Rearranging Our Sense of What’s Possible

In his recent post titled Napster, Udacity, and the Academy, Clay Shirky writes a few very important things about the future of higher education that I believe we need to pay attention to. This paragraph sums up why:

Once you see this pattern—a new story rearranging people’s sense of the possible, with the incumbents the last to know—you see it everywhere. First, the people running the old system don’t notice the change. When they do, they assume it’s minor. Then that it’s a niche. Then a fad. And by the time they understand that the world has actually changed, they’ve squandered most of the time they had to adapt.

MOOCs, I believe, are currently a place-holder for Big Changes A’ Comin’. I actually don’t think MOOCs as we know them now (in all of their various forms) will BE the change; I think they are instead indicators that change is happening now. And Shirky says why:

The possibility MOOCs hold out isn’t replacement; anything that could replace the traditional college experience would have to work like one, and the institutions best at working like a college are already colleges. The possibility MOOCs hold out is that the educational parts of education can be unbundled. MOOCs expand the audience for education to people ill-served or completely shut out from the current system …

I, for one, do want change to come to higher education — I deeply want improved access to meaningful and significant learning experiences. But I don’t think of students as an “audience for education.” This implies a somewhat passive, receiving role for learners. (And thus the MOOCs that are recordings of superstar professors giving their lectures aren’t that exciting for me.)

Change – Thank you zacklur on Flickr for allowing this image to be used.

The change I want to see is focused not on how content is delivered because content delivery is not learning (though this will surely be part of it), but in how we engage learners in processing that content, integrating it with their own learning and experience and other ideas from other sources, and making some sense of it all. I want to see changes in how we help our learners and ourselves develop our capabilities to be able to work and communicate effectively with others, to be creative in solving our world’s significant social and environmental challenges, to deeply value diversity and experience and wisdom, and to excel at critical self-reflection and ongoing learning. As I’ve written before, enough with the ivory tower that privileges obtaining certain kinds of knowledge and privileges who gets to obtain it. More and more, our non-ivory towers are doing this same thing, and not even realizing it.

My biggest fear right now is actually not that higher education is changing;  I fear that if we’re not careful with how it’s changing — not careful and super-intentional as we lead these changes — that more people, not fewer, will be shut out of significant, meaningful, transformative learning experiences.  MOOCs might solve part of the access problem for delivering content and perhaps even being able to work through that content with others; MOOCs aren’t going to solve the access problem to significant, meaningful, transformative learning experiences. For one thing, MOOCs do not at all address the digital divide, which I believe is still an issue in our world.

Furthermore, problematically, we still are attached this construct called a degree that is supposed to represent learning and ability. This is evidenced in Shirky’s post:

In the US, an undergraduate education used to be an option, one way to get into the middle class. Now it’s a hostage situation, required to avoid falling out of it. And if some of the hostages having trouble coming up with the ransom conclude that our current system is a completely terrible idea, then learning will come unbundled from the pursuit of a degree just as songs came unbundled from CDs.

I think it’s ok if learning becomes unbundled from the pursuit of a degree if by offering degrees we are really only aiming for students just getting degrees. Unless we can focus on ensuring meaningful, engaging processes and experiences of learning, then why bother? I am as compelled by the piece of paper as I am by the archaic representations of learning such as seat time. I am thus also compelled to lead change in particular ways — with learning and access to it at the center of decision-making and innovation and resourcing — because I  actually believe in the value of rearranging our sense of what’s possible. When we rearrange our sense of what’s possible, we can ensure that our students can, too.

And THAT changes everything.

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No Ivory Tower There

UC Berkeley campanile – aka, the Ivory Tower. Thanks lobotomy42 on Flickr for making this image available.

