Home » Posts tagged 'reflection'
Tag Archives: reflection
It’s a good job we don’t all keep lifelong diaries, although Tony Benn’s from age 33 to 83 covering a life on politics must be of greater value and interest to most. My diary age 13 to 33 in contrast covers some tender and messy years – the process had been anything other than transforming. Why am I as I am rather than how do I change.
These days we are all life logging if we have a life on line – there are a thousand touchpoints, especially photographic that give you that chance to look back and reflect.
I am apolitical. My in-laws used to laugh, saying they cancelled each other out: Tory, Labour and Liberal. (That’s, mother, father and grandmother). I never asked and could never figure who voted which way; they kept their politics to themselves. I have voted in all directions from green through blue to yellow and red – I cancel myself out. I often vote different ways in local and national elections only voting for the person, not their party. In fact I wish political parties could be banned, so, I guess like Tony Benn, you can be your own person rather than being forever held to and subjugated by the party thinking.
That’s me on politics – an agnostic in religion, indifferent in politics.
Here though to pick up on a phrase used on the BBC obituary yesterday regarding his fifty years of keeping a diary (written, then audio). His view, probably expressed to a journalist to keep things short, was that ‘something happens, you write it down, you re-read it, then realise that you were wrong’.
In the aggregation of events, and musings, self-analysis is surely just as capable of creating such an aggregating of similar events and thoughts that you become entrenched, rather than transformed? Surely a bit of both is the reality. Or does it make any difference at all.
I’ve kept a diary and blog and relate to several others who do the same – the diary/blogging thing is part of who you are or have become, you do it out of habit, like saying your prayers at night. I cannot see across any of these people, especially those published diarists, that suggests that in any way the act of keeping the diary changed them. I rather think the opposite, that those who keep a diary are very set in their ways.
There’s barely been a module across the Master of Arts Open and Distance Education (MAODE) that hasn’t expected students to blog. I wonder if this though isn’t for purposes of reflection, but is a learning journal or portfolio of work, a accumulation and aggregation of course work and themes upon which you build you knowledge. In these instances reading over does adjust your thinking, you become fluent in the language of your subject and wise to the ideas rather than ignorant of them. That should be self-evident in the diary I have kept here for four years.
Fig.1. My whirlwind of postgraduate learning. (c) J F Vernon (2013)
For a brief period I have been a registered student at three universities: Oxford Brookes (FSLT14), the Open University (MAODE H818) and the University of Birmingham (MA First World War). This is what my mind needs to feel I am ‘in the flow’. Live TV does it too – behind the camera, anything can go wrong, or go right.
The first two online and the latter campus based. My motives for joining FLST14 were to push my learning towards education in Higher Education and applied learning in business – as a practitioner I’ve been making the transition from production and learning services to the education side for a good decade – seeking to be part of the learning process rather than creating resources at a distance. First Steps into Learning and Teaching 2014 (FSLT14) came along where I have had a brief window and for an opportunity to revisit, understand and apply this process of reflection it worked where previous efforts to crack this have failed. I’m also, in some respects, testing from a professional perspective different learning platforms and approaches.
I’ve done three MOOCs in as many years – some huge, one so closely managed it was like a formal MBA module. I’ve done and nearly completed a FutureLearn MOOC too (WebSciences) and enjoyed taking part in another FutureLearn MOOC on Hamlet (University of Birmingham) as an observer. I can see myself doing a couple of these a year: they replace an inclination of buying hefty, coffee-table non-fiction books on a thing in the belief that ownership alone will result in the transmission of knowledge from the page to my head. For the last decade I’ve applied the same principle to eBooks which hasn’t worked either. I need to be reading the things for a reason – increasingly this is because, voluntairly, I need to respond with a book review, intelligent intercourse in a seminar or in an essay that will be assessed and graded.
It is interesting to be back in class: lectures and reading lists with essays to write, but the comparison I make for FSLT14 is with other online modules.
Where, for me FSLT14 worked so well as that it clearly knows what it can and cannot deliver. It is a Bonsai tree, not the entire forest. It might even be a cherry-tree haphazardly trained along the back wall of the garage if I am to continue the metaphor. This is a blessing. More is definitely less.
I’ve been on modules that say it is 14 hours a week but it quickly becomes apparent that it is more like 22 hours – sometimes they excuse this by having ‘Optional’ activities, but these are ambitiously long, even indulgent reading lists set up us students to feel we may be failing or inadequate if we can’t or don’t take an interest in these. I am not a strategic learner; I expect those responsible for the learning design to do this. If you go to the trouble of putting a book or paper it is because you expect students to read it – rather than, what I feel the academic is doing – showing off how much they have read. Research shows that activities that are marked ‘optional’ are not done. I find, where I do these any effort lands on deaf ears – no one else could give a monkey’s … That said, I’ve also just completed an OU heavy-weight H818: The Networked Practitioner.
