Question 109 of 365: What is your field?

A man that I trust and respect once told me that we always go from specific to general in our heads, but we want to go from the general to the specific in our lives. He was speaking about the process of creating something new, but I think it applies to nearly everything I do. In my head, I tell stories, make specific connections and relate to the minutiae of a situation. In my working life, I seem to want to generalize about everything and then iron out the details later. I speak in absolutes and generalities but the only things that have ever really meant anything to me are the details. I do not remember a general good feeling about my achievements, rather my mind focuses on specific moments within those achievements that seem to represent those good feelings.

My wedding itself I can speak about in platitudes of good fortune, but I remember the way my little brother in law jumped from flower pedal to flower pedal down the isle with our rings bouncing around on the pillow the whole way. I can convey the fact that I love my children, but if I really want them to know what I mean, I have to retell the story of my daughter sitting with my wife and relating just how she believes that cells work according to their pictures in my wife’s textbook. I have to relate to someone else on the specific level, the one that brings about a passionate reaction. It is in the specifics of how many times I got up with my son on a nightly basis to put him back to bed that I am able to connect to other people. It is in the recounting of the time I  put away dishes in our first home while my sick (pregnant) wife kept me company on a palette of sofa cushions on the kitchen floor.

The specifics matter.

And that is why it is getting harder and harder for me to tell people that I have a particular field of interest. It is why I have a harder time prescribing to the general ideals of a particular organization or job. It is why my passions don’t run toward keywords that you can punch into Google. And yet, all of our outward facing experiences, the kind that are required for introductions and business meetings are based upon this ability to generalize and synthesize. It is based upon whether or not we can pitch experiences as sound bytes rather than for the character-driven developments that they are. So, what should I do in situations that require the impossible: the general standing in for the specific?

What I hope to tell people in the future is that my field of expertise is and always will be in stories. It is in the drilling down to find a single image to capture the imagination. It is in finding a single argument that an entire program or course can be based upon. It is in crafting an experience for an individual so that they can know what it is like to speak with urgency and conviction, to create conversations that continue as long as they are valuable. It is doing one thing well and then telling that story until the next thing that needs to be done reveals itself.

And that is how I think that we can get beyond ego. It is how we can move into a place where everyone is capable of confident discourse and respectable work. It is the way that we will all become sticky and relevant. If we were all storytellers (and admitted to being so when asked), we would never have to justify our passions and our accomplishments. We would never have to prove our overreaching generalized purposes. We could be who we are with one another and create businesses and schools that edify the specific.

So, here is what I propose:

• Rather than beliefs on the walls of corporations, let’s put up stories or situations that demonstrate those beliefs. Let’s tell each other just how we accomplish what is that we seem to value. Let’s figure out what our one word codes really are based upon, going from specific to general.
• Rather than letting students choose a major, let’s have them write the stories of what they would like to achieve. Let’s have them revise this story over time and see how it shifts and transforms. This way we won’t have anyone who needs to change their major just to fit their current passions; they will be able to represent their entire selves within every edition of their story.
• Rather than doing 5 year plans that include virtuous goals, let’s outline the stories of how people will interact with us and our products throughout those 5 years. Let’s not set goals that are measurable, let’s write stories that are relatable. If we can take those stories from fiction to non-fiction, we have achieved our goals.

If we go from the specific to the general, we won’t have to worry about who is doing the small stuff and who is going to see to the details. We will all see to the details and nothing will get left behind. And the end of the day it is about this: I want my kids to tell me a story about their day. I want my boss to tell me a story about how he thinks I could improve. I want my wife to tell me a story about her dying mother. This matters. that is why I am going into the field of storytelling, not in the abstract English teacher sense, but in the concrete and human sense that we are all born storytellers. It is only the abstractions of life that take us away from this.

So, tell me a story.

Related articles by Zemanta

• The Importance of Story (justinmwhitaker.com)
• Drowning in Overly Complicated Storytelling (cinematical.com)
• Name That Book (stirrup-queens.com)
• The non-fiction storyteller (writingiscake.com)
• [2b2k] The Web style of nonfiction story-telling (hyperorg.com)

LiC Podcast: Design with Forever in Mind Archive

Design with Forever in Mind [ 34:58 ] Play Now | Play in Popup | Download (989)

Although I was thrown a whole bunch by not having wifi for the first 45 minutes, I think that the session was worthwhile. Here is the archive of all that we have done. I am also including my planning podcast from my drive up to copper mountain.