Lately I have been engaging in a thought experiment (sadly, mostly by myself), imagining what an institution of higher education focused on heutagogy might look like. Heutatogy is a learning theory, originally developed by Stewart Chase and Chris Kenyon, that places emphasis on learning-to-learn, on developing the capacities of mind for self-determined learning. A heutagogical approach focuses on developing not only competencies, but more significantly, on developing capabilities to learn deeply in an ongoing way. As Blaschke (2012, p. 59) summarizes, capable learners demonstrate:

• self-efficacy, in knowing how to learn and continuously reflect on the learning process;
• communication and teamwork skills, working well with others and being openly communicative;
• creativity, particularly in applying competencies to new and unfamiliar situations and by being adaptable and flexible in approach;
• positive values (Hase & Kenyon, 2000; Kenyon & Hase, 2010; Gardner et al., 2007).

This deep learning process involves a double loop, accordingly:

Image borrowed from Reply – Online Magazine for Organizational Change Practitioners

I look at double-loop learning as a a meta-assessment cycle that results in transformative learning; critical self-reflection and awareness are key features that allow the process to work (for individuals, and also for organizations).

I wonder, if an institution of higher education were focused on a heutagogical approach,

  • Would there be majors or programs of study that are content and discipline oriented? Or would it be truly interdisciplinary?
  • Would we focus on pre-determined learning outcomes, or would they be emergent?
  • Would knowledge be provided to or constructed by participants?
  • Would we measure learning by tests, or add up learning by seat time and credits? (ACK – please say no!)
  • Would there be courses? Or would learners and instructors get together differently? Or would they get together at all?
  • Would we even have professors or instructors? How might their roles and responsibilities be different than now?
  • Heck — would we have “students” as we know them?

I’d like to think that such a “place” (which might likely be less of a place and more of an experience) would be very different from higher education now, because its values, principles, and practices would be totally different.  I like to think that such a place/experience might:

  • Be grounded in experiential learning in nature and in focus so that the double loop can really have meaning;
  • Strive to provide an integrated experience for its participants — where work, life, and education are not kept separate, but inform and shape each other;
  • Nurture the development of personal and communal learning networks and processes (as Blashke points out, Web 2.0 technologies can support these practices nicely);
  • Develop in participants an ongoing practice of critical self-reflection and, ultimately, the capabilities that Blashke describes;
  • Support exploration and adventure as a way of learning;
  • Be open — to new ideas and to new ways of doing learning work, so that it’s always evolving; and to all people, at low or no cost, so that everyone can participate, somehow.

This is the kind of place or experience I’d like to create; this is the kind of place I’d like to be, and experience I’d like to participate in! For one thing, there’s no ivory tower there.

MORE ABOUT HEUTAGOGY

Blaschke, L.M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, 13(1), 56-71. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/1076/2113

Bhoyrub, J., Hurley, J., Neilson, G.R., Ramsay, M., & Smith, M. (2010). Heutagogy: An alternative practice based learning approachNurse Education in Practice19(6), 322-326.

Canning, N. &  Callan, S. (2010). Heutagogy: Spirals of reflection to empower learners in higher education. Reflective Practice, 11(1), pp. 71–82.

Canning, N. (2010). Playing with heutagogy: Exploring strategies to empower mature learners in higher education. Journal of Further and Higher Education, 34(1), pp. 59–71.

Chapnick, S. & Meloy, J. (2005).  Renaissance eLearning: creating dramatic and unconventional learning experiences. Essential resources for training and HR professionals. Pfeiffer: San Francisco, CA. (See “From Andragogy to Heutagogy,” pp. 36–39.)

Hase, S, and Kenyon, C. (2000). From andragogy to heutagogy. Ultibase, RMIThttp://ultibase.rmit.edu.au/Articles/dec00/hase2.htm

Hase, S, & Kenyon, C. (2007). Heutagogy: a child of complexity theory. Complicity: an International Journal of Complexity and Education, vol. 4, no. 1, pp. 111-118. “Heutagogy: A Child of Complexity Theory”

Hase, S, & Kenyon, C. (2001). Moving from Andragogy to Heutagogy in Vocational Education. Retrieved from: http://www.avetra.org.au/abstracts_and_papers_2001/Hase-Kenyon_full.pdf

Convergence Zone: Heutagogy

I was a pop-in-and-out participant in last week’s MOOC MOOC, during which time I wrote this reflection about MOOCs, Prior Learning Assessment, and College-Level Learning. I read several tweets and posts from folks participating along the way that shaped and changed my thinking, and I gleaned a few interesting ideas and a whole lot of thoughtful questions about MOOCs, and even more thoughtful questions about teaching, learning, assessment, higher education, prior learning and assessment, pedagogy, technology, accreditation, adult learning, and the intersections of all of these topics.

