
the murmurings of the wind and bird songs often lost in the frenzy of each day<br />
<br />
to slow down and listen to our hearts<br />
the beating that sustains<br />
the passions that drive<br />
the faith and love that maintain<br />
<br />
An invitation to listen that enables considering and embracing endless possibilitiesLani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com0tag:blogger.com,1999:blog-7462201.post-26360036841297820272017-03-31T15:49:00.001-04:002017-03-31T15:50:42.934-04:00Work in Progress 2<div class="separator tr_bq" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1ViMoRYkTIYkQdqzgxwxRnYH0TFZ4tKeVIFRBkoajOFDRw4YPQEkxwAWd90V8DSIcR0ONmaM8_PULAQdDVNas4wK3J_IqpdFDiH6AyzXrW9WxRJ3R1rIPNvKKNbwyQYropjw7uA/s1600/work+in+progress.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="296" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1ViMoRYkTIYkQdqzgxwxRnYH0TFZ4tKeVIFRBkoajOFDRw4YPQEkxwAWd90V8DSIcR0ONmaM8_PULAQdDVNas4wK3J_IqpdFDiH6AyzXrW9WxRJ3R1rIPNvKKNbwyQYropjw7uA/s400/work+in+progress.png" width="400" /></a></div>
<br />
<span style="font-family: inherit; font-size: x-small;"><br /><br />Reading <a href="https://blended.online.ucf.edu/blendkit-course-blendkit-reader-chapter-5/">Chapter 5 of the BlendKit Reader</a> and </span><br />
<span style="font-family: inherit; font-size: x-small;">Coming upon this quote:</span><br />
<blockquote class="tr_bq">
<span style="font-family: inherit; font-size: x-small;"><i>"there is a work-in-progress aspect to conceptualizing quality in blended learning"</i></span></blockquote>
<span style="font-family: inherit; font-size: x-small;"> Whoa! </span><br />
<span style="font-family: inherit; font-size: x-small;">Really really appreciating </span><br />
<span style="font-family: inherit; font-size: x-small;">Taking me immediately back </span><br />
<span style="font-family: inherit; font-size: x-small;">To an <a href="http://possibilitiesabound.blogspot.com/2016/02/work-in-progress.html">earlier post from February of last year</a></span><span style="font-family: inherit; font-size: x-small;"><br /></span><br />
<span style="font-family: inherit; font-size: x-small;">As I noted there:</span><br />
<blockquote>
<i><span style="font-family: inherit; font-size: x-small;">My life has been and continues to be<br /> </span><span style="font-family: inherit; font-size: x-small;">A work in progress<br /> </span><span style="font-family: inherit; font-size: x-small;">Whether it be<br /> </span><span style="font-family: inherit; font-size: x-small;">Cleaning the house<br /> </span><span style="font-family: inherit; font-size: x-small;">Gardening<br /> </span><span style="font-family: inherit; font-size: x-small;">Learning<br /> </span><span style="font-family: inherit; font-size: x-small;">
Designing learning environments/experiences<br /> </span><span style="font-family: inherit; font-size: x-small;">
or<br /> </span><span style="font-family: inherit; font-size: x-small;">
Any other of a myriad of focus</span></i></blockquote>
<span style="font-family: inherit; font-size: x-small;"><br /><br />At that time I was wondering and thinking out loud-- which activities/processes that I had just uncovered might best enable learning in the Blended Learning ecourse I was designing </span><span style="font-family: inherit; font-size: x-small;"><a href="http://plpnetwork.com/">for Powerful Learning Practice</a></span><span style="font-family: inherit; font-size: x-small;">. And as I was considering and thinking on the inquiry environment in which learning would occur, it became even more clear that my aspiration for quality might/should always be a work in progress-- For although I had quite a repertoire of processes/protocols/routines that encouraged interaction and deeper thinking, it has been my experience that there are always more that I haven't yet unearthed. In addition, the tech tools that enable these interactions among learners and with the content are constantly changing and offering greater affordances for learning.<br /><br />So to discover this perspective in <a href="https://blended.online.ucf.edu/blendkit-course-blendkit-reader-chapter-5/">this reading</a>-- after exploring the rubrics and checklists full of ideas yet in many ways prescriptive, at least for me-- caused me to smile broadly. For when I was asking last year in that post, "And that's OK, right?", here was an answer.<a href="http://teachlearntechblog.blogspot.com/2017/03/quality-assurance-in-blending-learning.html"><br /></a><br /><a href="http://teachlearntechblog.blogspot.com/2017/03/quality-assurance-in-blending-learning.html">Joe Fahs</a> notes "merits and limitations" in the use of rubrics and checklists for Quality Assurance while also adding his favorite quotes, one of which resonates with me:</span><br />
<blockquote class="tr_bq">
<span style="font-family: inherit; font-size: x-small;"><i>“One might argue that faculty in meaningful dialogue with other faculty about the teaching/learning process is the most effective form of faculty development with everything else being merely layers of facilitation.</i></span></blockquote>
<span style="font-family: inherit; font-size: x-small;">In addition, I'm wondering on the role of learners in supporting the work to assure quality learning environments. When the reading suggests:</span><br />
<blockquote class="tr_bq">
<span style="font-family: inherit; font-size: x-small;"><i>"it is in the lived experience of teaching a course (regardless of modality) that much can go wrong (or right)"</i></span></blockquote>
<span style="font-family: inherit; font-size: x-small;">from which designers can learn, I'm thinking that learner input is also of value as they have lived that experience also.</span><br />
<span style="font-family: inherit; font-size: x-small;"><br /></span>
<span style="font-family: inherit; font-size: x-small;">Finally, the reading's stance, that designers may</span><span style="font-family: inherit; font-size: x-small;"><br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOYmzyqw1IqtxzLIhDN2D8myhM7br8QYp6kHstEDm2F5lbdKUIXvwqht4EYGKI7R18MSzziyS9nq4gAFFS-X6PjvHXLzThJx4xYHSGcTC4xTBbguxwx4nE8gdZLNZyJmwcyGcdHg/s1600/Learner.png"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOYmzyqw1IqtxzLIhDN2D8myhM7br8QYp6kHstEDm2F5lbdKUIXvwqht4EYGKI7R18MSzziyS9nq4gAFFS-X6PjvHXLzThJx4xYHSGcTC4xTBbguxwx4nE8gdZLNZyJmwcyGcdHg/s400/Learner.png" /></a><br /><br />That stance-- of a learner--- can influence, IMHO. everything.<br />From gleaning new activities/processes as a life long learner of designs for learning<br />To being open to the possibilities of new learning learning landscapes<br />To continually aspiring to create the best of environments for learning<br />And to realizing that designing for learning is<br />Always a work in progress.</span>Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com1tag:blogger.com,1999:blog-7462201.post-70063140382536941152017-03-28T14:08:00.001-04:002017-03-28T14:10:32.911-04:00THIS Caught my Attention<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7opfFvKISBCx7pbjGq6csddPq3i2keXO4exw0K4_W41caSIhdstBDrQpvZBpFWZ5BnxxysB0t6xBclVbBHk9JUB9wfluf6SJi-6mMbO7F9jx7ee1Psc_9k2NbvOGyguvEY6AsFw/s1600/attention.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="296" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7opfFvKISBCx7pbjGq6csddPq3i2keXO4exw0K4_W41caSIhdstBDrQpvZBpFWZ5BnxxysB0t6xBclVbBHk9JUB9wfluf6SJi-6mMbO7F9jx7ee1Psc_9k2NbvOGyguvEY6AsFw/s400/attention.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">". Attention" flickr photo by Juliana Coutinho https://flickr.com/photos/ngmmemuda/3870988403 shared under a Creative Commons (BY) license</td></tr>
</tbody></table>
<span style="font-family: inherit; font-size: x-small;">Springlike weather in March</span><br />
<span style="font-family: inherit; font-size: x-small;">The cold water pipe to the washer leaking in the basement</span><br />
<span style="font-family: inherit; font-size: x-small;">The neighbor's dog on our deck</span><br />
<span style="font-family: inherit; font-size: x-small;">And daffodils blooming just outside our front window</span><br />
<span style="font-family: inherit; font-size: x-small;">Just a few of the many distractions---</span><br />
<span style="font-family: inherit; font-size: x-small;"><br /></span>
<span style="font-family: inherit; font-size: x-small;">And suddenly as I was reading <a href="https://blended.online.ucf.edu/blendkit-course-blendkit-reader-chapter-4/" target="_blank">Chapter Four of the BlendKit Reader</a>, <a href="https://docs.google.com/document/d/1BndJuzmMPYRWX3hY4dpWjRJVUQqkOLPIkNbBojd3eOU/edit?usp=sharing" target="_blank">THIS caught my attention</a>. </span><br />
<span style="font-family: inherit; font-size: x-small;"><br /></span>
<span style="font-family: inherit; font-size: x-small;">A quote from <span style="background-color: white; color: #262626;">Laurillard has been a favorite of mine:</span></span><br />
<blockquote class="tr_bq" style="background-color: white; border: 0px; color: #444444; line-height: 1.5em; padding: 0px; text-align: center; vertical-align: baseline;">
<div style="text-align: left;">
<span style="border: 0px; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: inherit; font-size: x-small;"><i>"There is no escape from the need for dialogue, no room for mere telling, nor for practice without description, </i></span></span><span style="border: 0px; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: inherit; font-size: x-small;"><i>nor for experimentation without reflection, nor for student action without feedback." </i></span></span></div>
<div style="text-align: left;">
<span style="font-family: inherit; font-size: xx-small;"><span style="background-color: white; color: #444444; font-style: inherit; font-weight: inherit; text-align: left;">Laurillard, D, 2002. Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies, 2nd edition. London: RoutledgeFalmer<span style="background-color: white; color: #262626;"> </span></span></span></div>
</blockquote>
<span style="background-color: white; color: #262626;"><span style="font-family: inherit; font-size: x-small;">but I wasn't really familiar with her work and so with the table I was intrigued, wanting to learn more -- <a href="http://edutechwiki.unige.ch/en/Laurillard_conversational_framework" target="_blank">finding this (her thoughts on the design of learning environment)</a> </span></span><br />
<dl style="background-color: white; color: #252525; margin-bottom: 0.5em; margin-top: 0.2em;"><blockquote class="tr_bq" style="background-color: white; color: #252525; line-height: inherit; margin-bottom: 0.5em; margin-top: 0.5em;">
<i><span style="font-family: inherit; font-size: x-small;">(1) <b>Discussion</b> </span><span style="font-family: inherit; font-size: x-small;">between the teacher and the learner</span></i><br />
<ul style="background-color: white; color: #252525; list-style-image: url("data:image/svg+xml,%3C%3Fxml%20version%3D%221.0%22%20encoding%3D%22UTF-8%22%3F%3E%0A%3Csvg%20xmlns%3D%22http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%22%20version%3D%221.1%22%20width%3D%225%22%20height%3D%2213%22%3E%0A%3Ccircle%20cx%3D%222.5%22%20cy%3D%229.5%22%20r%3D%222.5%22%20fill%3D%22%2300528c%22%2F%3E%0A%3C%2Fsvg%3E%0A"); margin: 0.3em 0px 0px 1.6em; padding: 0px;">
<li style="margin-bottom: 0.1em;"><span style="font-family: inherit; font-size: x-small;"><i>Teachers' and learners' conception should be mututally accessible</i></span></li>
</ul>
<ul style="background-color: white; color: #252525; list-style-image: url("data:image/svg+xml,%3C%3Fxml%20version%3D%221.0%22%20encoding%3D%22UTF-8%22%3F%3E%0A%3Csvg%20xmlns%3D%22http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%22%20version%3D%221.1%22%20width%3D%225%22%20height%3D%2213%22%3E%0A%3Ccircle%20cx%3D%222.5%22%20cy%3D%229.5%22%20r%3D%222.5%22%20fill%3D%22%2300528c%22%2F%3E%0A%3C%2Fsvg%3E%0A"); margin: 0.3em 0px 0px 1.6em; padding: 0px;">
<li style="margin-bottom: 0.1em;"><span style="font-family: inherit; font-size: x-small;"><i>Both should agree on learning objectives</i></span></li>
</ul>
<i><span style="font-family: inherit; font-size: x-small;">(2) <b>Adaptation</b> </span><span style="font-family: inherit; font-size: x-small;">of the learners actions and of the teacher's constructed environment.</span></i><br />
<ul style="background-color: white; color: #252525; list-style-image: url("data:image/svg+xml,%3C%3Fxml%20version%3D%221.0%22%20encoding%3D%22UTF-8%22%3F%3E%0A%3Csvg%20xmlns%3D%22http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%22%20version%3D%221.1%22%20width%3D%225%22%20height%3D%2213%22%3E%0A%3Ccircle%20cx%3D%222.5%22%20cy%3D%229.5%22%20r%3D%222.5%22%20fill%3D%22%2300528c%22%2F%3E%0A%3C%2Fsvg%3E%0A"); margin: 0.3em 0px 0px 1.6em; padding: 0px;">
<li style="margin-bottom: 0.1em;"><span style="font-family: inherit; font-size: x-small;"><i>Teacher must adapt objectives with regards to existing conceptions</i></span></li>
</ul>
<ul style="background-color: white; color: #252525; list-style-image: url("data:image/svg+xml,%3C%3Fxml%20version%3D%221.0%22%20encoding%3D%22UTF-8%22%3F%3E%0A%3Csvg%20xmlns%3D%22http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%22%20version%3D%221.1%22%20width%3D%225%22%20height%3D%2213%22%3E%0A%3Ccircle%20cx%3D%222.5%22%20cy%3D%229.5%22%20r%3D%222.5%22%20fill%3D%22%2300528c%22%2F%3E%0A%3C%2Fsvg%3E%0A"); margin: 0.3em 0px 0px 1.6em; padding: 0px;">
<li style="margin-bottom: 0.1em;"><span style="font-family: inherit; font-size: x-small;"><i>Learners must integrate feedback and link it to his own conceptions</i></span></li>
</ul>
<i><span style="font-family: inherit; font-size: x-small;">(3) <b>Interaction</b> </span><span style="font-family: inherit; font-size: x-small;">between the learner and the environment defined by the teacher</span></i><br />
<ul style="background-color: white; color: #252525; list-style-image: url("data:image/svg+xml,%3C%3Fxml%20version%3D%221.0%22%20encoding%3D%22UTF-8%22%3F%3E%0A%3Csvg%20xmlns%3D%22http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%22%20version%3D%221.1%22%20width%3D%225%22%20height%3D%2213%22%3E%0A%3Ccircle%20cx%3D%222.5%22%20cy%3D%229.5%22%20r%3D%222.5%22%20fill%3D%22%2300528c%22%2F%3E%0A%3C%2Fsvg%3E%0A"); margin: 0.3em 0px 0px 1.6em; padding: 0px;">
<li style="margin-bottom: 0.1em;"><span style="font-family: inherit; font-size: x-small;"><i>Teacher must "adapt to world", i.e. create an environment adapted to the learning task given to the learner</i></span></li>
</ul>
<ul style="background-color: white; color: #252525; list-style-image: url("data:image/svg+xml,%3C%3Fxml%20version%3D%221.0%22%20encoding%3D%22UTF-8%22%3F%3E%0A%3Csvg%20xmlns%3D%22http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%22%20version%3D%221.1%22%20width%3D%225%22%20height%3D%2213%22%3E%0A%3Ccircle%20cx%3D%222.5%22%20cy%3D%229.5%22%20r%3D%222.5%22%20fill%3D%22%2300528c%22%2F%3E%0A%3C%2Fsvg%3E%0A"); margin: 0.3em 0px 0px 1.6em; padding: 0px;">
<li style="margin-bottom: 0.1em;"><span style="font-family: inherit; font-size: x-small;"><i>Teacher must focus on support for task and give appropriate feedback to the learner.</i></span></li>
</ul>
<i><span style="font-family: inherit; font-size: x-small;">(4) <b>Reflection</b> </span></i><i><span style="font-family: inherit; font-size: x-small;">of the learner's performance by both teacher and learner</span></i></blockquote>
<blockquote class="tr_bq" style="background-color: white; color: #252525; line-height: inherit; margin-bottom: 0.5em; margin-top: 0.5em;">
