I’m going to use my blog as my primary location for my participating in the #change11 MOOC. My intention is to write weekly, reflecting on whatever’s come up on (in? with?) the MOOC and however that ties in to what I’m thinking about that week. One of the reasons I want to use my blog is that I’ve been thinking for a long time about the concept of openness. To be frank, I’ve resisted it. So, I’m planning to take this MOOC opportunity to give the philosophy of “openness” a shot, in whatever form it takes.
I’m a doctoral student and teacher educator in English Education in the U.S. My research and teaching interests revolve around new & digital literacies, evolving conceptions of literacy and English and the possibilities these may offer for curricular and educational transformation. I teach in an M.A. program in Teaching of English and coach in-service and pre-service English teachers on writing and digital pedagogy.
Why this MOOC? Why now?
Like many other folks, I’ve been aware of MOOCs for a while. I cannot tell a lie about why I’m experimenting with this MOOC: it crossed my Twitter stream. As for timing, well, the MOOC starts now, so here I am. However, as I’ve watched the speaker list evolve, I’ve grown increasingly excited about the opportunity to learn from so many people who are actively researching in so many relevant areas.
Goals & Curiosities
In this tsunamic age of information/digital/new media/new literacies/whatever-you-want-to-call-it, the realms of higher ed and secondary ed seem to be diverging as rapidly as the changes occur. A number of professors are using the Web & Web-based tools to move beyond traditional teaching & learning expectations and practices. But secondary (and elementary) school teachers live in a completely different world.
We talk about “integrating technology”– into the exisiting paradigms. We talk about how to get computers in the first place, along with bandwidth, access to programs and tools and the Web– that is, when we aren’t doing test prep or being intimidated by administrators to do whatever it takes to get the scores up.
I worry. About secondary ed., about English teachers, about the state of education here in the U.S. I also happen to be completely sure that all this digital/Web/tech stuff has the potential to blow the roof off of education as we know it, and I’m looking into how teacher ed. might be a channel for some of that disruption.
Here’s what I want from this MOOC experience:
- To develop my own understanding/experience of the ideas, etc. being represented in this MOOC;
- To use these to continue to figure out, in the words of David Warlick, how to stop integrating technology and enact that in my own work;
- To be (and model) the active, self-reflexive student I ask my own students to be.
Because I am aiming to write my dissertation proposal this fall, I anticipate that I will be a fly on the wall much of the time during this MOOC, but I’m hoping to be on as many walls as possible.