Presentation:

Drop Box:

Important Links:

Ben Wilkoff Links:

1. Learning is Change Blog and Podcast>
2. Twitter Page
3. Other Presentation on Thursday (The On Button: Instant and Always-on Collaboration)

Presentation Links:

1. Foreverism
2. Math Casts
3. Web 2.0 Game Over

Exit Plan for Vocaroo:

• Wav files backed up to a hard drive/server

Exit Plan for Drop.io:

• Everyone who downloads the podcast will have a copy.

Exit Plan for JamGlue:

• Mp3 files of mixes

Exit Plan for Screencastle:

• Download Direct Link to File and store on hard drive/server

Exit Plan for Screentoaster:

• Mov Downloads before uploading to screencastle site

Exit Plan for DimDim:

• Download and build own DimDim server and store recordings there.

Exit Plan for Twitter:

• Backup twitter with Tweettake

Exit Plan for Google Docs:

• Google Docs Download GreaseMonkey Script

Ustream Archive:




Twitter Archive:

CosmoCat: @bhwilkoff was great to learn about screencasting and audio recording! Hope you enjoy Audioboo! #forevertie09

Jun 23, 2009 09:46 PM GMT ·
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bhwilkoff: Thanks to everyone for adding value to my session #tie09 #forevertie09

Jun 23, 2009 09:40 PM GMT ·
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forevertie09: http://twitterforteachers.wetpaint.com/ #forevertie09

Jun 23, 2009 09:13 PM GMT ·
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toniobarton: Learning needs real purpose and real audience. #cotie09 #tie09 #forevertie09

Jun 23, 2009 09:08 PM GMT ·
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bhwilkoff: How do you capture learning? Add to the spreadsheet: http://tr.im/pvz2 #tie09 #forevertie09

Jun 23, 2009 09:05 PM GMT ·
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villagegreen: #forevertie09 http://screencastle.com/watch/b0c8a1b0ac6aa37d179f945721ee4400

Jun 23, 2009 08:40 PM GMT ·
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CosmoCat: I’m searching for #forevertie09 live on TweetGrid Search – http://bit.ly/4A1lo3 (expand)

Jun 23, 2009 08:19 PM GMT ·
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care507: I’m searching for #forevertie09 live on TweetGrid Search – http://bit.ly/4A1lo3 (expand)

Jun 23, 2009 08:13 PM GMT ·
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forevertie09: I’m searching for forevertie09 live on TweetGrid Search – http://bit.ly/MVxM0 (expand)
#forevertie09

Jun 23, 2009 08:13 PM GMT ·
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forevertie09: #forevertie09 Devonee – Technology Integration Specialist from Mesa County

Jun 23, 2009 08:12 PM GMT ·
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forevertie09: I’m searching for #forevertie09 live on TweetGrid Search – http://bit.ly/4A1lo3 (expand)

Jun 23, 2009 08:11 PM GMT ·
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villagegreen: #forevertie09 to back channel: I’m Matthew Woolums, Integration Coordinator from DPS. My blog: http://villagegreen.edublogs.org

Jun 23, 2009 08:08 PM GMT ·
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matthewadennis: SpEd in middle school in NW Denver. #forevertie09

Jun 23, 2009 08:08 PM GMT ·
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jcope50: #forevertie09 Hi! Jill – Skyline HS Teacher Librarian- St. Vrain – just moved to CO on Saturday from CA!!!

Jun 23, 2009 08:08 PM GMT ·
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toniobarton: #forevertie09 first year HS Computer Teacher from Manitou Springs High School

Jun 23, 2009 08:08 PM GMT ·
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Sara24lynn: #forevertie09 Hello! I am a library media specialist in a K-5 school in Greeley, Colorado.

Jun 23, 2009 08:08 PM GMT ·
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lbreed: #forevertie09 Hi! Lisa from Evergreen Middle School! I am looking forward to learning about authentic assessments.

