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Lines of thought: the
serendipitous
emergence of
collaborative learning
Sarah Honeychurch
Wendy Taleo
2021
tiny.cc/LinesOf...
How it came about
We have watched a collaborative project unfold in ways that continue to amaze, inspire and nourish us.
T...
The Poem
extracts
A global, collaborative poem. It's beautiful, hopeful, flies high and goes deep and
it starts with a bird...
1. A bird, flying though the sky
2 Cuts through dark clouds
3 Circling on wind drifts
4 Your mind shifts to stars
5 Whose s...
What do you think?
● How do you feel about the practice of remix?
● What about collaboration?
"That is the Question" flickr...
Not just fun, but serious fun
● Constructionism: learning that occurs by creating personally meaningful, working
artefacts...
Emergent Learning
● HOMAGO: Hanging Out, Messing About, Geeking Out (Ito 2010, 2019)
● “This idea of serious play did not ...
Authentic Learning
● Personalisation and ownership
● “Thick” authenticity (Shaffer and Resnick, 1991)
○ Real world, discip...
Formal Learning (FE and HE)
● What is ‘real’ academic practice?
● Academic conventions (the ‘hidden curriculum’)
○ Writing...
Word cloud
Remix by Kevin Hodgson
The audio poem
22 Collaborators
‘A tapestry of many
colours’
Remix by Wendy Taleo
From Line 95
‘Now replaced by light’
Remix by Wendy Taleo
From Line 12
‘Surface this
collaborative poem’
Remix by Sarah Honeychurch
From Lines 88-91
Creating is so good for
your mental health
Susan Spellman
The Music Album
Part I - IV
Irwin Devries
Activity?
● How would you remix the poem?
● How could you encourage others to
remix?
"That is the Question" flickr photo by...
References
Berland, M. (2017). Constructionist Learning. In SAGE Encyclopedia of Out of School Learning.
Bricolage. (n.d.)...
Links to share during presentation
1. Presentation: tiny.cc/LinesOfThought
2. Reflection - add your thoughts tiny.cc/Lines...
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Lines of thought: the serendipitous emergence of collaborative learning

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What happens when you give an open invitation to edutwitter to collaboratively write a poem, and encourage remixes? Over the last few months we have watched a collaborative project unfold in ways that continue to amaze, inspire and nourish us. This has opened up a conversation about the power of online collaborations and the adaptability of these for more formal models of learning.

In January 2021 one of the authors tweeted a joke about writing a 106-line poem. The other author took this line of thought and designed a collaborative challenge - to contribute lines of thought and collectively write the poem. Over 48 hours, 44 people worked on a shared Google Doc making over 4,000 edits. The outcome was a poem titled: 106 Lines of Thought. As we watched it unfold we began to think of ways to remix it.

We created a second opportunity - to ask people to record poem stanzas that we would stitch together. 21 people offered, and an orated version of the poem was produced. Hearing the voices bought an intimacy into the project and allowed different parts of the poem to stand alone. We then saw the poem remixed into forms we had never imagined.

This relates to the conference theme of digital well-being.The past year has been a challenge for all of us, educators and learners alike, and opportunities to connect authentically with others have become even more important. Our online communities have sustained us throughout this pandemic, highlighting for us the importance of collaborations that permit making learning personally relevant. This is vital for the well-being of educators as well as students - one author had recently lost her job in the HE sector and this project sustained a connection with other educators.

We will explain the genesis of the project and show some results. We will discuss the educational theories that underpin the practices of remix, showing how these seemingly trivial practices of creative playfulness allow deep and meaningful learning to serendipitously emerge. We reflect critically on the project, appreciating our luck in having participants who understood the underlying philosophy of the DS106 community and acknowledging the privileged status of participants with regard to digital literacy and digital access. We also acknowledge a possible lack of diversity: while we know our participants were global, with an open project there is no attempt to be equitable or ensure a diverse mix of people respond.

While our example is of online educators spontaneously participating, we show how this can be adapted for use with a multiplicity of situations, and help build learning communities based on trust and authentic participation. We suggest a post-pandemic pedagogy will harness the power of online collaboration and show learners the freedom of serious fun.

