OER+DJ+script

<- Back =Intro=
 * Metaphor of Open Educator as DJ - why?
 * the proliferation of information on the web is not a problem but an opportunity
 * turning one's back on it or pretending it doesn't exist (and is changing/growing fast and always) is NOT an option
 * but learning to swim in this sea of information/OER IS
 * we are at the edge of a sea change in how we interact with both information, knowledge and learning, one facilitated both by the network and by new interfaces, ways to interact with computers and data that take more advantage of things that people already do well.
 * similarly, the distinction between online and "real life" is increasingly blurred beyond usefulness
 * students show up to physical class with laptops and mobiles and access to the network
 * they want to be able to learn asynchronously even in f2f and cohort based classes
 * Neither these phenomenon nor the metaphor of the "educator as DJ" is particularly new:
 * Wiley, Rip, Mix, Feed, shift from "sage on the stage to guide on the side"
 * But what I wanted to see is what happens when we dig into the metaphor
 * does it help us understand or improve our workflow as educators
 * are their interesting differences that we can learn from
 * if you buy into some of the tenets of "network learning" or "connectivism" the ability to swim in the sea of available resources and people is a key new skill to develop
 * if we want to teach network learners, we ourselves need to become network learners, to model this kind of practice; developing this kind of workflow in our teaching practice is a step in that direction
 * and finally, help us understand how using metaphors from different fields to understand and analyze our process is not only useful but indeed entirely appropriate when it comes to the act of teaching, the metaphorical act supreme

This talk will try to do 3 things:
 * 1) about a style of working and lecturing that network tools and freely available open educational resources enable
 * 2) a demonstration of what that workflow looks like in a specific example
 * 3) itself an attempt to illustrate that process

=The 'Flow (with examples from PLE illustrations)=
 * Search - finding the PLE diagrams
 * Sample - grabbing ones that weren't already easily saveable
 * Sequence - tumblr? how to get in a mediaRSS feed
 * Record - my own PLE diagram
 * Perform - cooliris and wii controller?
 * Share - blog it

=Coda/Conclusion=


 * well, at the very least you did get to see a whole bunch of hopefully interesting online media tools, but...
 * while I did try to demonstrate one specific example in building the set of PLE diagrams, no 2 educators, just like no 2 DJs, have the exact same flow
 * but they have one, and recognizing this, and working on it, improving it, is important; realizing that there IS a flow of information that you need to build a workflow around is an important step to becoming both a network learner and network teacher
 * if you look at the steps in the workflow I demonstrated, at each step there is already value, both for you as an instructor and learner yourself, and for the students. the metaphor stitches these individual steps into something of even greater value too.
 * if you start from the assumption that there is already a TON of stuff out there and make the capturing, editing and republishing it simply part of your regular flow, not only will you start to produce new educational resources in ways that are simpler and more engaging, you'll do so in a way that ALSO allows your own students to both learn from your flow and step into it themselves.
 * for me the attraction of these techniques is that they are built on top of basic, open web technologies accessible to anyone with a web browser, and don't require you to sacrifice sequencing or authorship to ALSO provide a broad canvas that students can explore, in their own order, on their own time. That's when the real dancing, the real learning, begins.
 * The fact that the metaphor comes from a creative field/has an aesthetic focus IS important; using metaphors like this helps us become more conscious not just of the "what" we are educating about, but the "how", pay attention to the design, the experience. Also, just like in artistic process, borrowing a metaphor from another field can be really helpful in what it reveals to you about your own field, helps you to recontextualize it
 * "DJ" as a metaphor is also interesting to me because DJs often took tools built for one purpose and used them for another, or built their own interfaces to tools in order to make them work better. We call many of our digital technologies "tools" but too often this is overstating their case; they can be unfriendly to use, and force us to fit with how they work instead of working how we want to work. Unlike real tools, our use doesn't effect them. If we adopt a metaphor like "DJ" to our teaching practice, it may also help us to bring this kind of focus to the tools we are using, vhose ones that bend to our needs, pay attention to what those needs are
 * You may find the metaphor of "educator as DJ" doesn't work for you - fine. Maybe it's "educator as mashup artist". maybe it's "educator as painter." maybe it's "educator as architect". But...
 * I URGE you to seek out the metaphor YOU ALREADY BRING to your teaching practice, because inevitably you do. Becoming conscious of it is important not only because of how it lets you expand on it, but because the act of teaching IS the supreme metaphorical act; just as metaphor allows us new understanding by using a familiar vehicle that conveys attributes to a specific tenor, so do you as teachers seek to help your learners move from their existing understanding to somewhere new.
 * And finally, using a metaphor like "DJ" helps because it is FUN, and how much better is our work when we make it fun too
 * cf. Trent Bateson article //Automation Chimera: Education Is Not Management//[| http://campustechnology.com/ Articles/2008/07/Automation- Chimera-Education-Is-Not- Management.aspx?p=1]
 * " //An even more fundamental problem with educational software built as an enterprise system is that no one chooses to use them for fun. This kind of system does not connect with the social energy around using interesting applications. They are the equivalent of very large textbooks."//