I’m a couple of weeks behind on my #flatclass reflections, but here are my thoughts on Chapter 6: Contribution and Collaboration …

Key ideas in this chapter included: “Receive, Read, and Respond“, the essential habits which underpin effective global projects; and an exploration of strategies for supporting communication, collaboration, and leadership within global learning communities.

While the focus of the bookclub was on supporting student communication and collaboration, I want to apply these ideas to the teachers in the #globalclassroom community, sharing some of the challenges we’ve faced, and the lessons I’ve learnt over the past year.

Building Community

The Global Classroom Project was designed as a meeting space & global collaboration platform, not as a single collaborative project (e.g. Digiteen). At last count we’ve hosted over 15 major projects, and welcomed hundreds of teachers into our online spaces. Yet, while we do our best to welcome new teachers into our community, we continue to confront the major challenge of connecting with our ‘lurkers’.

Our single greatest challenge is the first step: Saying ‘hello”.

While we provide the online spaces for teachers to connect, we have no control over their participation & engagement in our community & project spaces. I’ve learnt that different online spaces suit different people … and realised that less than 1/3 of our new teacher sign-ups become actively involved in our work.

This is not to say that these teachers aren’t there, but work pressures, over-zealous email spam filters, language barriers, and variations in school years are significant barriers to their active participation in global collaboration …

For me, our greatest success stories have emerged from a simple IM “hello” on Skype or Twitter. We need to establish the personal connection, translating the teacher’s name on the spreadsheet into a real human being. BUT, we need our teachers to make that first step – to receive, read, and respond to our communications; as some are finally doing – nearly 6 months after joining!

Learning for the future

As this past year has flown past, we have witnessed Global Classroom become an established feature of the global collaboration community. We fulfill a need; providing the space and connections for innovative teachers to explore new ways to flatten their classroom walls, and mentor new teachers in the art of global collaboration.

Global Classroom 2012-13 will be different, because our teachers are different, and because I’m different. We’re learning from our mistakes, and through the book club, I’m becoming more comfortable learning and working with the #flatclass community. We have separate identities and roles, but we are learning so much by learning together.

I may be a dreamer, but I believe we can make Global Classroom a world-leading educational community in the years to come.

Our work is pushing the boundaries of what is possible; and I believe that our implementation of some of the #flatclass “handshake” strategies & communication advice (Chapters 4 and 6) will enable us to improve the connections we forge with our people, who are the true leaders of educational change.

Global collaboration is a journey which tends to take you in unexpected directions!

A year ago, I would never have dreamt that I’d be reading and reviewing Flattening Classrooms, Engaging Minds, nor would I have believed I would have the chance to connect and learn with the authors, Julie Lindsay and Vicki Davis.

Rather than writing an ‘official book review’, I’ve decided to record my musings on the #flatclass book as I try to engage in the online book club over the coming weeks.

So, here are my musings on Chapters 1 and 2.

“21st century skills harness not only the power of technology, but the power of people” (p. 3)

Reading the introductory chapters, I was taken aback by the parallels between my recent (unpublished) writings about #globalclassroom, and the #flatclass authors’ thoughts on effective global collaboration.

Having written almost exactly the same words a few days previously, this statement reinforced one of the key lessons I’ve learned leading Global Classroom – that while our work was made possible by technology, it is our people who have made it a reality.

Our work has been successful because our teachers, all over the world, are actively supporting each-other’s professional learning, and sharing responsibility for the management (and success) of our #globalclassroom projects.

“The aim of global collaboration is to improve learning, flatten classroom walls, and develop authentic audiences” (p. 4)

As I wrote some time ago, we are creating “the online spaces for teachers and students to connect, share, learn, and collaborate on a global stage”. And we’ve succeeded in building community; providing the space and support network for teachers to connect and collaborate, where they can experience the powerful impact of global collaboration and learning first-hand.

Built by teachers, for teachers, The Global Classroom Project is enabling our students to share their learning with the world; and helping our teachers explore innovative, transformational teaching and learning practices. We’ve opened up a window to the world, and we can’t go back.

“Connect one person at a time, build trust, and move forward together.” (p. 20)

I was struck by Suzie Nestico’s comment in the first #flatclass book club session relating the success of global collaboration to “building trust in the online environment”, going beyond the intitial connections to engaging in meaningful collaborations.