Jun 23, 2009 08:08 PM GMT ·
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matthewadennis: Name is Matthew (obvi). Work in DPS. #forevertie09

Jun 23, 2009 08:08 PM GMT ·
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Sara24lynn: #forevertie09 Audioboo.fm is an audio tool for iPhone My audioboos http://audioboo.fm/profile

Jun 23, 2009 08:07 PM GMT ·
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matthewadennis: @forevertie09 mind being blown; didn’t realize so many tools out there that I didn’t know about. Not in the know at 25?? #forevertie09

Jun 23, 2009 08:03 PM GMT ·
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bhwilkoff: How do you use audio to capture learning? Call 646-402-5701 x 25286 #tie09 #forevertie09

Jun 23, 2009 08:00 PM GMT ·
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McTeach: #forevertie09

Jun 23, 2009 07:54 PM GMT ·
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McTeach: I’m getting real-time search results at TweetGrid http://tweetgrid.com/ #forevertie09

Jun 23, 2009 07:54 PM GMT ·
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RickTanski: @jenwagner Slide 10 on http://tieconference.wikispaces.com/1117 #cotie09 #tie09 #forevertie09

Jun 23, 2009 07:51 PM GMT ·
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toniobarton: #forevertie09 I like http://www.vocaroo.com/ recording website, easy to use.

Jun 23, 2009 07:50 PM GMT ·
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dlevesque: vocarro does not work on a eeepc #forevertie09

Jun 23, 2009 07:47 PM GMT ·
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erhubbell: @bhwilkoff Hi everyone! Looking forward to great conversations today. #forevertie09

Jun 23, 2009 07:39 PM GMT ·
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matthewadennis: Will the iPhone be forever, Ben? #forevertie09

Jun 23, 2009 07:31 PM GMT ·
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McTeach: @bhwilkoff was giving it rave reviews! RT @courosa: @zemote I see Edmodo on the screen at #forevertie09

Jun 23, 2009 07:29 PM GMT ·
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sroseman: #forevertie09 how do i get rid of the echo

Jun 23, 2009 07:29 PM GMT ·
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zemote: @courosa awesome!!!! thanks for letting me know #forevertie09 , if anyone has questions, forward them on

Jun 23, 2009 07:28 PM GMT ·
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courosa: @zemote I see Edmodo on the screen at #forevertie09

Jun 23, 2009 07:27 PM GMT ·
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courosa: #forevertie09 re: learning that lasts 4ever,think about boyd’s media attributes” persistence,replicability,searchability,invisible audience

Jun 23, 2009 07:25 PM GMT ·
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dlevesque: #forevertie09 why last forever?

Jun 23, 2009 07:23 PM GMT ·
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RickTanski: @bhwilkoff Hello from an office in Colorado Springs #cotie09 #tie09 #forevertie09

Jun 23, 2009 07:22 PM GMT ·
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McTeach: @bhwilkoff Hello from Sunny Northern California! #forevertie09

Jun 23, 2009 07:22 PM GMT ·
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ericolsen: Will the computers ever work?#forevertie09

Jun 23, 2009 07:20 PM GMT ·
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courosa: #forevertie09 Hey Ben, hi from the St. Louis airport, soon to get back to Canada.

Jun 23, 2009 07:20 PM GMT ·
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villagegreen: Sitting in on design with forever in mind at tie #forevertie09

Jun 23, 2009 07:20 PM GMT ·
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bhwilkoff: Say hello to all of the folks at #forevertie09

Jun 23, 2009 07:19 PM GMT ·
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RickTanski: @bhwilkoff 3 hour session! I’m going to kill some bandwidth bits for sure. #cotie09 #tie09 #forevertie09

Jun 23, 2009 07:10 PM GMT ·
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mjmontagne: tuning in to a bit of @bhwilkoff ‘s workshop #forevertie09

Jun 23, 2009 07:09 PM GMT ·
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debh2u: RT @bhwilkoff: Session wiki page http://tieconference.wikispaces.com/1117 #tie09 #forevertie09

Jun 23, 2009 10:53 AM GMT ·
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bhwilkoff: Session wiki page http://tieconference.wikispaces.com/1117 #tie09 #forevertie09

Jun 23, 2009 05:55 AM GMT ·
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bhwilkoff: Creating a hashtag for my session tomorrow at #tie09. Come and Join in the session with #forevertie09

Jun 23, 2009 05:54 AM GMT ·
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Digital Legacy: Lesson Plans

Today I will be working with a group of students at Ute Meadows Elementary on the idea of creating and tending their Digital Legacy (or what some people call their a Digital Footprint or Digital Identity). Here are the lesson plans for just such an event:

1. Write-on:
2. Types of Digital Legacies:

• The Good
• The Bad
• The Ugly
• And more Ugly
• The Most Ugly

1. There is a new type of reputation out there. It lingers and builds long after you you have stopped caring about it. Managing it is hard. Too many elements to focus on, and too little time to maintain them all. So, you do what you can.You look for just the right resources to update at just the right time to get you exposure. You believe that in doing some good, you will get recognized. But this kind of reputation doesn’t work like that. Your expertise can go unrecognized for years. So long as you have a well founded web presence, others will find out just how amazing you are, eventually.

