Archive for the 'Learning' Category

July 10th 2008

Learning in the rain

In the rainIt is amazing how much observing Alexander exploring rain tells about human nature: the need for a safe place to start, playing on a boundary alternating between a few more steps to explore and coming back for reassurance, gradually venturing into more and more scary territory, getting confident, having fun while getting wet and cold…

I treasure moments like this - when he grabs my hand and invites me to join the fun, so I can shed the skin of things learned about getting wet and cold in the rain, and instead just be a kid who enjoys the simple fun of being in the rain.

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May 25th 2007

BlogWalk Amsterdam: on facilitation and structure

Ton wrote long and thoughtful post on BlogWalk facilitation, and, while I agree with most of it, there is part that I think is missing.

When we started, BlogWalks were a way to amplify conversations we had online. Most of the participants would know each other from their weblogs, not only personally, but, which is more important for this post, topic-wise.

Now things are different – the people coming are more diverse and less connected then before. Also, some of them are not bloggers, but even for bloggers things changed – how many of you moved from reading a few weblogs in depth to scanning many? So, weblog-mediated familiarity with other participants that we are started with is not there.

It’s not bad (diversity is always a plus), it’s different. And I believe it needs to be reflected in the way BlogWalks are structured and facilitated.

What I missed this time was topical awareness of others – who are the people to talk about topics I’m interested. Days before BlogWalk I went to check links behind each name, but there was a limited picture I could get from it: some people linked to their companies (so how do I know what interests them?), but even for bloggers you can get only that much by browsing a weblog that you see for the first time (before I’d read weblogs of other participants for months prior to the event). We couldn’t make it to the dinner (this is how having a baby restricts your mobility :), but given my experiences from other dinners I doubt that this would give enough of the coverage.

In fact, there was something that gave an overview of topics that people wanted to talk about – post-its on the windows wiki. However, there wasn’t an easy way to figure out who wrote those I was interested in (I still wonder who wrote the one about the ethics of oil-fuelled travelling). Taking my responsibility for my own needs I tried to take the initiative and to propose a round of a group-wide time where people could announce the topics they wanted to discuss, but Ton suggested that it wasn’t necessary and moved on*.

***

So, what is my take of facilitating BlogWalk – more structure or less? I’d say as much as needed. If we can create conditions (e.g. as Ton proposes) for awareness of each others interests and taking responsibility prior to the event, as well as structure the space to facilitate conversations, then “no structure” and “no facilitation” is perfect. If not, then there is something else to do.

Specific things that we could do better this time:

  • A couple of rounds of a group-wide time (e.g. one in the beginning to announce “I would like to talk about X,Y,Z” and shorter one in the afternoon – to get on the same page before breaking into free-floating discussions again). We could think of alternative ways to create an opportunity for 1-to-all communication moments (e.g. ask people for a keyword intro to put on a wall and scheduling 5 silent minutes to look at it). Also, emphasising a bit more that signing your post-it makes it possible for others to discover you. Actually I believe that creating a space/time for a group-wide communication is something for a facilitator to be responsible, since it’s difficult for a participant to take initiative in that respect (it’s much easier to start one-to-one conversation in the corner then get attention of everyone).
  • Name tags. Or printed intro of people with photos. Anything that helps to connect a face to a name during the event.

Even if there are reasons not to create a group-wide time slot, we could do something like printing out the list of participants (+making sure the photos are big enough to recognise people), hanging it somewhere on the wall and asking people to add their initial “I’m interested to talk about X” post-its next to their names. (I could even think about it before the event, but it’s easy to get your expectations formed by previous events, where something like that wasn’t needed :)

Another thing we could do is to facilitate awareness and communication prior to the event (and a follow-up of course). Ton suggest some ideas, but I guess we’ll need a bit of discussions and experimentation to see what really works - getting a diverse group of people on the same page in a technology-mediated way without much facilitation is a nice challenge to work on.


*Ton did a lion share of work organising this BlogWalk and I value his input a lot. But in this case I felt that he acted as a facilitator who makes decisions about (no) structure rather than as a participant (as he suggests in his post).

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Archived version of this entry is available at http://blog.mathemagenic.com/2007/05/25.html#a1897; comments are here.