We are starting to make this happen, particularly in our Skype group, where teachers, who came to us with little confidence and collaborative experience, are building online connections and friendships through IM conversations and skype calls.

With a little support and encouragement, these teachers are starting out on their learning journeys, beginning to engage in their very first, more meaningful global collaborations. Yes, these are small steps, but these teachers’ stories are inspiring their colleagues – locally, and around the world.

“It is time to be the voice of change.” (p.20)

“Learning globally includes making a difference to the world.” (p.7)

I never expected to lead the creation of a global learning community. I was ‘just’ a second year relief (substitute) teacher, who has never had a class of his own. Yet, my social networking presence enabled me to make that initial connection with Deb Frazier in Ohio, USA; and later, it provided the connections which underpinned the collaborative development of the Global Classroom community.

As Deb and I look forward to celebrating the first anniversary of our ‘Twitter connection’ in April 2012, we can’t believe how our #globalclassroom spaces have become vibrant, community-minded forums where our teachers and students are connecting, making friends, and beginning to collaborate globally.

We are making a difference in the world, and helping teachers become the “voices of change”.

So, I conclude with a simple “thank you”

Julie and Vicki, it is hard to believe that an exploration of the #flatclassroom website and project wikis would kindle a teacher’s dream, and ultimately lead to the collaborative creation of a new global community.

But it did.

My work has changed the way I see and interact with the world. I now have friends across 6 continents, and find myself in the extraordinary position of leading a global education community in my third year of teaching.

I have a lot to learn, yet I suspect I am becoming “a voice of change”. I’m helping to make a difference in the world; and as our grassroots community continues to grow and evolve, I’m not alone.

Several months ago, a dear member of my PLN taught me how to use Skype.

Skype is an amazing tool which enables teachers to flatten their classroom walls; opening up windows into other people’s worlds. Yet, for me, it is the informal, sideline discussions about food, language, and everyday life which I treasure the most.

How can I forget my discussions about the English language with Deb Frazier in America? Or the hilarious conversations about family, food, and culture with Lin-lin in Taiwan? And I still pinch myself at the memory of skyping & saying hello to the Indian Finance minister & teachers in Kerala, India

Skype conversations, particularly with Hello Little World & Global Classroom Skypers, have helped me build, connect, share, learn and collaborate; yet, perhaps most importantly, they have transformed how I see and interact with the world.

I now know that Skype helps break down barriers, and helps us discover what we have in common with other people around the world. It leads us to rewarding global friendships … and It teaches us to care.

If Skype does this for me, a teacher, what can it do for our students?

A lesson and question to ponder as I continue on this journey of mine.

2011 marked a time of upheaval, new possibilities, and transformative change in my personal and professional life. As I begin my third year of teaching,  I believe I’ve finally found my educational niche, my calling. While I still don’t know where my journey is taking me, I know I’m heading in the right direction.

So, what were the events & experiences that defined my year?

This is the third in my series of posts detailing the origins & development of the Global Classroom Project: 2011-12.

Shortly after the successful completion of Global Classroom 2011 in July, I was rather surprised to hear that Deb Frazier (@frazierde) wanted to do it all over again! She wanted the second project to run for the duration of the American school year (9 months), and hopefully involve classes across 6 continents.

Deb created a Google Doc entitled “Ideas to Grow ~ Global Classroom”, which I shared via Twitter – inviting interested teachers to register their details, and brainstorm ideas for projects at different age levels. In a testament to the power of Twitter, we had over 30 K-12 teachers signed up within 3 weeks … and two stunned project leaders.

The first #globalclassroom project saw 8 primary (elementary) teachers collaborating on a single project. In light of the overwhelming response to our initial planning document, it was clear that this wasn’t going to happen the second time around. 

Having brought so many interesting teachers into Global Classroom 2011-12 through my global connections,  I was pretty happy with the response. As reality set in; however, I resolved to take responsibility for my actions. For someone whose family motto is “Never Volunteer”, the decision to lead the development of the #globalclassroom project proved to have unintended, but incredibly rewarding consequences.

As the old saying goes, “Be careful what you wish for” …

I’d like you to meet Deb Frazier, a Grade 1 teacher from Ohio, USA.

You’ll find Deb on Twitter as @frazierde, and she blogs at Primary Perspective.