<ul style="background-color: white; color: #252525; list-style-image: url("data:image/svg+xml,%3C%3Fxml%20version%3D%221.0%22%20encoding%3D%22UTF-8%22%3F%3E%0A%3Csvg%20xmlns%3D%22http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%22%20version%3D%221.1%22%20width%3D%225%22%20height%3D%2213%22%3E%0A%3Ccircle%20cx%3D%222.5%22%20cy%3D%229.5%22%20r%3D%222.5%22%20fill%3D%22%2300528c%22%2F%3E%0A%3C%2Fsvg%3E%0A"); margin: 0.3em 0px 0px 1.6em; padding: 0px;">
<li style="margin-bottom: 0.1em;"><span style="font-family: inherit; font-size: x-small;"><i>Teacher should support the learner to revise his conceptions and to adapt the task to learning needs</i></span></li>
</ul>
<ul style="background-color: white; color: #252525; list-style-image: url("data:image/svg+xml,%3C%3Fxml%20version%3D%221.0%22%20encoding%3D%22UTF-8%22%3F%3E%0A%3Csvg%20xmlns%3D%22http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%22%20version%3D%221.1%22%20width%3D%225%22%20height%3D%2213%22%3E%0A%3Ccircle%20cx%3D%222.5%22%20cy%3D%229.5%22%20r%3D%222.5%22%20fill%3D%22%2300528c%22%2F%3E%0A%3C%2Fsvg%3E%0A"); margin: 0.3em 0px 0px 1.6em; padding: 0px;">
<li style="margin-bottom: 0.1em;"><span style="font-family: inherit; font-size: x-small;"><i>Learners should reflect with all stages of the learning process (initial concepts, tasks, objectives, feedback, ...)</i></span></li>
</ul>
<i><span class="citation" style="background-color: #eeeeee;"><span style="font-family: inherit; font-size: x-small;"><br /></span></span><span class="citation" style="background-color: #eeeeee;"><span style="font-family: inherit; font-size: x-small;">Her schema is based on forming an information rich environment in which the student has control in discovering knowledge, but the discovery is supported and scaffolded by extra guidance functions (Laurillard, 1993) which provide support and feedback for subsequent learning. These functions are analogous to the coaching and scaffolding at critical times proposed in the Situated Cognition Theory.”</span></span><span style="font-family: inherit; font-size: x-small;"></span></i></blockquote>
<blockquote class="tr_bq" style="background-color: white; color: #252525; line-height: inherit; margin-bottom: 0.5em; margin-top: 0.5em;">
<i><span style="font-family: inherit; font-size: x-small;">Laurillard argues that different media forms have different affordances, i.e. provide a different level of support for various kinds learning experiences. She identifies five media forms: narrative, interactive, communicative, adaptive and productive. According to Conole and Fill (2005), </span></i></blockquote>
<ul>
<li><b style="background-color: #eeeeee; font-family: inherit; font-size: x-small; font-style: italic;">Narrative media</b><span style="background-color: #eeeeee; font-family: inherit; font-size: x-small; font-style: italic;"> tell or show the learner something (e.g. text, image). </span><i><span class="citation" style="background-color: #eeeeee;"><span style="font-family: inherit; font-size: x-small;"></span></span></i></li>
<li style="display: inline !important;"><i><span class="citation" style="background-color: #eeeeee;"><span style="font-family: inherit; font-size: x-small;"></span></span></i></li>
<li><i><span class="citation" style="background-color: #eeeeee;"><span style="font-family: inherit; font-size: x-small;"><b>Interactive media</b> respond in a limited way to what the learner does (e.g. search engines, multiple choice tests, simple models). </span></span></i></li>
<i><span class="citation" style="background-color: #eeeeee;"><span style="font-family: inherit; font-size: x-small;">
<li style="display: inline !important;"></li>
<li><b>Communicative media</b> facilitate exchanges between people (e.g. email, discussion forum).<br /><i><span class="citation" style="background-color: #eeeeee;"><span style="font-family: inherit; font-size: x-small;"></span></span></i></li>
<li><i><span class="citation" style="background-color: #eeeeee;"><span style="font-family: inherit; font-size: x-small;"><b>Adaptive media</b> are changed by what the learner does (e.g. some simulations, virtual worlds). </span></span></i><br /><i><span class="citation" style="background-color: #eeeeee;"><span style="font-family: inherit; font-size: x-small;"></span></span></i></li>
<li><i><span class="citation" style="background-color: #eeeeee;"><span style="font-family: inherit; font-size: x-small;"><b>Productive media</b> allow the learner to produce something (e.g. word processor, spreadsheet).”</span></span></i></li>
</span></span></i></ul>
</dl>
<span style="font-family: inherit; font-size: x-small;">At <a href="http://plpnetwork.com/">Powerful Learning Practice</a>, we have always stressed the critical importance of effective use of technology for learning, of using the right tool at the right time and so this resonated with me on that level. In addition, this framework of discussion, adaption, interaction, and reflection seems to be one around which we can ground inquiry learning environments which I feel hold the greatest potential for learning; a framework that may be very helpful to educators shifting to learner driven/centered environments.</span><br />
<span style="font-family: inherit; font-size: x-small;"><br /></span>
<span style="font-family: inherit; font-size: x-small;">The table from the BlendKit reading and the quote above offer differing terms for the types of activities and media-- <b>experiential </b>from the table appears to enable an additional dimension to learning and that resonates deeply with me. As I continue to think on how I might adapt/adopt the table, I'm wondering how including both tools for designing and more learner tools for documenting learning along with blending/merging where possible the activity types and thinking that might be a focus of future inquiry for me.</span><br />
<br />
<br />Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com0tag:blogger.com,1999:blog-7462201.post-28841218911489572682017-03-20T15:15:00.001-04:002017-03-20T15:15:38.596-04:00Assessment: Thinking on puzzle pieces<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container tr_bq" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiX6oTdTk7LbOTXH4fcQojBizWIdJPfzZbWbCiy3YeQO7HoYH-HI4GpnOSAEXY7gYWkbl0I0-zlwWDtKAVbBtQJ_RQbIDQMrtWYdPdUm54zIZ-HkJt8IdGrRZ7FAJUjOvUeotDDA/s1600/puzzle.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: inherit; font-size: small;"><img border="0" height="255" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiX6oTdTk7LbOTXH4fcQojBizWIdJPfzZbWbCiy3YeQO7HoYH-HI4GpnOSAEXY7gYWkbl0I0-zlwWDtKAVbBtQJ_RQbIDQMrtWYdPdUm54zIZ-HkJt8IdGrRZ7FAJUjOvUeotDDA/s400/puzzle.jpg" width="400" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: inherit; font-size: small;">"puzzle pieces" flickr photo by cadavis9797 https://flickr.com/photos/christine_davis/5499010245 shared under a Creative Commons (BY) license</span></td></tr>
</tbody></table>
<span style="font-family: inherit; font-size: small;">Continued thinking here on assessment</span><br />
<span style="font-family: inherit; font-size: small;">As a critical piece(s) in a learning picture</span><br />
<span style="font-family: inherit; font-size: small;">Drawing from personal experiences</span><br />
<span style="font-family: inherit; font-size: small;">And readings</span><br />
<span style="font-family: inherit; font-size: small;">And my beliefs on learning</span><br />
<span style="font-family: inherit; font-size: small;">Wanting to more deeply understand the potential of leveraging the power of technology to transform assessment</span><br />
<span style="font-family: inherit; font-size: small;"><br /></span>
<span style="font-family: inherit; font-size: small;"><b>PERSONAL EXPERIENCE</b> (<a href="http://possibilitiesabound.blogspot.com/2012/06/thinking-on-assessing-learning.html" target="_blank">excerpted from an earlier post</a>)</span><br />
<blockquote>
<span style="font-family: inherit; font-size: small;"><i>Out of sync<br />Always wanting better<br />Not in agreement<br />Time and time again<br /> <br />More than 45 years ago, GRE exams<br /> My answers and scores significantly impacted by the recent death of my mom<br />Not a reflection of my learning at all</i> </span></blockquote>
<blockquote>
<span style="font-family: inherit; font-size: small;"><i>More than 30 years ago, a Master's thesis and comprehensive exams<br />Real opportunities to demonstrate what I had learned</i> </span></blockquote>
<blockquote>
<span style="font-family: inherit; font-size: small;"><i>More than a decade ago, applying for a new position and answering a question on assessment<br />Replying that the process and the projects themselves illustrated what students had learned</i> </span></blockquote>
<blockquote>
<span style="font-family: inherit; font-size: small;"><i>In that new position, creating rubrics for projects for high schoolers aspiring to become teachers<br />Knowing that the state used the same type of rubrics to assess new teachers<br />Crying in the car after being told to change the rubrics to written tests by an old school CTE administrator</i> </span></blockquote>
<blockquote>
<span style="font-family: inherit; font-size: small;"><i>Almost 14 years ago, with a terrible cold, an appointment to take the assessment component as a NBPTS candidate<br />Timed testing, no kleenex allowed in the testing room, cranking out as fast as I could responses to 6 questions<br />No time to think</i> </span></blockquote>
<blockquote>
<span style="font-family: inherit; font-size: small;"><i>High stakes testing even for our beloved <a href="http://harleyspaws.blogspot.com/">Harley</a> as his obedience training classes came to completion<br />In the dark in a strange park, he would not stay as I walked away passing 9 of 10 tasks and failing<br />He curled up in the corner of the back seat with his head down on the way home</i> </span></blockquote>
<blockquote>
<span style="font-family: inherit; font-size: x-small;"><i>Some 6 years ago, designing and creating online professional development courses for Ohio teachers<br />Always pushing back against suggestions of quizzes, of tests<br />Pulling for learner created content and powerful questions that enabled deeper learninG</i> </span></blockquote>
<blockquote>
<span style="font-family: inherit; font-size: small;"><i>Assessment--<br />Grades, points, projects, quizzes, standardized tests, rubrics--</i> </span></blockquote>
<blockquote>
<i><span style="font-family: inherit; font-size: small;">And then <a href="http://openeducationnews.org/2008/07/30/mooc-massive-open-online-course/">MOOC 2008</a> with vast learning landscapes, autonomy, openness and distributed learning<br />I assessed my learning in the open here on this blog (in the blog search box, enter CCK08 for 6 pages of posts)<br />That learning experience was empowering and scary and full of wonder</span></i></blockquote>
<span style="font-family: inherit; font-size: small;"><b>HEUTAGOGY </b></span><span style="font-family: inherit; font-size: small;">(as a foundation)</span><br />
<blockquote>
<span style="font-family: inherit; font-size: small;"><i style="background-color: white; color: #222222;">Heutagogy (based on the Greek for “self”) was defined by Hase and Kenyon in 2000 as the study of self-determined learning. Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences” (Hase & Kenyon, 2007, p. 112). As in an andragogical approach, in heutagogy the instructor also facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009). </i><i style="background-color: white; color: #222222;"><br /></i><i style="background-color: white; color: #222222;">When designing a self-determined learner experience, certain considerations should be made. A heutagogical approach to learning and teaching is characterized first and foremost by learner-centeredness in terms of both learner-generated contexts and content. Course design elements that support learner-centeredness in a heutagogical approach are presented below.</i><i style="background-color: white; color: #222222;"><b><br /></b></i><i style="background-color: white; color: #222222;"><b> Learner-defined learning contracts:</b> Learning contracts support students in defining and determining their individual learning paths. These individualized contracts, such as those used at distance education institution Empire State College (see www.esc.edu), define what will be learned (e.g., scope), how it will be learned (e.g., teaching and learning approaches, learning activities), and what will be assessed and how it will be assessed (Kenyon & Hase, 2010; Gilbert, 1975; Cristiano, 1993).</i><i style="background-color: white; color: #222222;"> </i> </span></blockquote>
<blockquote>
<span style="font-family: inherit; font-size: small;"><i style="background-color: white; color: #222222;"><b>Flexible curriculum:</b> In a self-determined learning environment, the learner is the driver in creating flexible curriculum, which is defined by the student: learners create the learning map, and instructors serve as the compass (Hase & Kenyon, 2007; Hase, 2009). Flexible curriculum in this sense is negotiated action learning, which adapts and evolves according to learner needs (Hase, 2009; Hase & Kenyon, 2007). Learners negotiate “how, when, where and to what upper (rather than minimal) level they want to take their learning” (Hase, 2009, p. 47).</i><i style="background-color: white; color: #222222;"> </i> </span></blockquote>
<blockquote>
<span style="font-family: inherit; font-size: small;"><i style="background-color: white; color: #222222;"><b>Learner-directed questions:</b> Learner-directed questions and the discussion that results from these questions are what guide learners and serve as mechanisms for helping learners make sense of course content, bring clarity to ideas, and promote individual and group reflection (Kenyon & Hase, 2001; Eberle, 2009). Guiding learners to define self-directed questions is one of the biggest challenges facing developers of heutagogical courses, as designers must be “creative enough to have learners ask questions about the universe they inhabit” (Kenyon & Hase, 2001, para. 29).</i><i style="background-color: white; color: #222222;"> <b> </b></i> </span></blockquote>
<blockquote>
<i style="background-color: white; color: #222222;"><span style="font-family: inherit; font-size: small;"><b>Flexible and negotiated assessment:</b> In heutagogy, the learner is involved in designing his or her assessment. Negotiated and learner-defined assessment has been shown to improve the motivation of learners and their involvement in the learning process, as well as make learners feel less threatened by instructor control of their learning process (Hase & Kenyon, 2007, p. 115; Hase, 2009; Ashton & Elliott, 2007; Canning, 2010). One way of incorporating negotiation into the assessment process is through the use of learning contracts (Hase, 2009). The assessment should include measurable forms of assessing understanding of content, including whether the learner has achieved the competencies desired. Rubrics can also be used effectively in guiding learners in their self-assessment process, for example by assessing “discussion skills, quality of work, outcomes, collaboration, academic soundness and knowledge of material” (Eberle, 2008, p. 186).</span></i></blockquote>
<blockquote>