Here the commitment and presence of the Chair was palpable and of enormous value. As students it is encouraging to us to have those who designed a course to show maintain their presence.
On the one hand you have the course content, designed and posted online, on a railway track learning journey that is suitably detailed, but never overwhelming. You can battle on alone, or join in. With fellow students this is straight forward, it is simply a matter of sticking your head over the garden fence on a regular basis and returning the compliment of someone commenting or providing feedback to do the same to them … while being mindful as you become one of the experts to look after those who may feel on the edge of things. How, when and if the tutor is a presence depends on if they go by their contracted hours, or are indulgent enough as a vocational educator to be around. I feel a tutor should host their group. Over four years, and seven modules I’ve had seven tutors, of course, though seen and probably remarked on the actions, behaviours, strengths and weaknesses of at least another 14 tutors. Some what the French call ‘animateurs’ – they galvanise their group; others are withdrawn, very academic and correct – but brilliant in their own way. Others become, for want of a phrase ‘one of the lads’. I’m less certain that this works or is appropriate – not in primary, secondary or tertiary education. And so on. The worse are the ones who simply are not there. Who seem to have less idea what is going on than their students and as you’d expect a student who is struggling to do start to winge and make excuses. I’ve never had to do it so I ought to be more circumspect; I am sure that it can only be reasonable to expect tutors to work their contracted hours. My view of education and being an educator is more Socratic. I expect their presence.
With seven significant online postgraduate modules under my belt this is of course not the typical picture: some are heavily based on reading, others on activities with assessments patterns to suit. Mentioning the ‘traditional’ course I am doing, actually 1000 pages to read per week is clearly excessive isn’t it? You give up lie-ins and TV, and other hobbies … (By the way, I share regularly in the OU Student Blog platform thoughts and hopes with someone who has now completed 21 postgraduate modules with the Open University. I think this equates to four degrees!!)
Fig. 1. Muir Woods. One visit wasn’t enough. I spent three days in here.
I describe my inability to see the wood for the trees as I was too busy enjoying being a woodsman.
I could not stand back and reflect on what had taken place – not during the course, though perhaps a few months later. I return to this horticultural metaphor as I found with FSLT14 that I could fit it in, no more, no less. I could see it for what it was and admired its focus. During FSLT14 I feel I have become fluent in the language of education. It has been the tipping point, the moment, where like learning a new language you feel the fog has cleared.
This has been possible because of its modesty and humanity – there is an intimacy in the connectedness that I haven’t found elsewhere – perhaps in specialist interest groups in LinkedIn and Google+
Fig.2. Dr. Zbigiew Pelczynski taking his grandson for a walk
Our feedback session felt like an Oxbridge Tutorial; I’ve had the privilege of learning through that system as an undergraduate but took it for granted thinking that it was how all university’s could do things. There is significant value in a few people being able to talk around a topic and have enough time to take in what people were saying. And of course, the global reach of this is such a revealing way to consider your own position and practice. My insight on the Oxbridge tutorial system – I was an undergraduate thirty years ago, has been embellished by marriage to the daughter of a prominent Oxford tutor and personality, Dr Zbigniew Pelczynski. I interviewed him about the tutorial system and shared this online. Ever since I’ve pondered how Web 2.0 could be used to give tens of millions the Oxbridge tutorial experience – some institutions are doing this already. The Webscience MOOC I did, though hosted by two University of Southampton professors, was populated, on rotation I think, by four PhD students each week. This meant, as we have come to expect using communications platforms, that more often or not, a reply came to whatever you posted in a few hours, or sooner – rather than days later or not at all. As an online student you start to recognise the pattern a tutor has – never on a weekday, never at the weekend, only on a Tuesday. That’s their plan, but it feels like a gross misappropriation of powers they ought not to have … to effectively ignore you until they can be bothered. All should and could be receiving updated posts on an RSS feed.
Fig.3. Something I drew.
Setting out to become a ‘Master’ of anything at all – ‘Open and Distance Education’ has received my attention, though four years ago I was interviewed to take an MA in Fine Art.
