What is the Value of Care Work?

In preparation for this week’s #3Wedu I read about the double bind, emotional work and other issues women face at work. The thing that rose to the top for me is the lack of respect “care” gets. As soon as we label something it creates an “us” and “them”. If “they” (women with children) get to take maternity leave, then the rest of “us” have to fill in for them. If “they” (women with children) get to leave work early because their child has an appointment or play, or can’t travel, the rest of “us” have to be flexible with our schedules. Tracy posits that companies should have care leave rather than maternity or paternity leave. There are many things in our world that need care. Surely, caring for our own children, who are future citizens is a priority. What about encouraging workers to care for the environment, or children in a foster home, or the elderly? What if you could take care leave to do something that was deeply meaningful to you?

While on the surface this may seem like it would decrease productivity, studies show that allowing people time to do personally meaningful work increases motivation and productivity. How would the culture where you work change if your organization valued care work?

Tracy, S. J. (2008) Care as a common good. Women’s Studies in Communications, V31(2). http://www.sarahjtracy.com/wp-content/uploads/2013/07/Tracy-Care-as-a-common-good.pdf

Design Thinking as a Competency

I recently had a thoughtful and engaging discussion with Wade Pickren around design thinking where he posed the question: What would the competency for design thinking be? I hadn’t thought about design thinking in this way before. What does it mean to be competent in design thinking? What would an organization that is competent in design thinking look like? After some reflection I came up with the following:

  • Interact with users from diverse cultural, socioeconomic, educational, racial and ethnic backgrounds in a way that increases understanding of user needs, challenges and barriers
  • Create a design thinking environment that incorporates all steps in the design thinking process in a way that is safe and conducive for failing
  • Utilize knowledge of design thinking framework to ideate, prototype and test as a way to learn more about the user, refine point of view and find a solution for the users real problem
  • Incorporate a range of design thinking strategies to effectively integrate solutions into the user experience in ways that users with range of backgrounds become excited
  • Integrate a safe, creative space that allows for observation, ideation, reflection, building and rebuilding of prototype throughout the design thinking process, build increased understanding of users and allow the design thinking team and user to understand potential barriers and challenges
  • Develop network of collaboration with other design thinkers within own community of practice and across the globe to continually share, learn and grow
  • Grow a passion for design thinking, and understand importance of empathy, needfinding, understanding, creating and doing by engaging with users through observation of practice, and increase belief in ability to think divergently

What do you think? What would you add or change?

How does an organizational competence in design thinking emerge?

 

Mothers (and Fathers), and Daughters

During #dLRN15 mothers, fathers and daughters was a theme for me-although my amazing daughters were not with me. Catherine Cronin, Kate Bowles,  Bonnie Stewart & Dave Cormier, Whitney Kilgore (brought her daughter virtually via Facetime) and Andy Saltarelli all gave their daughters an amazing gift by bringing them to the conference. These daughters were surrounded by role models, and had experiences that I expect will change the narrative of their lives. In my previous job my youngest daughter Rosie traveled to Panama with me five times before she left elementary school. While there she attended college classes taught by the other faculty and (mine were too “boring”) participated in class discussions and activities with the students. Each of the students in my classes, and the faculty with whom I taught, became a part of my daughter’s story-they shaped her narrative.To this day, things she learned in those classes have had a lasting impact on the woman she has become. My older daughter Anjelica traveled with me to Panama as well. Her experiences there witnessing the extreme gap between wealth and poverty had a lasting impact on her story. She is currently a Biomedical engineering major hoping to someday bring medical care to developing countries.

Throughout their childhood, girls develop beliefs about their abilities,  what it takes to complete particular tasks, and what the possible “outcomes” for them are. Their perceptions of what they can achieve are significantly impacted by social interactions with peers and adults. It is through these interactions girls learn about gender roles, stereo-types, and what others expect of them. As girls grow up it is these vicarious experiences  that influence the choices they make and ultimately the story they tell.

Privilege has given our daughters opportunities many don’t have. From the time before our daughters are born we begin to shape the narrative of our daughter’s lives. What happens to those girls who don’t have mothers and fathers to provide them with the role models, experiences and words of encouragement needed to build their efficacy and shape their goals and dreams? How can the digitization of education provide access to role models and experiences for girls across the globe and socio-economic levels? What can we do to change the ending of the story?

Today I am presenting at an AAUW conference on engaging girls in STEM. This presentation will build on one Whitney and I did at #OLC15 with a goal of gaining a better understanding of how we can use digital content such as MOOCs to create on ramps for girls into STEM.