<span style="font-family: inherit; font-size: small;"><i style="background-color: white; color: #222222;">Another dually important characteristic of heutagogy is that of reflective practice, “a critical learning skill associated with knowing how to learn” (Hase, 2009, p. 49).</i><i style="background-color: white; color: #222222;"><a href="http://www.irrodl.org/index.php/irrodl/article/view/1076/2087" style="color: #3299bb; text-decoration: none;">http://www.irrodl.org/index.php/irrodl/article/view/1076/2087</a></i></span></blockquote>
<b><span style="font-family: inherit; font-size: small;">ASSESSMENT AS LEARNING </span></b><br />
<span style="font-family: inherit; font-size: small;"><b><br /></b><iframe allowfullscreen="" frameborder="0" height="253" mozallowfullscreen="" src="https://player.vimeo.com/video/54289803" webkitallowfullscreen="" width="450"></iframe>
</span><br />
<span style="font-family: inherit; font-size: small;"><br /></span>
<span style="font-size: small;"><a href="http://twitter.com/shareski" target="_blank">Dean Shareski</a> talking assessment as learning</span><br />
<span style="font-size: small;">Of documenting learning along the way and reflecting</span><br />
<span style="font-size: small;">And the </span><span style="font-size: small;">big advantage that technology affords </span><br />
<span style="font-size: small;">Documenting with blogs and vido</span><br />
<span style="font-size: small;">That enables feedback from others </span><br />
<span style="font-size: small;">And opportunities to </span><span style="font-size: small;">self assess quality of work</span><br />
<span style="font-size: small;"><br /></span>
<span style="font-size: small;"><b>LEARNING CONTRACTS</b></span><br />
<span style="font-size: small;">from <a href="https://www.hastac.org/blogs/cathy-davidson/2015/08/16/getting-started-6-contract-grading-and-peer-review" target="_blank">Cathy N. Davidson</a></span><br />
<i><span style="font-family: inherit; font-size: small;"><br />Why Student-Centered Learning Needs An Alternative Credentialing Mechanism Cathy N Davidson</span></i><br />
<blockquote>
<i><span style="font-family: inherit; font-size: small;">This is the sixth in a series of blog posts I’m writing based on my own experiences with student-centered, open, peer, or connected learning (you can choose whichever term suits you: I’m agnostic about the terminology). My purpose is to offer step-by-step advice about the thinking, methods, assumptions, and practical choices that go into redesigning a classroom inspired by equality, not oppression (to use Paolo Freire’s famous terminology). A pedagogy of equality aims to support and inspire the greatest possible student success, creativity, individuality, and achievement, rather than more traditional hierarchies organized around a priori standards of selectivity, credentialing, standardization, ranking, and the status quo.</span></i> </blockquote>
<blockquote>
<i><span style="font-family: inherit; font-size: small;">That, of course, is the most binaristic way of framing the redesigned student-centered classroom. However, in the real world in which most students live, if they are paying tuition, they also want something more concrete than a sense of their own learning: they want some formal, institutional recognition of the effort they have invested in their learning. (Otherwise, why not just learn from a friend or from a book or online?)<br /> </span></i><i><span style="font-family: inherit; font-size: small;"><br /></span></i><i><span style="font-family: inherit; font-size: small;">That is where contract grading and peer evaluation come in. To my mind, they are the most expansive alternatives to conventional grading while still offering the student a meaningful, documentable, responsible credentialed form of credit for learning attainments. </span></i></blockquote>
<span style="font-family: inherit; font-size: small;">And from Dave Cormier <a href="http://davecormier.com/edblog/2012/05/07/grading_contract/" target="_blank">who has an excellent reference list at the end of his post</a></span><span style="font-family: inherit; font-size: small;">:</span><br />
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<blockquote>
<i><span style="font-family: inherit; font-size: small;">You need to ACTUALLY be open to student control</span><span style="font-family: inherit; font-size: small;"><br /></span><span style="font-family: inherit; font-size: small;">The one thing that everyone seems to agree upon is that shaping the course for themselves is the critical element to contract grading. If you create a situation where the contract exists, but students get little or not input into how its carried out (say you set things up where choice is very robotic, or checkbox like) it will not work.</span></i></blockquote>
<span style="font-family: inherit; font-size: small;">And <a href="http://possibilitiesabound.blogspot.com/2014/03/learning-pledges-in-connected-coaching.html" target="_blank">my personal experience with learning contracts</a> (with learner examples), which became learning pledges at a learner's suggestion.</span><br />
<span style="font-family: inherit; font-size: small;"><br /></span>
<b><span style="font-family: inherit; font-size: small;">AUTHENTIC ASSESSMENT</span></b><br />
<a href="https://blended.online.ucf.edu/blendkit-course-blendkit-reader-chapter-3/" target="_blank"><span style="font-family: inherit; font-size: small;">From the BlendKit2017 Week 3 reading:</span></a><br />
<blockquote class="tr_bq">
<span style="background-color: white; color: #262626;"><i><span style="font-family: inherit; font-size: small;">Authentic assessment—assessing student abilities to apply knowledge, skills, and attitudes to real world problems</span></i></span></blockquote>
Observations, presentations, videos that document learning<br />
With feedback from global experts-- authors, historians, scientists<br />
Collaboration with experts in the field-- gathering data<br />
Presenting to professional meetings<br />
Moving to collective action projects to make a difference<br />
And leveraging the technology to collaborate, share<br />
Examples from <a href="http://mediatedcultures.net/michael-wesch/" target="_blank">Michael Wesch</a><br />
<br /></div>
<br />
And<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="253" src="https://www.youtube.com/embed/m8pz9ESHuvY?rel=0" width="450"></iframe><br />
<span style="font-family: inherit; font-size: small;"><br /><b>ASSESSMENT 2.0</b></span><br />
<span style="font-family: inherit; font-size: small;"><a href="https://dspace.lboro.ac.uk/dspace-jspui/bitstream/2134/4543/1/Elliott%20B.pdf" target="_blank">Lots to think on here; an excerpt below:</a></span><br />
<blockquote class="tr_bq">
<i><span style="font-family: inherit; font-size: small;">Characteristics of Assessment 2.0</span><span style="font-family: inherit; font-size: small;"><br /></span><span style="font-family: inherit; font-size: small;">The type of assessment activity best suited to the digital native would exhibit some or all of the following characteristics.</span></i><br />
<ul>
<li><i>Authentic: involving real-world knowledge and skills.</i></li>
<li><i>Personalised: tailored to the knowledge, skills and interests of each student.</i></li>
<li><i>Negotiated: agreed between the learner and the teacher.</i></li>
<li><i>Problem oriented: original tasks requiring genuine problem solving skills. Socially constructed: using the student’s social networks.</i></li>
<li><i>Collaboratively produced: produced in partnership with fellow students.</i></li>
<li><i>Recognise existing skills: willing to accredit the student’s existing work.</i></li>
</ul>
<i><span style="font-family: inherit; font-size: small;"><br /></span><span style="font-family: inherit; font-size: small;">And the type of evidence that best fits this type of assessment would be:</span></i><br />
<ul>
<li><i>naturally occurring: already in existence or generated out of personal interest</i></li>
<li><i>digital: such as e-mail, instant message logs, blog posts, wiki contributions, audio and video recordings</i></li>
<li><i>multimedia: existing in text, audio and video format</i></li>
<li><i>distributed: may be scattered across various sources (such as web sites, blogs, inbox, iPod).</i></li>
</ul>
</blockquote>
<span style="font-family: inherit; font-size: small;"><br /><b>FORMATIVE ASSESSMENT</b> (last but so important)</span><br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkNLHcQv0hEQ24gQfpm6qetx4wHdS2s4nBUPRnpDB9xVk-ItPv89rYOhTAtG_a_ikag5XFej51378XEWaX4saATVIfuI7uyB6JIznxpJ7NnRGOEufRLTggTo_7WdWuzg78rBZSlA/s1600/formative.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: inherit; font-size: small;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkNLHcQv0hEQ24gQfpm6qetx4wHdS2s4nBUPRnpDB9xVk-ItPv89rYOhTAtG_a_ikag5XFej51378XEWaX4saATVIfuI7uyB6JIznxpJ7NnRGOEufRLTggTo_7WdWuzg78rBZSlA/s400/formative.jpg" width="400" /></span></a></td></tr>
<tr><td class="tr-caption"><span style="font-family: inherit; font-size: small;">"Powerpoint Slide: "The power of formative assessment"" flickr photo by Ken Whytock https://flickr.com/photos/kenwhytock/8516967532 shared under a Creative Commons (BY-NC) license</span><br />
<blockquote class="tr_bq" style="text-align: left;">
<span style="font-family: inherit; font-size: small;"><a href="http://1.%20clarifying%2C%20sharing%2C%20and%20understanding%20learning%20intentions%20and%20criteria%20for%20success%C2%A0%E2%80%93%20getting%20the%20students%20to%20really%20understand%20what%20their%20classroom%20experience%20will%20be%20and%20how%20their%20success%20will%20be%20measured.%202.%20engineering%20effective%20classroom%20discussions%2C%20activities%2C%20and%20learning%20tasks%20that%20elicit%20evidence%20of%20learning%C2%A0%E2%80%93%20developing%20effective%20classroom%20instructional%20strategies%20that%20allow%20for%20the%20measurement%20of%20success.%203.%20providing%20feedback%20that%20moves%20learning%20forward%C2%A0%E2%80%93%20working%20with%20students%20to%20provide%20them%20the%20information%20they%20need%20to%20better%20understand%20problems%20and%20solutions.%204.%20activating%20learners%20as%20instructional%20resources%20for%20one%20another%C2%A0%E2%80%93%20getting%20students%20involved%20with%20each%20other%20in%20discussions%20and%20working%20groups%20can%20help%20improve%20student%20learning.%205.%20activating%20learners%20as%20owners%20of%20their%20own%20learning/" target="_blank">The 5 Formative Assessment strategies to improve learning</a><br /><span style="font-style: italic;">•1. Clarifying, sharing, and understanding learning intentions and criteria for success – getting the students to really understand what their classroom experience will be and how their success will be measured. </span><span style="text-align: center;"> </span></span>
<br />
<blockquote class="tr_bq" style="text-align: left;">
<span style="font-family: inherit; font-size: small;"><span style="font-style: italic;"></span><span style="font-style: italic;">•2. Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning – developing effective classroom instructional strategies that allow for the measurement of success. </span><span style="text-align: center;"> </span></span></blockquote>
<blockquote class="tr_bq" style="text-align: left;">
<span style="font-family: inherit; font-size: small;"><span style="font-style: italic;"></span><span style="font-style: italic;">•3. Providing feedback that moves learning forward – working with students to provide them the information they need to better understand problems and solutions. </span><span style="text-align: center;"> </span></span></blockquote>
<blockquote class="tr_bq" style="text-align: left;">
<span style="font-family: inherit; font-size: small;"><span style="font-style: italic;"></span><span style="font-style: italic;">•4. Activating learners as instructional resources for one another – getting students involved with each other in discussions and working groups can help improve student learning. </span><span style="text-align: center;"> </span></span></blockquote>
<blockquote class="tr_bq" style="text-align: left;">
<span style="font-family: inherit; font-size: small;"><span style="font-style: italic;"></span><span style="font-style: italic;">•5. Activating learners as owners of their own learning</span></span></blockquote>
<div style="text-align: left;">
<span style="font-family: inherit; font-size: small;">Technology again, transforms the possibilities with <a href="http://goformative.com/" target="_blank">Formative</a>, <a href="https://padlet.com/" target="_blank">Padlet</a>, <a href="https://www.tricider.com/home" target="_blank">Tricider</a>, and blog posts that ask learners to make their <a href="http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html" target="_blank">thinking visible</a>. </span></div>
</blockquote>
</td></tr>
</tbody></table>
<span style="font-family: inherit; font-size: small;">So many pieces to think on<br />To adopt the best lens for assessing learning<br />Always a puzzle picture in progress<br />Always room to make it better<br />Always seeking approaches that support learners in enhancing, deepening their own learning</span><br />
<div>
<span style="font-family: inherit; font-size: small;"><br />To be continued-- this puzzle always needing additional pieces</span></div>
Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com0tag:blogger.com,1999:blog-7462201.post-18869123942805205912017-03-15T14:23:00.000-04:002017-03-15T14:23:26.803-04:00Wide Open 2: Lake Erie and Collaboration in Blended Learning<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdAhQPs9NDn2R9xB4yyKruJTdit3WWw1ggG4EbxbDcsZSV_bDO_6Zm6JnDWKWMaQPeaJHbA533tW4iEsnxOBytGaunHCCbu5vIchjBQ8Q3g_rkvEoB9TLmXfj7jYgMR8_osCrx2Q/s1600/wide+open+2.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: inherit; font-size: x-small;"><img border="0" height="237" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdAhQPs9NDn2R9xB4yyKruJTdit3WWw1ggG4EbxbDcsZSV_bDO_6Zm6JnDWKWMaQPeaJHbA533tW4iEsnxOBytGaunHCCbu5vIchjBQ8Q3g_rkvEoB9TLmXfj7jYgMR8_osCrx2Q/s400/wide+open+2.PNG" width="400" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: inherit; font-size: x-small;">Captured from https://weather.com/weather/today/l/44024:4:US</span></td></tr>
</tbody></table>
<span style="font-family: inherit; font-size: x-small;">Twenty-four hours and 12 inches or more later (<a href="http://possibilitiesabound.blogspot.com/2017/03/wide-open-1-lake-erie-and-models.html">referencing previous post</a>)<br />The lake remains wide open<br />And the snow has moved to the south and east<br />Exemplifying the potential of so many possibilities<br /><br /> And I continue to reflect on similar potential and possibilities for wide open collaboration in blended learning, stretching perhaps key concepts from <a href="https://blended.online.ucf.edu/blendkit-course-blendkit-reader-chapter-2/">Chapter 2 reading for BlendKit2017</a>--<br /><br /> As an advocate of minimal guidance for learning and yet recognizing </span><blockquote class="tr_bq">
<span style="font-family: inherit; font-size: x-small;"><i>"The conceptual network of an expert is more richly connected, nuanced, and diverse than that of a novice." </i><span style="background-color: white; color: #262626;">Gardner, H. (2006). Five minds for the future. Boston: Harvard Business School Press. (quoted in the reading)</span></span></blockquote>