Thanks to fabonthemoon on Flickr for making this image available for use!

This busy intersection is where I spend a lot of my time professionally and theoretically – smack dab in the middle of several noisy streets, trying to determine what way I might want to travel next before I get hit by oncoming traffic. It’s really not as terrifying as it might sound; in fact, the metaphor, for me, represents the complexity of higher education in a good way: its systems, its people, its opportunities and challenges. Traffic is moving here, and quickly, but then again, slowly. (It is higher education, after all.) 

One post that caught my attention was written by Dave Cormier titled Rhizomatic Learning and MOOCs – Assessment. Here’s a key point he made that’s been rattling in my nog since I read it:

IF

What we are learning is contextualized by each individual differently, according to their experiences, their understanding and purposes,

AND

The things that are learned are not definite, but flexible and complex

THEN

Assessing what someone ‘knows’ is an act of enforcement of a given point of view, not a(n apolotical) [sic] helpful guideline to learning

I want assessment to be a helpful guideline to learning (as reflected, for example, in my concerns with learning analytics). Period. With or without MOOCs, my personal vision of assessment’s main value is as a key part of an individual’s and group’s learning processes and cycles (assessment as an act of learning — for and as learning — versus of someone’s learning by someone else). I also think there is great value in assessment as and for learning for organizations. Otherwise, how would we know how we’re doing and how to improve?

Yet here’s where it gets messy:

When someone (presumably a person we call a “student”) wants to have their learning “certified” in some way and wants the currency of higher education — credits and degrees and whatnot — attached to that learning to “verify” that they have it, then these ideals of learning/assessment get messy and murky. (The same might be said of organizations: verification for higher educational organizations is just called “accountability” and is often conflated with “assessment” and “accreditation.”) For a student, passing a course somehow represents that he or she has learned something from it; adding up these courses to a degree presumes that he or she is qualified in particular ways. Somehow we have to “validate” all of this, for all sorts of reasons.

Prior Learning Assessment has been a way for students — typically adults with several years of life and professional experience under their belts — to have their learning “validated,” to earn credit for their prior college-level learning that they have obtained through non-college learning opportunities. By critically reflecting on their learning experiences, making meaning from these experiences, and connecting and integrating their own knowledge with that of the “academic experts,” students can demonstrate that they’ve met course learning outcomes through different sources other than the course. (GASP!) But perhaps the most meaningful aspect of PLA, in addition to acknowledging that people can learn all sorts of things in all sorts of ways from all sorts of sources, is that the process helps develop reflective thinking, awareness, problem-solving, and mindfulness about learning. In other words:

PLA helps learners be better learners!

So if PLA were to become a way to assess MOOC-based learning (which it could be) — if it were to be “re-branded,” as one person in my PLA LinkedIn group discussion forum suggested, to focus less on assessing prior, experiential learning for adults and to focus more on assessing college-level learning for all, then by all means, it could legitimately serve an assessment-of-MOOC-learning function (and frankly, it likely will).

But I keep coming back to what might be lost by using PLA in this way, for this purpose, and it comes down to my fear of losing the other 2 aspects of PLA: assessment for and as learning. Furthermore, I fear that there would be additional aspects to PLA that might be sacrificed or forgotten about. Here’s my quick and dirty laundry list:

  • The focus on the adult-as-learner specifically
  • Development of the critically reflective process required for turning experience into learning
  • The transformative (life-changing) outcomes of PLA as a learning process
  • The kind of thinking and problem-solving skills that folks develop when engage in PLA
  • The great sense of accomplishment that students feel and confidence that students gain when their learning is awarded college credit.

