After last reflecting on a specific issue at the OLC Innovate, I wanted to dive into a few random reflections and then cover my session. In many ways, I have been getting burned out on conferences. Going to session after session of hit or miss topics and then straight to mixers in the evening can be a bit of a chore. Of course, I realize that many people that attend are like me – they have to present something in order to get funding to attend. So I recognize that sessions are a necessary thing for many people. It just gets hard to go to sessions all day long.
I have always wanted to do a dual-layer conference in the same vein as our learning pathways model: one option of structured presentations and another option of unstructured unconference time that attendees can mix and match to their liking. Or even a day of structure followed by a day of unconferencing. The OLC Innovate conference had some different options like that with the Innovation Lab – a place where you could roam in and look at anything from games to design thinking to improvisation. It’s not exactly a dual-layer design, but still flexible. Due to some lingering headaches, I wasn’t able to attend everything in the Innovation Lab, but what I did see was quite enjoyable. Some of the highlights:
- Game Design. I wish I could explore game design more in depth, but the taste of it I got at OLC Innovate will probably drive me back into exploration even more. Keegan Long-Wheeler and John Stewart from OU both do an excellent job framing game design in education. Keegan chronicled their lab activities better than I could, so read his post for a better summary. Also see me playing Nintendo Switch as well as hear about our epic dinner adventures.
- Improvisation and Innovation. My last post described how I was not happy with some of the framing of Innovation at OLC Innovate. The Innovation Lab was a welcome counter point to that narrative. Ben Scragg, Dave Goodrich, and many others showed us how innovation can occur in every day activities, using everything from improv audience participation skits to the most excellent blues guitar improv of Rick Franklin.
- Legos. Yep, there were Legos at OLC Innovate. I played with them. I tweeted about them. Apparently my Tweet about Legos was honest enough to win me an award. I can now prove to any doubters that I am certifiably honest now :)
- The Prophet of Innovation Doom. Who ever created this Twitter account is weird. They should probably be banned from OLC events for life. Or put in charge of OLC. Not sure which one yet.
Now for my session at OLC Innovate. I was a bit nervous about this one. This year would be my fourth presentation along the topics of open learning and learner agency (the first two were at ET4Online and then the next two at OLC Innovate). The past three years were successful mostly because I knew many of the people coming to my sessions already, and I knew they were generally in favor of my work. It is easy to joke around, get audience participation, and go off on tangents when you already have that rapport with the attendees. Plus, the first two years I presented with my regular co-presenter Harriet Watkins. Last year Harriet was at my session even though we weren’t able to present together. This year, Harriet and many of the people I was used to presenting with or to were not going to be there. My security blanket was gone. Additionally, even most of the people that were there and that I already knew (like Keegan and John) were presenting at the same time. So I went into this session not knowing who would show up (if anyone) and even if they would want to participate in the discussion or laugh at my corny jokes.
Luckily, I had a great time. I would say that it was even my most interactive session yet. We had a great time digging through the practicals of designing a course that allows learners to self-map their learning pathway. And they asked some really hard questions. I like it when that happens. I had a line of people afterwards asking me questions. Someone even told me I was one of the few truly innovative presentations at the conference. Take that ELI! :)
(ELI rejected a presentation on the same topic a few years ago. I’m still a little bitter about that I am told.)
My only regret about my session is that special situations outside of work made me too busy to connect with Virtually Connecting to bring them into my session again. I did that last year and it was a blast. Keegan was a part of that last year and his blog post backs up how good of an idea it was to bring them into my session. Of course, it was thanks to Harriet, Rebecca Hogue, Autumm Caines, Whitney Kilgore, Maha Bali (I even practiced pronouncing her name correctly over and over again and then was too busy or sick to be in VC), and others with VC that made it so successful last year. Hopefully next time!
Here were some highlights from the session that will apply to future posts I am sure. Sorry that I didn’t capture names well enough to give credit to these ideas – if you said one of these let me know and I will update the post!
- Competencies. My goal was to talk about how to convert objectives to competencies, because that is what I usually have to do with the instructors I am used to working with. The attendees at my session were coming up with great competencies already. What did they need me for? They even brought up several topics that were difficult to have in both competency and objective formats. They weren’t giving me a free pass, that was for sure. The best kind of questions are the hard ones that expose problems with your ideas.
- Open Rubrics. While discussing the need to have less detailed rubrics, one attendee pointed out that learners could even create their own rubric. In other words, it would be a rubric with the conditions and criteria blank, for the learner to create in a way that allows them to prove they have learned the content or mastered the skill or whatever it may be. This was an idea brought up last year, but in a more general form of allowing learners to grade themselves. This is a more concrete idea that would lend itself more to situations where grades are required.
- Gamification. Some one mentioned that in many ways, self-mapping is like creating a game out of one’s learning journey. In the Game Station at the Innovation Lab I was re-introduced to Twine. Twine is “an open-source tool for telling interactive, nonlinear stories.” Teacher could look at creating their neutral zone and pathways options in Twine. Learners could use Twine in place of something like Storify possibly. I need to get in and play with the tool some, but I like the idea of looking at a self-mapped pathway as a game.
- Real Heutagogy. Someone actually came to the session because he knew the term “heutagogy.” This is good, but also scary. Would my idea live up to scrutiny by someone that actually knows a lot about heutagogy? Apparently, it did. He liked it. That is a good sign.
- Visualizing Pathways. There was a lot of interest in visualizing the pathways that learners take. My mock-up of what that could look like sparked that. We need to find ways to create visual representations of this, because I think it could actually help instructors gain insight into what is happening in their courses. Are there certain points where all learners come back to the instructivist option? Or maybe flee it to the connectivist option? Would those be places where the instructor is exerting too much control? If the learner could see those patterns, would that tell them something they maybe have missed? Is there something happening out in the less structured pathway they are missing? Learner self-analytics: it could be a thing.
There is probably more that I am missing, but this is getting long. As others have said, the conversations and connections were the real gold of this conference. If I get to go again in the future (you never know where the budget in the State of Texas will be at that point), my focus will definitely be on the Innovation Lab and the interaction times. And, of course, the OLCInnovateSnark Twitter Tag as well :)
Matt is currently the Learning Innovation Coordinator with the UT Arlington LINK Research Lab. His research focuses on Learning Theory, Innovation, and learner empowerment. Matt holds a Ph.D. in Learning Technologies from the University of North Texas, a Master of Education in Educational Technology from UT Brownsville, and a Bachelors of Science in Education from Baylor University. His research interests include instructional design, learning pathways, sociocultural theory, heutagogy, virtual reality, and open networked learning. He has a background in instructional design and teaching at both the secondary and university levels and has been an active blogger and conference presenter. He also enjoys networking and collaborative efforts involving faculty, students, administration, and anyone involved in the education process.