<span style="font-family: inherit; font-size: x-small;">however, sensing they are not mutually exclusive. What is/can be the potential for learning if the "design and incorporation of environmental cues" lends itself to wide open collaboration and skillful, accomplished questioning by an expert learner throughout the collaborations? Questions that mediate thinking and enable more novice learners to make those connections and recognize those nuances?</span><br />
<span style="font-family: inherit; font-size: x-small;"><br /></span>
<span style="font-family: inherit; font-size: x-small;">Collaboration-- moving from interaction to wide open collaboration and meaningful conversations among learners and even more than conversation to co creation and co construction may open wide avenues for learning. Baker, Jensen and Kolb highlight the importance of the conversations:</span><span style="font-family: inherit; font-size: x-small;"><span style="font-family: inherit; font-size: xx-small;"><br /></span>
</span><br />
<blockquote class="tr_bq" style="background-color: white; border: 0px; color: #444444; line-height: 1.5em; padding: 0px; text-align: left; vertical-align: baseline;">
<span style="font-family: inherit;"><i><span style="font-family: inherit; font-size: x-small;"><span style="border: 0px; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="border: 0px; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">"Conversation is at once the most ordinary and most profound of human activities. </span></span></span></i><i><span style="font-family: inherit; font-size: x-small;"><span style="border: 0px; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="border: 0px; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">It is ubiquitous, ever present, and all around us. In it many forms-- face to face, telephone, among written texts, or in cyberspace-- </span></span></span></i><i><span style="font-family: inherit; font-size: x-small;"><span style="border: 0px; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="border: 0px; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">conversation is a process of interpreting and understanding human experience." </span></span></span></i><span style="font-family: inherit; font-size: x-small;"><span style="border: 0px; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="border: 0px; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;"><i>--</i>Conversational Learning: An Experiential Approach to Knowledge Creation, Baker, Jensen and Kolb 2002</span></span></span></span></blockquote>
<span style="font-family: inherit; font-size: x-small;">What if in those conversations, those interactions, an expert learner(s) injects skillful questions? In what ways does that engender deeper learning? The art of questioning that effectively mediates thinking and learning is a skill I strive to become more adept at and requires lots of practice and reflection. It's one that appears essential to me for both face to face and blended learning facilitation of conversations. <a href="http://creech-online.com/blendkit-week-2-reading-reaction/">Brett Creech in his post</a> questions the possibilities of asynchronous discussions and this caught my attention:</span><blockquote class="tr_bq">
<span style="font-family: inherit; font-size: x-small;"><span style="background-color: white; color: #494949; font-family: inherit;"><i>"asynchronous conversations take place in the impersonal comfort of a graded discussion forum where it was required for students to post an original thought and two responses to fellow students. Students are expected to keep the conversation civil and it’s written down as a rule of conversation, and to stay on topic. This is not to say there can’t be strong debates in an asynchronous environment, but a lack of non-verbal communication may not make readers of another student’s post fully aware of that student’s passion for or against the topic of the day."</i></span></span></blockquote>
<span style="font-family: inherit; font-size: x-small;">I guess I'm wondering and thinking that encouraging the development of a community of learners and their collaboration in addition to modeling leveraging the affordances of technology in conversations with images and/or video in conjunction with skillful questions and a light online voice might/can alleviate the flatness of a text environment.<br /><br />In addition to those conversations, I'm wondering on also stretching the interactions noted in the reading more wide open, moving from interaction to collaboration and co constuction/co creation. Not explicitly mentioned in the reading as trust building-- opening activities to get to know each other, using a wiki to <i>"state viewpoints"</i> create that kind of trust needed to participate in co construction of knowledge and civil discourse. Minus relationships and trust, isn't that learning is restricted and restrained?</span><div>
<span style="font-family: inherit; font-size: x-small;"><br /></span></div>
<div>
<span style="font-family: inherit; font-size: x-small;">What if an initial activity might be the co creation of a online presentation that delineates initial understandings of a topic? Like this created by learners in the March 2016 Blended Learning course from <a href="http://plpnetwork.com/">Powerful Learning Practice</a>?</span><span style="font-family: inherit; font-size: x-small;"><span style="font-family: inherit; font-size: xx-small;"><br /></span>
<span style="font-family: inherit; font-size: xx-small;"><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1c4pL26BOr1hBxP6RcRIejNl9RX_WWyx5-lzmHFZ3Kek/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></span></span><br />
<span style="font-family: inherit; font-size: x-small;"><br />Or in a collective wondering, participating together in developing learner questions on the topic under consideration. Using <a href="https://todaysmeet.com/">Todays Meet</a>, <a href="http://twitter.com/">Twitter</a> with a hashtag, a chat service or a <a href="http://docs.google.com/">Google Doc</a>, bringing learner questions back into face to face discussions. In <a href="https://docs.google.com/document/d/1H00m427Xsj70bDnNDQqN3VLvyNbtDZEWtUqw6LU0SAg/edit">this example</a>, the questions from a collective wondering in <i>The Connected Educator Month Book Club</i> have been "chunked" by leaders and then everyone added their thoughts and ideas to the questions. <br /><br /> An additional example of co construction of knowledge is the following collaborative presentation from a unit on the study of building trust online. In addition to the ideas from learners in the course, the twitterverse was invited to add their thoughts too.</span><span style="font-family: inherit; font-size: x-small;"><span style="white-space: pre-wrap;"><span style="font-family: inherit; font-size: xx-small;"><br /></span></span>
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<span style="font-family: inherit; font-size: x-small;"><br /><br />The co construction piece, in the open, seems pretty powerful to me as I've observed from the facilitator role learners co creating repository of resources around a topic, annotating resources together (much like in this MOOCs readings), creating study guides, and moving up <a href="http://twitter.com/snbeach" target="_blank">Sheryl Nussbaum-Beach's</a> connected learner scale to collective action.</span></div>
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<span style="font-family: inherit; font-size: x-small;">Those co creations, that collective action, those conversations enable wide open possibilities for profound learning, in my humble opinion.<br /><br />Which brings me back to the lake and wide open-- with a wide open lake this time of year, it is beautiful and there are uncertainties requiring the expertise of our weatherperson who is critical in guiding our actions and keeping us safe. It seems to me this is the same with learning. Designing and creating open wide learning, in this case blended learning in which collaboration (interaction) leads to incredible possibilities necessitates designers with expertise in creating just the right conditions and facilitation that can minimally guide learners to vast open landscapes of learning yet realized.<br /><br />As always, thinking and reflecting on this to be continued----</span></div>
Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com0tag:blogger.com,1999:blog-7462201.post-26746627220459812892017-03-14T19:40:00.001-04:002017-03-14T19:40:40.698-04:00Wide Open 1: Lake Erie and Models Underlying Blended Learning Design<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2-tLnYR1L_fETMymYMHZHkc90aVSTGSg39zQoZVIpVyjJph6m6HUOfBvXa7r3CBljVrhN-gcj1OU3m08rGTtWz7faAO0hjkOlSqvMtNjczAVlLAlkUSXxRwUTNGrOLVP8g_rdiQ/s1600/wide+open.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: inherit; font-size: x-small;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2-tLnYR1L_fETMymYMHZHkc90aVSTGSg39zQoZVIpVyjJph6m6HUOfBvXa7r3CBljVrhN-gcj1OU3m08rGTtWz7faAO0hjkOlSqvMtNjczAVlLAlkUSXxRwUTNGrOLVP8g_rdiQ/s400/wide+open.jpg" width="400" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: inherit; font-size: x-small;">"Cleveland Skyline from Lake Erie" flickr photo by ralpe https://flickr.com/photos/ralpe/9431480605 shared under a Creative Commons (BY-SA) license</span></td></tr>
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<span style="font-family: inherit; font-size: x-small;">An unusually warm February and the lake is wide open</span><br />
<span style="font-family: inherit; font-size: x-small;">No ice</span><br />
<span style="font-family: inherit; font-size: x-small;">Anywhere</span><br />
<span style="font-family: inherit; font-size: x-small;">Ripe for our current "winter storm warning" for Lake Effect Snow where the possibilities for accumulation are endless.</span><br />
<span style="font-family: inherit; font-size: x-small;">And that can lead to this:</span><br />
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<span style="font-family: inherit; font-size: x-small;">Or this-- In <a href="http://journals.ametsoc.org/doi/pdf/10.1175/1520-0477(1999)080%3C1107:AROSDN%3E2.0.CO%3B2">November of 1996 with a lake wide open, 6 days and 60 inches</a> totally validated the possibilities under such conditions. Minus the open lake-- less potential.</span><span style="font-family: inherit; font-size: x-small;"><br /></span>
<span style="font-family: inherit; font-size: x-small;">Wide open and the possibilities (as I ponder how much snow we'll end up with by the end of the current storm.) that struck me, as I sit here also thinking on blended learning and <a href="https://blended.online.ucf.edu/blendkit-course-blendkit-reader-chapter-2/" target="_blank">BlendKit's week 2 topic of blended interactions</a></span><br />
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<span style="font-family: inherit; font-size: x-small;">What might be those possibilities if our model for design is wide open?</span><br />
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<span style="font-family: inherit; font-size: x-small;">If we adapt and adopt elements of John Seely Brown's atelier model, Clarence Fishers network administrator, and George Siemens curatorial learning as we design blended learning? Not excluding one or another but carefully selecting and synthesizing approaches for each learning environment, learning opportunity. What result might we see?</span><br />
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<span style="font-family: inherit; font-size: x-small;">When I reflect on the <a href="http://plpnetwork.com/" target="_blank">Powerful Learning Practice</a> Blended Learning course I designed, I detect that kind of adoption (not necessarily knowingly or intentionally.) For example, <a href="http://lanihall.edublogs.org/" target="_blank">everyone contributed to a class blog</a> initially with my posting on the main blog. It is an open studio type space where everyone can reply and learn from each other, elements of an atelier model.</span><br />
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<span style="font-family: inherit; font-size: x-small;">In addition, each learner was encouraged to develop their personal dashboard, with common resources on blended learning, and individual selections reflecting their own passion around the topic-- embracing the role of network administrator, with Clarence's guidance on the best tool for that purpose, <a href="http://www.netvibes.com/lanihall#blended_learning_news" target="_blank">Netvibes (the one page I shared with them as an example)</a>.</span><br />
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<span style="font-family: inherit; font-size: x-small;">With an inquiry design, taking on a curatorial model, I created playlists of possible resources for each unit or topic from which learners could browse and select creating a learning environment in which encouraged a wayfinding. The playlist below, an example is from a unit on questioning/feedback.</span><br />
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<span style="font-family: inherit; font-size: x-small;">Pushing or blurring boundaries-- creating more wide open learning environments full of possibilities. And thinking more deeply now--wondering if/how that corrupts/lessens opportunity for learning?</span><br />
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<span style="font-family: inherit; font-size: x-small;">And realizing a need to continue reflection upon both <a href="http://edudemic.com/wp-content/uploads/2013/05/learningtheories-full.pdf" target="_blank">learning theories</a> that speak to me and models as basis for design while currently re-exploring <a href="https://www.learning-theories.com/situated-learning-theory-lave.html" target="_blank">situated learning theory</a>, the notion of cognitive apprenticship especially social interaction and collaboration as essential components. </span><br />
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<span style="font-family: inherit; font-size: x-small;">Aspiring for the best of wide open blended learning-- and a need, I'm thinking, to be open, adaptive, and curious in the quest to create environments engendering the greatest potential for extraordinary blended learning.</span><br />
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Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com0tag:blogger.com,1999:blog-7462201.post-43620321525982999232017-03-10T10:27:00.001-05:002017-03-10T10:27:30.951-05:00Blending: Cauliflower Hashbrowns and Learning<div class="separator" style="clear: both; text-align: center;">
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<tr><td class="tr-caption"><span style="font-family: inherit; font-size: x-small;">"Blend" flickr photo by Andy Saxton3000 https://flickr.com/photos/andy-saxton2006/6115651293 shared under a Creative Commons (BY-NC-ND) license</span><br />
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<span style="font-family: inherit; font-size: x-small;">Compelled to change to a low carb diet by my Gus' recent diabetes diagnosis and with that selecting from a seemingly endless list of recipes for cauliflower, hashbrowns was one that caught my eye.</span></div>
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<span style="font-family: inherit; font-size: x-small;">Now, we've always enjoyed cauliflower with appropriate spices to tintillate our taste buds. And so, my journey into blending just the right seasonings and processing to transform this veggie into hashbrowns. The first attempt-- and reponse from Gus-- "It has no taste." The second attempt--"It's pretty soggy." The blending of spices and the consistency didn't transform/enhance/change the cauliflower. So I tweaked the blend-- I cooked the cauliflower rice in the microwave longer, I added more cheese, and I looked for seasonings that would make the change we wished to see (hot peppers, more basil, lots of pepper and a bit of mustard). A different blend and an expanded cauliflower outcome that brought smiles and satisfaction.</span></div>