(See this PLA Bibliography for literature that reflects all of the above theoretically and in practice.)

I really don’t know much about MOOCs, or about rhizomatic learning, but I do know a few things about learning to learn, and I know a lot about PLA. I really would want to retain the kind of PLA that supports this metacognitive development in addition to validating someone’s experiential learning.

Now, this busy intersection is beginning to reveal a convergence zone for me: a focus on learning to learn, on developing capability as a learner — regardless of the topic or content area, the role or methods of assessment, who is teaching, or how or where one gains learning. This zone is called heutagogy, and I am working on creating a curation of resources and a community of practitioners to think together about its usefulness in this 21st century learning and higher educational landscape. I openly invite participation and perspectives: stayed tuned for more about Heutagogy In Action.

MORE ABOUT HEUTAGOGY

Blaschke, L.M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, 13(1), 56-71. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/1076/2113

Bhoyrub, J., Hurley, J., Neilson, G.R., Ramsay, M., & Smith, M. (2010). Heutagogy: An alternative practice based learning approachNurse Education in Practice19(6), 322-326.

Canning, N. &  Callan, S. (2010). Heutagogy: Spirals of reflection to empower learners in higher education. Reflective Practice, 11(1), pp. 71–82.

Canning, N. (2010). Playing with heutagogy: Exploring strategies to empower mature learners in higher education. Journal of Further and Higher Education, 34(1), pp. 59–71.

Chapnick, S. & Meloy, J. (2005).  Renaissance eLearning: creating dramatic and unconventional learning experiences. Essential resources for training and HR professionals. Pfeiffer: San Francisco, CA. (See “From Andragogy to Heutagogy,” pp. 36–39.)

Hase, S, and Kenyon, C. (2000). From andragogy to heutagogy. Ultibase, RMIThttp://ultibase.rmit.edu.au/Articles/dec00/hase2.htm

Hase, S, & Kenyon, C. (2007). Heutagogy: a child of complexity theory. Complicity: an International Journal of Complexity and Education, vol. 4, no. 1, pp. 111-118. “Heutagogy: A Child of Complexity Theory”

Hase, S, & Kenyon, C. (2001). Moving from Andragogy to Heutagogy in Vocational Education. Retrieved from: http://www.avetra.org.au/abstracts_and_papers_2001/Hase-Kenyon_full.pdf 

Sabbatical: My Doing-By-Learning Bucket List

Week after next I begin a mini-sabbatical…almost 7 weeks of time to focus on projects that I want to focus on. I have a giant bucket list of projects I want to work on that I haven’t had time to do in the hustle and bustle of my faculty/dean/mom/spouse/dog-walker/cat box-cleaner life. I see this time as a great gift from my university, and I am grateful for it.

Many of you have asked what I will be doing, and I’ve had a hard time, in the moment of your question, articulating everything on that list in a coherent way. I also am trying to pose this time less as “what I will do” and more like “what I will learn” (as in: doing-by-learning. Natch!).  So how’s this for an idea? Let me write it all down and share it with the world:

PROFESSIONAL LEARNING PROJECTS

1) In October, I will be joining a grant-funded team from DePaul University’s School for New Learning in facilitating learning sessions for faculty and staff at Tangaza College (in Nairobi, Kenya) about adult, competency-based learning programs and Prior Learning Assessment.  I’ll also be helping develop a PLA course … a chunk of my sabbatical time will be working on these projects.

2) I ‘ll be writing an article about the ways that indirect assessment and direct assessment collide and how that collision might support deep, meaningful student learning (hint: reflection).

3) I’ll be updating and pitching my literature review of assessment in academic libraries.

