In his weekly email newsletter, George Siemens wrote/quoted:

This is one of the more insightful statements I’ve come across recently – What Google Could Learning From Goffman: “When we merge social groups together, we are challenged to manage our disclosures across these groups, which have different norms of propriety.”

The social software I use regularly – Twitter, Facebook, Linkedin – allows me to form different social groups. I have different interactions with different people in each….

Google, however, smashed together different social groups with Buzz, forcing information to flow between groups that were previously distinct. Buzz’s failure was not one of only disrespecting privacy, but rather one of dishonouring social clustering.

This really hit a chord with me and I can’t help but relate this to a Seinfeld episode where George Costanza sees his ‘Worlds Collide’ when people from different social groups connect:

It gets very funny when George declares that ‘Independent George’ will cease to exist by an encroaching ‘Relationship George’.

Although Google Buzz isn’t causing my worlds to collide in such a dramatic fashion, I am keenly aware that it opens up my social communities and combines them in a way that I am not sure I’m prepared to do. Fred Stutzman calls this ‘context collapse’:

When you create a profile in a social network site, or share a stream of Tweets, you’re essentially creating a representation of an identity.  As we’ve seen time and time again in Facebook, we run into problems when identities collide during “context collapse” – when people from a different segment of your life view an identity you’ve constructed for your friends.

For instance, I tried linking Twitter to Facebook and all I did was infiltrate my non-twitter friends Facebook timelines with context-less tweets that really meant nothing to them… it lasted about 24 hours. Similarly, Buzz came out and I started chatting with a few people in it, then my daughter (a Gmail user who was quicker than I to figure out Buzz) said to me, “Dad you sure talk a lot about buzz with people.” And this got me thinking about how I’m normally very purposeful with my online identities. I think about where I say what, to whom and why… I contextualize my conversations to the tool.

It’s not that I’m hiding anything… My tweets are open to the public, so is my LinkedIn profile. Meanwhile, except for my recent updates to Facebook while on holiday, I keep that more candid, limiting my profile to students that I’m connected to, and being selective about what information I share in my profile. That said, there is nothing in my Facebook profile that I am ashamed of or that I wouldn’t want others to see, but I talk differently there to my family and friends than I do on other networks. I tend to share my blog everywhere and so that too has a different voice than with other tools in other contexts.

In his post, Stutzman paraphrases Erving Goffman:

In essence, Goffman argues that identity and interaction are performative, a concept that maps very well onto social network sites.  By “creating” identities, we’re not living dual lives, but rather engaging in a well-established performance of identity that lets us share the proper “front” in context.  We act differently on LinkedIn and Facebook because these sites have contextual norms, not because we’re duplicitous.

Later in the article Stutzman continues:

…it was simply too much to ask us to configure ourselves to the technology.

By fabricating new social groupings, Google ran head-on into Facebook’s biggest problem – that of context collapse.  When we merge social groups together, we are challenged to manage our disclosures across these groups, which have different norms of propriety.

Google Buzz has mashed all these ‘worlds’ together. I don’t really want my daughter or my LinkedIn network to see me telling Seth Bowers (in reaction to him asking when I’m going to finally get on Buzz) to ‘Buzz off!’ On Twitter, with an @reply, there is context and even appropriateness in the comment (as poor as the humour may be). To my family and Facebook friends, that could easily be seen as rude, and more to the point, irrelevant when it is ‘pushed’ at them in a different setting with different norms than where the message was intended to reside.

As Seth said in his only two Buzz comments so far:

I don’t know if I need my inbox to be social…

and

Man Google sucks at social…

I may be wrong, and perhaps Google Buzz will catch on, but I think it has a bumpy road ahead, because the social web requires socialization, which in turn requires contexts for appropriate social norms and behaviors.

I’m not freaking out like George Costanza on Seinfeld, but I really don’t want a tool that merges my digital identities and forces my worlds to collide.

Cross-posted on Fireside Learning Ning: Conversations about Education.

Being the edu-nerd that I am, I often look at parallels between my experiences inside and outside the world of schools and education, (see Bubble Wrap for another example). Now, two-and-a-half weeks into my Thailand & Vietnam holiday, such parallels are jumping out at me, and I think of them as ‘traps’. It seems that everywhere we go on this holiday there are tours being offered and trinkets to buy. The packages and prices are all designed to steer you to the ‘deluxe’ version, “…for just a little bit more, you can also get…”.

Then on the way to your destination the washroom or lunch break also happens to be a great place to buy more trinkets and souvenirs and artwork and…. (insert ‘local’ artisan specialty here). This is also known as a ‘Tourist Trap’- you are committed to the tour, now let’s see how much money we can extract from you while you are here.

One parallel that I see in education is the ‘Textbook Trap’: “Buy our textbook and get the free online supplement! Oh, and by the way, each teacher will want our Teacher’s Guide, and don’t forget the Blackline Masters and the Student Workbook will save your students hours of copy-time so they can focus on the learning. Also, notice how we have designed the books to build upon themselves, you’ll also want to purchase for the next grade too. Of course if you bought more then we can increase your savings to 40%!”

… And there is the trap, you aren’t buying a textbook, you are buying a program. You are ‘investing’ a significant portion of your budget in a fixed ‘paper’ product designed with both features and flaws that become, over time, what teachers ‘deliver’ to students: A fixed/set curriculum, (that is based on, but is not necessarily the mandated curriculum).

That brings us to the next trap, the ‘Curriculum Trap’. I hear curriculum as an anti-technology ‘excuse’ all the time. I won’t even get into the Standardized Testing Trap: “It’s easy to integrate technology into the lower grades, but I have so much content to deliver that I can’t ‘waste time’ with a project like this.”