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December 14th 2006

On knowledge management and learning again

Tony Karrer (via Edu RSS):

Interesting discussion going on with contribution by Luis Suarez, Jay Cross, David Wilson - around the distinction between Knowledge Management and Learning:

Knowledge Management and Informal Learning
Knowledge Management and Learning - Separated at Birth? - Where They Really?
KM & learning: separated at birth?
KM and Learning

Sometimes it’s funny and a bit frustrating to see the discussion coming back to the same issues… I guess this is because where I started myself, moving from HRD/training/(e)-learning to KM 5 years ago: from recognising similarities between those fields and from disappointments that they are hardly connected when it comes to shared language and practices. This is also where my PhD has started (I’m far away from there now :) - from fascination with informal learning and recognising the potential of integrating HRD and KM thinking to support it better…

We did some work trying to figure out the overlaps and gaps between KM and learning in theory and practice (mainly focusing on corporate settings) and looked for directions for integration. I have some bits and pieces in my weblog, but it probably makes more sense to look at the papers since they document things in a more coherent way (both are based on the data from interviews and workshops with practitioners):

Efimova, L., & Swaak, J. (2002). KM and (e)-learning: towards an integral approach? “The new scope of knowledge management in Theory and Practice”, proceedings of the 2nd EKMF Knowledge Management Summer School (KMSS02). 2-6 September 2002, Sophia Antipolis, France.

Efimova, L. & Swaak, J. (2003). Converging knowledge management, training and e-learning: scenarios to make it work. Journal of Universal Computer Science, Vol. 9/6 2003, pp. 571-578.

Archived version of this entry is available at http://blog.mathemagenic.com/2006/12/14.html#a1871; comments are here.

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October 11th 2006

Facilitation lessons learnt

There is part of my work that I hasn’t been writing much about over last two years. Not because it’s so confidential, but because most of the complexities that I had to face and to learn from are still too complex for a blog post. I am about to disengage from the project to focus on my PhD; I hope I’ll be able to reflect on the things properly one day, but I also need a placeholder for some of the lessons learnt (or, to be more precise for some things where I’ve learnt a lot without having an answer :)

  • how your relations with specific people in a project implicitly define the commitments you make and how painful it could be if those unspoken ‘personal constellations’ are changed
  • how important is time for developing a shared language, how much you should fight for an opportunity to have it and that the best way to do so is still doing things together and not talking about doing them
  • how hard is facilitation of technology adoption, especially if you are already in a technology-mediated settings
  • how to make sure things are on track without having the responsibility or means to ‘manage’ (and without doing them yourself ;)
  • how to communicate online - hmm, more precisely: how to get ‘optional’ feedback online, how to make decisions asynchronously, how to orchestrate selection of media to fit everyone even if there is nothing there that fits everyone, how not to spam everyone, but still have everyone updated
  • how not to be involved, even if it’s good for the project
  • how to tame passion
  • how to introduce things (slowly :)
  • how to balance between decision-making and training
  • how to make decisions about technology design with subject-matter experts who don’t know much about technology
  • how to write difficult things in email without ruining the relation behind
  • how shared working practices could grow in a heavily distributed project
  • how to go back and forth between languages; how it is much more than the languages themselves and the need to switch, but the whole cultures and mindsets behind
  • how to plan and manage things you can’t plan and manage (community life and support :)
  • how to balance paid long-term members and recently joined volunteers in the same team

One day (when I finish my PhD and get back to doing things instead of doing research ;) I will be much better facilitator because of all the experiences above :)

Archived version of this entry is available at http://blog.mathemagenic.com/2006/10/11.html#a1843; comments are here.

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July 28th 2006

Lessons learnt from helping family members to install and use technologies

Last few weeks I had quite a few experiences with setting up technology (mainly Skype and Flickr) for my family members and helping them to learn how to use it.

Helping your “hardly computer-literate” relatives is a great source of insights: about problems that non-geeks have with tools, about mental models they construct, about good strategies to help learning or ways to solve problems that you mom could have when you are not around.

Which brings me to two thoughts:

First, it would be a great case of teaching about all things “user-related”. What if anyone who design or develop tools, especially those intended for a different target group then themselves, should be asked to make sure that their parents use one of their own everyday communication tools. This would require:

  • finding which tools would be useful and for that purpose - e.g. now my mom wants to use Flickr to “talk in pictures” with my in-laws since this would solve the problem of talking in different languages
  • find a way to install and configure those tools according to the user needs - e.g. I was very surprised while configuring Flickr for my mom and my mother-in-law that both of them were so worried about someone stealing their photos that I had to set it up as “no prints” and “no downloads” for anyone outside of the family.
  • find a way to explain how to use the system and to make sure those instructions stick long enough for the system to be used - I’m actually thinking of making a set of screenshots explaning Flirkrc functionalities in Dutch and Russian and sticking those somewhere easy to find.
  • find a way to troubleshoot when things go wrong - e.g. I was happy that I registered my own email as an alternative and kept earlier admin emails when my mom lost her Flickr password. Another example includes my brother who was so tired of visiting my parents and sister for admin work that he configured remote access to their desktops.