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<span style="font-family: inherit; font-size: x-small;">A coincidence perhaps-- those hashbrowns prompted me to consider possibililities as I sought a deeper understanding of blended learning. Having designed and facilitated an online course on Blended Learning for <a href="http://plpnetwork.com/" target="_blank">Powerful Learning Practice</a>, I was anxious to reflect on that design based on the resources provided in the <i><a href="https://blended.online.ucf.edu/blendkit-course/" target="_blank">BlendKit 2017: Becoming a Blended Learning Designer</a></i> MOOC in which I enrolled.</span></div>
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<span style="font-family: inherit; font-size: x-small;">Starting with basic understandings, the <span style="text-align: center;"><a href="https://blended.online.ucf.edu/blendkit-course-blendkit-reader-chapter-1/" target="_blank">BlendKit Reader Third Edition</a> notes:</span></span></div>
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<span style="font-family: inherit; font-size: x-small;"><span style="background-color: white; color: #262626; font-style: italic;">"Blended courses (also known as hybrid or mixed-mode courses) are classes where </span><span style="background: rgb(255 , 255 , 255); border: 0px; color: #262626; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><i style="font-weight: bold;">a portion of the traditional face-to-face instruction is replaced by web-based online learning." </i>(emphasis their own)</span></span></blockquote>
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<span style="font-family: inherit; font-size: x-small;">Two aspects jumped out at me before I continued reading: </span></div>
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<span style="font-family: inherit; font-size: x-small;">1. "<i style="color: #262626; font-weight: bold;">traditional face-to-face </i><i style="font-weight: bold;"><span style="color: blue;">instruction</span></i><i style="color: #262626; font-weight: bold;"> is replaced by web-based online </i><i style="font-weight: bold;"><span style="color: blue;">learning</span></i><i style="color: #262626; font-weight: bold;">" </i><span style="color: #262626;">brought me to question, the process of redesign-- shouldn't the focus be on learning and the environment that best enables it, rather than instruction for all components? And how that lens engenders a multitude of what may have been previously unrealized possibilities? If we adopt the perspective that technology is the conduit for opportunities for learning not available without it, how does that influence redesign of optimal learning environments?</span></span></div>
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<span style="color: #262626;"><span style="font-family: inherit; font-size: x-small;">2. And where is learner voice and choice (an important tenet in K12 blended learning illustrated below <a href="https://usergeneratededucation.files.wordpress.com/2015/08/learnchoice-voice1.jpg" target="_blank">by Jackie Gerstein</a> and also found in an <a href="https://docs.google.com/document/d/1bRFu673lvcEYUjFcKghFm1-bDoeybGCsHqIdRbswJ2A/edit" target="_blank">enlarged version here</a>)? That had been foremost in my mind as I designed the Blended Learning eCourse.</span></span><br />
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<span style="color: #262626;"><span style="font-family: inherit; font-size: x-small;">In addition, from that same reading:</span></span><br />
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<span style="color: #262626;"><span style="font-family: inherit; font-size: x-small;"><i>"blended learning lends itself to learner-centered, teacher-guided (as opposed to teacher-directed), interactive, and student-collaborative learning."</i></span></span></blockquote>
<span style="font-family: inherit; font-size: x-small;">I'm wondering on and envisioning the possibilities for learning when blended learning is reworked to be learner directed, learner governed-- when that is a foundation for redesigning environments for learning. <a href="http://www.elearnspace.org/Articles/InstructionalDesign.htm" target="_blank">George Siemens</a>' quote later in the reading seemed to reaffirm that view:</span><br />
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<span style="font-family: inherit; font-size: x-small;"><i>"By recognizing learning as a messy, nebulous, informal, chaotic process, we need to rethink how we design our instruction. ...</i><i><span style="background-color: white; color: #262626;"> </span><span style="background-color: white; color: #262626;">learners can be provided with a rich array of tools and information sources to use in creating their own learning pathways."</span></i><span style="background-color: white; color: #262626;"> </span></span></blockquote>
<span style="font-family: inherit; font-size: x-small;">That resonates with me as well as did the studio based instruction delineated in <i>Figure 31.3. Continuum of Instructional Practice Typically Found in Online and Blended Learning</i> of the reading which was to the right of blended learning with a greater emphasis on learner agency.</span><br />
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<span style="font-family: inherit; font-size: x-small;">Not a complete articulation -- rather a clearer jumping off point for further thinking then. </span><br />
<span style="font-family: inherit; font-size: x-small;">Blended Learning as learning face to face and web based </span><br />
<span style="font-family: inherit; font-size: x-small;">That leverages technology to learn in ways not previously available </span><br />
<span style="font-family: inherit; font-size: x-small;">That enables learner choice and voice</span><br />
<span style="font-family: inherit; font-size: x-small;">That is messy</span><br />
<span style="font-family: inherit; font-size: x-small;">And as <a href="http://co-laborar.blogspot.com/2017/03/blendkit2017-chapter-1-reading-reaction.html?spref=tw" target="_blank">Jackie Ramsey noted</a> (a paraphrase of what she wrote) more than enhancement for learning as we holistically redesign. </span><br />
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<span style="font-family: inherit; font-size: x-small;">Which brings me back to the hashbrowns-- these weren't an enhanced version of cauliflower. These were a unique blend of process and ingredients that led to a tasty dish that expanded our cuisine. So with blended learning-- getting that unique blend of process and components that will expand and transform learning.</span></div>
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Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com0tag:blogger.com,1999:blog-7462201.post-52516985003707634432017-03-01T14:27:00.000-05:002017-03-01T14:27:05.399-05:00Hope -- my one word for 2017 <br />
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<tr><td class="tr-caption" style="text-align: center;">"Hope" flickr photo by mclcbooks https://flickr.com/photos/39877441@N05/25915383181 shared under a Creative Commons (BY-NC-ND) license</td></tr>
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Hope for Gus' health--<br />
Hope for our children's education--<br />
Hope for our country--<br />
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This post, outlined in my head, half written as a draft for a number of months, now briefly summarizing thoughts I've discovered and uncovered. For I believe that hope will enable possibilities, often ones we've never imagined or ones that seemingly now appear so distant.<br />
<br />
C. R. Snyder’s work from the University of Kansas at Lawrence, shows that hope is a function of struggle. (<a href="http://www.onbeing.org/blog/courage-is-born-from-struggle-brene-brown/">http://www.onbeing.org/blog/courage-is-born-from-struggle-brene-brown/</a>) And as I witness Gus' epic struggle with his MS, I hold hope--<br />
Like John Steinbeck:<br />
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<i>Not that I have lost any hope. All the goodness and the heroisms will rise up again, then be cut down again and rise up. It isn’t that the evil thing wins — it never will — but that it doesn’t die. I don’t know why we should expect it to. It seems fairly obvious that two sides of a mirror are required before one has a mirror, that two forces are necessary in man before he is man. </i>(<a href="https://www.brainpickings.org/2016/12/30/john-steinbeck-new-year/">https://www.brainpickings.org/2016/12/30/john-steinbeck-new-year/</a>)</blockquote>
<br />
And as I consider the seeming trajectory of our nation and our public schools, hope, as Synder says will be "the fuel". The fuel to help us reach our aspirations and our dreams-- those of a meaningful public education for every student and those of a democracy in all of its idiosyncracies and beauty that not only prevails but thrives.<br />
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<i>To Snyder, hope reflects the interaction between your goals, your sense of personal agency, and your pathfinding ability. It’s your ability to link your present to imagined futures. After all, much of life is contemplating, pursuing, and completing goals — what you might colloquially call dreams — and hope is the fuel that gets you there.</i><br />(<a href="http://nymag.com/scienceofus/2016/12/is-hope-good-for-you.html">http://nymag.com/scienceofus/2016/12/is-hope-good-for-you.html</a>)</blockquote>
<br />
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<b>Hope</b></div>
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</div>
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<i>It hovers in dark corners</i></div>
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<i>before the lights are turned on,</i></div>
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<i>it shakes sleep from its eyes</i></div>
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<i>and drops from mushroom gills,</i></div>
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<i>it explodes in the starry heads</i></div>
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<i>of dandelions turned sages,</i></div>
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<i>it sticks to the wings of green angels</i></div>
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<i>that sail from the tops of maples.</i></div>
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<br /></div>
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<i>It sprouts in each occluded eye</i></div>
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<i>of the many-eyed potato,</i></div>
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<i>it lives in each earthworm segment</i></div>
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<i>surviving cruelty,</i></div>
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<i>it is the motion that runs the tail of a dog,</i></div>
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<i>it is the mouth that inflates the lungs</i></div>
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<i>of the child that has just been born. </i></div>
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<br /></div>
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<i>It is the singular gift</i></div>
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<i>we cannot destroy in ourselves,</i></div>
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<i>the argument that refutes death,</i></div>
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<i>the genius that invents the future,</i></div>
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<i>all we know of God.</i></div>
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<br /></div>
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<i>It is the serum which makes us swear</i></div>
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<i>not to betray one another;</i></div>
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<i>it is in this poem, trying to speak.</i></div>
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</div>
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~ Lisel Mueller ~</div>
Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com1tag:blogger.com,1999:blog-7462201.post-77709657360184286092017-01-26T11:18:00.001-05:002017-01-26T11:18:32.109-05:00Neglected--<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTgOpSytU_8jPKDCk5wgKX1SVKeHBEjOe55q7xPqfxhyphenhyphengOnzKwIUo1tDuOwf7A1jsqJhM074Qyj7cAA9e8GspRDrfj_Xubn793maWnUjqtQg2tL0d2QBTqzpSYmQ4uQbmZHa225g/s1600/neglected.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTgOpSytU_8jPKDCk5wgKX1SVKeHBEjOe55q7xPqfxhyphenhyphengOnzKwIUo1tDuOwf7A1jsqJhM074Qyj7cAA9e8GspRDrfj_Xubn793maWnUjqtQg2tL0d2QBTqzpSYmQ4uQbmZHa225g/s400/neglected.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">"Neglect" flickr photo by jblahblahblah https://flickr.com/photos/easy_rhino/6291748813 shared under a Creative Commons (BY-SA) license</td></tr>
</tbody></table>
This space--<br />
idle<br />
dried up<br />
neglected<br />
left to wither<br />
<br />
With life pulling in different directions<br />
<br />
Now an attempt to bring life to it<br />
To renew and reinvigorate<br />
To again clarify and document thinking<br />
<br />Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com0tag:blogger.com,1999:blog-7462201.post-37512023429614714012016-03-20T20:36:00.000-04:002016-03-20T20:36:27.110-04:00Self-directed learning is hard--<div class="separator tr_bq" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyL2sfg_8IOj4NiRQyafehb86Jc7LQgu76Y2SlKcg6-SZ4yQrLoQBKXMhKLQ4A7LObdwpvkg4RK-SOT4GPtjktkRZoFKLlTMNysFV5hD9ypf6ySqreH54hRt9wY3kSP5w0c5Iifw/s1600/self+directed+learning+is+hard.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="83" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyL2sfg_8IOj4NiRQyafehb86Jc7LQgu76Y2SlKcg6-SZ4yQrLoQBKXMhKLQ4A7LObdwpvkg4RK-SOT4GPtjktkRZoFKLlTMNysFV5hD9ypf6ySqreH54hRt9wY3kSP5w0c5Iifw/s400/self+directed+learning+is+hard.PNG" width="400" /></a></div>
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<i>Click to enlarge the image above</i></h1>
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<i>“We do not learn from experience... we learn from reflecting on experience.”</i> ― <a class="authorOrTitle" href="http://www.goodreads.com/author/show/42738.John_Dewey" style="color: #333333; font-family: Lato, 'Helvetica Neue', Helvetica, sans-serif; font-weight: bold; text-decoration: none;">John Dewey</a></h1>
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Almost over--</div>
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The <a href="http://plpnetwork.com/blended-learning/" target="_blank">Blended Learning eCourse</a></div>
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And I've lots of thinking to do following 8 weeks with a group of accomplished co-learners. My burning question: <i>What can I learn from what transpired and how can I grow the learning environment to best enable the deepest learning?</i></div>
