The Challenges
Facing challenges is part of every renovation project. No project ever goes off without some unexpected or unforeseen element that impacts timelines, budgets or plans. So too was the course of 'my renovations' in the MET program. In true constructivist learning environments, as it is in renovations, challenges include having a clear and workable design based on effective theory and practice, presentation of complex problems, meaningful applications within the learning context, manipulating spaces (research, experiences, hypotheses), acquiring and applying accurate resources, and collaborative construction of new knowledge.
Applying to the program was the first of many complex problems to solve. In my statement of intent, required as part of the application process, I wrote:
"In his book, Grown Up Digital, D. Tapscott made reference to seven strategies to become a better educator. The seventh tip for educators is ‘Reinvent yourself as a teacher, professor, or educator’ (p. 148). This is my intention as I work on the courses in the MET program. With new learning, I can lead others by my example of reinventing myself. I firmly believe that it is through job embedded learning, modeling, mentoring and conversation, true change can occur." (H. DeWaard, 2010)
Little did I realize how much I would be renovated and reinvented by the MET experiences, conversations, applications, modelling, collaborative constructions, multimodal resources and meaningful applications.
Applying to the program was the first of many complex problems to solve. In my statement of intent, required as part of the application process, I wrote:
"In his book, Grown Up Digital, D. Tapscott made reference to seven strategies to become a better educator. The seventh tip for educators is ‘Reinvent yourself as a teacher, professor, or educator’ (p. 148). This is my intention as I work on the courses in the MET program. With new learning, I can lead others by my example of reinventing myself. I firmly believe that it is through job embedded learning, modeling, mentoring and conversation, true change can occur." (H. DeWaard, 2010)
Little did I realize how much I would be renovated and reinvented by the MET experiences, conversations, applications, modelling, collaborative constructions, multimodal resources and meaningful applications.
Time - not always on your side
The issue of time was an ever-present challenge in both my home renovations and my MET renovations. Estimates for how long it would take to complete given tasks does not take into account the multiple steps to successful completion, particularly if it is the first time doing things, learning how to use new tools while doing them, or the trial and error learning process as you work toward completion. Managing life events, full time work and supporting children while engaging in deep discourse, extensive research, experimenting with technology applications and collaborating across time zones all required managing the most valuable of resources - time.
Managing Resources
The challenge of managing resources when doing a renovation is multi-faceted. Where to put all the 'stuff' that belongs in the room you are renovating, how to manage without that room while it is being renovated, and keeping the materials, boxes, tools and resources organized (so you can find those screws you bought when you actually get around to using them) are all part of the renovation challenge. It takes a well planned framework to keep it all organized. The MET program had a similar challenge in managing the multi-faceted resources within each course and between each course. Keeping readings, modules, assignments and references organized into nested folders on my desktop was one such organizing framework. Putting web links in multiple locations (bookmarks, social bookmarking tools, desktop documents) helped manage the multi-modal web and software creations done in each course. The value of keeping pdf files of readings and references became very evident in my first course (ETEC 511) when DLG projects and essay references began accumulating at an intense pace.
Collaboration
Working collaboratively with renovation partners can be challenging. Varying viewpoints, expertise and strategies can lead to misunderstanding and work not getting done as expected. This issue was also found in the MET program since every course had some component of collaboration and group assignments. My learning with fellow METers has been a positive one, leaving me with many group artifacts and experiences. Not to say there weren't varying viewpoints, ways of doing things, skills and expectations. Despite these challenges, misunderstandings were cleared up through communication, clarification and clear expectations. The peer review process in several courses shaped the group interactions to be engaging, exciting and meaningful.
Ill-Defined and Complex Problems
The many ill-defined complex problems to explore and resolve in each of the ETEC courses, creates a dynamic, collaborative, and supportive MET program. Working through each task, assignment and application gave me many opportunities to learn, unlearn, relearn and renovate myself. Through each challenge, I was able to renovate myself, rebuild my professional technology skills and add new rooms to my human house.