By: Enzo Ciardelli

Last year, I attended my first EdCamp in Hamilton. My goal in attending was simple: be a passive observer. I was content to soak in the atmosphere. I didn't want to create big waves or get in the way. I still do not think this approach is necessarily bad. My big goal in PD is always to listen to others. I wanted to take time to reflect on what I experience. Being an observer and listening is an amazing approach to learning. I will admit, however, I was also being shy and found myself in a new situation.

As soon as I entered Ancaster Senior Public School, my feelings changed. I was greeted by friends who also committed themselves to new learning on a Saturday. I felt so welcome as Aviva Dunsiger was assigned to the greeting table. I asked how EdCamp works. Aviva responded that "It works the way you want it to." She explained that there are no keynote speakers, there is no agenda and that you choose the direction you want to pursue.

Sue Dunlop was sitting by a computer working on a schedule for the day that attendees posted. As I looked at the schedule, I wanted to attend a session on blogging but did not see one. Sue told me "If you want to discuss blogging, write it on a card and post it on the wall!" I wanted to explain my approach as "the passive observer," but that feeling melted away.


There were sessions where other educators asked for my input. I did attend another session on student learning where I was content to listen to the viewpoints of others. Aviva was right. EdCamp is like a "choose your own adventure story." At the same time, you can even choose your own approach and change it as the day goes on. When PD is done right, I feel motivated and excited to try something new. The best part of EdCamp is meeting other dedicated teachers. Please join us on April 16th so that our learning can grow!

Cross posted at Edcamp Leadership:

1) The Unconference Model:  Educators want choice and autonomy when it comes to their professional learning. They want to decide what they need to learn to meet student and staff needs better. They want to find out about great resources and ideas. Educators also want to hear about what others are doing in their classrooms, schools and districts. They want to listen, talk and reflect with colleagues.

Unconferences, of which Edcamp is a variant, offer all these to participants. There's no keynote. There are no vendors. The success of the day is up to you! Participants build the schedule. No one edits or crosses off. If you want to engage others in an issue or topic, put it up on the session board at the beginning of the day. Choose whatever sessions you want to attend. Offer your ideas, opinions and experiences in person, on Twitter, or take notes for your next blog post. If one session doesn't meet your needs, leave and head somewhere else. Go hang out in the lobby and chat with a new friend. Oh, and it's free. Yes, free.

2) Connections:  There's a strong link between Edcamp and Twitter.  Many people who see the value of social media connections also attend these unconferences. I use Twitter to connect to educators around the world, but especially in Canada and the United States. One of my favourite things to do on Twitter is participate in chats like #satchat, #iaedchat, #ptchat or #cdnedchat. It's a chance to have a real time conversation about interesting and timely topics in education. The 140 character limit forces me to distill my thoughts to the essentials.

It was super to meet many "tweeps" face to face at Edcamp Leadership and especially those I've met through Twitter chats. I even got to participate in a live #satchat with Brad Currie (NJ), Scott Rocco (NJ) and Tom Whitby (NY) - what a privilege!!

I have to give shout outs to Vicki Day (NY), Tony Sinanis (NY), Jimmy Casas (IA), Ben Gilpin (MI), Reed Gillespie (VA), Joe Mazza (PA), Tom Whitford (WI), Sue Bruyns (ON) David Fife (ON), Anne Marie Luce (ON). These wonderful educators are worth following through their blogs and Twitter feeds. Each one is making a huge difference to their students and to the improvement of education.

I also met a number of interesting and committed teachers, vice principals and principals in sessions and break time.  I find the atmosphere at Edcamp open and friendly, much more than at a traditional conference. Folks are more than willing to meet and engage.

3) Learning:  I love to learn through conversations. Edcamps offer the chance to engage in deep thinking. When you arrive, you hang out in the main room and watch the schedule being built by participants. It's a time to chat with people and listen to their realities, successes and struggles. You really can have a conversation about all of that in a few minutes!  Then it's time to choose your sessions, where the "law of two feet" applies.

My thinking was challenged and stretched by sessions on leadership and struggle and how to put cultural competency in action. These discussions were so rich that I am drafting blog posts to address both.

What's next? How about Edcamp Toronto, Barrie or London?

You should go.

Sue Dunlop

Cross posted at Edcamp Leadership:

Unconference: a concept loosely based on Open Space ideas where participants decide on the content of sessions and discussions the day of the event. Nothing appeals to me more than learning what I want to learn and when I want to learn it through an open exchange of ideas. Therefore I was very excited to attend my first unconference in Monroe County, New Jersey in late July.  It was very well organized in a beautiful facility, and I had the great fortune to meet several of my Twitterverse learning network.  Face to face beats Twitter anytime!

