Reflections

My State of Create 2018

It’s the end of the year as we know it … and I feel fine.

Well, I feel pretty good, or I do now that I’ve spent some time wrapping up projects and a few tasks this last week. I have been thinking back to the goals, projects, and initiatives I’ve been working on personally and professionally in 2018. Last week, the #HEdigID chat offered a space for reflection and review of 2018 goals and things we still might need to work on in 2019.  Taking time to pause and take stock is important. I like to do this at the end of each academic semester (e.g. student grades/data, course evaluations, and my own feedback forms for learning), and also to figure out what has been my priority over the course of the year as well.

For 2018, I thought it would be fun to compile some of my statistics of things I have been making, producing, and creating — that may or may not “count” for what I’ve accomplished. I know that some websites and platforms offer insights into the number of posts, comments on blogs, image likes, and more – but I wanted to figure out what I have been working on in a variety of communities, digital spaces, and efforts across a variety of spaces and places (both online and offline). It can’t be all photo collages of inspiration, selfies, and achievements — per my #bestnine2018 of Instagram. There are so many other things that go beyond the typical data metric of a social media “like” or favorite, so I thought it was time I collected and reviewed this information as well. Here’s a slice of what I’ve been making and creating this year in this infographic:

I think some of the doodles, edits, revisions, and reads don’t always get noted in a typical performance review — but it helps to give me some perspective as to where I have been spending my time outside of my role, research projects, and design work to understand what has been my focus and priority this year for creativity. It was interesting to see what has been my focus and it gives me an idea of what I can look back at if I decide to reflect again on these items in 2019. How has 2018 been creative for you? What sort of maker stats would you collect to share your innovations, ideas, and initiatives that are more creative? Let me know!

#AcWri, #AcWriMo

Still Writing and Working On My Practice

In reading Dani Shapiro’s book, Still Writing: The Perils and Pleasures of Creative Life, she shares different segments of advice for her own creative writing practice. Much of this book is focused on her journey and experience of her own writing crafts, with anecdotes for what she has learned in the process of her creative work. Although this was not intended for academic writing practice, I think Shapiro shares helpful suggestions for academic writers and early career scholars to borrow as they develop their own writing process. It is through the beginnings, middles, and ends of writing, where some of the writing advice shares reflections and advice on writing during the struggle and flow times.

Here are a few pieces of advice from Shapiro (2013) that resonated with me the most, as I thought about how I continue to develop my own writing practice:

  • Being Present: “Drop down, drop in” (p. 59). Being concentrated and directed in your writing process is a critical way to hone the craft of academic scholarship. Be focused on a single task when your are writing. Make this your primary and only priority. Consider ways to engross yourself in your writing work or project at hand. What ways do you prepare yourself to be present in your writing? How are you dropping into your writing to be in it each day?
  • Rhythm: “…3 pages a day, 5 days a week” (p. 100) is Shapiro’s writing pattern or habit. What is your writing rhythm? What sort of continued pattern are you developing for your writing practice? Think about this as a habit, and consider how you develop a pattern or rhythm of writing actions around this habit. How are you building rhythm with your writing and research work? What is your schedule for treating writing as work?
  • Practice: “Practice involves discipline but is more closely related to patience” (p. 131). I would say returning to the process and understanding that writing and academic work is more of a marathon. Your writing practice will involve your willingness to continue the work and know that your incremental writing practice is contributing to the larger project, piece, or manuscript. Keep at it! What keeps your patience in check for daily writing practice? How do you  maintain motivation with on-going writing projects or revisions on manuscripts?
  • Cigarette Break: “gazing out the window at the courtyard below, and allowing my thoughts to sort themselves out… writers require that ritualized dream time” (p. 158). I don’t smoke, but I can see the value in stepping away to space out. Taking a pause to breathe and ponder work without distraction is vital. Breaks offer writers a critical time to process thoughts, ideas, and concepts. Maybe you step away from your desk, leave your screen and devices, and find a space to just take a pause to have a bit of a think. Let your mind wander and see what comes about from a bit of spaced out time when you’re not creating or doing. How do you find mental space to space out or mind wander? How do you encourage creative thoughts to stew with your writing practice and when you’re engrossed in research projects?
  • Steward: “Don’t leave that essential place. Be a good steward to your gifts” (p. 207). Figure out how to best protect your own writing craft and these habits. Stewardship means tending to the needs and practices you require to be productive in your writing work. Is there a particular place that lends to your productive writing practice? Are there particular times and days that allows you to write your best? What are the essential tools you will need to focus on writing or working on a particular research project? How do you create a bubble or force-field around this writing space and time?

 

Reference:

Shapiro, D. (2013). Still Writing: The Perils and Pleasures of Creative Life. Boston, MA: Beacon Press.

Collaboration, Higher Education, K-12, Open Education

Get Creative (Commons)

cclogolarge

is a nonprofit corporation dedicated to making it easier for people to share and build upon the work of others, consistent with the rules of copyright.

[They] provide free licenses and other legal tools to mark creative work with the freedom the creator wants it to carry, so others can share, remix, use commercially, or any combination thereof.

Creative Commons (CC) is quite relevant for all faculty & instructors who put together online course materials for students. It allows for content, such as images, videos, writing and music, to be shared freely and some access rights to the intellectual property. As classrooms expand and more material is shared openly, it is important for educators to be aware of how to use Creative Commons, and the implications for teaching & learning. Here are a few videos that best explain CC.

If you look at the Content Directories of CC is utilized by many companies, and even educational institutions. Some faculty started to challenge the traditional methods of research collection and how intellectual property is shared with others. One faculty shares how to encourage this open education movement in a publication called –  Open Doors and Open Minds.

The recent development and contribution from Creative Commons is the DiscoverEd search engine,  which provides accessible searches for open educational resources. This allows educators to access and share teaching and learning materials in an effective, easy way.

The question is… Wanna Work Together?