Deb and I have yet to meet face-to-face, yet over the past few months, we have become global partners, and good friends, through our close collaboration in building The Global Classroom Project.

I first met Deb in May 2011, through Twitter; and looking back, it seems it was meant to be. Deb was relatively new to Twitter, and was interested in extending her students’ learning beyond her classroom walls.

I was a second year teacher, and relatively established user of social media, about to embark on a 4 week relief placement in a Grade 6 class – the first class I’ve ever been able to call my “own”. Following the success of my first global project in March 2011, when I ran the World Water Day International LinoIt Project, I was keen to further experiment with web 2.0 tools in education.

And then, late one night, I came across a tweet and a blog post which would change the course of my career:

The Global Classroom Project (2011) was born …

Deb Frazier, from Ohio, USA was looking to connect her Grade 1 class with children around the world via VoiceThread. As Deb blogged here, the idea was born in the minds of her students; yet it was Deb’s vision, and use of social media to connect with fellow global teachers which made it a successful global reality.

As I prepare to explore the development of the Global Classroom Project over the past months, and my role within it, over this upcoming series of posts, I am still struck by the simple fact that Deb and I met, and collaborated via social media and Web 2.0 tools.

We hear so much negativity about social media in education, yet this global collaboration, this global partnership bears testament to how connections made through social media can change our worldviews, our teaching, and our students’ lives.

And to think that it all started with One Tweet, and One Blog Post …

My PLN has been a source of support, learning, and encouragement, and along the way, I’ve met many wonderful new people, made new friends, and discovered some invaluable online professional learning resources.

Today, I’m taking the opportunity to nominate a few of my favourite sites, blogs, and resources for the Edublogs Awards 2011.

The purpose of the Edublog awards is promote and demonstrate the educational values of these social media.  The best aspects include that it creates a fabulous resource for educators to use for ideas on how social media is used in different contexts, with a range of different learners while creating an invaluable resource of the best-of-the-best on the web!network

http://edublogawards.com/

BEST NEW BLOG

Teaching the Teacher: http://traintheteacher.wordpress.com/

Stephanie (@traintheteacher) found me on Twitter some months ago, and I soon discovered her insightful blog (established Jan 2011) where she has shared her experiences, reflections, and learning as a student-come-beginning teacher.

We need more student and beginning teacher bloggers like Stephanie; as by sharing our stories, frustrations, learning, and achievements, we can build informed community understanding of new teacher experiences, and better aid their entry into the teaching profession.

BEST GROUP BLOG

Edublogs Teacher Challenge: http://teacherchallenge.edublogs.org/

With out a doubt, the Teacher Challenge blog is one of the BEST online professional development resources for teachers on the internet today. Written by teachers, for teachers, this is relevant, informed PD at it’s best. It has helped me improve my blogging skills, and build my PLN.

BEST ED TECH / RESOURCE SHARING BLOG

Education Technology and Mobile Learning: http://educationaltech-med.blogspot.com/

There’s always something interesting in Med’s blog feed, and I’ve always appreciated the incredible effort he puts into his visual explanations of the latest education technology tools and resources. Educational Technology and Mobile Learning remains one of my most frequently bookmarked blogs in my Diigo library.

BEST TEACHER BLOG

Stump the Teacher:  http://stumpteacher.blogspot.com/

While I follow many amazing blogs, my stand-out teacher blog for 2011 just has to be Josh Stumpenhorst’s "Stump the Teacher” blog (). Josh’s blog has taught me a great deal about teaching, and about myself; and his work inspires and educates teachers around the world.

BEST EDUCATIONAL USE OF AUDIO / VIDEO / VISUAL / PODCAST

The Virtual Staffroom Podcast: http://virtualstaffroom.net/

Chris Betcher’s Virtual Staffroom podcast remains the ONLY educational podcast I remain subscribed to, as his inspirational interviews with leading educators enable teachers to share and learn from each-other – around the world. I have followed the Virtual Staffroom for nearly 4 years, and eagerly await each episode.

Well, these are my nominations for the Edublogs Awards 2011.

I hope they will help inspire and educate others, as they have done for me.

The third Reform Symposium e-Conference has broadened my horizons and expanded my PLN.

It is hard to describe the Reform Symposium e-Conference, but the words ‘inspiring’, ‘informative’, and ‘insightful’ come to mind.

