Narration and Narrative Form

8094090513_c2b1736d7e_o I received a Twitter alert overnight from Darrell Cobner (@CPAUWIC) https://twitter.com/CPAUWIC/status/381782446309916672 Darrell and I have been exchanging ideas about performance analysis as story telling and story sharing. (I posted some thoughts about this last week in What Counts?) I was interested to learn that Darrell was sharing some Harold Jarche insights from What’s Working and What’s Not Working in Online Training. Harold points out that “Today, content capture and creation tools let people tell their own stories and weave these together to share in their networks. It’s called ‘narrating your work'”. He adds that:

The public narration of what we do, attempt and learn on a daily basis not only helps us help others, but also puts us in a position to get help from peers. When your co-workers know what you’re working on and what problems you run into, they can offer their experience.

I liked the way Harold explained the flow of sharing through stories and his encouragement of collaboration. I try to monitor opportunities for online collaboration and cooperation. Darrell and Harold set me off thinking about narration and narrative form (I revisited some of the fifty-four posts on Clyde Street with a narrative tag). Back in 1988 Donald Polkinghorne produced the delightful book Narrative Knowing and the Human Sciences. In his preface to the book he observes that “practitioners work with narrative knowledge. They are concerned with people’s stories…” In Chapter Two he notes that “Narrative is the fundamental scheme for linking individual human actions and events into interrelated aspects of an understandable composite.” I think we have remarkable opportunities to develop a digital “understandable composite”. Our sense of the aesthetic enables each of us to share a narration in a narrative form. I wondered if in response to Darrell, I might nominate seven tools to support the public sharing that Harold identifies as an important component of a community of practice.

I think each one of these tools has enormous potential for the narration discussed by Darrell and Harold. The choice is personal and enables each of us to have our narrative form.

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As I was compiling the list I was think how our narration might be acknowledged by our communities of practice. In addition to the collaboration Harold identifies as important in these communities, I started to think about how a tool like Accredible might make this narration even more transparent by finding a way of peer valuing of experience.

Photo Credit

Henry Cabot Lodge speaking (Boston Public Library, CC BY-NC-ND 2.0)

130121 PLN Finds

31500846_f941121ba3_oI have had a productive morning following up on some links in my PLN alerts.

Whilst looking at a range of resources provided by Google, I found this 2010 introduction to a personal learning network. It is a five minute video shared by ThinkFiz via Google Sites.

Today’s Cowbird story, I’ll Be Home for Christmas, is written by Michelle Johnson. It helped me think about how we share stories and how these stories can become a focus of problem-based learning opportunities. A post by Jackie Gerstein, Providing Opportunities for learners to Tell Their Stories, gave me more food for thought.

I was particularly interested in Jackie’s link to Small Talks “a new website (under development) that provides educators with resources to assist students in researching, writing and recording their own lectures on subjects they’re passionate about”. I followed up Jackie’s discussion of story-telling with a read of her post from last year, Flipped Classroom: The Full Picture for Higher Education.

My next find was a report of Connected Learning.  The report:

advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement. This model is based on evidence that the most resilient, adaptive, and effective learning involves individual interest as well as social support to overcome adversity and provide recognition.

One way of connecting is through video. I have been looking at Google Hangouts as one option for connecting small communities of practice. A few days ago I found Keek (“a new kind of social network. It’s the easiest way to share video updates with friends. You can upload video status updates (“keeks”) using your webcam or the Keek app for Android and iPhone“).

Via Paper.Li this morning I found Peter Csathy’s post, Instagram for Video. I followed up on two of his links:

Peter has six requirements of an Instogram for Video service:

  • Easy-to-use HD video capture
  • Apple-like user experience: seamless integration with the video capture device and one-click filters, effects, private/public sharing
  • Immediate untethered fast file uploading to the cloud
  • Optimized cloud transcoding
  • Intuitive video content management from the device itself and any connected device
  • Intelligent and secure delivery/playback

On my journey today I came across two fascinating sites that were particularly engaging: Jesse Chapman and Tina Roth Eisenberg. Tina led me to Barry McGee with another kind of a story … and thoughts about re-presentation.

Photo Credit

barry_mcgee_mural_11 (Douglas LeMoine, CC BY-ND 2.0)