I attended sessions on flipping staff meetings, using Twitter for learning through #satchat, and home and school partnerships. I learned something in each and every one. How often can you say that about professional development?

While all sessions were very good and used the foundation of an unconference through active participation and discussion, the most helpful for me were those where the facilitator did simply that, facilitate. The opportunity for people to come together and actually talk to each other about what interests them is the best thing about Edcamp.  I want to participate in a unconference precisely because I don't want to sit through a presentation.  Damian Bariexca opened the door to such a discussion. It was fascinating watching how the discussion proceeded and in which directions, and of course, participating.

Edcamp Hamilton is coming up in February 2013. I hope we can bring the best of the Edcamp ideals to our area. I want us to dismantle the hierarchical and geographic barriers between educators and dig into important ideas. Doesn't that sound like fun?

Sue Dunlop

Cross posted at Learning 4 Learning:

This past fall, I attended my first #edcamp. I have attended a multitude of conferences before and I have also been part of organizing teams for conferences….I guess you could call them ‘real conferences’, but this was my first…what do you call it??? UN-CONFERENCE.

EDCAMP itself was an illusive term to me. The ‘unconference’ model was a learning in itself. To start with no content and let the current ‘whims’ of the attendees determine the agenda was eye opening. People generated questions on the spot and sessions were determined by a ‘dotmocracy’. There were really no conference presenters, but just people who got the ball rolling with the questions and conversation. I thought a lot…and I learned a lot too!

As a teacher-librarian, I am interested in integrating 21st Century Fluencies/Skills with the classes, teachers and students I encounter. Although there are a few differences in semantics, the literature is pretty consistent in identifying the basic skills: looking for solutions, interpreting information, creating meaning and/or creating something new, evaluating media influences and working with others collaboratively. I gravitated to sessions with that focus. I also followed the twitter backchannel #edcampto to stay attuned to others sessions. In wanting to learn more about the use of technology and its use within the 21st CF, I had my A-HA moments.

First, 21st Century Fluencies or Skills is really misleading. It is not really about skills that have developed or been needed in the just last 12 years . These are skills that children and adults have needed throughout any school and work career through decades. By labelling them 21st Century, we get confused in thinking its a new ‘need’ and a new invention. I am usually more into the meaning more than the label, but I find myself needing to continually remind myself of the timeless nature of these skills. I guess with the speed at which things are changing and information is being exchanged and shared, perhaps it is the flexibility we need in adapting to each situation. BUT really, can we change the name? Any suggestions?

Secondly, the presumed connection between 21st CF/S and technology is obvious. As mentioned above, the name is part of the problem, and the perception is another. Obviously technology can be a vehicle fostering the skills, but it is not the means to the end. We cannot simply give students technology and assume we are using or building on the skills. Putting a desktop, laptop, netbook, tablet, e-reader, or smartphone in front of a student does not guarantee 21st CF/S. In fact, sometimes giving technology and tools without thinking about the skills actually stunts the very use of the skills we should be promoting. I am by no means discouraging the use of technology. Personally, I love to open up the world and discover what can be done with mobile devices. But, we just need to ask the right questions in introducing it and encouraging it with the students. How does it or CAN it promote the skills? How may it hinder the development of the skills? HOW DOES THE TOOL HELP OUR STUDENTS LEARN? In working through these questions, we can make the integration more authentic AND powerful in that it forces us to build the skills with our students AND ourselves.

My head is still swimming with ideas that I am having to make sense of from #edcampTO. I am still working on understanding, sharing and implementing 21st CF even with my discomfort with its branding. Despite the name, we know that our students are needing the skills MORE for the future. We, as adults and especially as educators, have to remind ourself that we need to continue developing our own skills in the area. We need to learn along with our students and be explicit with how we are learning along the way too.

So, for now, I will reflect some more on my collaborations and learnings with people at #edcampTO. By the way, I can’t wait for #edcampHAM…Come join us!

Karen Wilson

Cross posted at Living Avivaloca:

I’m very excited to be on the EdCamp Hamilton Planning Committee. On Saturday, May 4th, a group of educators, parents, administrators, and students will be meeting to discuss topics in education that are important to them. This professional development is being driven by the people there. It’s an opportunity for collaboration amongst all stakeholders in education, and I love this!

In the past couple of years, I’ve attended and presented at numerous conferences, and while I always enjoy the sessions that I go to, what I often enjoy the most is the conversations I have outside of these sessions. It’s these informal conversations that often bring about the most change. EdCamp allows for a full day of these informal conversations.

So I hope that all of you reading this post will consider attending EdCamp Hamilton on May 4th. Let’s share ideas and learn together! This will be my first EdCamp, and I can’t wait to go.

Why do you think others should attend an EdCamp? What advice do you have for first-time EdCamp participants? Why are you attending? I’d love to hear your thoughts!

Aviva Dunsiger