4) I have an idea that I can create some drafts of rubrics to support the process of peer-review in my university’s accreditation region. We’ll see …

5) A colleague and I are soon to launch a “multi-faceted open educational project dedicated to making a life-changing education available to any serious adult learner who would like to participate.” Think that sounds ambitious? It is … and now more than ever, a learning-based model for education is critical. Personally (I can’t speak for my colleague), I am getting sick and tired of the conversations about disrupting higher education and higher education innovations that seem to have forgotten LEARNING (Randy Bass says it all way better than I – read it here).  My colleague and I only partially joke that our uber-goal of this project is world peace (hey – there’s nothing wrong with being an optimist). We also think that a person’s ongoing ability to learn is their biggest, most important asset — substantially more important than their retirement investments, house, car, diplomas adorning their walls, or resume of past experience — and that if we all can learn how to develop and manage our learning assets and help others do the same, we’ll be better off.  So – I’ll be dedicating a chunk of my sabbatical time to moving this project forward. (Stay tuned – you’ll hear about it here.)

6) Heutagogy. It’s cool. Scratch that. It’s AWESOME!!! And if you’re an adult who is a learner (and, well, why wouldn’t you be?), it should change your life. I’m totally compelled to write a something-or-other about how so. (Indeed, this relates to the “multi-faceted open educational project dedicated to making a life-changing education” discussed previously … these projects are all pretty interrelated.) If you can’t wait for what I have to say about it (and why would you?), you can read these excellent overviews:

Blaschke, , L. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distance Learning, 13(1), 56-71. http://www.irrodl.org/index.php/irrodl/article/view/1076

Hase, S, and Kenyon, C (2000). From andragogy to heutagogy. Ultibase, RMIT. http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm

PERSONAL LEARNING PROJECTS

  • I am going to try to use all the free online resources out there to re-develop my Spanish-speaking skills. 30 minutes a day … we’ll see how it goes.
  • I am going to do a lot of yoga; thus, I am going to learn how to practice yoga (versus how to fit it into a busy schedule, which is what I usually am focused on).
  • I will be learning how to run at Foot Traffic University – my friend and I enrolled for their training for the Holiday Half Marathon. (If you know me well, you know that this is hilarious…HILARIOUS! But I might as well try even though I doubt that right now I could run a block even if a bear were chasing me.  And I like to hang out with my friend a lot and we don’t get to do it very often, so this is one way we can. And maybe I will learn that I can run a block if a bear were chasing me … for a free pair of cool socks, which is what FTU gives us, I am going to try!)
  • I am going to learn how to  play ukulele  … eventually …  like this guy (but maybe not by September 6th):

OTHER STUFF

  • I hope to paint the bathroom (if I actually do paint the bathroom, then I will learn how to remove wallpaper and fix some major holes in the wall).
  • I’d like to learn how to make a good Prezi.
  • I’d like to remodel this here blog. It needs a new look and feel … feedback welcome!
  • If the right homeless mutt makes herself present to us, I will likely work on integrating her into our lives.

P.S. 

Sabbatical technically means a rest from work.  HA!

Imagine This: Doing-By-Learning

Thanks to Mark Brannan on Flickr for making this image available.

Traditionally, higher education has been in place to prepare us to do. And it still seems to be in place for that purpose. First you learn; then you can do. First this; then that. And if you do that first, you will either regret not doing this first and come back to it, or you will continue to do that, but not be happy or find meaning in your life.

Higher ed seems to operate from this idea; its entire structure is focused on it:

  • Learn first; then do. This here piece of paper that says you learned makes you qualified to do, so go forth and do! (Oh – and you can stop learning now. That part is over, unless you want to keep learning, in which case you can go to grad school.)

Thankfully, engaging adult learners in higher education seems to have helped us think a little bit differently:

  • Ah – you went and did first. That’s cool! You’ve done all this stuff; now reflect on it and learn what it means (and by the way you can get credit for that through Prior Learning Assessment while you’re at it), and then learn some more. You think differently about it – about you – now? Great! Icing on the diploma cake! But now that you’ve done all that, and learned more, and now that you have our paper in hand that certifies your learning, you can go do, again. Because our piece of paper here says that you’re qualified to do more, or do different, in a better job for higher pay and a better life. (Oh – and if you want to keep learning, go to grad school. Doing is not for learning.)