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This is the first in a number of reflections</div>
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The focus-- self-directed learning</div>
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Learners from different backgrounds with varying goals collaborate to come to a deeper understanding of blended learning-- elementary teachers, integration specialists, consultants, middle grades educators. The learning environment is designed to be self-directed, even more self-governed with personal learning pledges, a menu of resources and multiple options for collaborating and deepening understanding. Intentionally based on research, some of what I found to be critical to my thinking:</div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjexkj0fKunqgawY0SZNGk-MFNr9j5kKxGAFAouTfoQYjsQmsFK4JV5Z_Q8-P8H8UqAxJ4r9VNwPxauDswSB0QyE5b5xJvHoTfGN0NnJRnGYsCPqZrPtDbhoTv8jbmwEmBLTef8LA/s1600/self+directed+learning.PNG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="56" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjexkj0fKunqgawY0SZNGk-MFNr9j5kKxGAFAouTfoQYjsQmsFK4JV5Z_Q8-P8H8UqAxJ4r9VNwPxauDswSB0QyE5b5xJvHoTfGN0NnJRnGYsCPqZrPtDbhoTv8jbmwEmBLTef8LA/s400/self+directed+learning.PNG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small; text-align: start;"><i>http://cme.mcgill.ca/sdl/v0.07/index.php</i></span></td></tr>
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<span style="font-style: italic;">Click to enlarge the image of text above</span></div>
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<i>In self-determined learning, it is important that learners acquire both competencies and capabilities (Stephenson, 1994 as cited in McAuliffe et al., 2008, p. 3; Hase & Kenyon, 2000, 2007). Competency can be understood as proven ability in acquiring knowledge and skills, while capability is characterized by learner confidence in his or her competency and, as a result, the ability “to take appropriate and effective action to formulate and solve problems in both familiar and unfamiliar and changing settings” (Cairns, 2000, p. 1, as cited in Gardner, Hase, Gardner, Dunn, & Carryer, 2007, p. 252). Capable people exhibit the following traits: self-efficacy, in knowing how to learn and continuously reflect on the learning process; communication and teamwork skills, working well with others and being openly communicative; creativity, particularly in applying competencies to new and unfamiliar situations and by being adaptable and flexible in approach; positive values (Hase & Kenyon, 2000; Kenyon & Hase, 2010; Gardner et al., 2007).<br />When learners are competent, they demonstrate the acquisition of knowledge and skills; skills can be repeated and knowledge retrieved. When learners are capable, skills and knowledge can be reproduced in unfamiliar situations. Capability is then the extension of one’s own competence, and without competency there cannot be capability. Through the process of double-looping, learners become more aware of their preferred learning style and can easily adapt new learning situations to their learning styles, thus making them more capable learners. With its dual focus on competencies and capability, heutagogy moves educators a step closer toward better addressing the needs of adult learners in complex and changing work environments (Bhoryrub et al., 2010).</i></blockquote>
<blockquote>
<i>When designing a self-determined learner experience, certain considerations should be made. A heutagogical approach to learning and teaching is characterized first and foremost by learner-centeredness in terms of both learner-generated contexts and content. Course design elements that support learner-centeredness in a heutagogical approach are presented below.<br /><b>Learner-defined learning contracts</b>: Learning contracts support students in defining and determining their individual learning paths. These individualized contracts, such as those used at distance education institution Empire State College (see www.esc.edu), define what will be learned (e.g., scope), how it will be learned (e.g., teaching and learning approaches, learning activities), and what will be assessed and how it will be assessed (Kenyon & Hase, 2010; Gilbert, 1975; Cristiano, 1993).<br /><b>Flexible curriculum:</b> In a self-determined learning environment, the learner is the driver in creating flexible curriculum, which is defined by the student: learners create the learning map, and instructors serve as the compass (Hase & Kenyon, 2007; Hase, 2009). Flexible curriculum in this sense is negotiated action learning, which adapts and evolves according to learner needs (Hase, 2009; Hase & Kenyon, 2007). Learners negotiate “how, when, where and to what upper (rather than minimal) level they want to take their learning” (Hase, 2009, p. 47).<br /><b>Learner-directed questions</b>: Learner-directed questions and the discussion that results from these questions are what guide learners and serve as mechanisms for helping learners make sense of course content, bring clarity to ideas, and promote individual and group reflection (Kenyon & Hase, 2001; Eberle, 2009). Guiding learners to define self-directed questions is one of the biggest challenges facing developers of heutagogical courses, as designers must be “creative enough to have learners ask questions about the universe they inhabit” (Kenyon & Hase, 2001, para. 29).<br /><b>Flexible and negotiated assessment</b>: In heutagogy, the learner is involved in designing his or her assessment. Negotiated and learner-defined assessment has been shown to improve the motivation of learners and their involvement in the learning process, as well as make learners feel less threatened by instructor control of their learning process (Hase & Kenyon, 2007, p. 115; Hase, 2009; Ashton & Elliott, 2007; Canning, 2010). One way of incorporating negotiation into the assessment process is through the use of learning contracts (Hase, 2009). The assessment should include measurable forms of assessing understanding of content, including whether the learner has achieved the competencies desired. Rubrics can also be used effectively in guiding learners in their self-assessment process, for example by assessing “discussion skills, quality of work, outcomes, collaboration, academic soundness and knowledge of material” (Eberle, 2008, p. 186).</i></blockquote>
The above two paragraphs are <a href="http://www.irrodl.org/index.php/irrodl/article/view/1076/2087" target="_blank">from this resource</a>, recommended years ago by <a href="https://twitter.com/foxdenuk" target="_blank">@foxdenuk</a>.<br />
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The course environment incorporated all of the above and of course I had the highest of expectations for deep engagement by all co-learners.<br />
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For the first 2 weeks, we co-created, we engaged in conversations synchronously and asynchronously, we developed norms, we got to know each other, we shared burning questions in a collective wondering about blended learning and some developed learning pledges.<br />
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And yet, as the opening quote from Sheryl noted, self-directed learning is hard.<br />
<br />
Life gets in the way. Anne (<a href="https://twitter.com/foxdenuk" target="_blank">@foxdenuk</a>) mentioned in a posting: <i>“We all need to be led through a gently sloping florr
into the deeper waters of self-directed learning." </i>Although I was gentle and ever present, I asked everyone to step off the cliff into the deep waters of self-governed learning. And perhaps there lies the problem. As the weeks progressed, there was less engagement on the part of some co-learners than I had hoped that we would experience.<br />
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In a survey, I will ask co-learners to share their feedback on the self-governed environment so that I can learn how can I grow the learning environment to best enable the deepest learning. With that feedback, I'll reflect on each element and think lots more--<br />
<br />
Self-directed learning is hard--<br />
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<br />Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com0tag:blogger.com,1999:blog-7462201.post-70373759893834188542016-02-28T15:34:00.000-05:002016-02-28T15:34:34.547-05:00Flow--<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container tr_bq" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimZj1X0NE7lNz_wzCJ4X2aGIF3DuO-ks7o8Sb_q_xtKRZbIaFnn3_dK7Atd9zjS6ikzOZGAXxMFd4TeJDUFw38mVTf5AzDNPQq5vEJxYAeL4V5Xor2RUzYnz6t9xV1V1oAyUnuhA/s1600/flow.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimZj1X0NE7lNz_wzCJ4X2aGIF3DuO-ks7o8Sb_q_xtKRZbIaFnn3_dK7Atd9zjS6ikzOZGAXxMFd4TeJDUFw38mVTf5AzDNPQq5vEJxYAeL4V5Xor2RUzYnz6t9xV1V1oAyUnuhA/s400/flow.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">flickr photo by muha... https://flickr.com/photos/muha/1213836424 <br />
shared under a Creative Commons (BY) license</td></tr>
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<blockquote class="tr_bq">
<i>“Contrary to what we usually believe, moments like these, the best moments in our lives, are not the passive, receptive, relaxing times—although such experiences can also be enjoyable, if we have worked hard to attain them. The best moments usually occur when a person’s body or mind is stretched to its limits in a voluntary effort to accomplish something difficult and worthwhile. Optimal experience is thus something that we make happen. For a child, it could be placing with trembling fingers the last block on a tower she has built, higher than any she has built so far; for a swimmer, it could be trying to beat his own record; for a violinist, mastering an intricate musical passage. For each person there are thousands of opportunities, challenges to expand ourselves.” </i>― Mihaly Csikszentmihalyi, <b>Flow: The Psychology of Optimal Experience</b></blockquote>
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Flow--<br />
Very honestly, not a concept I'd given much thought to before<br />
Unless I was referencing water in a river or from a faucet<br />
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And so, when Anne articulately made a case for flow as a critical element in blended learning
in a conversation <a href="https://foxdenuk.wordpress.com/2016/02/23/webinar-implementing-blended-learning/" target="_blank">on her blog</a> I was really interested!<br />
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<i>Me: You highlighted “flow” and I’m interested what additional thoughts you have on that? strategies/processes that may enable that?</i></blockquote>
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<i>Anne: I would say that flow is THE critical factor that determines whether your online learning activities are deemed a success or not. In itself it is not sufficient but if you can create that feeling amongst participants that they can’t wait to log on to see what the next installment is then you have succeeded. Of course this leads to a great sense of loss and mourning once the course comes to an end but that is a necessary negative I would say.</i></blockquote>
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<blockquote>
<i>Me: You’ve made a case for flow–I’m really interested</i><br />
<i>As a designer how do we/how can we design for flow? What do you feel enables that in online spaces? I’d love to hear your take on it–</i></blockquote>
<i><br /></i>
<blockquote>
<i>Anne: I feel that promoting flow is not just one thing but a whole range of factors which includes engaging tasks that can be personalised, timely responses from the facilitator so that learners feel heard (this counts for a huge amount, even for adults) and modelling in the right places. You can’t/mustn’t model all responses but well chosen model responses as a prompt from the tutor make it easy for learners to follow without getting confused or mislead as to what is required. And finally, though it comes first, are those silly low stakes tasks that come at the beginning that enable learners to test out the learning platform and to get to know each other and build up trust that can later be used to work together. I call them silly tasks because, if not well presented, adults especially can feel that they are silly, but they are vital building blocks for what comes later. Building flow is a human process that I strongly feel cannot be automated. eg timely tutor response – here you have to know when an early response is a good idea ‘pour encourager les autres‘ or when it is better to let the discussion unfold a little amongst the participants before a tutor responds.</i></blockquote>
As I've been thinking on her response, what strikes me, is the complexity, the nuance, the multifaceted approach, the art, and the need for pattern sensing and responding that characterize an environment that enables flow. I'm wondering if adding inquiry learning, student centered learning creates an additional dimension for flow in blended learning? And I'm thinking that in any design for blended learning, there should be/needs to be an intentional mindfulness of enhancing flow.<br />
<br />
I've been pondering this from a facilitator's perspective and I wonder how it looks and feels different to a learner in a learner driven environment? Are there personal attributes that support immersion in optimal experiences? What results when someone tries to stretch past their limit?<br />
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Thanks to Anne, I've more thinking to do.Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com1tag:blogger.com,1999:blog-7462201.post-9017216678753187912016-02-22T20:44:00.000-05:002016-02-23T07:38:53.828-05:00Work in Progress<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzI3elXW0KrF6UUalEQrzm4HZNE4NTJyY1eN5YGg0iYLZje3MQyAyRXkhbXSMY9HzsZHXIN2-DYYWjF4f1_HipjgY5SnW76INmr3jlThKZvV61ZKxB4l-Lp83p7WGgsTfSslm8EQ/s1600/work+in+progress.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzI3elXW0KrF6UUalEQrzm4HZNE4NTJyY1eN5YGg0iYLZje3MQyAyRXkhbXSMY9HzsZHXIN2-DYYWjF4f1_HipjgY5SnW76INmr3jlThKZvV61ZKxB4l-Lp83p7WGgsTfSslm8EQ/s400/work+in+progress.jpg" width="400" /></a></td></tr>
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<tr><td class="tr-caption"><span style="font-size: small; font-style: italic;">flickr photo by Kevan https://flickr.com/photos/kevandotorg/6229660191 shared under a Creative Commons (BY) license</span><br />
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<span style="font-family: inherit; font-size: small;">My life has been and continues to be </span></div>
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<span style="font-family: inherit; font-size: small;">A work in progress</span></div>
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<span style="font-family: inherit; font-size: small;">Whether it be </span></div>
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<span style="font-family: inherit; font-size: small;">Cleaning the house</span></div>
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<span style="font-family: inherit; font-size: small;">Gardening</span></div>
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<span style="font-family: inherit; font-size: small;">Learning</span></div>
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<span style="font-family: inherit; font-size: small;">Designing learning environments/experiences</span></div>
