‘As a teacher’ – CLEM

CLEM's community is growing!

CLEM’s community is growing!

Considering now how CLEM might play a role in future endeavours, I think it does in fact provide a sound structure upon which to build new learning.  Oh, the possibilities!  But ultimately I find myself pondering my ‘As a teacher – Design-Based Research Project’ idea.  Even though we will not be embarking on this assignment for some time yet, I have already begun to think about how and ven if it might work, considering what I have learnt within this course so far.


I have already begun to seek out the ‘big names’ in order to assembling my team of experts.  These names are associated directly with Learning Management Systems, and other have been chosen to provide interesting insight that might be useful consideration in the construct of the research project and associated artifacts.

In addition, I have joined  Facebook group of educators which focuses on online learning.  As well as participating in forums associated with various Coursera courses within which I have been, and continue to be, enrolled.


Likewise, I have begun learning more about Learning Management Systems and what constitutes effective Professional Development opportunities online.  I have also begun to collect research articles which might be useful in constructing the theoretical-base for the project’s design and as a means of also broading my own understanding of the project ‘could’ look like.  I have also being reading up on Design-Based Research, including specific Design-Based Research examples to try and gain a clearer picture of where we might be heading and how this might influence my project design.   Still a way to go, in this regard!  Just trying to find the time to keep working through the articles.

There also appears to be strong connection with this week’s reading from Reil and Polin (2004) around ‘Online Learning Communities‘ and the work of DuFour (2004), ‘Schools as Learning Communities’.  These will require further consideration and exploration in the coming weeks.


As mentioned above, I have begun to look at the structure of Designed-Based Research projects but still need to look further into specific examples of online Professional Development/courses and the effective use of Learning Management Systems.  I have completed one MOOC in Virtual Education and have enrolled in a Coursera MOOC course offer by the University of New South Wales titled “Learning to Teach Online” which may yet provide some examples that could be applied to my project.  Still work to do here, as well!


This is my ‘UNDER CONSTRUCTION’ section and this will probably remain the case until we get a little closer to Assignment 2.  In these early stages, I expect this is probably the best option.  You certainly don’t want to lock yourself into a model to early.  Best to get the lay of the land first I expect, build those strong foundations of understanding before you dive head first into construction!

Yes, an actual picture from the construction of the CLEM tunnel in Brisbane!

Yes, an actual picture from the construction of the CLEM tunnel in Brisbane!

It is easy to see the influence of constructivism theory with CLEM.  In the words of George Siemen (2014):

“Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical.”

In a model such as CLEM, there exists all the dimensions needed to ensure learning occurs as the results of a multiple modes of input and exposure.  From this expanse of information, the leaner begins to sift and filter, connecting ideas and identifying patterns and areas for further exploration or clarification.  I can see that the result of such an approach would lead to a deeper understanding of the subject matter as I believe is illustrated in this diagram by Bellinger, Castro & Mills (2004) from their online article ‘Data, Information, Knowledge, and Wisdom

Connectedness diagram

Or in the words of Confucius:

“Real knowledge is to know the extent of one’s ignorance.”

With that in mine, when it comes to understanding the content of this course, I guess I am VERY slowly inching my way up the scale, or the ‘Ladders of Learning’ as Bigum and Rowan’s 2010 paper examined in Week 2 describes the process.  I am starting to wonder if there article might have more aptly be named “Ladders, SNAKES and lessons from Charlie’ for the process of learning seems to be much more like the game of snakes and ladders described by Mari, a few steps forward, before sliding backwards in order to progress further ahead!


Bellinger, G., Castro, D., & Mills, A. (2004). Data, Information, Knowledge, and Wisdom.Retrieved August 22, 2014, from http://www.systems-thinking.org/dikw/dikw.htm

Siemen, G. (2014). Education 2020: Connectivism. Retreived August, 22, 2014, from http://education-2020.wikispaces.com/Connectivism


CLEM and friends




Image by Brett SpanglerCreatice Commons_by-sa


CLEM tunnel





Image by bert knottenbeldCreatice Commons_by-sa



2 responses to “‘As a teacher’ – CLEM

  1. In terms of Models, I’m increasingly thinking it’s a question of knowing lots of different models/theories (all suitable for different purposes and contexts) and being able to select those that will help with what you’re trying to do. Reil and Polin have one model of online communities, not sure it covers all situations though.


  2. I’ve just realised that the page introducing CLEM definitely uses the singular. That’s just a bit misleading.


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