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Lines of thought: the serendipitous emergence of collaborative learning

  1. 1. Lines of thought: the serendipitous emergence of collaborative learning Sarah Honeychurch Wendy Taleo 2021 tiny.cc/LinesOfThought CC BY SA
  2. 2. How it came about We have watched a collaborative project unfold in ways that continue to amaze, inspire and nourish us. This has opened up a conversation about the power of online collaborations and the adaptability of these for more formal models of learning.
  3. 3. The Poem extracts A global, collaborative poem. It's beautiful, hopeful, flies high and goes deep and it starts with a bird.....
  4. 4. 1. A bird, flying though the sky 2 Cuts through dark clouds 3 Circling on wind drifts 4 Your mind shifts to stars 5 Whose silver wings shimmer and shiver. And fade. 6 Cutting into thin air, exhilarating, hard to breath, 7 as you swim through the sun flooded blue 8 ignoring the green duckweed trying to get into your nostrils. 9 focusing on turquoise skies: the other side 10 until, until, there. You break through and for a moment, 11 you forget. 25 share your brilliance 26 alive, living in the moment. 27 noticing the small things 28 celebrating the small things, because these give us all hope. 29 a child's smile, a cat's paw, a snowdrop peeking through the snow 30 a carousel of animated memories that light up receptors of gratitude Full poem: https://wentalearn.blogspot.com/2021/02/ds106-lines-of-thought.html
  5. 5. What do you think? ● How do you feel about the practice of remix? ● What about collaboration? "That is the Question" flickr photo by cogdogblog shared under a Creative Commons (BY) license http://tiny.cc/LinesOfThoughtReflect
  6. 6. Not just fun, but serious fun ● Constructionism: learning that occurs by creating personally meaningful, working artefacts with and for a community (Berland, 2017) ● Remix: “the negotiation of meaning across modes, platforms, settings, tools, and media” (Smith et al, 2016) ● Tinkering: rapidly iterating and reiterating through variations on a theme (Vossoughi and Bevan, 2014) ● Bricolage: “takes objects that have been used before and reorganizes them within a new perspective”. DIY (Encyclopedia.com) ● DIY Culture: grass roots activism, indy music (Jenkins, 2010a)
  7. 7. Emergent Learning ● HOMAGO: Hanging Out, Messing About, Geeking Out (Ito 2010, 2019) ● “This idea of serious play did not rise solely from us, it rose from hanging out and geeking out on those mornings together. It came from messing about on the river with everyone else in our Hangouts-on-Air before we pushed off from the bank into the current.” (Elliott, 2013) ● Rhizomes and serendipity ● Permission to fail: the “latent productivity” of failure (Kapur, 2008, p. 379)
  8. 8. Authentic Learning ● Personalisation and ownership ● “Thick” authenticity (Shaffer and Resnick, 1991) ○ Real world, disciplinary, personal, assessment ● Membership of a (hashtag) community ● Open practice, not virtual ● Learning the (implicit) norms through practice - remix as “cultural glue” (Navas, 2012) ● Learning by lurking
  9. 9. Formal Learning (FE and HE) ● What is ‘real’ academic practice? ● Academic conventions (the ‘hidden curriculum’) ○ Writing styles ○ Types of assignment ● Plagiarism ○ Cheating v attributing/referencing ○ Constructive v destructive distribution (unauthorised v piracy) (Jenkins 2010b) ● Teaching digital literacy through modelling and practice ● Need for appropriate types of assessment
  10. 10. Word cloud Remix by Kevin Hodgson
  11. 11. The audio poem 22 Collaborators
  12. 12. ‘A tapestry of many colours’ Remix by Wendy Taleo From Line 95
  13. 13. ‘Now replaced by light’ Remix by Wendy Taleo From Line 12
  14. 14. ‘Surface this collaborative poem’ Remix by Sarah Honeychurch From Lines 88-91
  15. 15. Creating is so good for your mental health Susan Spellman
  16. 16. The Music Album Part I - IV Irwin Devries
  17. 17. Activity? ● How would you remix the poem? ● How could you encourage others to remix? "That is the Question" flickr photo by cogdogblog shared under a Creative Commons (BY) license http://tiny.cc/LinesOfThoughtReflect
  18. 18. References Berland, M. (2017). Constructionist Learning. In SAGE Encyclopedia of Out of School Learning. Bricolage. (n.d.). Encyclopedia.Com. Retrieved 5 September 2021, from https://www.encyclopedia.com/religion/legal-and-political-magazines/bricolage Elliott, T. (2013, October 29). #CLMOOC: How We Began (Sort of...). Educator Innovator. https://thecurrent.educatorinnovator.org/clmooc-how-we-began-sort-of Itō, M. (Ed.). (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. MIT Press. Itō, M. (Ed.). (2019). Affinity online: How connection and shared interest fuel learning. New York University Press. Jenkins, H. (2010a, May 23). Why Participatory Culture Is Not Web 2.0: Some Basic Distinctions. CONFESSIONS OF AN ACA-FAN. http://henryjenkins.org/blog/2010/05/why_participatory_culture_is_n.html Jenkins, H. (2010b, November 17). DIY Video 2010: Political Remix (Part Three). CONFESSIONS OF AN ACA-FAN. http://henryjenkins.org/2010/11/diy_video_2010_political_remix_1.html Kapur, M. (2008). Productive Failure. Cognition and Instruction, 26(3), 379–424. https://doi.org/10.1080/07370000802212669 Navas, E. (2012). Remix Theory: The Aesthetics of Sampling. Ambra Verlag. https://link.springer.com/book/10.1007%2F978-3-7091-1263-2 Shaffer, D. W., & Resnick, M. (1999). “Thick” Authenticity: New Media and Authentic Learning. J. Interact. Learn. Res., 10(2), 195–215. Smith, A., West-Puckett, S., Cantrill, C., & Zamora, M. (2016). Remix as Professional Learning: Educators’ Iterative Literacy Practice in CLMOOC. Education Sciences, 6(4), 12. https://doi.org/10.3390/educsci6010012
  19. 19. Links to share during presentation 1. Presentation: tiny.cc/LinesOfThought 2. Reflection - add your thoughts tiny.cc/LinesOfThoughtReflect 3. Full poem: https://wentalearn.blogspot.com/2021/02/ds106-lines-of-thought.html 4. Sound Recording https://soundcloud.com/wendy-taleo/106-lines-of-thought 5. Creating is so good for your mental health. Susan Spellman https://youtu.be/OHfquHe36B8 6. Music Album https://irwindevries.bandcamp.com/album/106-lines-of-thought 7. Poetry Reknit spectrum https://www.thinglink.com/scene/1422933910269984770

