Nocking the Arrow

Schoology NEXT 2015 was a fantastic celebration of learning and connecting. Wednesday afternoon following the conference I was reflecting from the back of a limousine. Not my usual mode of transportation to a meeting, but it was only a 45-minute ride, and parking in Chicago's North Loop can be quite expensive. So, I saved money by riding in style. The ride home gave me a chance to check in on social media ( #SchoologyNEXT ) and thank those folks who hosted the event, as well as, those who had impacted my learning during the previous three days. My head is full of new ideas, practices, and questions sparking further investigation. Suffice to say; there were many tantalizing takeaways from Schoology NEXT with the most significant being the overwhelming generosity of the presenters, attendees, and Schoology team members. Shared lessons, shared courses, shared experiences, impressive signage, amazing swag, and terrific food dominated the scene at the Sheraton Hotel and Towers....

Do you really need a learning management system?   Who needs a digital portfolio?   Are e-portfolios past their educational used-by date? These are examples of posts discussing the merits of tools used to manage and organize evidence of learning. A few months ago, I discussed the value of every learner having their own domain on the Internet. Autonomy, creation, and self-organization of information were key aspects of my position. However, a few readers asked, "where's the scaffolding and structure?" With divergent opinions being shared I want to clarify my thinking on web tools, and their purpose. I want to create a focus, or a center , for the fragments of information made available through my network. According to George Siemens, an expert on socially networked learning and  connectivism , information fragmentation contributes to a lack of coherence and understanding.  "Fragmentation of information requires that we weave together elements into some type o...

"In the abundant world in which we now find ourselves, transformation in schools must be about empowering learners to organize their own learning and about delving deeply into the subjects that interest them, to live on a “perpetual learning curve.” Those are the skills they need to be successful learners in their adult lives. The emphasis shifts from knowing to learning." -  From Master Teacher to Master Learner , Will Richardson Here is my visual interpretation of what Will Richardson calls  the perpetual learning curve of the modern learner.  I have no scientific basis for this graphic other than the influence of co-learners ( PLN contributors ) like Will Richardson , Jackie Gerstein , Jon Andrews , Aaron Davis , George Siemens , Yong Zhao , Stewart Hase ,  Alan November , and many others. Observations and Experiences - Stewart Hase states, "Learning is intrinsic to the learner. Every brain is different as a result of experience. People are nat...

"I have also been learning by experiencing the world. Through interacting with people from many different places I am beginning to understand about cultures different than mine as well as how they see themselves and me in their worldview. " - Caleb Silverman This is our fifth trip back to Secrets St. James . My wife and I use these yearly trips to disconnect from the daily grind while creating opportunities for face-to-face, high-quality connecting. Walks on the beach, quiet dinners, and sitting by the pool are the backdrops for sharing stories, reflecting on our previous year, and making plans for future adventures. Natalie said, "These palm trees are new. They're so green and beautiful. Are those orange or mango trees?" I pointed out new roofing and fresh paint, she noted the new patio furniture and the pineapples at the fresh fruit stand. It was then she noticed the white panels installed on the roofs of the main buildings, as well as, the tops ...