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<span style="font-family: inherit; font-size: small;">or </span></div>
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<span style="font-family: inherit; font-size: small;">Any other of a myriad of focus</span></div>
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<span style="font-family: inherit; font-size: small;">At this very moment, <i>Work in Progress</i> extends primarily to the new <a href="http://plpnetwork.com/blended-learning/" target="_blank">PLPNetwork Blended Learning eCourse.</a></span></div>
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<span style="font-size: small;">And while I've attempted to design a learner centered asynchronous experience that's fluid and filled with choices and have put that design onto a platform to set a trajectory for learning that is open for editing based on learner paths (sensing this week that "feedback" is not exactly in the right week and now regretting such a linear unfolding and wondering what I can learn/do to alleviate some of that), the synchronous weekly webinars continue to be a huge work in progress.</span></div>
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<span style="font-size: small;">Each week we have a focus. And our time together in the webinar is about digger deeper into that focus. And I want that digging to not be about what I've brought to this experience but rather what is best for the good of our collective learning. </span><span style="font-size: small;">Given that, each week I suggest a path and ask if there are suggestions or burning questions or pieces we should ignore and to date everyone agrees to just move forward--</span></div>
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<span style="font-size: small;">I've given thought to an edcamp type of webinar-- and I carefully watch each week for interests and passions we might bring into our time together. And very honestly about this time each week, I wonder if I should panic because I'm unsure of the scaffolding/processes. </span></div>
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<span style="font-size: small;">And that's occurring especially this week as I've uncovered new possible processes that might really be instrumental in deepening and clarifying thinking. <a href="http://www.liberatingstructures.com/ls/" target="_blank">Liberating Structures-</a>- I've been a <a href="http://www.fullcirc.com/" target="_blank">Nancy White follower for many years now and she has been sharing on her blog</a>. And I've been torn for the last number of days between adapting The <a href="http://www.liberatingstructures.com/18-users-experience-fishbowl/" target="_blank">User Experience Fishbowl</a> as we explore formative assessment more deeply or go with a protocol I've used before <a href="http://www.tcpress.com/pdfs/mcdonaldprot.pdf" target="_blank">What comes up for you</a>? I think there may be value in each. And given that I really want to encourage and model the importance of voice and choice, what may happen is that I'll ask the group to weigh options and decide what they'd like to do.</span></div>
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<span style="font-size: small;">So I am reminding myself--</span></div>
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<span style="font-size: small;">learner centered</span></div>
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<span style="font-size: small;">inquiry based</span></div>
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<span style="font-size: small;">is always</span></div>
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<span style="font-size: small;">and will continue to be</span></div>
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<span style="font-size: small;">A WORK IN PROGRESS</span></div>
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<span style="font-size: small;">And that's ok-- right?</span></div>
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<br />Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com2tag:blogger.com,1999:blog-7462201.post-21666036420356846612016-02-14T12:57:00.002-05:002016-02-14T12:57:34.894-05:00Learning Postures EmergingThey are becoming even more curious, inquisitive, tentative, collaborative and reflective-- the co-learners in the current <a href="http://plpnetwork.com/blended-learning/" target="_blank">PLP Blended Learning eCourse</a>. And it's difficult, if not impossible, to sit on my hands and not celebrate that for it was <a href="http://possibilitiesabound.blogspot.com/2010/01/learning-posture.html" target="_blank">many years ago that I wrote on this blog</a> what's below; now wanting to highlight again what I sense as the importance of that stance. And wondering what else you might add to this thinking?<br />
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<a href="http://3.bp.blogspot.com/_HiqPzpd3O9Y/S2CjMbTrqBI/AAAAAAAAAUI/e-DwNb7FWMg/s1600-h/posture.jpg" style="background-color: white; color: #3299bb; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13.2px; line-height: 18.48px; text-decoration: none;"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5431520584492886034" src="https://3.bp.blogspot.com/_HiqPzpd3O9Y/S2CjMbTrqBI/AAAAAAAAAUI/e-DwNb7FWMg/s320/posture.jpg" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 1px solid rgb(238, 238, 238); box-shadow: rgba(0, 0, 0, 0.0980392) 1px 1px 5px; cursor: pointer; float: left; height: 240px; margin: 0pt 10px 10px 0pt; padding: 5px; position: relative; width: 180px;" /></a><span style="background-color: white; color: #222222; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 13.2px; line-height: 18.48px;">Stand up straight; watch your posture. Do you remember that or is it a product of my generation?</span><span style="background-color: white; color: #222222; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 13.2px; line-height: 18.48px;"> </span><span style="background-color: white; color: #222222; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 13.2px; line-height: 18.48px;">I heard it lots when I was young; even had to practice walking with a book on my head—my folks really stressed it and I never had good posture to their chagrin—</span><br />
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In the classroom, I did think about posture-- from a different perspective, always searching for a more accomplished practice. Initially, my posture was upright, in the front of the class, talking, giving information, and telling. My “teaching posture” evolved -- I was often sitting, in the back or with a group of students or a student, sometimes prodding, questioning, and listening. Yet I’ve noticed that my initial posture still is in vogue in many classrooms.<o:p></o:p></div>
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And as I’ve been involved in various learning communities more recently, I’ve noticed that teachers seem to be so comfortable in “teaching postures” which mirror my initial one, that it is translated into their professional learning too. I’m really feeling, and I could be wrong, that negatively impacts moving forward toward a global 21<sup>st</sup> century practice. So lately I’ve been spending time pondering on a learning posture-- what it looks like, what it sounds like, and how to help teachers adopt one.<o:p></o:p></div>
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I’m wondering, after reading and thinking, might a “learning posture” be characterized as:<o:p></o:p></div>
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<b><i>Curious and Inquisitive<o:p></o:p></i></b></div>
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So I am curious- <b>what do you think?</b> Should we be focusing on a different conversation than the one we are having? Should we be re-envisioning education in ways that are radically different? And if so- How do we move from talking to doing? Or is that important? --<a href="http://www.21stcenturycollaborative.com/2009/08/the-fabric-of-community-the-key-to-transforming-education/" style="color: #3299bb; text-decoration: none;">Sheryl Nussbaum-Beach</a></div>
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What does this new design look like? What are the big questions regarding learning, teaching and schooling that we need to begin to address? How will the roles of elementary schools and high schools begin to evolve? How will we address the divide issues that these opportunities outside of school create? And how do we personally plan for these changes as learners, parents and teachers? --<a href="http://weblogg-ed.com/2010/my-educon-conversation/" style="color: #3299bb; text-decoration: none;">Will Richardson</a></div>
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My focus for the next while will be an experiment as well as a creative outlet. I’ve created a space to publish fictional narratives where my true identity is intentionally obscured. I want to see what happens to the questions of digital identity, social structures and relationships, and network dynamics when the identity of the author is replaced with a fictional character – and the readers are aware that the "I" and "me" in the blog entries refer to someone who does not actually exist. –<a href="http://techticker.net/2010/01/05/change-in-2010/" style="color: #3299bb; text-decoration: none;">Mike Bogle</a></div>
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<b><i>Tentative and Unfinished<o:p></o:p></i></b></div>
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Examples of “process as text” are recordings of classroom conversations, considered temporary and fleeting, that become something more than a passing conversation when they exist as video or audio recordings. These types of texts stay fixed – we can’t really go back and change the flow of a conversation – but our finished products, when published digitally, are easily and perhaps even secretly editable and revisable after publication. So we’re able to fix the temporary and fiddle with the permanent. That seems interesting and worthy of further exploration. –<a href="http://budtheteacher.com/blog/2009/11/18/digital-is-or-isnt-or-always-never-was-or-not/" style="color: #3299bb; text-decoration: none;">Bud theTeacher</a></div>
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That’s all I’ll say for now. I hope to revisit these ideas on occasion. I also hope you’ll help me think through them. – <a href="http://edinsanity.com/2009/12/29/beckers-theory-of-schooling-and-parenting/" style="color: #3299bb; text-decoration: none;">Jon Becker</a></div>
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Much to continue to mull over here: some ideas to tinker with, and some practices to encourage, but still very much a set of “conjectures and dilemmas” (Bruner) to keep exploring. – <a href="http://www.gardnercampbell.net/blog1/?p=1183" style="color: #3299bb; text-decoration: none;">Gardner Campbell</a></div>
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<b><i>Collaborative and Participatory<o:p></o:p></i></b></div>
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I was part of an interesting discussion on Twitter Friday night and I wanted to share it here, as well as add a few final thoughts. Participants that I reference are <a href="http://budtheteacher.com/" style="color: #3299bb; text-decoration: none;" target="_blank">Bud Hunt</a>,<a href="http://learningismessy.com/blog/" style="color: #3299bb; text-decoration: none;" target="_blank">Brian Crosby</a>, <a href="http://ideasandthoughts.org/" style="color: #3299bb; text-decoration: none;" target="_blank">Dean Sharesk</a>i, <a href="http://creating-whynot88.blogspot.com/" style="color: #3299bb; text-decoration: none;" target="_blank">Anne Van Meter</a>, <a href="http://twitter.com/bbarreda" style="color: #3299bb; text-decoration: none;" target="_blank">Barbara Barreda</a>, and <a href="http://www.k12opened.com/blog/" style="color: #3299bb; text-decoration: none;" target="_blank">Karen Fasimpaur</a>. Thanks to all of you for helping me think through these ideas. – <a href="http://thefischbowl.blogspot.com/2009/11/twitter-lists-aggregated-content-are-we.html" style="color: #3299bb; text-decoration: none;">Karl Fisch</a></div>
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<b><i>Reflective<o:p></o:p></i></b></div>
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That’s one of those really concise shift statements that makes me bend my own frame a bit. I think too often I fall into looking at these tools and wonder what they can add to our classrooms and our teaching when the real question is how can our classrooms and teaching add capacity to the tools. – <a href="http://weblogg-ed.com/2009/digital-inclusion/" style="color: #3299bb; text-decoration: none;">Will Richardson</a></div>
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When I began mulling this over I had not anticipated that I would be including a sense of unfinished business; yet I have begun to feel that is particularly important. I’m not yet satisfied that I’ve captured the essence of a “learning posture” yet am feeling pretty strongly that it’s worth pursuing, especially avenues for helping teachers with an awareness of their posture and how that may affect not only their own professional learning but also that of others.</div>
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Might it not be possible that such a focus may open doors for many to possibilities for learning not yet imagined?</div>
Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com0tag:blogger.com,1999:blog-7462201.post-16692955990267509552016-01-03T20:15:00.001-05:002016-01-04T09:36:33.814-05:00My one word-- Possibility<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6mzBQcP6l3KWacNw0yHn50z15IUr5rzPqoE8SSdx1BDeSIskKG7qS46_k3bu_G4UCCi5lREVnYxUnZqW3TRElhPjdumMYM8OP6dClVSvrHbmsj1qioIOU2vkPZ6tiQH0isCAiTw/s1600/possibility.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6mzBQcP6l3KWacNw0yHn50z15IUr5rzPqoE8SSdx1BDeSIskKG7qS46_k3bu_G4UCCi5lREVnYxUnZqW3TRElhPjdumMYM8OP6dClVSvrHbmsj1qioIOU2vkPZ6tiQH0isCAiTw/s400/possibility.jpg" width="400" /></a></div>
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"If I were to wish for anything, I should not wish for wealth and power, but for the passionate sense of the potential, for the eye which, ever young and ardent, sees the possible." - Soren Kierkegaard</blockquote>
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Not a new word for me--</div>
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Renewing again my commitment to possibility--</div>
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Open</div>
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To all that I encounter</div>
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Embracing each moment </div>
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Willing to follow paths where they'll take me</div>
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The possibilities for Gus' and my life together</div>
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The possibilities to continue to make some difference</div>
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The possibilities yet to be discovered</div>
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<i>flickr photo by christopherdale http://flickr.com/photos/christopherdale/7617487586 shared under a Creative Commons (BY-NC-ND) license</i></div>
Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com0tag:blogger.com,1999:blog-7462201.post-91234317183057811452015-12-30T10:17:00.003-05:002015-12-30T10:17:39.177-05:00Gwen<blockquote class="tr_bq">
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Only when you drink from the river of silence shall you indeed sing.</div>
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And when you have reached the mountain top, then you shall begin to climb.</div>
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And when the earth shall claim your limbs, then shall you truly dance.</div>
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<i><a href="http://www.katsandogz.com/ondeath.html" target="_blank">On Death</a></i>, Kahlil Gibran</div>
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She was kind, she was firm, she cared, she wanted more for the students she served.</div>
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She was a principal and a friend.</div>
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She welcomed me to <a href="http://www.clevelandmetroschools.org/addamsbcc" target="_blank">Jane Addams Business Careers Center</a> in 1988 with a invitation to lunch in the Executive Grill that the students run-- a kindness and thoughtfulness that I'd not experienced with any previous principal (nor did I encounter at any other time in my career). </div>
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I had applied to teach at Jame Addams, as what might be called today, an intervention specialist for students who had been labeled learning disabled, many of whom were enrolled in the culinary arts program. I supported students in their vocational programs and provided instruction in academic areas as needed. And I had recently discovered the potential of computers for learning. </div>
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Ms. Lynton cared about and supported all students. Initially when she learned how I hoped to infuse technology into learning (think <a href="https://en.wikipedia.org/wiki/Bank_Street_Writer" target="_blank">Bank Street Writer</a> and <a href="https://en.wikipedia.org/wiki/As-Easy-As" target="_blank">As Easy As</a>), she made sure my students could be scheduled into the computer lab. Then, she arranged for computers for my classroom. And when we were stifling from the heat in our classroom (the air conditioning didn't work and the windows were sealed shut), she shared the fan from her office with us. David had asked permission to go to her office to request a fan and came back with hers.</div>
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She led an initiative to transform learning at Jane Addams that held great promise. In my role as adviser to students as we planned, our collaborations led to a friendship I cherished. Unfortunately, LATTICE never came to fruition as Gwen fell victim to a stroke and then retired.</div>
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We remained friends throughout the years-- she visiting in our home and I in hers. More recently, we've connected through Christmas cards each year.</div>
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When I received the email titled <i>Gwen</i> last week, memories of her, of her smile, of her thoughtfulness and selflessness flooded over me and remain with me.</div>
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A special woman, a special educator-- my life has been the richer for our connecting-- thank you Gwen. </div>
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May you truly dance -- now free.</div>
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<i>flickr photo by davidhuiphoto http://flickr.com/photos/davidhuiphoto/3649721215 shared under a Creative Commons (BY) license</i></div>
Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com0tag:blogger.com,1999:blog-7462201.post-46640574636283670962015-12-22T09:49:00.001-05:002015-12-22T09:49:58.442-05:00Constraints and Possibilities<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><span style="margin-left: auto; margin-right: auto;"><a href="http://www.torange.us/Architecture/monument-of-architecture/narrow-loophole-in-the-wall-of-an-ancient-fortress-351.html" target="_blank"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHdXgXKktDnbLf6bPLYdf5KzhjjkWn5hViI9tL7O9uEKa3Wfn0POkyXqOH0CIwswNoW7n8jZYupmMjaIIsOnqhBGh4kKgJisMWVu-ISSGF-nybl78akNiFZEhFgEePeeSsaIXW5A/s320/narrow-loophole-in-the-wall-of-an-ancient-fortress-1235464877_15.jpg" width="320" /></a></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.torange.us/Architecture/monument-of-architecture/narrow-loophole-in-the-wall-of-an-ancient-fortress-351.html" target="_blank">Creative Commons Licensed</a></td></tr>
</tbody></table>
Designing for learning<br />
And realizing in the process<br />
<br />
How coming up against a constraint (thanks to <a href="https://twitter.com/amusone" target="_blank">Amy Musone</a> for sharing the importance of that term)<br />
Is tough<br />
Is frustrating<br />
And can uncover insights into learning that became somehow buried a bit<br />
<br />
As I considered the learning environment for the new<a href="http://plpnetwork.com/blended-learning/" target="_blank"> Blended Learning eCourse I'm designing and facilitating for Powerful Learning Practice</a>, I had what I thought was a terrific idea. During the week that we explored questioning and feedback more deeply, I'd use forums for that purpose on the Edublogs class blog that I'd created.<br />
<br />
Knowing little to nothing, like always, I jumped in confident that I could tinker and figure out how to make it work. There was documentation with clear instructions. I activated the bbpress plugin and figured I was on my way! Thinking I was on a roll and anxious to see how the forum would display, I created a forum, a topic within that forum and a reply and embedded it on a page on the blog only to find that the contents didn't display. It clearly said there was a topic with a link to click which in turn provided an option to reply --- but with no content-- sigh!!!<br />
<br />
So I tried it in another browser. I searched in troubleshooting forums. I changed themes as suggested in one forum. And I tinkered, I left it to try again another day, I deleted everything I did, I reread the documentation, I tried creating again, I searched the forums, and I played and tinkered to no avail. After some 12 hours of that, I knew I'd hit a wall. I didn't know enough, I didn't have enough foundational knowledge for what I wanted to do, and I didn't have time to continue.<br />
<br />
Two epiphanies--<br />
I had moved too far from my zone of comfort<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEln-BQXUNnYsEpCR4L92l8t1cZzG35nnnlYuTy8eDvFp0ZIaaRuXv6EQ0Xho517wfJ8Qbi3SwxvGThvIL6IpxMCncDb1xD-H7XyDTIxebbM7l8IuTB_v2BxdkRZ83DcfqtcGEmw/s1600/comfort+zones.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="377" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEln-BQXUNnYsEpCR4L92l8t1cZzG35nnnlYuTy8eDvFp0ZIaaRuXv6EQ0Xho517wfJ8Qbi3SwxvGThvIL6IpxMCncDb1xD-H7XyDTIxebbM7l8IuTB_v2BxdkRZ83DcfqtcGEmw/s400/comfort+zones.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Excerpted from https://thecurriculumcorner.wordpress.com/2015/01/02/danielsons-fft-3b-questioning-discussion/ with permission</td></tr>
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I can't say I was panicked, yet I did not have enough background to make progress, to ward off frustration.<br />
<br />
As I thought of all I was designing for learning for the ecourse, I realized that many co-learners might experience similar frustrations when faced with creating their own dashboards, or repurposing a tool for deepening learning; I have always tried to be sensitive of that and this experience will support me in being even more mindful of that.<br />
<br />
Second, and perhaps just as if not more important-- I began thinking more deeply on what technology really best suited the goal of engaging in more meaningful conversations by making use of more accomplished questioning and descriptive feedback. The conversations I envisioned can occur in a forum, or on a message board or in the comment feature of blogs. And yet, strangely, I had discounted that last option; strangely because I had incorporated blogging as a potentially powerful medium for blended learning. It makes good sense to continue to examine more fully the possibilities that blogging and connected learning offer.<br />
<br />
So I'm switching gears, so to speak, realizing my current constraint-- we'll be having our discussions in the comments of co-learners' blogs.<br />
<br />
And the bbpress forums-- I haven't let that go-- something keeps nagging at me-- what if it's just one little thing you didn't realize-- that nagging may compel my future learning that will start with foundational knowledge on which I can grow my troubleshooting skills. Just imagining the possibilities--<br />
<div>
<br /></div>
Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com1tag:blogger.com,1999:blog-7462201.post-50259782127136418072015-11-27T15:19:00.000-05:002015-11-27T15:19:24.119-05:00Gifted and Thankful<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_qG2cios11GkfNs8vU9ZFQdRZZ_XxijOZSoubac16J2yfnzhtL_SP4knbOcDQfFA-mPw5WIwIjypGkahFtlQkOlSGnj2DmiX90Ocb1-lyJpN9-mNxf1_LJgUK5Q_5xFIrH68M9A/s1600/poinsetta.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_qG2cios11GkfNs8vU9ZFQdRZZ_XxijOZSoubac16J2yfnzhtL_SP4knbOcDQfFA-mPw5WIwIjypGkahFtlQkOlSGnj2DmiX90Ocb1-lyJpN9-mNxf1_LJgUK5Q_5xFIrH68M9A/s320/poinsetta.jpg" /></a></div>
Strikingly beautiful<br />
This gift<br />
Out of the blue<br />
In a Walmart parking lot<br />
From a perfect stranger
<br />
With a wide smile saying<br />
I want to pay it forward<br />
Happy Thanksgiving--<br />
<br />
More than touched by her kindness and generosity<br />
Filled with gratitude<br />
<br />
Renewing and reminding us for the second time in one day of the goodness of the human spirit<br />
<br />
The first being the gift of a <a href="https://en.wikipedia.org/wiki/Doo-wop" target="_blank">"Doo-wop"</a> CD from Gus' gracious and thoughtful physical therapist, having heard him sing to that same music in a previous session.<br />
<br />
In these times of horrific violence, hate and fear mongering, these acts of kindness are extraordinarily sweet.Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com0tag:blogger.com,1999:blog-7462201.post-12919145046257836472015-10-03T10:49:00.001-04:002015-10-03T10:50:45.542-04:00We can do better--<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://flickr.com/photos/87128018@N00/139136870" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;" title="HeartBroken-Tears are the Baptism of Soul"><img src="http://farm1.static.flickr.com/46/139136870_4fadd2f255.jpg" height="211" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><div style="font-size: medium; text-align: center;">
<small><a href="http://flickr.com/photos/87128018@N00/139136870" title="HeartBroken-Tears are the Baptism of Soul">flickr photo</a> shared by <a href="http://flickr.com/people/87128018@N00">honikum</a> </small></div>
<div style="font-size: medium; text-align: center;">
<small>under a <a href="http://creativecommons.org/licenses/by-nd/2.0/">Creative Commons ( BY-ND ) license</a></small></div>
</td></tr>
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I couldn't help it--<br />
Tears in my eyes--<br />
A pain in my heart--<br />
<br />
For the third time in a month, a small child (this one just 5 months old riding with mom in the car to the grocery store) was killed in a drive by shooting in Cleveland, just 30 miles west of here and our home for many years.<br />
<br />
3 children in one month- one 3 years old, one 5 years old and now one 5 months old-- all victims of driveby shootings.<br />
<br />
The Cleveland mayor saying "enough is enough" and the Chief of Police crying as he reported what happened saying "marches are not enough, we need to do something."<br />
<br />
Two days in a row--<br />
first President Obama at the federal level about the horrific tragedy in Oregon and now the Mayor on the loss of life of these 3 little ones.<br />
<br />
And I wonder-- is this who we, as a nation, want to be?<br />
<div>
<br /></div>
<div>
I know solutions to these senseless tragedies are complex and multifaceted and will take a focus and determination as yet unrealized. And I believe there is a path to a better tomorrow.</div>
<div>
<br /></div>
<div>
What if--</div>
<div>
Everyone of us advocated for a better system of background checks, more funds and programs for the mentally ill, mentors and initiatives for urban areas where gangs are prevalent to reduce gang violence, and new endeavors to eliminate childhood poverty across the nation?</div>
<div>
<br /></div>
<div>
What if--</div>
<div>
Everyone of us carefully vetted the federal, state and local officials we voted for to learn their plans for decreasing the violence across the country that has permeated both urban and rural areas? And what if our votes aligned with that vetting?</div>
<div>
<br /></div>
<div>
What if --</div>
<div>
Everyone of us watched out for those we sense are fragile-- stepped out to be more inclusive; stepped back with vitriolic language; and stepped back out to report our concerns when signs of depression, instability arise in others in our face to face lives and on social media ?</div>
<div>
<br /></div>
<div>
What if--</div>
<div>
Everyone of us drew a circle that pulled all in?</div>
<div>
<br />
<dt><blockquote class="tr_bq">
<a href="http://www.theotherpages.org/poems/mark01.html" target="_blank">Outwitted-- E. Markham</a>He drew a circle that shut me out--<br />
Heretic, a rebel, a thing to flout.<br />
But Love and I had the wit to win:<br />
We drew a circle that took him in!</blockquote>
</dt>
</div>
<div>
<br /></div>
Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com0tag:blogger.com,1999:blog-7462201.post-298806394603407602015-03-24T10:56:00.000-04:002015-03-24T10:56:12.782-04:00Lack of limits<div style="text-align: center;">
<a href="http://flickr.com/photos/davidclow/2344225802" title="Dolly Sod, WV (7)"><img src="http://farm3.static.flickr.com/2002/2344225802_6a94eae2e1.jpg" /></a></div>
<div style="text-align: center;">
<small><a href="http://creativecommons.org/licenses/by-nc-nd/2.0/">creative commons licensed ( BY-NC-ND )</a> <a href="http://flickr.com/photos/davidclow/2344225802" title="Dolly Sod, WV (7)">flickr photo</a> shared by <a href="http://flickr.com/people/davidclow">D.Clow - Maryland</a></small></div>
<div style="text-align: center;">
<br /></div>
<div style="text-align: left;">
Going through some of the many papers still saved from more than 35 years of learning and teaching--</div>
And running across this--<br />
From my cubicle in 2001--<br />
<br />
Unfortunately now not able to locate the source-<br />
<blockquote class="tr_bq">
<div style="text-align: center;">
<i>Education in the 21st century will be defined by its lack of limits,</i></div>
<div style="text-align: center;">
<i>by the idea that we can virtually </i><i>take our students around the world,</i></div>
<div style="text-align: center;">
<i>back in time, </i><i>out among the stars,</i></div>
<div style="text-align: center;">
<i>and in between the atoms.</i></div>
</blockquote>
<br />
Pretty powerful--<br />
Seeing pockets of that--<br />
And wishing for so many more--Lani Ritter Hallhttp://www.blogger.com/profile/04865773831301050009noreply@blogger.com0