So Many Posts; So Little … Posting

I have about 50 posts started, but none finished — or at least none worthy to post. As usual, I’ve been prattling (though only in my head, so far) about change in higher education; about the importance of leaders-as-learners and teachers; about technology, learning, assessment, teaching; about heutagogy; about access; etc. etc. etc.

So many posts; so little posting.

While not posting, I have been contemplating the lessons in two poems by Marge Piercy: The Seven of Pentacles and To Be of Use.

And I did take this picture of a lovely spring flower while out on a bike ride with my kid:

Meditation on a spring flower in the forest.

Meditation on a spring flower in the forest.

So there’s that.

Instead of posting my own ramblings right now, I’ll share a few links to others’ pieces that have really inspired my nog as of late.  I’ll also share a few quotes from each that I mentally highlighted – may they inspire you to inquire and reflect, too.

How Disruptive Is Information Technology Really? by Judith Ramaley – EDUCAUSE Review

The act of teaching is becoming more about designing the educational context and engaging students as they learn to approach material in more insightful and demanding ways. We are not transmitters of knowledge very often today, although an occasional superb lecture by a remarkably perceptive and even prescient speaker or a carefully crafted blog contribution can open up new ways of thinking about things.

We all know these simple things about how the educational experience is changing, but how recently have we paused to think about how truly wonderful it is to be able to use our smartphones to answer a question right immediately? My real concern is that not all questions have a quick, well-researched, and easy-to-find answer. Many, perhaps most, questions in today’s world are hard to formulate, are seen in very different ways by different people, or simply do not have good answers at all. That is why we still need real people who interact with each other in real time in order to frame questions that matter, to explore the ideas that come from those questions, and to work together to find solutions. No longer, however, are those people confined to the knowledge and experience that they carry in their own minds or that they can bring along with them on paper. They can tap into a true universe of material whenever they wish.

Good Teachers Become Less Important by Bernard Bull – Etale – Life in the Digital World.

When I think about the role of what we traditionally think of as teacher, one of the most important roles of teachers is to work hard at making themselves as unimportant as possible, not unimportant in the sense of lacking value, but unimportant in the sense that they are eventually no longer needed.  In other words, the goal of the teacher is to aid the learners in becoming self-directed learners.

Notes on social learning in business by Harold Jarche

Training and instruction are all about control, with curricula, sanctioned learning objectives, and performance criteria. This works when the field of study is knowable. But fewer fields remain completely knowable, if they ever were. Many institutions and professions have been built on the premise that knowledge can be transferred in some kind of controlled process. If you question that premise, you threaten people’s jobs, status, and sense of worth. This is why you see some violent reactions to the notion of informal and social learning having validity within organizations.

A major difference between communities of practice and work teams is that the former are voluntary. People want to join communities of practice. People feel affinity for their communities of practice. You know you are in a community of practice when it changes your practice.

And finally, a post from the Heutagogy Community of Practice: The PAH Continuum: Pedagogy, Andragogy, & Heutagogy, by Fred Garnett

When we collaboratively developed the ideas of the open context model of learning, Wilma Clark had pointed out that in Russia the word ‘obuchenie’ means both teaching and learning, and the PAH Continuum might be seen as a way of scaffolding ‘obuchenie’ as a move from teacher’s control to learner’s control. I would see it as axiomatic, as I did when I was ‘brokering’ learning, that teachers, whilst delivering their subject expertise, should be enabling learners to better understand the process of learning for themselves.

So many posts; so much learning. With great appreciation for all my teachers out there. As Bernard Bull wrote:

In one sense, a teacher is anyone or anything that contributes to our learning.

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.

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

Prior Learning + New Learning = Deepening Existing Knowledge

Donna Gentry, a Communications major, completed her Prior Learning Assessment Portfolio, earning 36 credits for college-level knowledge that she gained through her professional and personal experiences. She wrote for the following courses that focused on her major and greatly enhanced her professional work in teaching adults and designing corporate trainings:

  • CCM 320 Public Presentations
  • CCM 321 Small Group Communication
  • CCM 322 Interpersonal Communication
  • CCM 323 Effective Listening: From Comprehension to Critical Evaluation
  • CCM 324 Nonverbal Communication
  • CCM 328 The Communication of Affirmation
  • CCM 329 Healing Communication
  • CCM 336 Humor and Communication
  • COL 432 Leadership Communication
  • COL 426 Team Building: Managing Work Groups
  • CTD 440 Principles of Instructional Design
  • CTD 446 Helping Adults Learn

In Donna’s final reflection she wrote, in part:

I feel a great sense of pride every time I complete an essay.  When I reflect on my career my accomplishments and experiences I think to myself, “I really did a lot.  I really know a lot.”  And I learn something new about myself with each essay.  I am reminded to use good listening skills, I am reminded to make the conscience effort good interpersonal communication requires and the patience and self-awareness it takes to be a better communicator.  PLA reminds me of all these things and more.  My self-worth has never been so solid.

Donna talks about her PLA journey filled with benefits and tips for success here:

Survey Says … Educational Blogging

I am participating in an Educational Blogger research project exploring communities of education blogging. Below are my survey answers; I hope this is helpful to the researcher! I think it’s a fascinating process and phenomenon to study.

Blog URL:

prattlenog.com

What do you blog about?

Higher education, teaching, learning, assessment, adult learners, Prior Learning Assessment, accreditation, educational technology, and sometimes my kid, my dog, or my own learning opportunities and challenges.

Are you paid to blog?

No.

What do you do professionally (other than blog)?

I am the Dean of Learning & Assessment and Director of the Center for Experiential Learning & Assessment at Marylhurst University

I also am a private consultant specializing in higher education teaching, learning, and assessment work.

How long have you been blogging at this site?