True! It has taken this extra year, a couple of modules beyond graduating with the MA, to feel that I can describe myself as a ‘Master’. It’ll be another six years before I can, some theorists think, a ‘Scholar’. But I, like John Seely Brown, do not believe in this ‘10,000 hours’ thing – I’ve read the original research paper on musicians learning violin at the Berlin Conservatoire. Playing a musical instrument does not readily translate to anything else or everything else, especially where most violinists start at the age of 4. Which is when Picasso picked up a paint brush under the tutelage of his father, an art teacher from the local university. What were your learning at age 4 that you have developed into an expertise ten or twenty years later? Picasso, in his words, could paint like Rubens by the time he was 14. And we know about Mozart. There’s value in starting young and sticking with it: swimming anyone? Singing too.
Web 2.0 allows ‘learning at the speed of need’, to prefer learning over TV or the gym, over friends and relationships, walking the dog and the garden.
I have for the last five months been working on two MA degrees in parallel – not something I would have considered even three years ago. Not only do I think it is doable, I think, with the right course, you can contain it to the 14 hours a week each requires. The magic, the synergy, the insights that come from this greater intensity is, going back to it, what Oxford and Cambridge expect when they ‘hot house’ students through their short, eight week terms. And how many hours are they expected to put in? At the Oxford Internet institute I was advised that the MA students would be doing 44+ hours a week. Intensity works once you are up to speed. For this means getting myself into ‘the flow’ as Mihaly Csikzentmihayli puts it.
Fig. 1. A moment to reflect
This by the by was the title of a TV screenplay I submitted to the BBC – rejected otherwise you might have seen it on the box by now and I wouldn’t be sitting here.
As the round up to my final, final MA ODE module H818: The Networked Practitioner it is suggested that we prepare a timeline drawing on possible blog entries, as well as ‘appearances’ in the OpenStudio platform we’ve been using.
I’ve posted some 80 times since H818 began. I’ve posted some, I don’t know, 1000 times here since February 2010?
The surprise is to find a dozen references to H818 from 2012 and when contemplating how I got to the ideas that I delivered for H818 where these may have emerged from. This in turn takes me as far back as a visit to the Science Museum in 2010. Then all manner of things, from the launch of Martin Weller’s book ‘The Digital Scholar’ and attending seminars in Bristol on ‘curation’ and earliest indicators that I may take an MA in First World War studies having tried to write on the subject for … well, 22 years ago another failed TV play optioned by Tyne Tees Television called ‘That’s Nothing Compared to Passchendaele’ – which is what my late grandfather said to me while we watched the local news featuring a private in the Durham Light Infantry out in Saudi Arabia. He was 96 in 1992 and had joined the DLI in his teens in late 1915.
And all of this for my very, very, very last EMA ever.
And what did I just jot down
‘Word counts in an EMA are anathema to the culture of open education’
My first draft, I haven’t ever dared look, will run to anything between 6,000 and 12,000 words.
Talking of writing … never one to say never, I have committed to a week long ‘retreat’ with a dear friend and writing tutor. My goal is to work on … ‘The Angel of the North’ a story set in the era of the First World War about a woman who flies over the Western Front.
(Actually, I’ve just thought of that. She does fly with an RFC pilot/instructor … and in the final pages is about to set off to attempt to fly the Atlantic for the first time in the wrong direction. She does, as a couple of women did, impersonate a soldier to get herself into the Front Line …)
Oh boy. And I thought I was done with writing. Thought that getting 5,000 words finished was a challenge. It is, but the OU provides the parameters and schedules, the kick up the arse and the carrot that no other kind of writing has yet provided. Except for once.
Meanwhile I must get the kids to school, must walk the dog and must prepare for an online conference I madly volunteered to do a few weeks ago as if I didn’t have enough on … which will include sitting with a veteran of the Second World War this weekend, he was in the Polish Resistance during the Warsaw Uprising. I have a Sony Flip camera and digital sound recorder in my pocket determined to interview him as I did my grandfather …
Onwards to … more of the same I should think
p.s. yes, it is my ‘brian’ – the idea of the brain is so ridiculous.
Fig.1. Rescue having failed a 4 tonne whale is dragged from Stinson Beach.
As a student on Oxford Brookes University’s online course ‘First Steps into Teaching and Learning 2014’ here in week 4 we have been challenged to consider an experience from teaching or being taught and in a five minute presentation reflect on this.
My interest is teaching postgraduates and/or ‘in the workplace’.
I should be feeling I’ve stumbled into the right time and place with this one having just given a ten minute presentation online as part of the Open University Masters in Open and Distance Education module H818: The Networked Practitioner, however with that one, despite every expectation to exploit my love of and experience with linear and interactive media I resorted to a Powerpoint. I needed to improve the script up to the line and this offered the flexibility I could not have had with a Prezi or video. There were too many cumbersome technical barriers and trips that I wasn’t happy to pursue or risk.
What I’m doing here is thinking through a presentation I need to prepare. Sharing this, if and where feedback can be garnered, then informs the decisions I take.
