Digital Learning Part 1: Two Things That Worked

Think with me for a minute about how you function in a learning space - in particular, one that is in person. What are you habits? Do you doodle? Ask lots of questions? Share snide remarks with your table group? Sit in the back so you can nap or do the crossword puzzle? 

Now think about your habits as an instructor. What are you doing in any given class to engage learners? Moving about the room? Asking kids who aren't raising their hands what they think? Facilitating conversations among small groups of kids?

Now imagine trying to do all of these things from your kitchen. Oh, wait, we've done that.

While virtual teaching and learning are nothing new, they are things that not too many people are good at. I've done both and it's not been pretty.

In thinking about how to do this better, I've paid attention to what is happening around me in digital spaces, researched some ideas and even signed up for some classes. What I notice is that some teachers dress up as batman (sorry, not doing that), some teachers get in their feeling about kids not having cameras on (also silly and kinda rude), some in-person habits don't transfer well to the digital space and I doodle way more. Actually, my doodles are staring to become sketchnotes that are really not pleasing to look at, but are a nice reflection of what I have learned and how I felt in the moment. More about this later..

I think the questions I really have boil down to this: What about me that is effective translates into the digital realm and what about me will that works in person will be straight up annoying online? These are important questions for all of us. They are rooted in self-awareness, which, let's be honest, it just really hard. 

A place to start might be to reflect on successful moments you've had online. What was good about them? I had some fun discussions with a new colleague these week during a virtual PD. I have never met her in person, but it was nice to learn about her as we worked. I did this by asking questions. In truth, I was imagining my mother - the world's most inclusive person - saying "be sure you make the new kids feel welcome." What are ways we could build upon this idea to create a community? 

Another thing that was effective for me was taking notes. I found a notebook in my school bag that our secretary had given me in February. I like that she had written my name on it, so I overlooked the fact that it wasn't blank or graph paper (my personal preferences). I also found a free pen from a college visit - again, not my tool of choice, but it worked. As a side note, I am terrible at not registering all of my feelings on my face. The previous week's meetings had the potential to be hard. I was looking for a way to not be staring into a camera all day, which would provide all the other participants with a front row seat to how I felt.

Taking notes solved a host of problems. I was able to create a record of the learning and the discussion. I wrote down some things that others had said - that I either wanted to remember or remember that they had been the ones who said them. I did not have to look at the screen all day and I was able to hold on to questions until it was a good time to ask. Additionally, I made some really nice shapes and arrows. How might I continue this practice as I'm teaching? And how might I illuminate its usefulness to kids?

There are a host of things that don't work - policing behaviors, dominating conversations, forgetting to turn off your mic while you blow your nose - but the ones that really count will be the ones we each learn about ourselves. That is a journey I'll continue, perhaps even publicly, but in a more ongoing fashion.

For now, these two concepts - curiosity around what others have to say and creating a personal record of the learning experience - made for a very successful week of learning for me. I hope to find ways to infuse my instruction with both in the fall.