#OLC15, Design Thinking and STEM Professional Development

At #et4online Whitney Kilgore and I connected with a common interest in MOOCs and engaging women in STEM. This led to Google Docs, every other Saturday morning Hangouts, and eventually a Human Centered Design Thinking (HCDT) MOOC. We began our journey thinking we knew what the problem was.  Lots of people were creating STEM MOOCs with the idea of engaging girls in STEM. We wanted to go one step beyond and create a MOOC that would enable girls to make connections with women in the field and gain an understanding of all the opportunities a STEM degree can provide. We wanted to develop a learning community that would live beyond the MOOC.  Through conversations with others this idea grew into a need for k-12 professional development that aligns with NGSS (Next Generation Science Standards) and a specific focus on CS (computer science) and engineering. In realizing that a high percentage of MOOC enrollees are teachers we thought, why not design a MOOC specifically for teachers. Again, we thought we knew what the problem was.  As we began to speak with teachers and people doing research in this area we quickly realized we were designing a solution for the wrong problem. We didn’t really understand our users. How do they experience professional development? What are the barriers and challenges they face? How do we gain an understanding of what teachers want, need and desire? What is their story?

Our work in the HCDT MOOC helped us find our way to answering these questions. We recruited a few other participants on our team and began digging in. We brought this work to #OLC15 and a group of 16 eager participants. We arrived with interview questions we developed in the MOOC and our “speed design thinking” templates. Little time was spent with us talking and power points. This was about facilitating a discussion and gaining a deeper understanding of what the problem is and ideating possible solutions. It was about gaining empathy and hearing their story. There were deep discussions, sticky notes and in the end exchanging of business cards and plans to bring this back to their offices, classrooms and universities.

How many times have we heard a teacher say, “professional development is a waste of our time”, “they don’t really understand what we need or the problems we are facing”. We would like to do more than just hear what you are saying, we would like to listen to your story and think thoughtfully and intentionally about a solution.

Over the last 6 months we’ve taken apart and deconstructed our understanding as we had known it to build a new understanding together. We are still in the “understanding” phase.

What is your:

Professional development story?

Teaching story?

How might we create professional development that is replicable and scalable around helping girls develop a STEM identity?

Making Sense of #dLRN15

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.

vconnecting

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

Heading to #OLC15 and #Dlrn15

I was reflecting back on the anticipation I felt as I headed to #ET4online. Relationships were developed before the conference via Twitter, Google Hangouts and Google Docs as we planned a panel from across the country and across the globe. The conference itself had deep conversations, crayons, and a vulnerability you don’t often see at a conference. Today as I head to #OLC15 and #Dlrn15 the bar is high and I am confident it will be met. Already I’ve had some incredible, deep conversations with #Dlrn15 attendees in Slack. We are building relationships and gaining empathy for one another in a way that you don’t often see face to face at a conference, let alone via social media. Slack was a new tool for me, and like many I joked, “should I post this in Slack, Twitter or Yammer”? “How does this thing work anyway?” Initially it was unclear what it’s purpose was or why we were using it for the conference. It quickly became clear and soon I became a Slackaddict. I’m not yet sure if it is the tool, the people, or the content. I imagine it is a “perfect storm”. It’s made me think of how we teach our courses and the discussions we have about community, engagement and interaction. The discussion in Slack is engaging because it is meaningful to us and we are driving the content. While there is a general topic, there is no specific discussion question or learning objectives that constrict our journey. We’ve been given a space to explore something where there is no known answer. The answer can’t be found in the back of a text book or in a Google. search The tools we have are our current knowledge, our experiences, and a safe space to share, reflect, build and rebuild our knowledge together. Isn’t that the learning experience we want for our students?

#et4women Work Life Balance is Not Being Afraid

I had the honor and privilege of being on the #et4women in ed tech panel with Keesa Muhammad-MSU, Tracy Clark-EdTech Women ATX, Maha Bali-AUC, Cario, Egypt (virtually), and Amy Collier-Stanford University, as moderator. We shared stories of vulnerability, authenticity, shame, guilt and the need for women to support women. I was touched by the number of women and men who thanked me for sharing my PhD journey and said that it brought them to tears. We shared memories of pumping breast milk in a bathroom stall and being afraid to say the reason we are not in the office is because of our family. One woman later stated she would never say the reason she needs to leave early was because of a child related issue. She didn’t want to be judged for making her family a priority. I was shocked to hear a woman say she was told, “you’re good looking, you should use that to your advantage”.  It is 2015 on our calendars but it might as well be 1940 within the walls of many offices. The conversation was raw, emotional, and transparent. We need as many conversations like this as it takes.

What advice did we share? Listen with intention, ask questions, and help someone have that break through moment. The final question asked was, “What will you do differently?” Go to #et4women and post your reply.