My immediate idea, often my best, is to do a selfie-video talking to camera while hurtling around a roller-coaster at Thorp Park. It would sum up the terror, thrill, highs and lows of taking a day long workshop with a class of some 40 year 9s (12/13 year olds) in a secondary school that had/has a checkered history.
The second idea, to change the setting radically, would be a workshop with nine on creative problem solving – the objective was to come up with answers to a messy problem, though the motivation to be present for most was to experience a variety of creative problem solving activities that I had lined up. This nine in an organisation, included MBAs, prospective MBAs, a senior lecture, junior and senior managers and officers: colleagues and invited guests from different departments. This example is probably the most appropriate.
A third might be something I attended as a student – apt because doing this in 2009/2010 in part stimulated me to take an interest in learning: I wanted to know what was going wrong. Here we had prospective club swimming coaches doing everything that was unnatural to them – working from a hefty tome of paper, sitting through a lecture/seminar and expecting assessment to be achieved by filling in the blanks on course sheet handouts. This from people with few exceptions who left school with few or no qualifications – often troubled by Dyslexia. They were swimming coaches to dodge this very kind of experience. It was, you could tell, hell for some. The misalignment could not have been greater. Here the immediate visual image, apt given the subject matter, would be to watch a fish out of water drown – or nearly drown and be rescued. What really grated for me in this course was the rubbish that was taught – too many gross simplifications and spurious science.
Based on the above I should challenge myself to do the video as I need to crack loading and editing. The fish out of water, whale actually, I can illustrate from photographs and the experience this summer of being present as a 4 tonne whale beached and drowned on Stinson Beach, California (See Fig.1. above).
Just ten minutes. A live presentation. Why for me should it be such a big deal?
I said to my wife that I have not problems delivering other people’s words (acting) and I have no trouble writing words for others to speak (speech writer, script writer), but what I loathe and struggle with is delivering my own words on any kind of platform.
Big fails on this count, emotionally at least would include:
My grandfather’s funeral
My groom’s wedding speech (I was pants at proposing too)
My father’s funeral
My mother’s funeral
Because it matters to me far too much when, and only when, the words that I give seem to emanate from my soul.
Let me blog, let me write letters, let me smoulder from my ears into the atmosphere with no expectation of feedback.
Both positive and negative feedback, especially if constructive, sends a shiver through my bones. Why is it that I crave confrontation, that I want to be mentally smacked around the head, then kicked up the arse and sent back into the fray to deliver some amazing show of ability?
We are all so, so, so very different, yet how we are taught, or expected to learn seems so very contrived, so set by context and numerous parameters.
I would prefer to be stuck in a cabin for a couple of weeks with an educator who hasn’t a clue about the subject, but is a natural educator, than someone who has ticked a collection of boxes in order to obtain their position. The natural educator can teach anything. The subject matter expert thinks they know everything. eLearning can be the subject matter expect – ‘IT’ (literally) thinks it knows it all.
So, connect me, and for me connect students and educators – worry only about the desire and ability to teach or transmit and manger those hungry to gain knowledge, and for students concentrate almost entirely on motivation. If they want to learn pores will open up in their skull so that you can pour in the information and they’ll never be satiated.
It doesn’t get any better.I thought I was on top of this by now, like riding a bike, but you don’t really know what kind of a beast you have a hold of until you tackle it. All the more reason to get an early draft written and give yourself a week or two to work on it. This would have been fine but the entire process leading up to H818 TMA1 has been to expand, share, search, explore … and so it went on until like the incredible stretching man my arms reached west to Dublin and east to the Urals. Part One had a work count limit of 1500. My first draft came in at 4,600. I hacked this down by 50% then did the wise thing and began again from scratch working on the basis they I had some juicy content in my head, I just needed to focus.
A mind map with a mere 7 links on it did the job. 200 words for each and 100 words to share across an introduction and conclusion … sort of.
I’d references the longer version in my enthusiasm so had to unpick that – there is only one thing worse than missing out a lot of references, is referencing a lof of stuff that is no longer there.
Then part two.
For reasons only known to the OU IT team I couldn’t zip two documents on my Mac so emailed the documents to my wife – I am sitting at her laptop now. The period between sending these files from my office 11 miles away and cooking supper (I do) gave me a chance to dwell on a sentence regarding part two
Students are encouraged to be bold and innovative in setting forth a project proposal.
A breathing space, a chance to reflect, a deadline fast being overdue … so I went for it. Controversy gets attention. So does death. This has both. And if I play my cards right I’ll need to find an actor, dress him up, get some make up then film them in their final moments.