What happens when you give an open invitation to edutwitter to collaboratively write a poem, and encourage remixes? Over the last few months we have watched a collaborative project unfold in ways that continue to amaze, inspire and nourish us. This has opened up a conversation about the power of online collaborations and the adaptability of these for more formal models of learning. In January 2021 one of the authors tweeted a joke about writing a 106-line poem. The other author took this line of thought and designed a collaborative challenge - to contribute lines of thought and collectively write the poem. Over 48 hours, 44 people worked on a shared Google Doc making over 4,000 edits. The outcome was a poem titled: 106 Lines of Thought. As we watched it unfold we began to think of ways to remix it. We created a second opportunity - to ask people to record poem stanzas that we would stitch together. 21 people offered, and an orated version of the poem was produced. Hearing the voices bought an intimacy into the project and allowed different parts of the poem to stand alone. We then saw the poem remixed into forms we had never imagined. This relates to the conference theme of digital well-being.The past year has been a challenge for all of us, educators and learners alike, and opportunities to connect authentically with others have become even more important. Our online communities have sustained us throughout this pandemic, highlighting for us the importance of collaborations that permit making learning personally relevant. This is vital for the well-being of educators as well as students - one author had recently lost her job in the HE sector and this project sustained a connection with other educators. We will explain the genesis of the project and show some results. We will discuss the educational theories that underpin the practices of remix, showing how these seemingly trivial practices of creative playfulness allow deep and meaningful learning to serendipitously emerge. We reflect critically on the project, appreciating our luck in having participants who understood the underlying philosophy of the DS106 community and acknowledging the privileged status of participants with regard to digital literacy and digital access. We also acknowledge a possible lack of diversity: while we know our participants were global, with an open project there is no attempt to be equitable or ensure a diverse mix of people respond. While our example is of online educators spontaneously participating, we show how this can be adapted for use with a multiplicity of situations, and help build learning communities based on trust and authentic participation. We suggest a post-pandemic pedagogy will harness the power of online collaboration and show learners the freedom of serious fun.

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