Once this particular light goes on in one's head, it may be impossible to turn it off. Yet we still need the so-called "stale" cataloging of content. We need foundational knowledge. Perhaps the academy has just made its function (again) more visible under connectivism? And we are in a creative tension of sorts with knowledge cataloging as an end in itself?

What are some ways we who seem to "grok" participatory connected learning (or think we do) can make this concept more accessible to colleagues who lament the failure of "sit-and-get" faculty development/PD, but don't know what to do next? I was reminded of this a few days ago in a "mixed" meeting of faculty, staff, and administrators. We all meant well, but could have done better in planning some upcoming sessions that (we hope) will become a Community of Practice. I think a way to describe participatory culture in a room full of people who don't already know Henry Jenkins and Mimi Ito would help.

Why can't the university, with all its supposed resources, support PLN development among its faculty and staff?

One-size-fits-all is the perennial challenge of PD (professional development, faculty development)—the demand that faculty as learners must conform to the instruction, rather than bringing their full selves. There have been days, weeks, and even semesters when I felt marginalized (even as campus entities insisted that I wasn’t). The only way through this was the PLN (“my” PLN) that welcomed my whole self into another type of PD.

Thinking about working within the system to make change. Perhaps the two philosophies can co-exist. Learning outcomes with their linear path learning could be complimented by a student-decided outcome. The student could look at the syllabus for what faculty hope they will learn in the course, but then choose a final outcome or goal they personally have for taking the course. Then they could also propose how they are going to demonstrate their learning.

The chat rooms are always so interesting. This space can really allow someone like this student to be a bit bolder.

I've never attended a conference virtually before, but I can see how motivation is essential. In fact, it requires a plan for setting up the right space, computer connectivity, limiting distractions and joining with the intent to learn.

This is a great distinction to make. I wish I would have been introduced to the digital realm with some understanding of what commentary is appropriate in different contexts.

I'm sure this can really stretch some of the participants. Various comfort levels with putting themselves out there.

There are murmurings of letting the instructional designers from Pedago.me participate in a #digPINS session.

Yes! This a brilliant way to build faculty's digital literacy. Provide and model the experience in order to build confidence.

I've never heard it put so plainly. Perhaps any time one challenges the status quo it is political. This also helps explain why making change can be so hard. It could be a really uncomfortable position especially when you factor in the different ages of faculty development that an educator might be in at the time of critical reflection and asking for change.

This is an important point: mentors & collaborators outside of a program's hierarchical relationship. I am much more likely to be authentic about my personal/professional growth when there is no hidden agenda or expectations.

I love how the ages of teaching are broken down here. There is almost an unfair expectation for all educators to be fully evolved right out of the gate, but as with all things expertise takes time. Being able to somewhat gauge where an educator is on their journey is a nice indicator to have, especially as an instructional designer who works hard to meet faculty where they are in their journey and not overwhelm them.

Looking forward to this connected and collaborative annotation jam. Feel free to jump in anytime, but be sure to join January 31 from 6-8pm to connect with the live Denver audience.

A big thank you to Maha and Autumm for creating and sharing these ideas; ones we will all collectively benefit from.