Instead, I’ll look into another aspect of the ‘Curriculum Trap’… The whole idea of curriculum being ‘fixed’: “After chapter 1 we will do chapter 2, then we get a little crazy and do chapters 4 & 5 before going back to do chapter 3.”

I’ve never seen a curriculum with a requirement of ‘Chapter 3′, and I’ve never seen a textbook that could teach a curriculum better than a creative, imaginative teacher. My kids may not remember what they did on the beach in Ko Phi Phi over a one week span, but they will remember sleeping in a floating hut just a one minute kyak ride away from viewing wild monkeys in Khao Sok National Park, Thailand. They will remember repelling from a 50meter tree after zip-lining from platforms equally as high. And they will remember riding on the neck of an elephant. These events were not part of our planned vacation, they were the side-trips, the unscheduled add-ons that became the memorable moments.

Comparatively, the ‘meaningful’ learning experiences of my education were the side-trips and ‘teachable moments’ that just came up… Discussions about world events and personal interest stories that were meaningful though not mandated or designated as essential.

The opening scene in the movie Saving Private Ryan can exemplify the horrors of war more than any textbook, just as Cry Freedom can teach students the racism of apartheid in South Africa. It’s one thing to talk about Leonardo Da Vinci and still another to watch one of his inventions at work on YouTube, or digitally turn the pages and read one of his notebooks, an opportunity only recently provided to the masses. We have to make time to be side-tracked by things that interest us and make learning memorable.

And one final parallel is the ‘Pro-D Trap’. Professional Development in education has become a fixed-time-and-date ‘event’. There is almost nothing professional about it… Punch-in, do your time, punch-out. The greatest reward a presenter can offer to participants is, “if all goes well then we’ll be out of here an hour early”. Yet, we have entered an era where anytime, anywhere learning is possible. I wrote my last post on a 3.5 hour van ride from Hanoi to Ha Long Bay. I’m writing this on the return trip a day later. I’m ‘unplugged’, but I’m thinking, reflecting & learning. I’ll be adding these posts to my blog over the next couple days and hopefully others will comment and contribute to my… perhaps ‘our’… learning.

And yet we somehow try to compartmentalize our ‘professional’ learning into ½ & 1 day sessions and we even divide those up into 45 minute, 1hour and 1.5hour sessions. Often these sessions are not even contextually meaningful: “We’re going to talk about blogging for the next hour, and you’ll know how to sign up for one when we’re done… But we don’t really have any time today to look at, comment, or discuss effective examples of blogs.” Hmmmm.

In the last two Pro-D sessions that I ran, I provided ‘play time’ in the agenda. I also provided choice: “Here are a few different resources that you might find useful. Go to one of them now, ’start’ you learning here, use me as a resource too.”

We need teachers to participate and interact with tools that engage learners and learning. We need them to take their own learning outside of their Pro-D sessions. We need them to try, to participate and to have a safe environment to make mistakes and learn from, and through, the frustrations of their mistakes. We need them to take this ‘real learning’ back to their schools with them and be the lead learners in their schools and in their classrooms.

It’s easy to fall into these traps, it’s harder to recognize them for what they are and step out of them.

For me it is a little bit difficult to think about the Vancouver 2010 Winter Olympics right now… I’m in a car outside of Hanoi, Vietnam heading to Ha Long Bay for an overnight boat cruise. The car ride is about 3.5 hours long and so I thought I’d use this time to plug a great project happening on the other side of the globe.

If, (unlike me), you are at a school that is in session during the Vancouver 2010 Winter Olympics, be sure to share this link with your students. Chris Kennedy, Assistant Superintendent of West Vancouver School District, has helped to organize 12 student bloggers to report on events at the Olympics.

These student reporters will be given access to many of the Olympic events & venues and they will be blogging, photographing, vlogging, tweeting, and updating their Facebook group page with all kinds of reports about the Olympics. I think it is fantastic to have students sharing their perspective on the Olympics and that we are starting to give students a legitimate voice in documenting world events. What will make projects like this really meaningful is interaction between these students and students around the world, so I’d like to encourage educators to get students and classrooms to follow these reporters and engage with them online.

Today, before leaving on this trip, I was connected to the hotel lobby wireless, checking email, and saw that Danny from Jan Smith’s grade 6/7 class left a comment on my blog, (Jan told me on Twitter that he did this on his own). I had a few minutes so I commented back on his blog. I mention this here because I think that as we encourage students to blog and connect online it is important for us to not just encourage but also to support these endeavors! One of the key things that makes blogging an effective learning tool is that it gives students a legitimate audience. Danny ends his comment with, “…so thank you for being a blogging teacher from the other side of the world!”

Also, Danny’s classmate Lizzie commented on my daughter’s fledgling blog and asked a question, so I encouraged my daughter to reply and then I helped her go to Lizzie’s blog and comment.

The next time I get online, after posting this, I’ll be visiting Jim Wenzloff’s wife, Chris’, new class blog, THE CLEM, and commenting on some student posts… And I’ll be mentioning that I’m writing from Hanoi Vietnam & living in Dalian China. I would like to encourage anyone reading this to take the time to comment on some student blogs from across the hall, across the city, across the country, or across the world. If you don’t know of any then visit Chris’ or Jan’s students… Or check out Sue Waters who is an excellent advocate for student bloggers that deserve a global audience.

And finally, I’ll end where I started, recommending that you help connect students around the world with the student reporters at the Vancouver 2010 Winter Olympics.