Those who manage to succeed (measured as consistent use of the tool by parents within half a year), would get “Basic user studies expert” title, lots of insights, fun of seeing their family “geekyfied” and have an extra reason to come visiting if troubleshooting on distance doesn’t work or their parents want to learn how to use one more feature.

The second thought is a bit more scientific. I wonder if there is any research on this aspect of relationships between geeks and their family/friends - strategies of supporting someone else’s encounters with technologies and lessons learnt from it. Didn’t do any proper search, only saw some hints to that as a very side issue in The long term fate of our personal digital belongings (.pdf). This would be such a great source of insights with lots of technology design/technology introduction implications (itching to do some of that myself, but probably should try not to get distracted :)

And a funny side-not observation - I always thought I was much into workplace uses of technologies research, but it seems that my personal experiences get me more into home and family stuff. Interesting…

Archived version of this entry is available at http://blog.mathemagenic.com/2006/07/28.html#a1810; comments are here.

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April 7th 2006

ALT Spring: Research workshop on lifelong learning

Interesting things from today:

  • video diaries on student learning habits
  • blogs as portfolios - time, tools and common format for digesting
  • “presumption of competence”
  • formative vs. summative - not only assessment of competencies, but also assessment of research
  • taking responsibility for choosing learning options vs. can you judge learning options about things you don’t know
  • role of intermediaries (people and tools) to help navigating learning landscape

Those pages are likely to move, but I keep links here for a while:

Relevant pieces from earlier blog posts:

  • On the ownership of “learning traces”
  • My papers on weblogs as technology to support learning
  • Archived version of this entry is available at http://blog.mathemagenic.com/2006/04/07.html#a1758; comments are here.

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    April 6th 2006

    ALT Spring Conference

    I’m in Leiden at ALT Spring Conference - it’s a very nice mix of people talking about learning technologies and (a bit suprisingly) the interesting issues (e.g. games, communities, social software, informal learning) are well covered. Below are some (patchy) notes…

    Prof Robert-Jan Simons, “Are our students changing and what does that mean for ICT in education?”

    • Carl Rohde, 2004 (trend-watcher; company of himself, a laptop and 200 people around the world, looking at children between 6 and 12 and 12 and 18; not published, for big corporate customers)
      • Game generation - interactivity!
      • Search generation
      • Extended home (=your home is where your friends are)
      • Lived experience - searching for authentic experiences
      • Respect my authority
    • ICT changing?
      • Mobile computing: Connectivity and sharing, mobile learning
      • Digital information mining: Visual, textual and human information + judgement of quality
      • Digital empowerment: Tools expand intelligence + testing; students become more independent
      • Multi-media rendering: Authencity +outside world
      • World-wide communication: Weblog, podcast, vidcast, wiki, etc.
      • ICT as commodity: Everybody involved; expectations of students; beating the system
    • Virtual action learning system (find example!)
    • Learners vs. staff (D.Oblinger)
      • Multitasking | One thing at a time
      • Audio-visual | Textual
      • Random access | Linear, logical, sequential
      • Interactive and networks | Independent and individual
      • Commitment | Discipline
      • Spontaneousely | Deliberately
    • Need more research…

    Scott Wilson ‘Web 2.0 and the personal learning experience of the net generation’ (presentation and podcast). Also - The PLE Blog.

    Good talk with an overview of relevant trends (do not agree 100% ;) and an overview on personal learning experience/environment. Bits and pieces:

    • “participation overload”
    • when students describe what do they want from e-portfolio it looks like an online dating system
    • PLE:
      • Multiple-context learning
      • Formal and informal networks
      • Role-switching
      • Asymmetric spaces
      • Self-organisation
      • Integrated identity
    • Theory - Scott promised to add references in his blog
    • Personal vs. personalised technology
    • How do we construct a set of tools as an individual?

    Prof Angela McFarlane, “Playing to learn - learning to play”

    • Fun production sites (forthcoming book chapter)
      • Poetry - emotional experiences comparable too books
      • Drawing - tutoring and learning from each other
      • Novels - reader feedback and encouragement (+ Robison, 2004 on constructive criticism and collaboration between writers and audience at cardcaptor.com)
    • It’s rather hidden cultural practices if you are not an insider. Since there are no physical artifacts… Now visible creative activities.
      • Temptation to generalise (everyone is doing it)
      • E.g. parents and teahers are unaware of those activities
      • Those activities are not acknowledged in formal learning life.
    • “I’d kill to have my students reading each others work as in fun production sites” and “I’ve never got some many comments on something I’ve written. Not in my face.”. Why it doesn’t work:
      • How far institutional pressures are there? Formal organisational structures that “distort the magnetic field”
      • Lack of authenticity?
      • Assessment - experience of collaboration as cheating. Not only education systems, but an understanding of knowledge is……we do not sufficiently privilege the act of production is part of learning, once we do it it’s too late… to produce something personal… How to modify the modes of assessment to fit???
      • Granularity of assessment - lots of material, not enough time to cover it - always summative evaluation of half-baked products

    Archived version of this entry is available at http://blog.mathemagenic.com/2006/04/06.html#a1755; comments are here.