I want to turn this upside down, make it do cartwheels, get all dizzy and mixed up. I have no doubt about the power of learning-to-do, or in learning-by-doing. But I have a hunch that there could be more power — more energy, more possibility, more long-term outcomes — in doing-by-learning.

Doing-by-learning is a phrase that I apparently blurted out in a recent meeting, according to a colleague, and I asked her, “Did I say that?” and she said I did, and then I thought, “Of course I did. That’s what I believe.” And since she pointed out to me that I said that, I’ve been thinking about what I meant.

Here’s what I think I meant:

  • Doing-by-learning means that deep, meaningful, significant learning is our partner — it’s not an outcome, but it is; it’s not a prerequisite, but it is. In doing-by-learning, learning doesn’t come after we do, and isn’t in place in order to do. We do/learn, learn/do: together, hand-in-hand.
  • Doing-by-learning means we engage in reflective practice all. the. time.
  • Doing-by-learning means we get to approach our work, our lives, with inquiry and curiosity and freedom to f*8k up. It means we can experiment, try, fail, try again differently.

WAIT! FAIL? (Gulp!) (You mean failure might be learning too? No way!)

  • Doing-by-learning means we can innovate! It means we can change our lives, our circumstances, our ideas.
  • It means we can change our minds.

WAIT! Change our minds? Doesn’t that make us a “flip-flopper?” Huh? You mean it makes us learners? How ’bout that?

  • It means that when we have a problem to solve, we can frame questions through which we can approach that problem. How should we work together in this situation? What do we need to know to move forward through the problem? What are the options? How will we know it worked? What if it doesn’t work? What will we try next? What new problems might we create in solving this one? Wait – are these even problems???
  • Doing-by-learning means there isn’t likely one correct answer to find, one set of “best practices,” or one right process.

Yah yah yah – maybe this idea isn’t new or original (it isn’t). But imagine this: What might higher education look like if we claimed it as an institution that facilitated doing-by-learning instead of learning to do, or doing and then learning, or even (in the case of internships and other experiential programs) learning-by-doing? That’s what I am going to imagine. I’ll keep you posted with what I come up with.

“A” Is For …

Ha! You thought I was going to say “assessment,” right? Well, not this time! You know why? Because assessment for the sake of assessment is lame. For one thing, it’s not a good use of our time or resources. For another thing … well, there is no other thing. We need to be able to do something with what we learn from assessment work. So this time:

“A” is for actionable!

Assessment geeks like me refer to this as “closing the loop” — using our assessment findings (whether direct or indirect) to make improvements in our assignments, course design, instructional methodologies, programs, or our student services. Or, when appropriate, using our assessment findings to showcase what we are doing really well!

In the Assessment Program at my university, we constantly try to ask this question: What can we do with this data? We often all have the What? and we might even have the So What? But then …

NOW WHAT?

Simply put: How will what we learn here help us improve? What actions should we take accordingly?

So now we are writing about some of these assessment projects we’re working on making more actionable in my colleague’s Actionable Data blog. (By “we,” I mean “she.”)

(Oh – who is she? Her name is Kim Firth, and she’s an awesome data geek and a very cool colleague.)

Here’s part 1 of several posts to come about a project we are working on (again, by “we” I mean “she”): the revision of our Alumni Survey. Read it and weep. Ok, don’t weep – it’s not sad. If anything it should make you happy that we’re being so intentional about making this survey actionable.

Lessons from an attempt at action-focused survey revision

Talk To Your “A” Team

An Assessment Haiku

by Susan Marcus, co-chair of Marylhurst University’s Assessment Committee and faculty / curriculum specialist, Accelerated Online Programs

Do we know they know?
That’s why we do assessment
Don’t fear the “A” word

But how do we know?
Oh, the many ways we have
Bring in the “A” word

Are your needs unique?
Let’s uncover ways to help
Talk to your “A” team

(Have I mentioned how much I love my colleagues?)