It has been refreshing not to blog for a month. It is easier to reflect.
Had it become compulsive? A necessity to post whether I had something to say or note?
Now qualified with a Master of Arts in Open and Distance Education am I inclined to be more circumspect and scholarly?
Is this ‘jazz writing’ as I call it resistance to or an alternative to ‘proper’ writing, whether academic or storytelling.
I miss what I have missed and the need to catch up. I have been busy with a trip to walk in and out of the old line along the Western Front at Ypres. I have read copiously and widely on psychology, neuroscience, e-learning and history. I have seen a movie a day.
On reflection I am better off WITH rather than without the regular habit of capturing thoughts and ideas as they are experienced. I gain from the e-portfolio, the aide memoire, if nothing else.
Stumbling upon the work of Baroness Susan Greenfield, for example, prompted by a radio talk has had me reading her take on neuroscience.
Fig.1. We’re no longer trying to sell magic potions out the back of a tub-trap.
Still playing catch-up after the Tutor Marked Assignment (TMA)
Through week six writing and most activities (a few hours left to wrap)
I’m on my seventh Open University Postgraduate module – six on e-learning, one from the MBA programme.
I’m familiar with week 7 as we begin week 8.
I’ll catch up over the weekend.
If it rains a good deal and my son’s football is off (again). This will come back to haunt me – with all the bad weather they are moving to two matches a week. The Daddy Taxi might be busy.
For H809 conjured up the ‘Perfect Storm of Online Research’
- Young people, including minors
- Online – gamified if not virtual worlds, with social aspects (whether wanted or not)
- Medical – not a medical market research but ostensibly an ‘intervention’ of sorts that would require expertise, training and sign off for everyone involved.
- Global – what isn’t if it is accessible online?
The good news?
- They haven’t found life on Mars yet so I can keep it contained to Earth.
- Set further parameters.
I’m looking at use of e-learning to improve uptake of preventer medication by young people with severe moderate asthma (i.e. they are supposed to take a daily preventer inhaler, like me, I do – they don’t).
I may ‘contain’ the research to a group where in some cases a step has already been taken to ameliorate the situation – swimming. I’ll talk to the ASA (hypothetical) and have participants as UK swimmers with asthma
This on ethics and permissions relating to research will be of value.
By entering medical research I have entered a minefield!
There are pages of protocols and procedures, training and checks with personnel and so on from the universities, the NHS and UK Government legislation.
Fig.2 A foothill just turned into climbing Olympus Mons, the 21000m largest mountain on Mars.
A picnic just turned into a medieval banquet for Henry VIII and all his six wives … (I’m off to walk the dog).
If I’m burying my head in sand then it is the red sand of Mars. In any case, why climb Olympus Mons when I can land on it in a Twitter / PayPal sponsored Mars Rocket.
In truth I am reassured by the scope and comprehensive nature of the guidelines, protocols and legislation.
The most straight forward of assignments has proved anything but … not for how to write this 2000 word piece, that is straight forward, but rather committing to a subject, then narrowing down the theme, possible research question and then dig up some papers … and not simply offer the lot, but give the five ‘that say it all’. To pick five how many must you read, at least as abstracts. I made three false starts, even read a PhD thesis on blogging before deciding it is a minefield. I may like to blog but I no more want to research it for an OU assignment than sort out pebbles on Brighton Beach. Lifelogging, memory and neuroscience all interest me … but are too big to get my head around in a few months – a few years perhaps. Looking at my notes I see I have papers also on augmented learning for field trips and museum visits. Then I returned to a platform that caught my eye three yesrs ago on H807 when I interviewed Dr. B. Price Kerfoot of Harvard Medical School on ‘Spaced Education’. So far this system has been usef with doctors, to support their learning and decission making … the next step will be patients. One of the humdingers here is ‘compliance’ – taking the medication you are prescribed if you have a chronic condition. What dawned on me this afternoon is that as a asthmatic I am the perfect patient – compliant to the nth degree. What surprised me is that such a large percentage of asthmatics are not. But with alleregies – a double-whammy of irritations, I ignore the nasal steroids and antehistemines almost completely. Compliant, and defiant in one go so just about canceeling the two out. But why? This is what fasciantes. You know you need to take something to avoid a return of the symptoms, but as there are no symptoms you stop taking the medication. Anyway, I am sifting through papers to set me straight and to offer some answers. If you have a moderately severe chronic condition and wish to share your medication regime or attitude please speak up – asthma, allergies, diabetes, epilepsy, other mental illnesses – chat on Skype? Meanwhile I checked my preventer inhaler – it was empty. I at least had a spare and will get a repeat prescription in tomorrow.