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    March 28th 2006

    5 stages in e-moderating and more on collaboration tools for communities

    An interesting follow-up to my earlier comment on Martin’s framework of collaboration tools for communities of practice: Wilfred Rubens on Stages of development of a CoP, levels of trust and ICT tools.

    Wilfred does a really good job expanding on the discussion about community technologies and positioning Martin’s trust stages next to the 5 stages in e-moderating by Gilly Salmon (which is new to me).

    Salmon’s model is worth checking anyway: it describes the specifics of e-moderation and technical support for 5 stages of community participation (access and motivation, online socialisation, information exchange, knowledge construction and development).

    Connected: Technology for Communities set on Flickr (Nancy, I can’t dig out the post in your weblog from where it comes).

    Archived version of this entry is available at http://blog.mathemagenic.com/2006/03/28.html#a1747; comments are here.

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    March 20th 2006

    Mathemagenic processing and expert knowledge

    In one of the comments to this weblog Will Thalheimer suggested a link to his post on mathemagenic processing. Nice, since the title of my weblog comes from a research brief by Will (the old link is not working, but the text is the same).

    Which brings me to a few things:

    1. Now research-on-learning insights comes from Will in more digestable RSS format - Work-Learning Journal is strongly recommended to anyone into learning (especially to those heavily into practice rather then theory).

    2. I was forced to go back and to think what mathemagenic processing actually was once again, and this time I picked something that I’m pretty sure will come back in some thinking about ethnographic writing (bold is mine):

    When learners are faced with learning materials, their attention to that learning material deteriorates with time. However, as Rothkopf (1982) illustrated, when the learning material is interspersed with questions on the material (even without answers), learners can maintain their attention at a relatively high level for long periods of time. The interspersed questions prompt learners to process the material in a manner that is more likely to give birth to learning.

    3. Something from another post, on experts as e-trainers (bold is mine):

    I’ve been reading Richard E. Clark and Fred Estes’ recently released book, Turning research into results: A guide to selecting the right performance solutions. They recounted research that shows that an expert’s knowledge is largely “unconscious and automatic” to them. In other words, experts have retrieved their knowledge from memory so many times that they’ve forgotten how they do this and how the information all fits together—the knowledge just comes into their thoughts when they need it. This is helpful to them as they use their expertise, but it makes it difficult for them to explain to other people what they know. They forget to tell others about important information and fail to describe the links that help it all make sense.

    This is something directly relevant from KM perspective as well - thinking of best-practices/story-telling approaches vs. apprenticeship.

    I know it’s cryptic, but better I blog at least something, instead of hiding useful links in my del.icio.us, don’t you think? :)))

    Archived version of this entry is available at http://blog.mathemagenic.com/2006/03/20.html#a1741; comments are here.

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    March 1st 2006

    Drupal-based e-learning examples?

    I’m looking for examples and how-tos of how Drupal could be used in e-learning settings (class/group/course management part is important) - any suggestions?

    Context: in one of the projects we are creating an online space that is supposed to combine content, community and courses. Drupal is pretty much in the shortlist as a tool to support that, however it’s not clear how far it could support course administration and management…

    I’d also appreciate any examples of Drupal uses for one of the following:

    • specific learning activities supported within Drupal-based site
    • support for multiple courses (with private spaces)
    • community and personal space integration
    • editor-created content and user-contributed content
    • social networking functionalities (personal profiles, “friends”, finding/matching/introductions)
    • event management (e.g. scheduling, registration, etc.)

    The examples are needed for people who are going to work on designing online courses (they have LMS/e-learning experiences, but do not know much about communities, blogs, wikis in educational contexts) and technology people (who know about CMS, community platforms, blogs, wikis, etc., but do not know much about using those tools to support learning) - so it’s all about demonstrating how particular Drupal functionality could be used to support learner/course designer/facilitator/admin activities…

    Some things that I came across so far: DrupalEd, Distance Ed with Drupal: A live example, Setting up a blog based classroom site, Drupal Site Configuration Guide (see more at del.icio.us/mathemagenic/Drupal)

    Archived version of this entry is available at http://blog.mathemagenic.com/2006/03/01.html#a1735; comments are here.

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