#RSCON3 was a wonderful opportunity to connect, learn and share with new and experienced teachers around the world; and it will have tangible impacts on my teaching and professional learning practice in the months to come, particularly when we launch the Global Classroom 2011/12 project later this year.

And presenting at #RSCON3 was an important milestone in my teaching career, as it was my first ever professional presentation. I’m proud that I was able to share my experiences, and “make my voice heard” on a global stage; and I suspect there aren’t many 2nd year teachers who can say they’ve presented at an international conference! (Thanks Shelly!)

My Presentation: “What the heck is a PLN?”

I shared my personal ‘PLN story’ at #RSCON3; exploring how my “Personal Learning Network has reawakened my love of teaching, supported me in tough times, and broadened my horizons.”

With the help of my wonderful moderator (and friend) @JoHart, I was able to lead a lively, interactive online session, attended by 33 teachers from around the world (although, sadly few Western Australians). And I was pleasantly surprised at how well it was received.

After exploring the gradual development of my PLN, and discussing some of the online tools / resources I’ve used to build it, I handed over the microphone and whiteboards to my audience, asking them to share how they “connect, learn, share, and collaborate”. They did so with gusto!

Themes and Takeaways

Having a PLN is a rewarding and transformative learning experience, but actually getting “out there”, and building your network isn’t an easy or rapid process. It takes time, patience, and perseverance – but you don’t have to do it alone.

By sharing my story and experiences,  I hoped to demystify the “Personal Learning Network”, and give ‘newbies’ a few ideas about where to start, and who/where to go for help and advice. With the assistance of the my session participants, this message came across ‘loud and clear’.

Thankyou

I hope my “What the heck is a PLN?” presentation will inspire and assist new and experienced teachers to take that critical first step on their own PLN journey. If I can make a difference for just one person, I will have succeeded in this goal.

So, thankyou to everyone who attended my presentation, and all those people who will listen to the recordings. I hope you find it helpful, and I look forward to reading your feedback.

Recording Links

• Elluminate Recording

Presentation Slides

“I get this question a lot, so I’m attending the “What the heck is a PLN?” session with @mgraffin #rscon3” – @teacherjenny6

“Following @mgrafin pressentation #rscon3. My first session. This is amazing!!” – @louvre2012

“Great job presenting at #rscon3. So happy to be a part of your PLN and have you as part of mine” – @ncarroll24

“Quite a warm wonderful mood in the text chat of @mgraffin’s “What the heck is a PLN?” in #rscon3. Could be I’m just a softie though ” – @harmonygritz

“Could confirm in @mgraffin’s workshop the power of Personal / Professional Learning Network! Great workshop Michael!” – @SilvioCamposELT

This Weekend, we kick off the third Reform Symposium eConference (#RSCON3)!

What the heck is a PLN?: Personal Learning Networks for Educators

When?

8.30AM Australian Western Standard Time
(Please check the schedule for your timezone – this is just before the Closing Keynote on Day 1)

Where?

Please click on this link to access my Elluminate room – up to 30 minutes before the scheduled start.

(https://sas.elluminate.com/m.jnlp?sid=2008350&password=M.25F4EE183D04E394FA038CA714AA9D)

This will be my FIRST-EVER professional presentation, so I’m hoping and praying things go well!

I’m really excited, and I hope to see you there!

A Relief Teacher’s Journey was established a year ago today.

It grew out of a desire to share my experiences and learning as a new teacher. I wasn’t sure if blogging was for me, but 66 posts, and nearly 4 800 hits (from 108 countries) later, I’ve found my voice … and an audience.

It’s time to celebrate a very special blogging birthday.

Flickr CC Image: Ѕolo http://www.flickr.com/photos/60648084@N00/2234406328

A Relief Teacher’s Journey is a reflection of my skills, interests and growing expertise as a new teacher. It has become an empowering medium for me to reflect on, and share my personal and professional journey with my colleagues and new friends around the world.

I’m not an expert teacher, but I’m proud to say that I’m an teacher blogger. I no longer feel alone as I start out in my chosen profession, for this blog has opened up a whole new world of opportunities, learning, and global friendships.

Blogging has made me a better writer and a better teacher. It has given me a voice … on a global stage.

So now, as I look forward to another blogging year, I wonder where it will take me?