   I often think about this digital trail that I am leaving behind. It is amazing to me to know that many of the ideas I am having right now will affect others years from now. I still receive e-mail about a band web page I put up when I was 16. It is scary how much the Internet
   has a memory. It is cataloging every keystroke I publish. And this is beautiful. The internet knows that my name is associated with my ideas. This makes me truly happy.

2. What do you want Google to say about you?
3. Design your ideal Google search page with the following items:

• 10 different places on the web that you want to (or already do exist)
• A one-two sentence summary for each of those 10 different places
• The total number of links to be found about you.

1. Who will help you create this digital identity/legacy?
2. So, if we are all writing a story together, weaving our Digital Identities together, perhaps we better start actually writing a story together. We may never know quite where it will end up, but you can bet that if you start with something that is good enough, it will always keep on growing.

What I would be doing tomorrow…

Because of my deep love of words, I have always been very excited by unique writing projects (such as NanoWriMo and Myths and Legends), but this one is by far the best thing I have seen in a very long time.

If you haven’t seen 1,000,000 Monkeys yet, please go there now and check it out. It is basically a writing space that allows you to collaboratively create a story based upon the idea that socially choosing the path for the story will end up making for a much more interesting read. The possibilities are endless for this type of writing, but I will let their FAQ explain it a little better:

This site attempts not only to harness the literary power of one million “monkeys” typing but also to generate some truly wonderful texts and social networks. It is part Exquisite Corpse, part Choose Your Own Adventure, and it works by having multiple authors work on the same stories with each adding their own segments. Each segment (or snippet) will have the opportunity for 3 offshoots — those that are ranked highly will gain offshoots of their own, and those that are ranked poorly will wither and die.

If I were in the classroom, I would be using this site for the rest of the school year to write a story that twists and turns around every writing thought my students could build upon. However, since I am not, I will need to live vicariously through someone else. If anyone else uses 1,000,000 monkeys before the year is out, let me know. I think it is just BANANAS (pun most definitely intended).

So, Any Takers?

I won’t buy anything that only does one thing

I have been thinking a lot about this recently: I don’t want anything to do with a device that only does what it was advertised to do. It is something that I have slowly realized as over he last few years as I went through the experience of using a Smart Board, CPS clicker system, an iPod touch and an Apple TV. The two former products are meant to do one thing well. They are advertised specifically for educational purposes, and they work. But the two latter products are meant to do anything that the community makes them do, and they are not specifically marketed as educational components.
 
The latter products I keep on coming back to because they can do more and more as the community supports future development, and I guess that this is the difference between products I want to use and ones I don’t. The ones I care to use for education, are the ones with built in communities. They are the ones that get pushed to their full potential.
 
So I guess what I am saying is that if I am ever put in change of large purchasing decisions for a district or school, I will be choosing to purchase and support products that connect together and have a community surrouning them.
 
For example: I am right now using my iPod touch with an open source program called boxee (remote on the touch and the full program on the Apple TV) that is a full fledged media center in order to watch powerful TED talks in high definition on my TV using WiFi to stream the content. It is all connected.
 
Shouldn’t it always be this way?
 
(As an aside, I realize that this example is filled with apple products. I don’t believe that apple has a monopoly on connectedness or hackability, it happens that this is the community that I associate with most easily. I would actually love to hear about other devices that you keep on coming back to because they increase in value over time.)
 
Sent from my iPod

Posted via email from olco5′s posterous

Truth in advertising…

I have had quite a few people follow me on twitter recently that weren’t exactly people. They were organizations and schools. They were large groups of people that all somehow are tweeting with the same account. This, is a little unsettling to me and I’m not sure why.
 
I guess it is partially because I believe it is a little less than genuine to have a single voice represent an entire entity. I also believe that many groups are joining twitter simply to advertise that they are on twitter. This is even less genuine.
 
To me, an organization should encourage all of it’s members to become a part of a learning network. It should ask all of it’s employees to have heir own voices and then stream them all into a single place. The school should aggregate the conversation about learning in their space, not merely give updates as to the merits of their latest program changes.
 
