What is dLRN15 anyway? What is the goal of this conference? These were questions posed throughout our two days at Stanford. For me it is not an easy question to answer or one that can be answered in a single sentence.
To me dLRN15 was:
Engagement, vulnerability, a safe space, cool kids at the table, identity, how do we get to do the things we really care about, since when is it radical to have boundaries on our time, adjuncts, systemic change, credit hour, different lenses, caring, compassion, empathy, collaboration, humanity, solutions, problems, equity, access, parity, diversity in ed-tech, diversity in the room, how do we define diversity anyway? Hash tags, virtual connecting, faculty development, needs of elite institution, non-traditional, and community college students, and how do we make sense of it all. For me this wasn’t a conference, it was an experience. One shared with those on the ground at Standford and those attending virtually via @vconnecting.
The two things needed to have an experience are: interaction and continuity (Dewey 1938). Based upon this definition I would say the attendees of dLRN15 had an experience. The safe space Kristen Eshleman George Siemens, Matt Croslin, Bonnie Stewart, Dave Cormier and J.T. Dellinger gave us enabled us to question our assumptions, see the world from a different or unknown viewpoint, disagree with one another, be surprised and see that what we thought the problem was might not be the problem at all. I frequently attend conferences where the presenter is “talking at” me about the importance of active learning. This conference practiced what it preached. The presenter wasn’t “the smartest person in the room”, rather, as a whole, we were all the smartest person in the room. Inclusivity was a theme of the conference and something echoed by attendees. There was no feeling of a “cool kids table”. Everyone felt welcome, a part of the discussion and that their voice mattered.
As I listened to the final wrap up, I sat back in my chair trying to make sense of all the emotions I felt, in awe of the capacity and willingness of the people in the room to be vulnerable, to demonstrate compassion and empathy, and their shear resolve to make sense of the changing higher education landscape and ensure all voices are heard. I was, and will continue to be, deeply moved by it.
To invoke change requires a safe space to think, intentionality, pose inquiring questions, share and reflect with others from across a wide range of viewpoints and demographics, experiment, be snarky, thoughtfully disagree, have what we thought we knew torn apart, and resolve to find our Northstar. For me this is all contained in a single phrase – #dLRN15.
Questions we are left to ponder are:
- How can we create a space for a culture of reflective, engaged teaching and learning?
- How might we develop personalized learning processes that move beyond content?
- How might we build a community development process that distributes course creation and centralizes data & research?
- How can we stop speaking for students and give them a voice?
As part of the sense making process of #dLRN15 conference we are collecting the stories from participants and non-participants. Are you wondering about the following?
What are the most pressing uncertainties, and the most promising applications of digital networks for learning and the academy?
How do we begin to make sense of this change in such a way that we can act in it?
Share your story and let your voice be heard http://us.sensemaker-suite.com/Collector/collector.gsp?projectID=DLRN2015&language=en#Collector
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