About 3 – 1/2 years.

Do you write in other platforms? (e.g. in a print magazine?)

Yes.

Can you remember why you started blogging?

To engage in higher educational scholarship my way; to write about things I want to write about; to connect to my students and colleagues.

Here is a picture of  my blog prior to blogging, and still is my “thinking/writing” place most of the time when I have major ideas to process for myself. But now ideas start here, and get refined when and if I move them to the more public space of the blog.

This is my pre-blog : before I blogged, I wrote here, and it still serves as a place for me to process my thoughts and reflect on my learning privately. You’ll also see the drawing my 4-year old made me for a book mark. It’s a very important part of this notebook.

What keeps you blogging?

I have things I want to say …   I blog as a way to test out new ideas or insights, share tips, connect with others.  Primarily I write-to-learn (blog-to-learn?) … writing is a very important learning process for me, and I use my blog to process ideas, respond to things I’ve read, and to get feedback from others who might be interested in having a conversation.

I also use my blog as a travelogue of my professional journeys (and sometimes my personal journeys), and in some ways, an ePortfolio and a way to establish my personal “brand.”

A while back I posted a response to a question asked about how I use my blogging. WordPress pushed it to Freshly Pressed and I got TONS of readers that day, which was kind of fun. Here’s that post:

Verb: To Blog

Do you have any idea of the size or character if your audience? How?

Kind of – through some site analytics and follower notifications. But I don’t track that very well.

What’s your attitude to/ relationship with people who comment on your blog?

I LOVE comments! It tells me I’ve connected to someone in some way, and that someone is reading it.

Do you feel as if you fit into any particular community, network or genre of blogging? (e.g. schools, science, education, museums, technology)

Maybe higher education as a community, and teaching/learning/assessment as topics primarily, but my topics are pretty diverse within this area, so I likely don’t fit a specific community.

If so, what does that community give you?

I learn a lot from other bloggers. I also like to get feedback, share ideas, connect, and find ways to work together. I have met very important colleagues and friends (such as Harriet Schwartz – blogger at The Encouragement Lounge), by blogging. Harriet and I, for example, have since collaborated on some blog and some not-blog scholarly projects together.

What do you think are the advantages of blogging? What are its disadvantages/ limitations?

Advantages: It fosters my own reflective thinking; I like to write-to-learn so writing my blog provides me a way to clarify my thinking about topics that are important to me; it provides an authentic audience (if anyone reads what I write); and it connects me to other people that I might otherwise never be connected to.

Disadvantages / Limitations: Educational blogging may still not be considered a kind of scholarship — even though in many ways what we write is “peer reviewed” in larger ways (potentially by the entire world).

Do you tell people you know offline that you’re a blogger? (e.g. your grandmother, your boss)

Yes, but I don’t call myself a “blogger.”  PrattleNog is my website; I happen to publish things that I write here.

Is there anything else you want to tell me about I haven’t asked?

I am continually surprised by who reads my blog and how it gets out there. I think a key to this is in linking my blog to other social media tools such as Twitter, Facebook, LinkedIn, YouTube, etc.  The other thing I find fascinating is how it takes very little effort to keep my blog running. I try to post once a week if not more often, but sometimes I don’t post much at all, and sometimes I post quite often. I keep reminding myself: it’s my blog, my project, and I can write about what I want, whenever I want. There is a freedom in that — especially when I see that people read it.

Good luck with your research. I’d love to hear about what you learn!

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.

Learning Through Commitment

Thanks to eschipul on Flickr for making this photo available for use.

In this recent article written to new college graduates, Caty Borum Chattoo provides six pretty nice pieces of advice. The first seems most significant to me – it’s about the great potential of personal commitment. Though this certainly applies to new grads, even more so I think it applies to all of us engaged in learning, creating, discovering, and growing. Here it is (bold and color added for emphasis):

 (1) At the moment of commitment, the entire world conspires to assure your success.
(This was paraphrased by Norman [Lear], but originally thought to have originated from the philosopher Goethe.)
With a surface-level read, this may seem obvious and potentially overused — as in, work hard and it will all work out for you. But to me, understanding this bit of philosophy in a deep, internalized way only came with age and experience. When Norman first said this to me, I remember thinking that the key to this mantra was the “world conspiring” part of it — the thought that the world owed me success. But not only is this not the key idea, it misses the entire point. What I came to learn, through the messiness that comes from large and small professional decisions, is that the key is the commitment piece, which has everything to do with your own active engagement in your own life, pursuits and passions. At the moment in which you truly commit to a project, an idea, a version of yourself, you may find the world lining up in ways that allows the success to happen — you meet people who make connections, you have a conversation with someone who tells you the exact thing you needed to hear, you find a partner with whom to collaborate, and on and on. In my own still-evolving professional life, I have encountered the most amazing moments of a world conspiring — but only when I was fully, honestly engaged, with the kind of commitment that is felt deeply when no one else is around to see or validate.

I have experienced this same phenomena. When I fully commit to something, everything seems to line up. But it’s not “everything” doing that — it’s me doing that. There is an inexplicable energy that comes with such a commitment.

Right now I am exploring a new project, a potentially big and risky one. When I am ready to commit — and if I am, I must fully commit — I believe I will make it so. It might fail, and it might fail gloriously, but in that I will have committed to it, I will have also committed to learning with, through, and from it, regardless of the outcome.  It’s a refreshing perspective because it can eliminate some of the apprehension and fear that sometimes act as back-seat drivers.

I also wonder if this is where the construct of faith comes from — there is a leap of faith that is involved with such commitments. Because really – are we ever 100% certain something will work out? My quotient of certainty increases as my commitment increases.

PS: The Goethe Society of North America has more about this original quote, HERE. It’s a good read.