You raise the level or discourse about any topic by giving that discourse an official channel. By asking all participants in an organization to tweet on behalf of that organization, you can actually find the pulse of what is going on. Which is, after all, the major goal of Twitter.
 
Sent from my iPod

Posted via email from olco5′s posterous

The cost of not doing anything…

I was in a great meeting this week where we were considering whether
or not to go ahead with a full scale implimentation of the Moodle LMS
for assessment purposes in our district. It was a great meeting not
because of the topic but the way it was being handled.
 
We were talking about the absolute costs of an open source LMS and of
staying with a custom-built assmessment solution. We were really
looking for a venn diagram moment when one of the curriculum and
instruction representatives said something really smart: “There is a
cost to not doing anything as well. It may not be a dollar cost, but
it will cost the teachers the ability to know more about their kids’
knowledge and it will cost the kids some learning opportunities.”
(Paraphrased by me.)
 
Too often we do not think about the cost of doing nothing or of doing
things too slowly. Does appathy in the face of huge choices cost our
kids the best learning years of their lives?
 
So, it got me thinking: What are the costs of doing nothing (or doing
very little) to change school?
 
Share an idea if this makes you think as much as it has made me.

Posted via email from olco5′s posterous

New Responsibility

I was thinking about waiting until I got a little further into the
project to start blogging about it, but since I made the choice to
start blogging daily, I have really found that this forum let’s me
think through all of the things that I need to.
 
So the new responsibility is this: I have been put in charge of
administrating multiple moodle installations in our district. The
reason why this new charge I have been given is so strange to me is
that up until 2 months ago, the only “official” moodle installation in
our district was at a high school in parker, which I had little to do
with.
 
 The reason for the shift is nothing short of an economic and
pedagogical perfect storm. Our district had slowly been building the
capacity for more and more teachers to start asking for a way of
teaching and engaging with their students online, and with the failure
of our bond election, the only choice for an LMS was to have someone
who was already working in open source to implement and support a
solution like moodle.
 
The best part is, however, that no one I have talked to thinks that we
are settling for something. From all of the initial conversations, all
stakeholders believe that professional development, online learning,
and blended learning fit well within a vision of moodle that includes
outside assessments and google apps for communication.
 
I guess the only reason for this post is to ask for advice. If you
were asked to design and implement learning environments for an online
school, a professional development program, and a blended model
(online and in centers/schools) using moodle, what would you make sure
to do (or not do)?
 
While I have a definite vision for the way forward, I am not the
smartest person in the room (considering that I have no idea how big
this room is). I want to know more… Always more.

Posted via email from olco5′s posterous

Condensation

I was at a restaurant this morning with my family and my wife’s
fingers were getting stickier and stickier from the leaky maple syrup
container. After a while she started looking for some water to wash
them off with. Her water cup was empty but the condensation on the
outside was still there so she used it to clean her hands.
 
I’m not sure why this sparked something in me, but the act of her
using only the water that was on the outside of the glass made me
think of what is happening in many school districts that I see around
me.
 
We can see the water, the life giving liquid inside, but we have to
settle for the small beads collecting around the outer edge.
 
We know that the bandwidth that is needed to fully share with one
another the media, ideas and resources of our district is available.
It exists for businesses and other entities out there, but in
education we are stuck with the runoff from those large high speed
pipes.
 
We need a straw, but we are stuck licking at the glass.
 
(The preceding metaphor is stretched pretty thin, but I did want to
get it out there just in case someone else found it useful.)

Posted via email from olco5′s posterous

Swimming lessons

For one year when I was younger, I took private swimming lessons. This
was in the stage after I had learned all of the basics with a bunch of
other kids my age. We could all do the breaststroke, tread water, and
do relay races for extended periods of time. And it was before any
official swim team existed for our age group. I saw potential in
myself; I wanted to do more advanced things than were going on in a
group, but I wasn’t yet ready to compete.
 
The reason I am relaying this rather personal story is that I feel
like this happens often for educators. They get to a point where they
need some one on one attention in order to continue their learning.
They are ready to fine tune their skills, ready to move beyond the
simple strokes that all teachers posses. So, where do they get this
one on one help? If they have a personal learning network, they can
get it quite easily. They can ask questions and create a relationship
with another teacher who has just had the benefit of “private
lessons”. But, if they see themselves as disconnected from all
teachers who aren’t in their school, then this kind of learning
doesn’t happen.
 
“Private swimming lessons” are much harder when everyone around you is
just treading water.

Posted via email from olco5′s posterous